I now call step 6 of ROA “Reading from the Back of the Room”. It is R and D on steroids. I repeat that this is about the best kind of reading CI I have ever done, and the entire ROA reading sequence (find it in the Primers or search it here or find the category), […]
Without these conjunctions on the wall, the kids can’t write a story, they can only write sentences, so this is an important poster: next after then so then later now in the morning in the afternoon in the evening at that point suddenly until and also again still therefore because although if only first, etc. otherwise
I’m never sure whether CI can even work in schools. I know that as a general rule it can’t work with kids previously trained in the grammar method and we let them go if we know what’s good for our mental health. But sometimes I think that it is also a hard sell in first
Some may remember the thread where Lance had to decide whether to accept a position teaching a language he didn’t know, which we all agreed was doable in that particular situation. Here is that post from a month ago for those who missed it: https://benslavic.com/blog/advice-needed-5/ Here is the good news/bad news update: Ben, The potential
In this updated version of how to process Step 3 of TPRS (Reading) using Reading Option A I wanted in particular to point out Step 6 – Teaching from the Back of the Room. In conjunction with Step 5 of ROA, it’s pretty badass, as you will see if you try it out when you get
Bryan Whitney drew our attention to the term “language-like behavior” in a comment a few days ago. I appreciate that Michael and Eric and others have also shared so much valuable information here recently about the current VP stampede in support of Krashen. This term “language-like behavior” is one that we can put into our
This from Jim Tripp is a good example of how simple a script can (and in certain classes should) be: http://www.trippsscripts.com/#!Story-Script-Hunting-Season/c1uxc/564378ae0cf2e1ca2793a7e4
Here is a quote from Bryan Whitney that is of the greatest significance: …when students simply repeat a memorized phrase (like a parrot) it shouldn’t be considered actual language. It should be considered “language-like behavior” (Spolsky 1966) because it’s only the repetition of something that they have heard. It isn’t really generated by the speaker….
I’m going out of Delhi for the next five days sans computer so I will check back in with you guys next week.
Carrie Anderson has a really good question: Hello Ben, I am still getting up the nerve to implement CI instruction in my middle school Spanish classes in Montana. This is my first year at new school, 4th year teaching. I really want to switch to CI but I am nervous for two reasons: one, is
John Piazza’s comment this morning needs multiple and frequent responses. Yes, we share video, primers, comments, strategies, but we seem to drop the ball when it comes to sharing those annoying documents about how we plan and our objectives and all that junk that administrators want. To stop that error of omission, I suggest that
