We sometimes get bogged down when getting details via circling during stories. We get too many details. Details are great – they flush out the spatial imagery of the story. But they shouldn’t overshadow its linear piece, the actions/events that move things forward. It’s not like we have three hours to create a story. How […]
from Linda Li: With beginning students, I limited to three verbs “was at”, “saw”, “ate” as they learned those three words already. I used my 3 details as an example: 1. I was in India. 2. I saw the Dalai Lama. 3. I ate a lot of pizza. The students have to ask me questions
Sample Questions for Beginning Classes using Star of the Day Read More »
Here is a link to Michael’s blog where he gives more information about how to do Two Truths and a Lie: http://optimizingimmersion.com/two-truths-and-a-lie-2/ For the record and I could be wrong but the originator of the Special Person activity is Jody Noble and Sabrina Janczak to my knowledge along with Nina Barber originally authored the Two
Linda Li used Sabrina’s Two Truths and a Lie today. I observed one of the classes. She first modeled the activity, using a power point slide show, saying that she: Met the Dali Lama (who was in Delhi) Ate a lot of pizza Went to the hospital The kids asked a lot of questions, drawing
It is so nice to teach in a SBGR school where the four learning habits of respect, responsibility, perseverance and collaboration are not just meaningless but terms to describe how a child learns. In fact, I am firmly convinced after almost forty years of doing this that the learning habits/social skills/EQ are FAR more important
If we are teaching using a vPQA slide presentation we may come to a slide of an angry girl. We just park there. We don’t leave it. There are posters (Director’s Cut, Sabrina’s Greetings) to support our instruction of the emotions and so we can laser point from the angry girl to the emotions on
This idea is from Michele Whaley – Provide the observer with a translator… I think it’s a cool idea. Mega. By being provided with a translator, a checklist and an explanation of what is going on, we completely transform the energy in the room, building a strong bridge with the observer before the observation even
The part in green below connects to the current thread on how to build up trust with negative kids: It would be nice for teachers if communication via language could be done via single words only; their jobs would be much simpler. Unfortunately that is not the case. Languages require that words be grouped together
My artists this year – probably because of the iPads – are getting way too much into their drawing during the creation of the story. They give me little eye contact and miss a ton of CI. So I demoted them all. They now have to draw the story on their iPads as soon as
Polly Fuller has a question for us. It’s the old curriculum map bugaboo: Ben, I need some help. This year my school is requiring that each level prepare a syllabus and curriculum map to post on the school website. No one will look at them, but we must put something on paper to make it
Summary of ROA Steps: Silent reading Instructor reads aloud Pair work Choral translation using laser pointer Discussion of grammar in L1 Reading from the Back of the Room Reader’s Theatre Jump into the Space! Work on accent 5 minute write Class artist Textivate Sacred reading Translation quiz Content quiz Free Write
Bryan Whitney said (about the fact that typing up stories for Step 3 of TPRS can be time consuming): …it’s often enough to just type up the most important scene of the story. That way there’s less that needs to be typed up, plus it focuses on the most important part. Plus, when you add
