When translating the story received from the Story Writer into the TL to prepare for the ROA reading class, as per Laurie’s instructions on the creation of embedded readings, I try to embed about 10-15% new vocabulary. The amount of newly embedded vocabulary depends on the class – some classes can handle more than others. Sometimes I […]
I am finding that I must write up each story. Generic stories written from a combination of all classes never did really work for me in years past. Now that I am writing up each story it requires extra time, but the ROA classes are just wonderful. Maybe one way to handle it, since we are
This is from Leigh Anne and we are crazy if we don’t do it every single time an observer comes into the room: …I make all of my observers participate. It’s my secret weapon…. How to do it? Just start talking about what the observer does. Weave it into the thread of the class. If
From a PLC member: We’re about 3 weeks into the school year now and things are going pretty well. I have a really good group of students this year and as long as I can remain consistent in my classroom management, I should have a pretty good year. Last year had me burnt out and
Q. We are having moments of feeling great and moments of frustration when we try to combine our textbooks and CI method. Is this normal? We are determined to keep going, but some days are feeling like the students want the grammar. I know you will say, “Don’t do it”, but any motivational words would be
Linda and I both have big posters just outside our rooms that are the same. They are kind of our manifesto for when people walk down our hallway: When acquiring another language, we learn to LISTEN. We learn to READ what we have heard. We learn to WRITE what we have read and heard. Finally, we
I’m just reposting this because it is so astounding. It’s from Lance: Ben, I consider this post from the ACL jobs website a huge win in the TCI world, and frankly, haven’t seen one like it: “Ability to speak Latin is not required but highly desirable. Current Latin teachers use Comprehensible Input methods in the
In many schools there are all sorts of vertical and horizontal and sideways articulation meetings. Standards are being packed and unpacked and sent to Norway. Scope and Sequence discussions are taking place without any clear definition of what the term means. Confused discussion about assessments of the common, formative and summative kind are added into
Laura specifically addresses one way to keep the class engaged during the Star of the Day/Week activity: I make it into a guessing game. How well do you know X? So for each question they have to guess asking the Star using 2nd person singular. While the Star answers in 1st person singular. If I
Here is a good question: How do you keep the rest of the class engaged while focusing on one student for the whole period?
An exchange in the comment fields between Jim and Ruth yesterday was very rich. In it, they addressed the need to let things develop within the narration of the story. How to do that? They also address the idea of possibly using images to stabilize the story creation process. Ruth addressed the need to correctly manage actors
I love the teaching in this video clip. It’s Adriana Ramirez (Vancouver) working from her new book Learning Spanish with Comprehensible Input Through Storytelling. Related: http://www.amazon.com/Learning-Spanish-Comprehensible-Storytelling-Students/dp/1770844120
