On this one you can see how I have three sliding boards behind me. On the far right are question words and what used to be clutzy posters, now just a panel on a white board of a handsome collection of very common/useful question words and other words like that that I really need for […]
These are for the acting out of the story as per the new version of ROA (step 11): with gusto romantically quietly comme un Munchkin to the left to the right looking above looking below laughingly sheepishly with one foot off the ground with head forward with head back with arms in the air while
Of course, on block 2 of the two block rotation for this new schedule, we use ROA to start class and right on through to where the Three Steps of TPRS sequence finishes. Reading Option A is such a strong friend in this work of reading a story. And now I’ve added a new step
I found another benefit to the super simple block class schedule – because it keeps the content directly and completely connected to the story for well over 100 minutes through and into two blocks, I am getting a lot more reps on the same material than I did before when I used to use a
We have an entire category on the theme of simplicity here. This is to add to that. I have always felt that what we need is a schedule that is simple to an extreme, repetitive and clear to us and our kids. But not a lesson plan. Oh please, not a lesson plan. You know
Lori has a good question for the group: Hi Ben! First of all, thanks again for helping me connect with Diana in Denver last April. It was incredibly helpful to observe master teachers including (but not limited) Julie Soldner and Mark Mallaney. After seeing the vast amount of great books that these teachers had at
This is from chill: Ben: My first reaction was that this Topic of the Week from CASLS was that we who use TPRS are already doing this but it’s an interesting place to begin a conversation with curriculum folks. I see all of us in bullet point #4 – we are innovators and we are
This is by Anne Matava: A. Scripting a story from a short story or novel: Go to a chapter in the novel or short story, preferably the chapter you will be reading next with the class. Read the first few pages carefully, watching for words/ structures that are: high frequency in real life high frequency
East High School needs a Spanish teacher, like yesterday. One and all are welcome. Lots of CI support etc. with Diana. Please contact Paul Kirschling at: paulnmolly@gmail.com
Carly reports in: Hi Ben! I have been a bit out of the loop on the blog, but I am starting to read up on what is going on and I am really excited that you are posting about your new teaching adventures. I was just reading your post Something Old/Something New, and it was
1. Have a verb. It could be to set up a story or just a verb you want to work on. 2. Focus on a kid. It may be one who just as class is starting seems to need some attention. Or it could be a real quiet kid. There is no wrong kid to talk about.
I remember always getting annoyed that I had to put grades in the book. Can’t I just ride the CI train and enjoy ]taking in the scenery of the stories with my students? But I want to keep my job so I collect grades. This year, I have found a nice way to get two quiz
