Just thought I’d publish, as a post, this silly comment from earlier this week in response to jen. Again, I am reminded about the value of privacy here. Some – many – reading this might think me coo-coo, but here I can write whatever I want: I sometimes wonder if we aren’t all crazy, as in […]
Yesterday was the last day for students after 35 years of teaching. Really 34.5 because I was half time this year, and how nice that is. I earned it after those 34 quite difficult full time years. It’s nice to be able to get up, have a cup of coffee, go for a bike ride,
We all know that the key idea in CI is to present only new words in the forms of the structures – that every single word in a story, in an ideal world, has already been acquired and so the comprehensible input generated in class can be 100% focused on the real lesson – the three
From Bob Patrick: Ben, I just got off the phone with John Piazza–our weekly coast to coast phone call. One of the issues we talked about is that in our concern for rigor (includes all the rich conversation on your blog of late) we end up being pushed toward something that we have already identified
Grant send this. It pretty much kicks ass: Ben, There are MANY nuggets to take from this video. It’s a must share. The way Bill talks about commanding the audience’s attention, checking in with the audience. giving a vocabulary lesson and the SERENDIPITY of the girl standing and acting out the story are just PERFECT
When kids are not focused on the words but on the message, which is our main goal (because then we know that real acquisition is taking place), we can tell that this is happening by simply looking at their faces. It is like being in a movie theatre and being able to look back at the audience from
I don’t think we have it right when we claim that the kids have acquired something. How do we know? Stories are so powerful and can convey so much so fast in ways that we don’t fully understand that when the kids are following a story line, fully focused only on meaning, we cannot say one
This is my new number one story of all time. It rocked today. I had so much fun bc the transitions are so clear. The flow is easy. We can ask what kind of jewerly the kid wants which allows us to teach all kinds of vocabulary like lip rings – in one class a
This is a partial list of acronyms used on this site. If the reader finds more that should be added to this list, please let me know at benslavic@yahoo.com. To use this list, the reader need only click on the category on the PLC associated with the acronym, where there are articles explaining each one:
Brigitte gave us a link for embedded readings on Laurie’s site: http://blog.heartsforteaching.com/2010/02/25/one-way-to-create-an-embedded-readinga-simpler-version.aspx If the link doesn’t work, just go to Laurie’s blog on “www.heartsforteaching.com” and do an “advanced search” on embedded readings. Thank you Brigitte and Laurie.
I would like the group to add a few explanations of common abbreviations, etc. that we take for granted but that some group members who are new to the method might benefit from seeing listed here. If we do it together, it will be more thorough. Here is what I am offering as starters: TPRS
John said in a comment: Haven’t we come to the conclusion that all input during years 1 and 2 should be auditory input? Is there, or should there even be, room for extended readings during this time, unless they are basically transcriptions of class stories, and have 90% or more known vocabulary? My response (updated
