Ben Slavic

This is the second in a series of unavoidably disjointed  posts on RT. Re: assessment of RT we need to remember Jason’s ways of assessing as described by Annemarie in a comment here earlier today (slight editing by me): …the student knows you are following along the reading when they: – are on the correct […]

This is what I have so far, to be made into posters for use in German, Spanish and French classrooms. Comments/upgrades welcome. It is the combined comments of Judy, Bryce and Grant plus my rules and I request permission from you three to put it under copyright it for use here and not get sent

While I’m trying to unscramble a million notes from the Jason Fritze workshop, it’s a good time to serve up Chapter 2 of Robert’s book. These novels can be for our own sharing and discussion as they develop here for those interested. It will be like our own book club. Various teachers can try out the ones that they

This comment should have been a post. It is important in terms of rules, jobs, procedures, and beginning the year: Abbey Parks is a teacher from Detroit who just arrived in DPS at John F. Kennedy High School and is gaining mastery of the method very rapidly. She said something new here at the workshop,

Jason Fritze is in Denver today (Thurs.) and tomorrow. Today’s workshop kicked ass. And it was only the beginner’s workshop. Tomorrow is the advanced workshop. Jason’s presentation was so vibrant, so real, so cutting edge, that I could not keep up. So hold the phone. I am going to cut into the queue here, stop

Today, since 90%+ of my students are native speakers of Spanish, we did a Reading Option A format in three languages instead of two. A volunteer translator followed my lead with the English with a (beautiful sounding) Spanish track. Instantly, the kids’ minds starting running the French by their first language, hearing but not latching on

So here it is in English for the rest of us. Again, I know it’s not a level 1 text. I’m sure Robert will comment on that at some point:  [In Target Language] The Legend Huntington Beach, Today “Please don’t kill my men. I’m the leader, kill me, but don’t kill the others. I’m the

From Grant Boulanger: Dear Ben, This may not be the time of year that people are thinking along these lines, but I am. I recently came across a document, written by a traditional teacher, that is intended to be sent home at the beginning of the year/semester. It looks VERY MUCH like the letter I’ve

This second reading created from the story “Valentine’s Day” is from Level 2, written in the future tense, which I did not expect to happen. The plot gets a little off-script, and I substitute some of the extended structures for others that we’ve been using in class lately (parecer, meter, escrito), because I wanted to

From my Spanish 1 group, the group that has only had a few weeks with me now: ———— Un Dulce Especial Spencer recibe algo para el Día de San Valentín. No recibe algo grande. Recibe algo muy pequeño. Es un dulce pequeño. Es un dulce especial. Es un mini dulce romántico y especial para el

Here is the first chapter of Robert’s book. Since we have no plan yet, we can just start here and see what happens. The only word I know is bitte so I guess the German teachers will be running point on this. By the way, I am very glad that Johnna Little, who teaches German

International Forum on Language Teaching (iFLT) Conference July 17 – 19, 2012 Breckenridge, CO (This is the week before NTPRS)   The International Forum on Language Teaching is a three day conference focused on comprehension based strategies through interactive teacher training.The iFLT 2012 Conference will feature: •Learning Lab Model with master teachers, teaching small groups