La chica que habla mucho Hay una chica. La chica se llama Imani. A Imani le gusta hablar. Ella habla todos los días, todos las noches. Nunca se calla la boca. Un día, Imani va al cine. Cuando está en el cine, ella habla mucho. No habla en portugués o italiano, sino habla en francés […]
He Talks Too Much (Matava) – Spanish – Jim Tripp Read More »
Jim sent this: Thought you guys might appreciate this: “Don’t trust anybody who’d rather be grammatically correct than have a good time.” Tom Robbins, Skinny Legs and All
Here are three versions of the five Laurie wrote (five is just too much for me as I learn this) that I publish here so that I can categorize them under the Readings Based on Matava/Tripp Scripts – French category. My thinking for anyone who wants to contribute your own embedded readings for Matava or
He Talks Too Much (Matava) – French – Ben Slavic Read More »
It’s been awhile since we’ve gotten any video up. I started out with stuff in August from East High last spring, then mixed that with some stuff from this fall at Lincoln High. The last link from East presented here is a Step 2 link to a story called “L’Histoire de Bubhakameier”, again already published here on our site about
This is taken from the NY Times, Sunday, Sept. 4, 2011: In talking about reading in the previous blog entry, about how it should be an unconscious process, it also occured to me how it should be an emotionally enjoyable, even sensual, experience, not unlike eating something really tasty. This made me think of this
Kevin asked about where some of see this thing going. In a comment, I compared the situation we are in to a being at the butt end of an elephant. I said that the situation we are in stinks. Here are a few additional thoughts on a Sunday morning: The 96% of students who find themselves
This is from Annemarie. We need to get some good responses to her asap. Middle school teachers please step up here: Hi Ben, I am struggling so much with my 7th graders, especially one of the classes. They are 25 kids in each class, never enough chairs and some major behavior problems. I tried a
This is from a comment made earlier today: …they learn how to read because they are not really conscious of reading…. This kind of reading turns the focus from paralysis by analysis of reading to just experiencing the flow of the images created by the words being read. In the one, the focus is on
I said in the first part of this two part blog post: …I know that my boat will float nicely down the river of the week without hitting any rocks, won’t have to negotiate any difficult turns, the engine will take care of itself, that the banks of the river are high and safe and
Reading has become the central core of my comprehension based fluency program. On Monday, I do 95% L2 PQA to set up the structures. On Tuesday, those structures form the core power for the (also 95% L2) story. On Wednesday and Thursday, the story thus produced forms into a spectacularly effective reading passage, which is read,
Nenêwâki means “I saw” in Sauk Language and Meshwêha means “Rabbit”. I needed two times of roughly five minutes of repetitions each at the link below about how “Rabbit Goes for a Walk” to even pick out those two sounds from the other sounds in this Sauk story: http://www.talksauk.com/sauk-language-stories-rabbit.php Go to this link for a reminder of
The script He Talks Too Much (Matava) is different because no one has to imagine anything. Hernan really does talk too much in class. The resulting PQA and story create more direct involvement of students in what is going on than any other story I know. This real discussion about something that really is happening right
