You take a chapter from the novel and, going paragraph by paragraph, you do the following: 1. the students read the paragraph silently or translate with a partner if they can handle that. 2. you read it aloud while they read it silently. (loudly and slowly – this marinates the content for later). 3. you and the group […]
Pls. send only readings that are connected to Matava/Tripp scripts. I got a bunch today that were just readings, but, as good as they are, I think that they would be hard to use by group members. Unless y’all want a category for such generalized readings. Let me know.
Robert sent this. I have worked with math teachers on using gesturing to pack formulae, etc. into muscle memory. Maybe someone can address this idea: Hi Ben, Could you post the following note and question for me? Recently the AP Psychology teacher asked me to demonstrate “code switching” for his classes, which I willingly did. Today, he
I got this from Kate just now: Hey Ben, Happy Friday to you! I just had to share this home run moment that I had today. It’s so great to have an outlet to share them with! I walked into my 3rd grade class today intent on spinning another story using the structures “she goes”
Another Matava French reading for fifth graders from Allison: La vache Qui Veut Être une Poule Dans une maison il y a un mouton, trois canards et une vache. Les animaux habitent dans la maison. Le mouton est grand, calme et noir. Les canards sont gris et blancs. La vache est marron. Un jour (un
This one is from Allison and thank you Allison: Here’s a script based on Matava’s “The Thirsty Boy.” My fifth and sixth graders like stories with animals, and I like to bring in restaurant vocab now and then. We have had other stories in Flufflandia, so it’s a place the kids know. And I had to
The Thirsty Boy (Matava) – French – Allison Litten Read More »
The reading categories are in four languages – we just started this here about two months ago – and the purpose was to have an “instant cut and paste” option for our own readings based on Matava/Tripp stories. Not many people have sent in readings. But that can be a work in progress. I really like
“…it made me feel like the language wasn’t just a class. I was adding more to my character.” A barometer student wrote this last June in the end-of-year reflection. It pretty much made my year. No, it pretty much made my career!!! After 20+ years of teaching, last spring when I jumped into TCI in
I had never thought of actually giving specific instructions to the Quiz Writer during stories but this morning I got this excellent little set of instructions from Ben Lev (CA) which do exactly that. Thanks Ben. These are going to be useful to a lot of folks. Querido/a Quiz Writer, ¡Gracias por escribir el examen
A repost from 2011: I got the email below from Brian. In it, he talks about the term “flying” that we have been using here lately. It made me think of some old emails from Krashen describing a very similar term to flying – “transparency”. I don’t know if there are similarities between the two
I need a reminder that I am there to teach the structures, not the story. Sometimes we get to focusing on (more like bowing down at the alter of) the story and those myriad details that we need to do. It becomes overwhelming. We do that because we want the story to work. I was doing that
This goes under the simplicity banner. Today I: – sent by boss my lesson plans. It took three minutes because they are the same every week. – called Matava for a story because I do that whenever I will be observed that week. – graded some scantron T/F tests from last week and put them
