Ben's Blog

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Two Truths and a Lie – More Information

Here is a link to Michael’s blog where he gives more information about how to do Two Truths and a Lie: http://optimizingimmersion.com/two-truths-and-a-lie-2/ For the record and I could be wrong but the originator of the

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Two Truths and a Lie

Linda Li used Sabrina’s Two Truths and a Lie today. I observed one of the classes. She first modeled the activity, using a power point slide show, saying that she: Met the Dali Lama (who

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SBGR

It is so nice to teach in a SBGR school where the four learning habits of respect, responsibility, perseverance and collaboration are not just meaningless but terms to describe how a child learns. In fact,

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Park

If we are teaching using a vPQA slide presentation we may come to a slide of an angry girl. We just park there. We don’t leave it. There are posters (Director’s Cut, Sabrina’s Greetings) to

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Observation Tip – Translation Services

This idea is from Michele Whaley –  Provide the observer with a translator… I think it’s a cool idea. Mega. By being provided with a translator, a checklist and an explanation of what is going

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Word Chunk Team Game (WCT)

The part in green below connects to the current thread on how to build up trust with negative kids: It would be nice for teachers if communication via language could be done via single words

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Artist Demoted

My artists this year – probably because of the iPads – are getting way too much into their drawing during the creation of the story. They give me little eye contact and miss a ton

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Curriculum Map Question

Polly Fuller has a question for us. It’s the old curriculum map bugaboo: Ben, I need some help.  This year my school is requiring that each level prepare a syllabus and curriculum map to post

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Summary of ROA Steps

Summary of ROA Steps: Silent reading Instructor reads aloud Pair work Choral translation using laser pointer Discussion of grammar in L1 Reading from the Back of the Room Reader’s Theatre Jump into the Space! Work

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Step 3 Readings

Bryan Whitney said (about the fact that typing up stories for Step 3 of TPRS can be time consuming): …it’s often enough to just type up the most important scene of the story. That way

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ROA Detail

When translating the story received from the Story Writer into the TL to prepare for the ROA reading class, as per Laurie’s instructions on the creation of embedded readings, I try to embed about 10-15%

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ROA Detail

I am finding that I must write up each story. Generic stories written from a combination of all classes never did really work for me in years past. Now that I am writing up each

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Observation Secret Weapon

This is from Leigh Anne and we are crazy if we don’t do it every single time an observer comes into the room: …I make all of my observers participate. It’s my secret weapon…. How

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Crying

From a PLC member: We’re about 3 weeks into the school year now and things are going pretty well.  I have a really good group of students this year and as long as I can

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Question from New Department to CI

Q. We are having moments of feeling great and moments of frustration when we try to combine our textbooks and CI method. Is this normal? We are determined to keep going, but some days are feeling

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Manifesto

Linda and I both have big posters just outside our rooms that are the same. They are kind of our manifesto for when people walk down our hallway: When acquiring another language, we learn to

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Latin Full Speed Ahead

I’m just reposting this because it is so astounding. It’s from Lance: Ben, I consider this post from the ACL jobs website a huge win in the TCI world, and frankly, haven’t seen one like

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The Gap Is Too Wide

In many schools there are all sorts of vertical and horizontal and sideways articulation meetings. Standards are being packed and unpacked and sent to Norway. Scope and Sequence discussions are taking place without any clear

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Engaging Class During Star of Week

Laura specifically addresses one way to keep  the class engaged during the Star of the Day/Week activity: I make it into a guessing game. How well do you know X? So for each question they

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White Space Potential

An exchange in the comment fields between Jim and Ruth yesterday was very rich. In it, they addressed the need to let things develop within the narration of the story. How to do that? They also

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Check This Out

I love the teaching in this video clip. It’s Adriana Ramirez (Vancouver) working from her new book Learning Spanish with Comprehensible Input Through Storytelling. Related: http://www.amazon.com/Learning-Spanish-Comprehensible-Storytelling-Students/dp/1770844120

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Japanese

Question from Australia: Hi Ben – I  will be doing some work with Ian Perry here in Brisbane to further develop my TPRS skills. Is there a school teaching Japanese which uses TPRS? Our school

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We Can Trust Our Hearts

A repost from 2011: This is just a standard rant. I’m due for one and here it is: We are already there. What we did, how we did our jobs today, and how it adds to

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The Work Is In Our Bodies

We do hundreds of awesome new things every day in our classrooms but they are never recorded and never will be. That is the real work that CI offers. It just happens that in this

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It's Not Linear

A parent told Eric Herman that language learning is linear. Eric wisely left it alone, because he could have kept that person busy listening to him for about 500 hours in a row with his

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Dialogic Reading – 2

Advantages of Dialogic Reading It is easy to implement and requires few materials (time, desire, text) and little training. It transcends learning disabilities, socio-economic status, and family structures. It is flexible (any text can be

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Dialogic Reading – 1

From Robert Harrell: Hey Ben: Recently I came across a term that was new to me, Dialogic Reading, so I did a bit of research on it and have typed up a summary of what

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Steve Johnson

I got a note from our PLC member Steve and in it was this jewel: …I have tried to continue quietly about my business without being confrontational when people make statements that are uninformed and

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Speed Reading

Typical of our group, Eric keeps coming up with new ways to do things. Everything he does is heavily based in research. The article below expands somewhat on the speed reading thread we’ve been touching

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German Telenovela – Jojo

Brigitte was kind enough to send this: “Jojo sucht das Glück” is a telenovela created specifically for German learners.  It is produced by “Deutsche Welle”, which is Germany’s international broadcaster.  The series is now in

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Question for the Group

Hi Ben:  I have 12 week trimesters tons of native speakers in my classroom. Was wondering why do you teach 3rd person first? How do you do a story and teach first person verbs? Would

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Question for the Group

Hi Ben, I’ve been trolling the PLC with more rigor for the last few weeks since we have been back in school and I am so indebted to you and the PLC for all the

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Question for the Group

This question is somewhat directed to the German teachers and those familiar with JoJo sucht das Glueck, a telenovela.  If it’s not pertinent, no worries.  Anyways… I am feeling torn between staying true to the

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Jump Into the Space!

This post connects to the current ROA thread: Here is a good way to encourage speech output in upper level classes without forcing it: With the story up, instead of accepting one word answers, which

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Artist Change

I have noticed that with the iPad the class artist sometimes gets too much into drawing and spaces out on the French. In order to fix that, I now ask my artists to not draw

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The Pure Land

The Pure Land is a place where quietude in the classroom rules over noise, where pauses occur more often than words, where the timbre and tone of the instructor’s voice are characterized by calmness and

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Director's Cues – French

These are for the new ROA step 11 (Director’s Cues). Please look over the French and make corrections. This is going up on my wall. avec enthousiasme d’une façon romantique en play-back à droite à

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Report from India

Here is a link to a place we visited last weekend in Rajasthan. Hundreds of years old, these step wells took five years for 2000 people to dig out to collect precious water. The one

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Proficiency Levels of Novels

Novels for Novice Low/Novice Mid: Las Aventuras de Isabela (Les Aventures d’Isabelle) – Rowan/Gaab Pobre Ana (Pauvre Anne) – Ray Brandon Quiere un Perro (Brandon Brown Veut un Chien) – Gaab Carl Quiere Ir a

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Carol's Books

Here are a few little notes from Carol about her books: Link to her novels: http://tinyurl.com/TPRSnovels Link to her home page: tprstorytelling.com Carol explains: My goal is to provide a variety of novels of different

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More Classroom Photos

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

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Director’s Cues – English

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

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Super Simple Schedule – 3

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

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Super Simple Schedule – 2

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

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