I am launching a new site look in March. It will be much more easy to use. I am also making a lot of posters available to blog subscribers.  Maybe some of us will want to use some of them. But I need the Spanish and German for the words below, if anybody has time to […]

I’m in the back seat of a car, Beniko Mason is driving a small car, one of those cars of the future, while I was talking with Jason who was next to Beniko in the front seat. But I suddenly realized that Jason was driving and he was next to me. It freaked me out,

I was watching Sponge Bob and Patrick fixed an impossible plot in ten seconds and the episode ended. I won’t go into the details, but it reminded me that I often forget to wrap up unresolved stories. I want to get to the work of the illustrator, the quiz, and now to the metacognitive piece

The ability to direct actors is not something we are trained to do. But we must embrace that challenge. In my own opinion, directing actors is about looking for possibilities. We keep our inner sonor ready to find the moment in the scene to milk just one sentence or even one word, if it has

These RT posts will necessarily be disjointed. It’s all we can do – Jason hasn’t written the book yet. Let’s just piece together things as best we can, then, as we get some intellectual understanding, we can move to putting it into our bodies. I can’t wait to get to that point. It looks like

Just because a lingua franca is no longer spoken among a people (Latin, Sauk, Chickasaw, Euchee, etc.) doesn’t change the fact that it was originally acquired through sound patterns. All acquistion is sound based. There is no other way to learn a language because of how the brain is wired – it has to hear

Robert Harrell on Reader’s Theatre: Reader’s Theater is new to the concept of CI/TPRS. It needs to be distinguished from traditional Reader’s Theater. Traditional Reader’s Theater is when an actor or group of actors performs a “reading” of a play. Often they will sit on stools and will have the script in hand. There is

The dialogue below between Jody and I is just a sample of the kind of discussion we hope to have as we try to wrestle this template (not even begun) into existence. It addresses the crucial issue of making sure that RT is really about reading and does not become a story dominated largely by auditory input: Jody said:

Besides Reader’s Theatre, I have been thinking lately about using more instant writing during stories. I am exploring just writing the story during the class. I might just expand the “Oh, I Gotta Write This Down!” skill to say that all the time during the creation of the story. Before we knew it the story would be up there on

We can stop during the creation of the story in Step 2 and say, “Oh, I gotta write this down!” Doing this leads to acquisition of the subjuntive. (We don’t teach the subjunctive anymore, although I used to. Worksheets for over two weeks. Making them memorize all those expressions within each category (ndefinite antecedent, expressions

I had said earlier this weekend that RT embellishes what we do in Step 3 reading classes, but that is a mistatement. Actually, Step 3 reading is all about working from the class story created in step 2. RT has nothing to do with the three steps, and everything to do with reading novels, making

With the increased focus on tying learning targets to habits of learning (the Orthe Principle), comes increased personalization. As the director/coach keeps bringing up actor after actor and, in the process, calls out question after question for the group to answer, people get to know each other. Greater trust is built in RT. We always have the