I can’t post graphics in comment fields so I’m putting this here for Craig. Craig, I really like the simplicity here vs. the instructional cycles. But as I said in the comment field, this star is the DNA for the instructional cycles.

We’ve got to design curriculums that include all our students. It’s time for that. The research screams for such a need. Or are we going to continue to embrace the failed curriculums of the past, with the result that our upper levels classes remain shamefully lily white? If you want to be a part of

Greg gives a great report on OWL in the comment fields in the OWL – 1 post if you want to check it out – https://benslavic.com/blog/owl/. Here’s my opinion of OWL after reading his report:

A repost: Got this from Jen: I keep meaning to ask about this. Are you/is anyone in the group familiar with OWL? The Methodology Someone I met last year at Skip’s conference had been to one of the trainings. It seems very similar to what we do, with the exception of the 100% TL. For

We all know that Krashen’s research says nothing about targeting vocabulary, but CI teachers do it in stories anyway in order to get the kids to learn the lists of words that they think are necessary to acquire a language. Why do it if it’s not necessary? Because they erroneously think that they need to

The biggest problem with TPRS has always been that they tell you try to use the novels too early, before all of your students have had enough auditory input to be able to properly read. When I say problem I mean “problem for me”. I’m sure there are many teachers for whom TPRS goes really

Here’s information on my webinar for Teacher’s Discovery next week on CI basics. Then, the week after that the webinar topic will be The Big CI Book and after that the Pringle Man Video, which is the first Invisibles character ever created, way back in 2015. Link to webinar information: https://www.facebook.com/events/495899371170466/ Link to Pringle Man

In tonight’s debate, Rep. Tim Ryan of Ohio said in his closing statement: …we must address the trauma that our children are experiencing in our schools…. Finally, someone said it. Here’s the deal: By changing how we teach languages in our schools, by using CI but in a way that works, we can’t remove the

This is an update on the new Invisibles book. What I did was combine the two books into one updated 410 page masterpiece, if I do say so myself (I’ve never said that about any of my other books) – it was an ease of reference thing. So, if you have purchased the books as

Anne continues here description of how she starts the year: By the time we have gone through every questionnaire, the students have acquired a lot of expressions like has, wants, needs, goes, likes, sees, says, eats, drinks, plays, etc. Now they are ready to start using the story scripts. Each of my scripts has a

This post is from 2016. I had asked Anne to describe how she starts the year to get her students ready for her scripts. Here is her response: Hello, all, Thank you for your interest in the story scripts. The most important thing to remember is that each of us is an individual, and we

This information is taken from the first of the Invisibles trilogy books, A Natural Approach to Stories (ANATS, 2015), which preceded A Natural Approach to the Year (ANATTY, 2017), which have now led to The Invisibles/The Invisibles Supplements (2019). If the classroom rules are not the main subject of the first weeks of class, you