Brick House 10

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2 thoughts on “Brick House 10”

  1. Ben,
    You have refered to Susan’s method of teaching a novel, that is, reading it all the way through and keeping the flow going. I have been unable to locate a description of this activity on her website. Do you think you could post a specific link to such a description, if available?

  2. John for the entire text on reading by Susie, go to susangrosstprs.com and click on “articles”. The second article in that list is the full article from which the partial text below is taken. Of particular interest is the second paragraph, although, in reading the third paragraph, I thought of you and especially of Lori’s need to set up a collaborative classroom setting. We hadn’t yet mentioned how reading groups could really help her in that endeavor. You can tell that this text is right on point because it is simple and easy to understand, which is a characteristic of all Susie’s workshops.
    Reading Novels or Readers by Susan Gross
    It is advisable to select readers or novels that are appealing to students. This is the kind of reading that Stephen Krashen refers to in his book “The Power of Reading.” This is the kind of reading that we can expect to produce improved spelling, grammar, vocabulary, and writing style. Acquisition occurs only when the learner is focused entirely on meaning, not on structure. So if the text is interesting enough to grab their attention, then students may enter the “flow” of reading. It is being in the “flow” that produces acquisition.
    If reading a novel in class, the students should simply translate aloud while the teacher maintains the pace and immediately supplies the translation of unfamiliar phrases. The “flow” of the story should not be interrupted. This technique is especially good in the first two years of language study. All discussion of the reading is done in the L2, not in the native language. The discussion should be centered on the thrill of reading, the characters, and the plot (much like a book club discussion.) I used to take ten days (two weeks of class) to read a novel all the way through with no other language lessons. Very quickly, my students began to read the French book aloud (that is, they were speaking English while looking at French) at a normal speed! I was stunned at how quickly the good readers in English became fast readers in French!
    Sometimes teachers like to put students into groups to have them read together. While personally I did not do this, it could be successful if the book were sufficiently easy for the students. The teacher would have to be very active in monitoring the groups because if they run into things they don’t understand they will quickly get off track!
    It is important to make sure that students are paying attention to the written page, not just listening to the translation. Asking “what word are we on?” or something similar may be necessary.
    In addition to the two readings per lesson of every TPR Storytelling lesson, students should read four novels in level one and four novels in level two.

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