I call the Monday after a break Snarky Monday. The kids just seem to get basted with an extra layer of snark over the break - who knows why?
Since trying the same stuff that our classes were doing before a
The center part of a sunflower, where all the seeds are, can get full of seeds and get almost too big. That center part of the sunflower compares to the story, where each seed is another detail in the story.
It's not good the way we collect papers from students. I don't even collect free writes. They go in composition books kept in the room. If I have time, I look at them.
What teacher has time? I only read some
I am reposting this for Udo who had questions about SSR:
Here is a strategy that eats up minutes; I should say gobbles them up. I would call it a bail out move but there is nothing about reading that could
For upper level kids as a fun break. Not intended for input gains, just some fun for kids who have at least a couple of years of language and who want a change in activities. This doesn't work with large
I always think of a heritage speaker as a student who is fluent but can't write in their language. I don't know - I could use the term native speaker. It doesn't matter. I don't know the terms. What matters
So this new class sequencing (a combined version of the very best ideas from the past two years of discussion here and which now includes the Invisibles) looks like this (in my own TPRS world):
Read and Share (10 min.)
John's recent request that we think about Socratic Circles in this work made me think of an idea. Of course we know that anything involving the conscious mind in our CI classes can't work, but then Sean suggested kids plugging themselves