Reading Thread
I'll just respond here to Jim's idea about finding a single internet place for embedded readings: Actually Jim, if the readings are from story scripts found in your book and in Matava's two books, then we should keep them in one
Brown Bear
Chill sent this: Interesting link: Literature for teaching children. After a brief perusal, I noticed that a CI person may have had some input with the Brown Bear, Brown Bear French story: http://www.education.ne.gov/forlg/
Readings
Jim sent this. It definitely warrants discussion: I've been thinking for a while how to allow ourselves to share stories with each other so that we don't have to necessarily write up everything from our stories all the time. I think
The Halloween Story (Tripp) – French – Ben Slavic
I would like to share the reading that I wrote from Jim's wonderful Halloween story and thank you Jim - it looks like a lot of people got some good stories from it. Embedded new (i.e. never seen, not part of
Reading Trumps Stories
I feel that stories require so much work and so many of us have invested so much energy in learning how to do them, but, while teaching a reading class today (just a random text that had a picture with it)
Matava Story Reading Class
Here is the reading for tomorrow based on the story that Anne gave me published below. I arranged it so that one class did not do the story today, just PQA on the structures, so they will do the story tomorrow, but
Backwards Planning
Brian wrote: If you use, say Anne Matava's scripts for stories, then you aren't backward planning for the readers/novels - is that right? If that is the case, is it better then to just do some backward planning and work out
Video of the Three Steps 1
I've got those 24 short clips from my old school - video taken last spring - that Frank was asking about. I'll start putting them up here. I think I learned a lot at NTPRS this year, so these clips, especially
Trying Hard on the Videos
Catherina said that she got confused with the voiceover and I agree that it is too much to absorb. It's very similar to asking our students to understand when we go too fast and provide too much information and the
On Use of Tenses in Stories and Readings
In storytelling, many of us create stories with our students in the past tense. Then, we read generic (for all five classes) or specific (per each individual class) readings of those stories in the present tense the next day. Identification of present