I just got this very positive report from Anne just now – thought I’d share it: Ben – two things: 1. In the story-making process with the Invisibles, the two questions “where” and “with whom” are the crown jewels. I just love how they lift the whole thing off the ground and send it flying. […]
Anne Matava just sent me this image from her classroom in Maine: https://photos.google.com/share/AF1QipMEG8-cYZDW0XDx95rqRMW1El0YPr1_GlitnCd3Du-sVdUZvVRtOwO-HRBdARc4lw/photo/AF1QipMo5afXD0ORgucXBeINMPlNGSlwo3GAsWCZCPDU?key=WlExR1Jrc0ZyMDdBM3pUMllnNC1WVWpxb2k3a0lB Those teachers working with ANATS* (the book that explains One Word Images/Invisibles) are asked to note the following: (1) The gallery is a subtle way to vastly improve class buy-in to the Invisibles for the obvious reason that when a child walks
SL post from 2016: Kathrin explains Beniko’s Story Listening in an elegant and simple way. The link is a must-see. In it we see great pacing, nice and slow. We see Kathrin just teaching language using language with the goal that the kids follow along in a general way. In my mind giving up the
I just found this unpublished and now completed draft that I wrote in January of 2016. It was about the same week that I first started developing the Invisibles concept. Kind of a blast from the past to read that shows how the concept of working only from images and not words got going back
Alisa recently sharesd some pencil and paper bail outs for when we need to get the kids writing, if for no other reason than to give ourselves a break: 1. Turn a narrative into a Reader’s Theatre. So you ask them what the character would say while the narrative is onscreen, and they offer dialogue,
This is a response to a teacher who is at his wit’s end about uninformed administrators requiring him to do things in his classroom that don’t make sense in terms of the research: Well then if this problem will lead to you just surrendering and being yourself, then maybe it’s not such a bad thing.
Alisa’s 2nd grade class recently created a one word image together (below). I present it here to make a point about who draws at those lower levels. I’m not sure we’ve talked about this here yet or if this point is in ANATS or ANATTY, but it needs to be made clear. The teacher or
I think that this statement reveals a big difference between NTCI and TPRS: “In non-targeted comprehensible input (NTCI) we use images as the starting point to impart language to our students and not the other way around. It is because images are more interesting than words to kids, especially when it is they who create
Our Alisa has already created a storybook collection in September with her 3rd and 4th graders. She sent me the collection which I share below. I feel that it is important to share here because we now have a great example of what many of us will be aiming to produce in the spring during
If anyone wants to present on ANATS, Greg shared this with us awhile ago and thanks Greg: https://docs.google.com/presentation/d/1Jk0yDZyZS_7RuTS11lybO8hR2awwuc9D1woCaFd98DM/edit#slide=id.g2a2aee8035_0_24
I just posted this a few months ago here but I am so passionate about the topic that I chose to post it again in case anyone missed it: Going. Going. Gone. The idea of novels is fading. We have worked too hard and for too many years to float those brick-like things. We have
The thing about TPRS was that not only were there too many rules, but also it required a certain type of personality. Since there was no real road map, or system, only certain teachers could handle it. On the other hand, non-targeted CI has no such confusing rules and, more importantly, is much more systemized,
