Unlock with PatreonThe Problem with CI
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New Book
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12 thoughts on “New Book”
I would love to create a collection of scripts for young /elementary kids (maybe to sell? – I dunno I’ve never sold any content…)
I often base stories off seeds from other stories – mine are often not entirely original. Recently we had a blast with an embedded reading from Carol Gaab’s Cuéntame – I don’t really use the resource as written but mine for stuff I think will fly in class.
It was the one where the teacher walks in to his math class @ Kitty University and calls the cat, “Carla.” But her name isn’t Carla, it’s Farla. Her classmate Marla tells him (teacher) so. Same happens in History class. This time Parla tells him it’s not Carla, it’s Farla. Finally in Music class the teacher comes in and sings, “Hello Carla.” The whole class sings back, “her name’s not Carla, it’s Farla, it’s Farla!” (We do this operatically).
We also retold/asked this story in Hebrew – it was Giraffe University. I had the giraffe’s up front in seats correcting the Professor. They all loved it. If it were a Matava-style script and I had to show targets, they maybe would be: is named, says to her/him, is happy/not happy
I’m gonna start compiling (more original) stories that I use and collect – appropriate for the elementary level and therefore ANY sensibility…
if anyone wants to contribute simple/easy elementary-appropriate stories – no dating / driving n other teen stuff – very simple language and plot – to my project please email me at alisasummer06@yahoo.com
English & Spanish- or translation of other lang’s
if I get any takers (givers) here, I’ll create/share a Google doc to organize ’em.
Such a collection would be snarfed up by Teacher’s Discovery, in my opinion. I don’t even teach elementary and I would want a copy of scripts for the younger kids to use with my secondary school kids. Who wouldn’t want such a collection?
This looks awesome! Way to go!
Alisa, I replied to this via the Elementary Scripts Project thread and sent you some scripts we’ve created so far…plus photos. I am a total newbie at this and haven’t quite finished A Natural Approach (enjoying lots of beach time with our finally-hot early fall weather!) — but still wondering how story scripts made by others and not my students will fit in to my classroom. Will they be met with the same enthusiasm? I’ll focus on this during my next reading of the book.
Julie said:
… still wondering how story scripts made by others and not my students will fit in to my classroom….
Big point. For over 15 years I was very happy using Anne’s scripts literally 80% of the instructional minutes over those years. That, of course, has changed with the Invisibles. It is important to note that over those years I did scripts as a way of being able to teach using non-targeted (bc the scripts Anne writes and that Alisa is talking about are, unless I am wrong on Alisa’s but I doubt it, non-targeted). Therefore, it is just a question of preference. The script approach just gives you better rails, and with a slight loss of spontaneity, but really it all depends on how each teacher uses them. Without them I would no longer be in this profession. TPRS got too weird on me as each year went by. Now there is something I wouldn’t say on FB!
Anne rocks. They had to open a second group for Anne’s CI 101 at TCI ME. We get big names (all solid CI people who are also having a very positive impact on turning the tide) from around the country and Anne packs the house. Go Anne. BCNU in a a few days.
Not only does Anne rock, she is the bedrock! Her scripts have been perhaps the single greatest factor in keeping the CI rolling in my classroom. We have a TCI Chicagoland meeting coming up this Saturday, 10/14. I’m going to have to speak to these more for our Chicagoland colleagues. (btw, we’re over 100 members now. I think we might see a couple dozen teachers at our meeting in Alisa’s room in Winnetka on Saturday.)
I am going to do my first one tomorrow (Matava story). I was wondering, Sean, when I saw your class last year you had a drawing based on the Matava script story. Do you always do a drawing to go along with it?
Also, (this question is for everyone), how do you get input on the tú and yo forms with this style of storytelling. The Matava scripts and the OWI Invisibles, I noticed do not do the Blaine Ray thing of hearing the tú, yo, él form at the same time (other than if there is a dialouge). Perhaps I have misunderstood things on this point. How do we expose students to tú and yo forms on a regular basis?
Yes, I always have an artist draw the story, usually in 4 panels. And I do a videoretell. This year I plan on watching the videoretells as part of our summative exam, hoping that it will help students see how far along we’ve come during our time together for the semester.
Regarding the “you” and “I” forms, honestly, I’ve dropped worrying about it. I use them when it’s natural to do so. There are times when I dialogue with the actors or any other time when a student is in the front of the room, like for a TPR activity. And then, of course, I sprinkle it in when I type up the narratives that we read the next day.
(1) I would not bring in an artist for a Matava story.
(2) …how do we expose students to tú and yo forms on a regular basis?….
We interview them. Yesterday in Atlanta we had created an Invisible character as a class together (a OWI) of a yam named Anne. It and its friend Danillo, who was much smaller than Anne, were in NYC and unhappy bc it stank. I asked the two yams if they thought that it stank in NYC. They said yes. So I coached them into using different forms:
– Class, it stinks in NYC!
– Anne do you think it stinks in NYC?
– (Anne responds) – Yes I think it stinks in NYC.
We have them lip synch it if they won’t want to say it. But we can bring in any subject pronoun we want simply by asking the actors questions.
Greg – Can you simply compare the OWI object to yourself (‘The taco loves sour cream but I hate it’- and later, ‘wait – who loves sour cream, me or the taco?’) or to a 3rd person – present or not – the principal, the teacher down the hall, another kid in class…
I do this all the time – I know my Ss are not consciously ‘getting’ the verb ending changes for person, but it’s part of the input data….
Thing is, the endings are late acquired. At first we’re hoing for stem recognition. That’s my hunch. My kids hear a ton of CI and they’re still apt to mix up endings and stem changing verbs. So I let the forms come up when it’s natural and fun and easy.
And sometimes I just play games and fool around.
And sometimes I help my class just learn some self-control. My fourth period class is literally working on self-control. In English. With loving acceptance from me. And firm guidance.