A repost from last spring, updated:
We have talked about what possible “forms” an academic year could take doing TPRS/CI. There are links on that topic here:
https://benslavic.com/blog/category/yearly-planning/
There is a general plan that I have been gravitating toward.
1) I do about two months of the stuff described here to start the year, the usual CWB and all that stuff:
https://benslavic.com/workshop-handouts.pdf
2) Then I start Anne’s stories. I do about half of either volume – at most – ending the stories by March. I include minimum focus on the mini novels in level 1 and more in level 2, but the winter is for stories in both levels*.
3) Then in March I turn it over to R & D and cRD and maximum focus on novels.
I like the pattern of three parts to the year, first with lots of personalization and norming of rules and simple simple auditory input for the first few months, then going to in-your-face stories over about four months through the middle of the year (levels 1 and 2 only), then reading novels in the spring when the kids are slowing down, as one would expect, toward the end of the year.
*We did make the point, from Annick Chen, that if you do very few stories in level 2, it will make the kids miss them and then in level 3 they won’t be tired of them. That’s an option.
