Video

Another video from our Alisa:

Hi Ben,

As promised, here is another video from my classroom.

This second grader (8 yr. old) is reading the captions of an 8-frame storyboard he illustrated based on the cute Movie Talk clip called, “Paddy Pan.” Compared to how my students used to read in my old legacy life, I am constantly surprised and delighted by my young students’ fluency, accent, and pleasure while reading. To me this is one of the (least celebrated though) most tangible and amazing results of what we do.

What can I say? Comprehensible Input works!

http://www.youtube.com/watch?v=wWpi08lY4JQ

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10 thoughts on “Video”

  1. Incredible! This is an excellent point, Alisa. All of that input is creating beautiful accents in your students. I think this debunks the theory that pronunciation needs to be practiced and corrected. Really great work, Alisa!

  2. Very inspiring! The pronunciation, the flow, the speed, the length of the text…! Wow. Amazing!

    I have shied away from reading with my 2nd graders, but will try it today. Thank you Alisa!

  3. This is a really good way to do video without having to get consents, at least I think it’s okay if the kid is unrecognizable. Maybe we could get some more video of students reading or speaking from storyboards. I’m gonna try it.

  4. Alisa Shapiro-Rosenberg

    Regarding video recording consents – in my school it’s about seeing their faces – we have a “Do not photograph” list – so this is ok w/no ID.
    And fast – I randomly chose a kid to stay for like 1 minute after class and said, ‘Point to the words as you read’ (thinking viewers would be able to read along – but the text is a lil blurry).
    He sat and I stood and filmed behind his chair.

  5. Alisa Shapiro-Rosenberg

    I do little bits of text recognition from middle of first grade- brief captions on powerpoint slides or storyboards or speech bubbles from mid-1st grade.
    My Ss have Spanish 3x 30 min or 90 min per week starting in 1st grade. (Around 50 hrs/year)
    I can’t count on solid decoding til at least middle of 2nd grade (now) for everyone, so it’s not an expectation til around now.
    We’re turning this particular story into an extended reading of nearly 300 words. One kid read the whole dang thing aloud while we were waiting for everyone to finish illustrating and partner reading.

  6. What Terry W says in TPRS w/Chinese Characteristics really applies here, though she’s talking about reading Chinese using her Cold Character Reading (CCR) method:

    “Clark (1980) notes that even when a student is a good reader in his first language, it is not possible for him to read for comprehension in a new language until he has enough proficiency in the language. The concept of “oracy” (note to the similarity of this word to ‘literacy”– it means the grasp of oral language) as brought out by Sticht and James (1984) supports the CCR approach beautifully as they refer to the level of listening and speaking native speakers have before they ever learn to read as their “reading potential.'”
    Terry goes on to say,
    “… the way TPRS students interact with a text…is strikingly similar to the way native speaking emergent readers read. They are able to use the first-language strategies they have been taught because of the level of oracy they enjoy over the language in the readings.
    Students taught to read based on micro-fluency show higher rates of self-correction during reading tasks. they are also able to keep the meaning of the entire sentence in their heads while they are reading along. This long verbal memory is the result of lots of input, and allows students to use native-like reading strategies much more efficiently than students who are decoding word by word, as is common in legacy reading classrooms.” (pp. 119-120)

    So we flood ’em w/oral input and reading happens…like this!

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