Comprehensible Input Strategies at the High School Level
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Transcript of Comprehensible Input Strategies at the High School Level
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Comprehensible Input Strategies at the High School Level
Starring:Mike Mitchell
Bethlehem Central High SchoolGuest Appearances by:
Leslie Kudlack & Mary Holmes
NYSAFLT Summer InstituteWednesday, August 8, 2012
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AgendaPart 1
• TPRS Crash Course & Review• Formative Assessment of Participants• My approach, compromise and rationale• A sample unit plan• Available resources and future development• Questions
Break
Part II• Independent or paired planning• Practice & Coaching• Debrief and Questions
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TPRS CRASH COURSE
HOLD ON TO YOUR HATSAdapted from:
Teri Coppedge & Carrie OwenCOFLT Conference 2008
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Three steps of TPRS
• 1. Establish meaning
• 2. Build/Tell/ Ask a story
• 3. Literacy: Read a story
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Step 1. Establish meaning
• Choose 3 focus words / structures
• Establish meaning: write & translate; TPR or gesture; props or pictures.
• Check for understanding √ • Personalize (PQA)
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Step 2: Build /Ask / Tell a story
• Focus on the 3 words / structures• LOTS of repetitions! (40-60-100)• Ask questions constantly: Circle
(handout)• Students must respond.• Always give Comprehensible Input.• Tell or Retell options: actors /
props/pairs/write / draw / Tableau
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Tableau/Freeze Frame
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Tableau/Freeze Frame
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Story Illustration
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Story Illustrationwww.toondoo.com
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Step 3: Reading / Literacy
• Read a similar story • Extended reading• Authentic materials • Novels -- Cultural focus• FVR - Free voluntary reading• Story Time• Post-reading discussion &
processing (analyze, synthesize, personalize, etc.)
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What about grammar?
• It’s always about grammar. Stories show grammar in action with meaning.
• We teach structures of the language. • Pop-up grammar: 5 seconds only!
Show meaning in context. • Use inductive approach: see/hear
examples, figure out rules together.
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To prepare…you can
• Choose 3 “words” (or a structure) to teach.• Outline a story using those words.1. Someone has a problem.2. He goes somewhere and does NOT solve the problem.3. He goes somewhere else, but still does not solve the problem.4. He goes somewhere else, and solves the problem.
• Think about questions to ask - and bizarre possible answers - for interesting, contextual, personalized repetitions.
• Write a version of your story for students to read.
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To start with your class . . . you will
• Establish the meaning of new words / structures.
• Build / Tell / Ask a story with students. They will add wonderful, personal details to your outlined story.
• Read the story you wrote before. It will be different but it provides them with more exposure to your key words.
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Comprehensible input always!
because
You can’t remember something that you don’t understand.
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BUT…
I TEACH HIGH SCHOOL!!!
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Sample Unit Plan
• Personal organization• 4-5 weeks• Based on school curriculum/text series• Backward design• Preparation for department exams & next
levels
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LS4– 5- Unit PlanEssential Questions:
Can computers replace people?What will the future bring us?
NotesReview: Saber/Conocer, FutureExtracurricular ActivitiesCommunity & ProfessionsFocus : Careers, Future of probability, future perfect, IDOP, DOP placement and order, Impact of Technology, Current EventsEnd Product: Rosa, suspense short story by Angel Balzarino.
Week 1TPRS
Week 2TPRS
Week 3Grammar
Week 4Project
Week 5Review and Exam
Next Unit:Legends & Mysterious Events
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LS4– 5- Week 1Essential Questions:
Can computers replace people?What will the future bring us?
NotesReview: Saber/Conocer, FutureExtracurricular ActivitiesCommunity & ProfessionsFocus : Careers, Future of probability, future perfect, IDOP, DOP placement and order, Impact of Technology, Current EventsEnd Product: Rosa, suspense short story by Angel Balzarino.
lunesJournal (pre assessment).DiscussionReview Vocab/FlyswatterGesture/Assess new vocabPQA/CircleRetellsHW IPD
MartesFondo CulturalDiscussionGesture/Assess new vocabPQA/CirclePMSRetellsHW IPD
miércolesRetellsGuide Verbs (Change perspective/tense)RetellsHW: Illustrate Class Story
JuevesRetell Class stories with picturesStory time in hallway (parallel story)HW Study for vocab quiz
viernesVocab QuizGame/Activity/Plan for next week.
La proxima semana:Same as week 1 – New Vocab
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Speaking TaskAbran Uds. las carpetas de argollas a la sección de referencia donde hay los apuntes de hablar.
Hablen con sus compañeros de la siguiente situación
Discutan Uds. con sus compañeros. Hay que hablar solamente en español por dos minutos. Es una prueba de 20 puntos.
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Journal
Encuentren Uds. sus diarios en el estante.
Escribe un a respuesta a esta pregunta. Escriban por 5 minutos sin parar.
¿Puede una computadora sustituirnos?
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Review Vocabulary
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Vocabulario
Quiere ganar un buen salario
Hará lo que le dé la gana
Investigará para averiguar
Desempeñará un cargo
She or he wants to earn a good salary
She or he will do what she or he wantsShe or he will investigate to find outShe or he will hold a position
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Fondo CulturalAbran Uds. los textos a la página 257 y lean el Fondo Cultural por 3 minutos.
Después, discutan Uds. las preguntas.
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Guide Verbs
Presente• Quiere
Futuro • Querré
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Por favor:
1. Saquen la tarea (Story Illustration)
2. Cuenten Uds. el cuento con sus dibujos y sus listas de verbos.
This may count as a 20 point speaking quiz.
Begin speaking as soon as the bell rings for two minutes.
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FVR
• Date:• -What you read: Be specific (title, page number)• (skip a line)• -List five words you recognize and their meanings• (skip a line)• -Choose one word that you have never seen
before. • -Give the sentence in Spanish where you found it• -Guess what you think it means based on context.• (skip a line) • -Write 3 sentences in English that tell 3 specific
things that you understood from the • reading.• 1- “In the story there is a cat who likes to watch tv
with his mouse friends.”• 2-…
Por favor
Encuentren Uds. sus diarios.
Tomen Uds. una copia de Vida y muerte del estante. Lean el capítulo 3 por 5 minutos sin hablar.
Después, hagan un FVR.
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que ellos ellas Uds.
que nosotros
que él, ella, Ud.
que tú
que yo
que ellos ellas Uds.
que nosotros
que él, ella, Ud.
que tú
que yo
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Resources & Events
• www.tprstorytelling.com• NYSAFLT Summer Institute (This workshop, but
expanded to 2 ½ hours Oneonta, NY, August 7-10 ) • www.ntprs.org NTPRS Conference (Summer 2013)• NYSAFLT Annual Conference (Strand of TPRS Workshops
Saratoga Springs, NY, October 5-6) • IFLT (International Forum of Language Teaching)
Breckenridge Colorado. • Mike Mitchell – [email protected]• Lizette Liebold – [email protected]
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Coaching Session
• Practice • Discuss• Ask Questions