Comprehensible Input Strategies
at the High School Level
Starring:
Mike Mitchell
Bethlehem Central High School
Guest Appearances by:
Leslie Kudlack & Mary Holmes
NYSAFLT Summer Institute
Wednesday, August 8, 2012
Agenda
Part 1
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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
TPRS CRASH COURSE
HOLD ON TO YOUR HATS
Adapted from:
Teri Coppedge & Carrie Owen
COFLT Conference 2008
Three steps of TPRS
• 1. Establish meaning
• 2. Build/Tell/ Ask a story
• 3. Literacy: Read a story
Step 1. Establish meaning
• Choose 3 focus words / structures
• Establish meaning: write & translate;
TPR or gesture; props or pictures.
• Check for understanding √
• Personalize (PQA)
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
Tableau/Freeze Frame
Tableau/Freeze Frame
Story Illustration
Story Illustration
www.toondoo.com
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.)
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.
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.
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.
Comprehensible input
always!
because
You can’t remember
something
that you don’t understand.
BUT…
I TEACH HIGH SCHOOL!!!
Sample Unit Plan
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Personal organization
4-5 weeks
Based on school curriculum/text series
Backward design
Preparation for department exams & next
levels
LS4– 5- Unit Plan
Essential Questions:
Can computers replace people?
What will the future bring us?
Notes
Review: Saber/Conocer, Future
Extracurricular Activities
Community & Professions
Focus : Careers, Future of probability,
future perfect, IDOP, DOP placement and
order, Impact of Technology, Current
Events
End Product: Rosa, suspense short story
by Angel Balzarino.
Week 3
Grammar
Week 1
TPRS
Next Unit:
Legends & Mysterious Events
Week 2
TPRS
Week 4
Project
Week 5
Review and Exam
LS4– 5- Week 1
Essential Questions:
Can computers replace people?
What will the future bring us?
Notes
Review: Saber/Conocer, Future
Extracurricular Activities
Community & Professions
Focus : Careers, Future of probability, future perfect, IDOP, DOP
placement and order, Impact of Technology, Current Events
End Product: Rosa, suspense short story by Angel Balzarino.
lunes
Journal (pre assessment).
Discussion
Review Vocab/Flyswatter
Gesture/Assess new vocab
PQA/Circle
Retells
HW IPD
Martes
Fondo Cultural
Discussion
Gesture/Assess new vocab
PQA/Circle
PMS
Retells
HW IPD
miércoles
Retells
Guide Verbs (Change perspective/tense)
Retells
HW: Illustrate Class Story
Jueves
Retell Class stories with pictures
Story time in hallway (parallel story)
HW Study for vocab quiz
viernes
Vocab Quiz
Game/Activity/Plan for next week.
La proxima semana:
Same as week 1 – New Vocab
Speaking Task
Abran 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.
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?
Review Vocabulary
Vocabulario
Quiere ganar un buen
salario
She or he wants to earn a
good salary
Hará lo que le dé la gana
She or he will do what she
or he wants
She or he will investigate
to find out
She or he will hold a
position
Investigará para averiguar
Desempeñará un cargo
Fondo Cultural
Abran Uds. los textos a la página 257 y lean el Fondo Cultural por 3 minutos.
Después, discutan Uds. las preguntas.
Guide Verbs
Presente
• Quiere
Futuro
• Querré
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.
FVR
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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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-…
que ellos
ellas Uds.
que ellos
ellas Uds.
que
nosotros
que
nosotros
que él,
ella, Ud.
que él,
ella, Ud.
que tú
que tú
que yo
que yo
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]
Coaching Session
• Practice
• Discuss
• Ask Questions
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Mitchell-CI at HS Su..