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

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

TPRS CRASH COURSE

HOLD ON TO YOUR HATSAdapted from:

Teri Coppedge & Carrie OwenCOFLT 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 Illustrationwww.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

• Personal organization• 4-5 weeks• Based on school curriculum/text series• Backward design• Preparation for department exams & next

levels

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

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

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.

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

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

Fondo CulturalAbran 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

• 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.

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

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 – mitcm1hs@bcsd.neric.org• Lizette Liebold – lliebold@bcsd.neric.org

Coaching Session

• Practice • Discuss• Ask Questions