Comprehensible Input Strategies at the High School Level

1. 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

2. Agenda Part 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

3. TPRS CRASH COURSE HOLD ON TO YOUR HATS Adapted from: Teri Coppedge & Carrie Owen COFLT Conference 2008

4. Three steps of TPRS • 1. Establish meaning • 2. Build/Tell/ Ask a story • 3. Literacy: Read a story

5. Step 1. Establish meaning • Choose 3 focus words / structures • Establish meaning: write & translate; TPR or gesture; props or pictures. • Check for understanding √ • Personalize (PQA)

6. 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

7. Tableau/Freeze Frame

8. Tableau/Freeze Frame

9. Story Illustration

10. Story Illustrationwww.toondoo.com

11. 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.)

12. 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.

13. 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.

14. 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.

15. Comprehensible input always! because You can’t remember something that you don’t understand.

16. BUT… I TEACH HIGH SCHOOL!!!

17. Sample Unit Plan • Personal organization • 4-5 weeks • Based on school curriculum/text series • Backward design • Preparation for department exams & next levels

18. LS4– 5- Unit PlanEssential 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 1 TPRS Week 2 TPRS Week 3 Grammar Week 4 Project Week 5 Review and Exam Next Unit: Legends & Mysterious Events

19. LS4– 5- Week 1Essential 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 proximasemana: Same as week 1 – New Vocab

20. 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.

21. Journal EncuentrenUds. susdiarios en el estante. Escribe un a respuesta a estapregunta. Escribanpor 5 minutos sin parar. ¿Puedeunacomputadorasustituirnos?

22. Review Vocabulary

23. Vocabulario Quiereganar un buensalario Hará lo que le dé la gana Investigaráparaaveriguar Desempeñará un cargo She or he wants to earn a good salary 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

24. Fondo Cultural AbranUds. los textos a la página 257 y lean el Fondo Cultural por 3 minutos. Después, discutanUds. laspreguntas.

25. Guide Verbs Presente Futuro Querré • Quiere

26. Por favor: 1. Saquen la tarea (StoryIllustration) 2. Cuenten Uds. el cuento con sus dibujos y sus listas de verbos. Thismaycount as a 20 pointspeakingquiz. Beginspeaking as soon as thebellringsfortwo minutes.

27. 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 EncuentrenUds. susdiarios. Tomen Uds. unacopia de Vida y muerte del estante.Lean el capítulo 3 por 5 minutos sin hablar. Después, hagan un FVR.

28. 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

29. 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 • LizetteLiebold – lliebold@bcsd.neric.org

30. Coaching Session • Practice • Discuss • Ask Questions