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Write & Discuss example

As I was preparing a video session for Scott Benedict’s online conference I looked through some old class footage to see if I could caption a good example of a typical Write & Discuss (W & D) session. This is the activity that I recommend any CI teacher end their class with, regardless of what was being done in class. It is surprising to me that many CI teachers do not end their classes with a quick W & D… whether you have spent the class interviewing a student, chatting about the weekend or even watching youtube videos, W & D is an excellent way to get one last repetition of the input by summarizing the class period and getting that information into their notebooks. The W & D texts are a great answer when parents ask what their children are supposed to study for midterm or final exams.

To be clear, W & D is a short end of class routine that lasts from 5 to 10 minutes. Here is a typical 55 minute lesson that I might have planned (or just performed off the cuff):

The following example of Write & Discuss came after creating a class story like in the first lesson plan, but it could have easily focused on the chat about after school plans, or both. Here is the video:

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Alina´s Inspiring Approach to Accountability with FVR

Alina Filipescu is a teacher who radiates love for her students. She is also a teacher who commands enormous respect from them and, as a result, she is an absolute master at classroom management. I asked Alina to allow me to publish this preview of her coming blog post which will thoroughly describe her entire FVR program. I will link to it once she publishes it. In the meantime, enjoy her spot-on advice for inspiring students to read more in their second language.

Here is how Alina describes her accountability system:

This is what ACCOUNTABILITY looks like when implementing a reading program (SSR/FVR).

1. Students turn in a book they finished reading w/ a sticky note.

2. The most important item on the note is rating the book (1-5 stars) just like the critics do. Students may also write an optional comment about the book.
3. Teacher keeps track of how many books each students reads. I have a list with student names and names of books. I highlight a square on the list when a student finishes a book.
4. Remove sticky notes and either put them on the inside cover of a book for the next student to read (this is what I did last year, all year long) OR post the sticky notes by class, on a wall (this is what I’ve implemented this year).

I have already posted some of these ideas (along w/ Bryce Hedstrom), but this is my complete list on accountability. I NEVER have students do summaries or other dreaded assignments after reading a book. I also share some of their reviews before we do silent reading on Fridays, in order to inspire and motivate others. I’ve noticed that even more students are writing short comments since I’ve been doing this. It’s a simple, yet very efficient way to promote the books.

Update 1/4/2018: read Alina’s full post that expands upon this idea

Click here to read Mónica Romero´s original post that inspired Alina.

Alina Filipescu is a Spanish teacher in Southern California and a regular presenter at NTPRS. She is a contributor to the Ignite Language blog.

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Struggling to hold students accountable for reading?

Addressing the toxic culture of non-reading

I have a well-developed classroom library and I emphasize student-selected reading in my classes at all levels, from level 1 through to the heritage learner classes that I teach. I consider myself to be a “krashenista who lives in the real world“, that is, an educator who takes Krashen’s hypothesis’ seriously but also recognizes the role of the classroom teacher to massage those insights about second language acquisition so that they work in our reality. To be clear, Krashen isn’t a brainstem floating in another dimension; his ideas have already been extensively class-tested and you can follow this link to read a summary of the research-based suggestions for setting up a classroom reading program. What I am concerned with here, however, is what I think most teachers seeking to build an independent reading program are struggling with: how to transition students from a punitive compliance approach to reading that is common in many classrooms so that they embrace a pleasure-based approach advocated by Krashen in our classrooms?

A student who has learned to play the game in all of their other classes has been trained to approach reading as a task to undermine. Teachers respond by finding ways to ensure reading compliance such as quizzes, reading guides, writing assignments and random (humiliating) in-class comprehension questions. Our students are immersed in a punitive reading culture that rouses their counterwill; is it any wonder that they huddle before class discussing the reading with the one kid who actually did it, that they send text messages to students in other sections about “surprise quizzes”, that they copy answers to reading guides in the hallways during morning break and that they despise the astute teachers who manage to “play the game well”? Undermining the teacher’s attempts to enforce reading compliance is the game and, I think, one of the reasons adolescents report that they hate reading. The so-called good students may read due to an external motivator (grades, desire to impress an adult), but research on external motivators indicates that external motivators decrease internal motivation. That is to say, reading compliance assignments are unlikely to motivate compliant or non-compliant students to become lifelong readers.

By setting up a pleasure reading program, we krashenistas are attempting to step outside of this game, coaxing students to abandon what is truly a non-reading culture and nudging them to discover a home-run book… the kind of reading experience that is so satisfying that it opens a new world. How naive we must seem to those calculating students who have spent their lives perfecting the game! How silly we must seem! How easy to fool!

When I start my pleasure reading program, I very briefly describe in L1 why we are spending 5-10 minutes at the beginning of the class on independent reading (I often use the quotes from the back of my good reading book marks, a free download). I have several browsing strategies to get multiple books in their hands in the first few days before they commit to any book. Students are allowed to change books until they find one that “is not too bad”, they are always allowed to abandon a book, and they are never quizzed on their independent reading. I demand a silent room while we read, and then I sit with them and read. Afterwards we sometimes spend a brief moment talking about our books in L1 in small groups (this is both a documented way to add pleasure to the reading process as well as a browsing strategy) and I often do comprehensible L2 book talks describing a favorite scene from books in the classroom library (another browsing strategy).

Krashen states that studies have shown that very few students are merely staring into space with glazed eyes during reading period, yet for us classroom teachers it is a subject of heated discussion. Are they really reading? What can we do to make sure? That kid certainly is not reading. The handful who I know are not reading define the entire class in my mind, and it frustrates me. My heritage learners in particular, the ones who gain most from easy pleasure reading, seem to be among the best at faking it unless they think there is going to be real accountability. I need to perfect this bridge between our current reality of the game and that wonderful future when each student has discovered a home-run book. My role as a teacher is to connect students with a home-run book so that they become readers. My instincts and my training as a teacher, however, constantly intrude and push me towards reading compliance measures. I am aware of what is happening in my classroom… I am actually pretty good at the game. But winning the game is counter-productive; I need to short-circuit the logic of the game.

This is what I would like to propose here: (1) teaching a student to read is different from (2) leading a student to love reading. (1) Developing reading skills is different from (2) developing a love of reading. Educators must be very clear that (1) does not lead to (2). The first can be done through brute force such as assigning reading journals, essays, comprehension quizzes, “minimally intrusive” post-reading paragraphs, graphic organizers, rubrics designed to encourage students to reflect on either the reading or the act of reading, assigned discussions in pairs after reading or assigned book talks. The second, however, can only be accomplished through the path of pleasure. If a post-reading discussion is pleasurable, if writing a reaction to a book is pleasurable (for instance, doing so voluntarily on Goodreads.com) or reading about other students reactions to the reading is pleasurable, then the activity will contribute to the greater goal of developing love of reading. If it is not pleasurable, then it plays into the dynamic of the game.

How, then, can we successfully confront the toxic culture of non-reading which is expressed by the game? I have an idea, and this once again comes straight from a conference talk given by Krashen. At NTPRS 2015 Dr. K spoke about the process of becoming a reader and he observed that, before pleasure reading, almost all lifelong readers were read to. I am not talking about being forced to read aloud in class or having the teacher read a boring text aloud. I am talking about an essential kindergarten reading activity that is fun and should not have been dropped neither in middle school nor even in high school. That is to say, readers tend to have had parents or older siblings who read pleasure reading texts to them. Being read to is not the only step to transform a person into a reader (they will then need access to highly-compelling reading), but most readers report that they were once read to. I suspect that most of our students have not had enough experience being read to in pleasurable, read-aloud settings. Here is the key idea in this entire essay: I wonder what would happen if teachers rewired their brains so that, when we witness a non-compliant student during silent reading period, we reacted differently. Rather than reach for a reading compliance strategy, what if we were to think to ourselves, “I have got to do more read-alouds”? I am suggesting that not only would more pleasurable read-alouds move the student further down the road towards becoming a reader, but we would also short-circuit the logic of the game. In the short run I will sit next to that student, engage in a conversation about reading, try to find a better book for him, try to make a connection during a read-aloud, but what I will not do is allow my frustration to perpetuate the dynamic of the game. That is a win/win for all of my students, especially the ones that are actually finding good books and are beginning to think that maybe this class is different…

Jen Schongalla told me about one of her nephews who described the FVR program in his elementary school. He said to her:

All the free reading books were labeled with colored stickers according to the level. I would pick a book, open it at my desk and just sit and think. I’d look around to see what level everyone was on, pick books that were 1-2 levels higher and just sit there. I never read during free reading until I discovered Calvin and Hobbes. Then I was hooked and read the whole series. Around 5th grade they evaluated our reading level and I was told I was reading at a college level.

What strikes me about his recollection is what we can infer to be in the background: a patient teacher who was working hard to connect a non-compliant kid with his home run book.

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Reality check: is non-targeted story listening an efficient use of class time?

We have very little time with our students. Over the course of a four year program we typically have anywhere from 450 to 600 class hours, while research suggests that it takes thousands of hours to acquire a second language. Students may expect to leave our programs “fluent”, but most language teachers understand that we are truly aiming to develop enough language so that students can continue the process on their own.

As opposed to past years, this year I have followed a mostly non-targeted approach. Before taking this step my main concern was whether a non-targeted approach would provide enough repetitions of core, high-frequency language so that students would thoroughly acquire the language rather than just remain in a perpetually confused state of “I-kind-of-sort-of-understand”. I knew that, given enough exposure to interesting & comprehensible language, they would acquire it eventually. My question: is there enough time in a school day so that eventually comes quick enough? Or is a tightly targeted curriculum better suited for the reality of preparing students to fly on their own someday.

First of all a caveat: I did target the super seven verbs and then the sweet sixteen verbs during the first few hours of instruction. In the past I would have methodically worked on the third person present tense forms, followed by second person and first person forms so that, by late October, I would be introducing past tense forms while casually using other tenses as needed (subjunctive, future, conditional, perfect tenses). This year the targeting was limited to the 3rd person of the sweet 16 verbs, which was complete by early September.

I have written before about how TPRS is a humane, inclusive method which allows students to blossom at their own natural pace. The non-targeted lessons based on One Word Images and Ben Slavic´s approach to story-asking (which he calls the Invisibles) also move as slowly as my best targeted lessons. Nobody is getting left behind; everything is as comprehensible as before. I think the interest level is higher because the personalization of the Invisibles story is deeply embedded into the DNA of the activity, whereas my targeted stories are about as personalized as a Mad Lib activity. Kind-of personalized, but the kids see right through it.

My biggest surprise with the non-targeted approach is the realization that I have more opportunities to differentiate for fast processors while not losing the slower processors. In the past I would spend time trying to find student jobs and other ways of occupying the busy minds of my fast processing students. Part of their classroom experience was learning to remain focused and to not blurt out before the rest of the students had the opportunity to process the language. This year I am reaching the high-fliers in class like never before with variations of Beniko Mason´s story listening technique.

Below are the quick writes produced by a few outstanding Spanish 1 non-heritage learners. These are just beautiful and demonstrate a richness of language that I would not expect, and certainly would not have targeted, for students in their fifth month of language classes. Some of the words I expect will drop out of their active vocabulary (maceta, semilla). But some of the expressions are not actually coming from this specific story. It is pretty darn cool. It is no longer a question of whether I have time to differentiate for fast processors; I have found non-targeted story listening to be a surprisingly efficient addition to my repertoire.

Here is a link to a video of the story listening activity that I told. I think I was very low-energy that day… which is a good sign that this technique works!

1

6

2

3

4

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How I melded SSR with whole class reading to encourage independent reading with accountability

Independent reading? Whole class novels? The best of both!

I have trouble maintaining enthusiasm for a whole class novel. Even if we start well, I am quickly reminded of Donalyn Miller´s critique of the practice: a circus of lovingly-prepared scaffolding activities limits time for actual reading. Actual reading is what accounts for the incredible gains in language acquisition, not the skill-building activities surrounding the reading. Perhaps TPRS teachers who choose to teach whole class novel units (often structured by teachers guides) fear that the novel will not be comprehensible to students without their guidance. But look at it this way: in order to read a novel that is above their students reading ability, teachers are dramatically decreasing the time available to read in class. The irony is that students who are fed a diet of incredibly easy reading in level 1 can eventually take on the level 3 novels easily, on their own.

I wanted an approach to reading whole class novels that would allow my students to read at their own pace, but also provide the kind of scaffolding that is the hallmark of the whole class novel. I wanted my students who finish their class novel to be able to go on to an FVR selection so that everyone is maximizing the reading time we have available. I wanted a minimum of class time spent explaining the novel. In the past, when I taught whole class novels that students struggled with, I did not sense that my lessons teaching them how to read advanced texts does not make them into readers. Instead it prepares students to confront complex texts, each year more and more difficult. On the other hand easy pleasure reading, losing yourself in the action of a story and not having to stop to complete a written analysis… that is what hooks a student on reading.

If you want to spend less time explaining novels and more time actually reading them then it is crucial that you choose easy to read novels. Struggling through one novel is far less effective for students than breezing through ten easy ones. Choose easy easy easy novels. I just finished reading my own TPRS novel, Superburguesas, with my Spanish 1 students (second semester). Several expert TPRS teachers with whom I have consulted place my novel within the reading abilities of 2nd semester Spanish 1 to 1st semester of Spanish 2. That means that Spanish 3 students can read it too, easily. We used many of the free activities that I have posted on this blog, but not in a traditional sequence. Although this teaching sequence took 5 weeks and 3 days to complete, we dedicated only seven days of class time to explaining the novel. Here is a description of how I did it.

p24On a Wednesday I introduced chapter zero, reading and using the activities to thoroughly understand this very short chapter. We also dedicated Thursday and Friday to whole class reading of chapter 1. After those first three days reading chapters 0 and 1 together I then let students enjoy the rest of the novel on their own during SSR/FVR time. Students finished at their own pace; the fast readers were able to choose new novels once they were finished but there was no effort to hurry anyone along. I wanted the first pass through the novel to be as low-stress and self-directed as possible. In the meantime I offered a voluntary reading group once a week after school for kids that felt like they needed more structure. I had five regular participants, all kids who had transferred into our class midyear from non-TPRS schools. Together we explicitly translated and I would ask circling questions based on what was on a particular page that we were reading.

On most days we started our class session with 10 minutes of FVR. After three weeks of FVR most students had chosen a new book, so I spent the fourth week using the Superburguesas comprehension quizzes and crossword puzzles as brief warm-ups after FVR. During this fourth week some students picked up Superburguesas again during FVR because those warm-ups must have made them realize that they needed to read the book a little closer. The warm-ups were just for a few minutes a day before our normally scheduled class (we frequently PQA about students lives, we also did several story-asking sessions, quite a few random movie talks and we have been watching episode 3 of El Internado). At the end of the fourth week I gave students this chronology quiz, click here for a PDF or click here for .docx in which students have to label each sentence in the order that it happened in the book. I entered this grade into my online grade book so that all stakeholders (myself, parents and each student) would be well-aware of who needed special attention during the next week. I also attached a note to the assignment indicating that there would be a retake the following Friday and the highest of the two grades would become the permanent grade.

The next four days were dedicated largely to discussing and acting out scenes from a book that students had already read. Suspending FVR for the week, we started each class session looking at the word cloud for the chapter we were going to review. When a student pointed to a word I (1) established meaning, (2) explained how it showed up in the chapter and (3) immediately connected the word to the students world.

For example, when a student pointed at devolver I wrote on the board devolver = to return a thing, like a book. En capítulo 9, I said, señor Marzo quiere que Rodney devuelva la pintura. No quiere matarlo, solo quiere que devuelva la pintura. ¿Quién necesita devolver la pintura? Rodney, claro. ¿Y quién quiere que la devuelva? Señor Marzo. And then I asked what other things are often returned: kids called out libros, ropa, comida mala. ¿Adónde voy para devolver un libro?, I asked.

After looking at the word cloud I asked students to help create an oral summary of the chapter. I chose my favorite parts of the chapter for students to act out without having to hammer down every sentence. This was a whole class activity that led to a summary of the chapter written on the board. Students copied each chapter summary into their notebooks. We did 2-3 chapters per day and were finished by Thursday. On Friday students took this fill in the blank assessment, here in .PDF or click here to download it as a .docx. I provide the .docx so you can change it… all it takes is one google search for students to find this page!

The last four days of instruction were intensive days of review, but most of this unit was characterized by easy pleasure reading at the pace of the student. I saw kids smiling while reading, but even more so once they were allowed to choose their reading and could immerse themselves into their own interests. Yet I still had specific feedback on specific structures from the class novel, and I had time to make sure that they have been acquired. I much prefer story-asking and FVR, but if I have to do a whole class novel I think that this is a good approach.

final quiz

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The little sign that saved my February

I have been thinking about a recent blog post by Cynthia Hitz about the basics of story-asking. The first time I taught a TPRS lesson was a revelation: everyone had so much fun and learned so much. But try doing this every day, all year long, and the magic can fade. How devastating it is to be greeted by a class of moody teenagers groaning, “another story”, as if it were the worst thing to happen to them all day.

Carol Gaab points out that the brain craves novelty; switching things up, keeping it fresh, adding a dose of the unexpected will go a long way towards building a class that kids actually want to attend. There is another side to this, however, that has to do with consistency rather than novelty. When I watch this video of Alina Filipescu, for example, and I see her students´ synchronized responses I cannot help but admire the results of her clear expectations for students. The interpersonal skills rubric that came out of Ben Slavic´s group is what I use at the beginning of the school year to norm my class behaviors. At the beginning of the year I point and pause until I get the behavior I want. This can be excruciating, and I am not as consistent as I should be. At this point in the year, however, I simply need to restate the norms in a concise, “novel” format. Here is what I have written on the board:

IMG_0627

I hate the way it is so tied to a grade, as if we cannot just hang out and have fun speaking Spanish. Yet I also feel like this is working better than anything else I have going on at the moment. Perhaps it is because I am so terribly bad at managing the bureaucracy, at keeping class jobs assigned and placing check marks on little lists, but this sign has saved me from the February blues that seems to weigh on many classes at this point of the year. It quickly, wordlessly redirects our attention so that we can get back into a delightful story, or a discussion about El Internado, or a discussion about the fictional life of a classmate. I like it.

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Crosswords: lame or fabulous?

Both, of course.

cap 2 puzzleThe ideal CI crossword puzzle is a reading activity, not a decoding activity. Even better, it is wrapped inside an exciting group activity. Here are the crossword games that I created as post-reading activities to chapters 1-10 of my TPRS novel, Superburguesas. Students work in groups of three. Each group has one copy of the puzzle (without clues). The clues are taped outside against the wall, in the hallway.

Each group member is assigned one job (s/he can switch jobs with a teammate mid-game, but only one student at a time can be doing each job). One student, the corredor, goes outside to read the clues. The escritor stays inside guarding their clue sheet (one per team) and writes the answers. The last student is the lector, which gives him or her the right to consult the novel. I always keep the novels in a separate part of the class to make the game a little more exciting. These crossword games are meant to be short… just a quick burst of movement to keep the blood flowing.

Check out my Superburguesas homepage to see the other free activities that I have posted to teach my TPRS novel.

(Click on the images to get a larger image, then right click to download the image)

Chapter 1 clues and puzzle:
cap 1 clues
cap 1 puzzle

Chapter 2 clues and puzzle:
cap 2 clues
cap 2 puzzle

Chapter 3 clues and puzzle:
cap 3 clues
cap 3 puzzle

Chapter 4 clues and puzzle:
cap 4 clues
cap 4 puzzle

Chapter 5 clues and puzzle:
cap 5 clues
cap 5 puzzle

Chapter 6 clues and puzzle:
cap 6 clues
cap 6 puzzle

Chapter 7 clues and puzzle:
cap 7 clues
cap 7 puzzle

Chapter 8 clues and puzzle:
cap 8 clues
cap 8 puzzle

Chapter 9 clues and puzzle:
cap 9 clues
cap 9 puzzle

Chapter 10 clues and puzzle:
cap 10 clues
cap 10 puzzle

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How is that TPRS working out?

Comparing writing samples of level 1 and level 3 students taught entirely through TPRS and TCI

Last Friday, after watching a portion of episode 2 of the Spanish telenovela El Internado, my Spanish 1 students wrote a 10 minute speed write describing what they understood. My level 3 students, on the other hand, passed in their reading journals which they complete after reading in class (they return the reading journals to me every day so that I know they are only writing spontaneously in class and not looking words up after class). Spanish 3 journal entries are also speed writes, roughly fives minutes each time without using resources. Here are some writing samples by non-native, non-heritage speakers only.

I am going to start with the high fliers. The first writing sample is by a level 1 kid, Zach, who would be spectacular regardless of who taught him. Note how complex his sentence structure is… all he has to do is listen to me and he soaks it right up. Interestingly, Zack is a student in my “difficult class”. Difficult keeping them all interested in the story, difficult in the sense that I have to go a lot slower than other classes, difficult asking a story while requiring appropriate responses. That we go slower and do not do as many stories or movie talks as the other sections seems to have no impact on Zack´s development.

Click on photo to get a bigger, more readable version
Click on photo to get a bigger, more readable version

By the time Zach gets to Spanish 3 he will probably be like Alex, who is currently reading the Spanish translation of The Host. My Spanish 3 kids choose their reading freely; there is no reward for choosing a difficult novel and no shame imposed on those that are reading Pobre Ana. It is interesting to see what Alex is acquiring… for instance, I have never focused on the phrase así que (I cannot even remembering consciously using it in class).

Click on image to get a bigger, more readable version.
Click on image to get a bigger, more readable version.

The next pair are by “silent” students. Nobody in class knows that Kinidee is a superstar because she is so shy, but look at her writing:

Click on image to get a bigger, more readable version.
Click on image to get a bigger, more readable version.

The Spanish 3 student who wrote the following is not as expressive as Kinidee, but just as quiet in class. I used to worry that I was not giving enough individual feedback to the quiet students (I rarely correct grammar on written work, mostly only if requested by a student). Yet this quiet student has developed quite fine simply by listening to a lot of CI:

Click on image to get a bigger, more readable version.
Click on image to get a bigger, more readable version.

The Spanish 1 students who are less-expressive and have more errors in their writing are still comprehensible. What I see in many of the average writing samples are problems with gender and number, confusion over ser and estar, and a heavy reliance on third person verb forms. Here are two examples from the lower end of the spectrum:

Click for a bigger image
Click for a bigger image

Don´t you love the way she included the reaction of the class in her description? Nobody else thought to include that, but it is true… we all smiled during that scene!

Click for a bigger image
Click for a bigger image

The interesting thing is that I am fairly certain that these two students would have failed my class prior to TPRS. Or more exactly, I would have failed them. With TPRS both are writing pertinent comments after watching and discussing a clip of an authentic Spanish-speaking telenovela. How crazy is that!!

Here are examples of average work in my Spanish 3 class. Student errors are not as clearly patterned as the Spanish 1 students. On one hand, after three years of hearing a lot of comprehensible input, everyone can rely on their feeling for the language. Trouble happens when they use the conditional or the subjunctive. All of my colleagues still shelter grammar so, with the exception of the few students that had me as a Spanish 1 teacher, they are hearing the subjunctive for the first time when they meet me:

Click for large image
Click for large image

Click here for a larger image
Click here for a larger image

My take home point is to not worry too much about the mistakes that exist in the Spanish 1 writing samples. Seriously, it works itself out.

Click for a bigger image
Click for a bigger image
Click on image for a bigger version
Click on image for a bigger version
Click on image for a bigger version
Click on image for a bigger version
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Spanish 1 TPRS midterm exam

I just corrected my Spanish 1 midterm exams and every student (except one) earned an A or an A+ on the exam. I actually brought them to a French classroom to take the test so that they could not read any words on the wall. Everything they wrote came from their own hearts. That one student who did not get an A was a student who often missed class and substituted the class experience for written “make-up work”… something that my district requires that I offer for all excused absences.

Before I made the switch to TPRS I used to brace myself each year for the inevitable dip in grades caused by final exams. I would console my highest-performing students explaining that, due to the comprehensive nature of the exam, it was “normal” to score a full letter grade worse than their class average. With the long lists of vocabulary and grammar concepts it was taken for granted that they would not remember everything I taught. I occasionally assigned projects to “pad” their grades, and despite the laughter and crazy moments that were always part of my classes I often wondered why many students ended the year disappointed and disparaging of the progress that they had made.

In contrast, this year my students left class giving me high-fives. I still have gathered realistic data about my students’ language abilities that will help me plan instruction for next semester. However, nowadays my class moves at the pace of acquisition, not at the pace of a textbook. There is no “teaching them to just get the gist of what I am saying” in my class because everything is comprehensible. I am constantly amazed at the power of comprehensible input. Here is how a middle-of-the-road student performed on my exam (click on the images to be able to read them):

span 1 mid p1 span 1 mid p2

 

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Spanish 1 story, 2nd week of school

tacosHere is a basic story that I asked kids to translate as a quiz on the Friday of the second week back to school. Ten days of instruction. Keep in mind, of course, that there are plenty of visual cues in my classroom. When I give it I tell students that it is okay to look at the walls, but it is not okay to look at each others papers. I sit in the corner with a class list and check off the names of students who do use the vocabulary posted on the wall… this helps me (1) identify who has acquired the structures so well that they don’t even need to look up, as well as (2) who needs to be encouraged more to use the word wall (for instance they may not be tracking my laser pointer when I use it while speaking in class). In a class of 40 I think that this kind of feedback is essential in order to alert myself so that no student “falls through the cracks” early in the year.

Click here if you’d like to download the story as a .docx file. I left it like that so that you can easily change the name of the teacher and any other details to suit your classes.