This is the power point that I presented at NTPRS 2015 in Reston, VA. If you missed my session or you could not make it to NTPRS this year then, as you open up the power point, look at the display mode called “notes page” and you will be able to read the transcript of what I said in the session.
I present an argument as to why FVR should be a part of TPRS classes for all students, not just high achievers. I also cover the essentials that you will need to create your own FVR program, some advice on how to be frugal and how to assess the effectiveness of the program. Within the presentation there are a lot of embedded links, so even if you came to the session you may want to download some of the materials mentioned. Click here to download the presentation.
Finally, on Twitter after the presentation, Steve Smith asked whether TPRS places more weight on reading than listening. While my FVR program is essential to my classes, the non-heritage speakers are only reading for 5-15 minutes while the majority of the class time is spent with story-asking and PQA.
Someone else asked if I read class novels and do FVR at the same time. I should have mentioned that I usually teach 2 class novels per year with my Spanish 3 kids in units that last no longer than 3 weeks; during that time FVR and other non-class-novel activities are suspended. With my level 1 kids I still read class novels as well (Pobre Ana can start as early as we want), but we do not start FVR until the 2nd semester.
Finally my heritage speakers read more; once they are accustomed we will spend as much as 20-30 minutes per class reading FVR… although 10 minutes is more typical for the beginning of the school year. FVR is suspended while we read whole class novels or on the days that I read a short story to them.