(1) New Tiny Readings in German, French & Spanish
This summer I worked with native German speaker Veronika Effern Gore to develop a set of “Tiny readings” in German. In the process, I have had a delightful time working more German into my daily routine, especially listening to the music on my daily commute.
All of the languages are seeing additions to the resource hubs– new texts, new picture talks for all of the readings, as well as some new content videos so you can preview some readings with a video. In general, I have been subtitling the content videos in English so that you can quickly watch the 1 to 2-minute video to establish some prior knowledge. Then talk about the video in the target language while writing a few key phrases on the board. Finally, allow students to complete the reading & activities independently.
If you preview effectively, the reading should be fairly simple. Follow up with a quick conversation about the reading, along with whole class questions, so that the students have processed the language many, many times.
(2) New Movie Talk Scaffolding
I think that “doomscrolling” has permanently changed the way young people view the short videos that were once such a pleasurable break from class. I have changed my approach to Movie Talk. Now I have a tighter, more scripted approach that includes a prepared picture talk and two prepared readings, one easier and the other a bit harder. I also have included a pair talk and a “mini-fluency write” into the routine so that there is a bit of accountability for the students. If you feel like your Movie Talk game has been lacking lately, check out the new approach.
(3) New Chat Mats in French, German, Portuguese & Spanish
Inspired by Keith Toda’s blog, I have been looking for ways to include more student rehearsal with formats that are CI friendly. There are currently 2 chat mats posted in all four languages. I plan to post a new set every 1-2 weeks to keep it fresh as a daily warmup activity.
A chat mat is a one-page collection of questions, possible answers, and useful vocabulary that students can use as a support for conversation. I use one chat mat for approximately two weeks and begin class each day with it as a warmup. In my class, the chat mats are laminated. Students grab one as they enter class, along with a dry erase marker and a foam block dry eraser. At the end of the warmup activity, they erase the laminated sheet and return it for the next class. You’ll hear more on future blog posts.
(4) New Paired Oral Readings
These readings accompany the “Tiny Daily Readings” that I have already developed in several languages. I am pretty excited about using these with my true beginners to develop fluid reading skills with basic texts. The idea is to reduce the struggle of reading. Dramatically.
I start the lesson with a picture talk and write a few key phrases on the board as we discuss the picture. Before the independent reading, students are given the paired oral reading sheet. They fold the sheet so that they are looking at the target language. They complete a “popcorn reading” of the text: one person reads a line in the target language, then their partner translates that line. If needed, they flip the sheet and look at the margin notes. They continue the entire reading like that and then switch roles to read it again. Even weak readers will be flipping back and forth less on the second reading.
If you are wondering if we still read the independent cloze reading afterward, the answer is yes. It should be very easy, exactly as we want it to be.
If you are new to CI (comprehensible input)
The CI Master Class is full of resources that I have made for my own Spanish classes and have been adapted by native-speaking teachers of French, German and, to a lesser extent, Brazilian Portuguese and Japanese. There are modules that guide you through (a) how to start and plan the year, (b) developing the basic skills that make a CI class work, (c) the “student voices” activities that make the curriculum about your students and (d) the “voices of others” activities that bring other cultures into our classrooms. There is a 12-hour video series, split into 14 sections, that demonstrates key techniques and discusses common issues that arise in CI instruction. There are also modules about creating a full reading program and includes PDFs of my published books for language learners– with more than enough readings for beginner and intermediate students in multiple levels. The CI Master Class is not a set of lesson plans; it presents an entire method so that you lead effective, engaging classes for your unique students… all with very little planning.
Everything is included in a one-year subscription, including a paperback copy of the workshop book The Two Conversations Classroom. Sign up here.
Plans for this year
German: I will complete the “tiny readings” resources for German soon and add more Movie Talks and chat mats in the Autumn semester.
French: Write a 2nd “Tiny Readings” book in French to be published in early 2027, add more Movie Talks and chat mats in French.
Japanese: After having simplified the tiny readings stories over and over in several languages, I am almost ready to start this project in Japanese! Currently my Japanese materials are very much learner-produced texts. Contact me if you are interested in being part of the team that refines the tiny readings into class ready texts.
Spanish: In my own classes I am exploring how best to introduce student speaking activities while remaining consistent with the ideas behind CI instruction. Reading Keith Toda’s blog post about ‘retrieval practice’ was an essential first step! You’ll see blog posts this semester about how chat mats are being rolled out in my classes, as well as the new “paired oral readings”.
Portuguese: Brazilian Portuguese was actually my second language as I was once a budding historian focusing on early 20th century Rio de Janeiro. It has been such a pleasure to return to my roots with more materials created for teachers of Brazilian Portuguese.