reading - an essential source of ci in the tprs classroom · reading - an essential source of ci in...
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Reading - an essential source of CI
in the TPRS classroom National TPRS Conference
Las Vegas - July 2004
Jason FritzeMorristown, NJ
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Free Voluntary Readingn Krashen recommends “FVR...
reading because you want to.”
n Students should have scheduledFVR time in class
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FVR according to Krashenn One of the most powerful tools we
have in language education
n The missing ingredient in foreignlanguage instruction
n Provides a foundation so thathigher levels of proficiency may bereached
n Results in better readingcomprehension, writing style,vocabulary, spelling, grammaticaldevelopment
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i+1 via Reading
“In my work in language acquisition I have concludedthat we acquire language in only one way: by understandingmessages, or obtaining comprehensible input in a low-anxiety situation. This is precisely what free voluntaryreading is: messages we understand presented in a low-anxiety situation.”
-Stephen Krashen
The Power of Reading:
Insights from the Research
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Providing Input for Acquisition
n In classrooms we can provide input that isoptimal for language acquisition
n Focus on the message / not the form
n Interesting topic (Intake)
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CBI = Content-Based Instruction
n Foundation of immersion programs since the 60s
n Research confirms that CB approaches result instudent attainment of advanced levels ofproficiencies
n Researchers suggest implementing CBI at thehigh-school level by offering content-basedelectives such as art, PE, and music
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The foreign languageclassroom library
n Rich, varied textsn Provide texts that motivate
students to readn Display books so that they entice
students to read and explorethrough literature
n You may choose to create alabeling system
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My Library’s Labeling Systemn Novice Low
n Novice Mid
n Novice High
n Intermediateto Advanced
“Sheltervocabulary not
grammar!”
-Susan Gross
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Students choose their textsn Self-selected reading
n Daniel Pennac - Les droits dulecteur
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(Re)Teaching How to Read
n Encouragestudents to read formeaning
n Look for contextclues
n Avoid the dictionary
Arthur’s Reading Tips online atwww.pbs.org
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Blaine Ray’s Readers
n Blaine’s readers can bepurchased through hiswebsite:www.blaineraytprs.com
n A great way to getdept. members startedwith CI also
USE THESE BOOKS!!!! They’re the best!!!!!
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Group Readingn In a large group translate
the text aloud for meaning
n Divide students into groups(pairs, threes or fours) fortranslation
n Follow up w/ classroomdiscussion about the text
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Post-reading activitiesn Question and answer about textn Graphic organizers (visual
reinforcement)n Sequencing exercisesn Storyboardn Book reportsn Creative projects
Remember: MAXIMIZETHE INPUT … minimize
the output !
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Venn Diagram
Little Red Hen Other animals
www.nde..ne.us/CURR/forlang/ForLang.html
prepares sleep &play
asks for helprefuse to
help
hard-working lazyhungry
want toeat thebread
liveon a farm
the bread
eats do noteat
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Graphic Organizersn Allow you to increase the CI as
you synthesize the information
n Visually reinforce meaning
n Aid in sequencing events andorganizing thoughts
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Content-Based Instruction(immersion)
n The content (text or story) is the lesson NOTgrammar
n Activities reinforce the meaning of vocabularyn Vocabulary is recycled for maximum
exposure (REPS!)n Structural errors are to be expected and are
not emphasizedn Thematic Units
u Blaine’s Novelsu Children’s Literature
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How do I teach children’s literature?
n Storytelling (TPRS)
n Content based lesson
n (Re)Teach students to read
n Pre-teach vocabulary
n Story-time: read, act out or drawthe story
n Group reading (translating formeaning)
n Conduct classroom discussion
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How do I teach Blaine’s novels?
n Storytelling (TPRS)n Content based lessonn (Re)Teach students to readn Pre-teach vocabularyn Story-time: read, act out or draw the
storyn Group reading (translating for meaning)n Conduct classroom discussionn Thenatic unit over timen Cultural & communities connections
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Acting out the novelUse chapters with particularly entertainingaction as reader’s theatre
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Don’t overlook these gems…n Pobre Ana
(@ the airport w/ stranger)
n Casi se muere
(Pepe en la cafetería)
n El viaje de su vida
(on top of the pyramid at Chichén Itzá)
n Mi propio auto
n ¿Dónde está Eduardo?
n Viva el toro
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Pre-teach Vocabularyn Use TPR/ TPRS
steps to teach thenew vocabulary:
uGesture
uNovel Commands
uAssess
uPersonalize
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How do I know what’scomprehensible?
n Consider the words that yourstudents have internalized (notwhat you’ve “covered”)
n Examine a textu Find a sample selectionu How many words does a student
know?u Have a student read a passage
to determine readabilityn 90% is the ideal
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Storytimen Read to your students
n Have students sit on thefloor
n Use BIG BOOKS whenavailable
n Make your ownstorybooks
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Let the CONTENTGAMES begin!!!!
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Sources for Children’s LiteratureSPANISH
n Barnes and Noblen Bordersn Continental Book Company (303)289-1761 www.continentalbook.comn Hastingsn Imported Books (Dallas, TX)n Scholastic 1-800-SCHOLASTIC
www.scholastic.com
n Sosnowski Language Resources (Wayland, MA) 1-800-358-7891
www.ultranet.com/~sosnow
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Sources for Children’s Literature FRENCH
n Barnes and Noble
n Borders
n Continental Book Company (303)289-1761www.continentalbook.com
n Hastings
n Imported Books (Dallas, TX)
n Sosnowski Language Resources(Wayland, MA) Distributers of Les éditionsScholastic in the US 1-800-358-7891www.ultranet.com/~sosnow
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n In order for all students to acquire andlanguage, I must provide the motivation andthe language input in my classes. I am onlysuccessful when each student is successful tothe best of his/her ability.
My PhilosophyMy Philosophy
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Recommended ReadingAbout Reading
Krashen, Stephen, 2003. Explorations in Second Language Acquisition and Use, Portsmouth, NH: Heinemann.
Krashen, Stephen, 1995. Foreign Language Education the EasyWay.
Krashen, Stephen, 1993. The Power of Reading: Insight from theresearch. Englewood, CA: Libraries Unlimited.
Pennac, Daniel, 1992. Comme un roman, Paris: Gallimard.
Ray, Blaine and Contee Seely, 2000. Fluency Through TPRStorytelling: Achieving Real Language Acquisition in School.Berkeley, CA: Command Performance Language Institute.
Trelease, Jim, 2001 Read-Aloud Handboook. : Penguin.
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Share your experiencesOn the other side of the paper (or viae-mail) please share any titles ofChildren’s books or video that youhave used successfully in theclassroom. I appreciate your input.
