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TPRS Works for You Teaching Proficiency through Reading and Storytelling. Teri Coppedge The Dalles Wahtonka High School Carrie Owen La Salle Catholic College Preparatory COFLT Conference Spring 2008. What you will get out of this session:. The three steps of TPRS (the narrative approach)
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TPRS Works for YouTeaching Proficiency through Reading and Storytelling Teri Coppedge The Dalles Wahtonka High School Carrie Owen La Salle Catholic College Preparatory COFLT Conference Spring 2008
What you will get out of this session: • The three steps of TPRS (the narrative approach) • Ideas for adding variety to class • How to prepare to change your teaching style to TPRS • A process for working with TPRS in a non-TPRS curriculum
Why change? • Comprehensible Input • What is it? • Why is it important? • Why are many grammar/vocab teachers successful now? • Why is TPRS like a car?
Three steps of TPRS • 1. Establish meaning • 2. Build/Tell/ Ask a story • 3. Literacy: Read a story
Step 1. Establish meaning • Choose 3 focus words / structures • Establish meaning: write & translate; TPR or gesture; props or pictures. • Check for understanding √ • Personalize (PQA)
Step 2: Build /Ask / Tell a story • Focus on the 3 words / structures • LOTS of repetitions! (40-60-100) • Ask questions constantly: Circle • Students must respond. • Always give Comprehensible Input. • Tell or Retell options: DIY / actors / props/pairs/ “fractured”/write / draw
Step 3: Reading / Literacy • Read a similar story • Extended reading • Authentic materials • Novels -- Cultural focus • FVR - Free voluntary reading • Kindergarten Day (K-day) • Post-reading discussion & processing (analyze, synthesize, personalize, etc.)
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.
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.
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.
Comprehensible input always! because You can’t remember something that you don’t understand.
How to make the change successful • Use it as your primary method of instruction (doesn’t have to be your only method) • Build a base of support administration, parents, colleagues, students • Show your results • Be realistic • Get support from the TPRS community
Building/Working with curricula • When you have freedom… build it around TPRS materials • When your curriculum is a text book • Adaptations are available! • When your curriculum is dept./school defined… • How I deal with things…
Unit Objectives • Unit 3: ¿Qué ropa está de moda?; Clothing (14 days) • SWBAT describe clothing in detail (fabric, pattern, fit) • say how she/he paid for purchases using preterit verb forms • make comparisons of equality between clothing items (tanto…como) • use correct demonstrative forms in controlled situations
When there is just too much vocabulary in the curriculum… • TPR vocab • Save most reps for most important words • Grammar: focus on structure
OTHER FAQ’s • Homework • Assessment • Culture • Your questions