I’m really interested in TPRS and CI. I teach PreK-3rd grade. I see my children 2/week. The wee ones for 30 mins, the older ones for 45. I’m not a traditional methods teacher w/pen and paper or a text book. I make up my own curriculum and roll with it. We act, dance, sing, read stories, play games, and I use pictures, props and items to teach.
In researching and reading it seems that most teachers share @ middle/high school students. Do the kids need to be able to read or can I accomplish the input through pictures? I use pictures for my wee ones with a combination of pictures and words for my older students.
My main goal is for Spanish to be fun and comprehensible.
I asked Alisa to respond and she said this:
Yes, Lisa you are correct! They don’t need to be able to read. You can roll with their emergent literacy by offering some words in whatever visuals you are integrating – a book, a poster, a slide… So those who are actually reading have some differentiation. In my (affluent high performing) district this checks the ‘differentiation’ box…
The text would be simple, short and easy and don’t spend a lot of time on it… I don’t even add text intentionally (there is some in my classroom environment from other higher grades – I teach 1st thru 4th) until the latter part of first grade…
Please feel free to ask me questions! I wrote up a group presentation on literacy in the elementary WL classroom in the current issue of iJFLT – you might be interested in reading it….
I also share this little first grade video to give you some idea of what my first grade/January looks like – we start WL in 1st grade and these kids started late in the fall, so they’ve had very little.,..
This is my birthday ritual – from 2 years ago:
Best to you – sounds like you are a natural for these kinds of Comprehensible Input strategies – and I’m glad to answer any questions,
Admins don’t actually read the research. They don’t have time. If or when they do read it, they do not really grasp it. How could