TPRS/Story asking in early elementary I got an email recently from a teacher who was using one of my stories (Roberto no tiene papas fritas). The teacher pointed out that this post has a breakdown of how I tell the story over several days, which is helpful for a teacher who is new to TPRS, but… Read More Storytelling in Practice #1: What do you do before you start a story in early elementary?
I love developing stories with my students. I have written about this before. In the older activity, I would write half the story with the students and then they would finish it on their own. This was very successful last year and gave the students a great amount of ownership of their work. This year, I will… Read More Class-Developed Stories
This is the final part of the story that I began at the beginning of January with my first and second graders (part 1; part 2; part 3). The target vocabulary terms are opposite adjectives – tall/short, fast/slow, nice/mean. It has been super fun in class. The other terms in today’s story were Necesita ayuda… Read More FLES TPRS Story – Opuestos (Opposites), Pt. 4 – The Final Part of the Story
This is the third part of the story that I began at the beginning of January with my first and second graders (part 1; part 2). The first week, we introduced characters and described them. Last week, we discussed a problem that Character 1 (tall) helped Character 2 (short) to solve. In today’s story, Character 3 is fast and Character 4 is slow.… Read More FLES TPRS Story – Opuestos (Opposites), Pt. 3
The story in the Using CI in Elememtary School is a simple one. The forms that I was focusing on when we did it in class were: Quiere-wants Le gusta-likes Tiene-has Hay-there is The story itself owes a lot to Blaine Ray’s Look, I Can Talk text. I based the structure of the story on… Read More Using CI in Elementary School pt. 2-Translation of the Story