This year I decided to go in for a more classical, purely story-based T.P.R.S. than what I began with– what Ben Slavic described as “the freewheelin’ c.i.” I am using my colleague Adriana Ramírez’ Teaching Spanish Through Comprehesible Input Storytelling text. This is a set of 16 stories. You get a vocab list, a basic story, an extended reading, story comprehension questions and personalised questions. The thing was loosely designed to “piggyback” on Avancemos, the Spanish text our District adopted, but it stands alone too.
Today’s question: how well is Adriana’s book working?
2) I am almost done my 4th story– “Cambio de Pelo”– and these are my results:
a) for speedwrites (“write as many words as you can in 5 min”) I am alternating topics. For even-numbered stories, the speedwrite assignment is “describe yourself.” For the odd-numbered stories, the assignment is “describe a picture on the overhead” (Picture will have something to do with just-asked story).
Word count averages for speedwrites as follows:
— story 1 25 words + 45-word bonus = 70% average
— story 2 43 words + 40-word bonus = 83% average
— story 3 50 words + 35-word bonus = 85% average
In terms of grammar, every kid– except those who miss 2-3 classes– is getting at least 2/3 and over 1/2 are getting 3/3. Out of 30 kids, only 3 have “bombed” in terms of grammar and in each case their subsequent mark went way up. I.e. a kid who misses a bunch of classes, does the test, then bombs, will do much better later on (on the test after next story) because the stories recycle all the grammar and vocab.
Word count averages for “relaxed writes” (“rewrite the story, or modify it, or make up your own, and include 2 main characters and at least 2 dialogues”)
— story 1 ~80 words (they totally sucked– average grammar mark 1/3)
— story 2 ~130 words (much better– average grammar mark 2/3)
— story 3 ~ 180 words (better again– class evenly split between 2/3 and 3/3 for grammar mark)
The system for “teaching” kids to talk in T.P.R.S.– a.k.a. P.Q.A. (personalised questions and answers) is super-simple: you basically ask members of the class the questions you ask your actors. So, in the first story, you ask your actor “what is your name?” and s/he says “My name is ____.” Because s/he doesn’t know any Spanish, you write it on the board and they can just read off board. You then ask them “is your name?” and they say “No, my name is _____.” You then ask your parallel character(s) the same question(s). Then– after the audience has heard it a bunch of times from actors– you ask the members of the class, starting with the keeners, the same question. Initially, the keeners will be able to spit it our right away in sentence form, while other kids will just say “John.”
After 5 weeks x 5 classes/week = 25 classes, 4/5 of the kids can now unhesitatingly and fluently answer these questions:
— what is your name? how old are you? where do you live? are you a [boy, girl, cat…]? Are you [tall, short, crazy…]?
— do you like _____? [about 15 verbs and 15 nouns to choose from]
— what’s the weather, day, date?
— what are you like? (i.e. describe yourself)
— do you prefer ___ or ___?
— do you have ____?
The other 1/5 of class (the slower-acquirers) ALL understand the questions, and all can say something— even if it’s just one word– that makes sense. E.g. “What’s the weather like?” — “Cold.”
3) Why is it working, and what would I change?
First, it’s working cos it restricts (shelters) vocab, and because the extended reading closely mirrors the story asked. Second, it restricts vocab overall. I have done a rough count and it comes out to the kids get about 3 new words/day on average. Third, the comp questions force re-reading, and fourth, I am liking Adriana’s comic idea.
Update on the comic: for the comic, after we have done the extended reading (teacher guided, and ping-pong), the kids have to create a 12-panel comic that illustrates the story. It has to look awesome– clip art, etc fine– with colour, each panel must have at least one sentence, and the comic must include all dialogue. This time, I also added a translation option: copy the story– by hand– then translate underneath in different colour, then leave a blank line (to keep it neat) and indent all dialogue. I am gonna see how the translation works, but the comic rationale is, it’s deep reading: kids have to re-read, select, and illustrate (read: concise focus). Adriana says it works best for the laggard boys and I have to agree.
My changes: First, My kids are 90% Indian, so English is often their 2nd language, and almost none of them hear English at home. Our kids read, and are literate, but lack some of the linguistic mental infrastructure that Adriana’s (rich, white and Asian, educated) kids do. So, they need MUCH more reading practice than Adriana’s, so I make them read BOTH the basic script– the story I ask, by photocopying it and handing it out– AND the extended one in Adriana’s book. Second, I am varying the speedwrites (5 mins) as noted above. Third, my kids don’t always get the comprehension questions, so I have to go through them. E.g. on the last story, one question was ¿Dónde vive el chico? (Where does the boy live?) and the kids all answered with “Vivo en Colombia” (I live in Colombia). Fourth, the retells don’t work. I am getting junky output from the kids so I am putting the kaibosh on retells for awhile until I figure out a better way to do this.
Anyway, overall, the program is working well and I am both recommending it and gonna stick with it. If ppl want to try it, email Adriana (ramirez_a (attt) surreyschools (dottt) ca or hit her up on twitter: @veganadri