I got a couple of questions from Andrew:
I was wondering if you ever have the kids turn around and read the class story in the past tense (or, not in whatever tense you read it during reading option A.) Also, can you give me an example of what you do when you say they read a couple different versions of the story?
A) Multiple verb tenses. This year, I am using Adriana Ramirez’ book as a guide. It is all present-tense until the 9th story, so, no I havn’t gone into multiple tenses yet. Mainly this is because Adriana’s book does not have multiple-tense versions of extended readings (before the 9th story).
So far, this is working, but I would rather do it in all tenses simultaneously. In the long run, this will work better– the kids will acquire whatever they need when they are ready– but in practice it’s a bit harder. You need readings in all tenses and you have to be careful with stories– more pop-ups– and in my experience you end up with fewer reps on more tenses…so the acquisition is slower on everything, and there is tense confusion for the kids.
B) For “different versions of the story,” we are talking about the same structures and most of the same vocab used in different contexts with different characters. E.g. In the version I ask, a boy wants to have a girlfriend, wants to impress a girl he meets with money/cars/etc, but she prefers pink dogs, so he gives her pinks dogs. This is asked, acted, and orally reviewed, etc.
For the reading, the story has a girl who wants to have a boyfriend, who wants to impress a guy she meets with her enormous pickup truck, but he prefers small scooters, and so she gives him a small scooter. Adriana’s book is organised more or less like that: the written story– the one the kids read– recycles the vocab from the asked (performed) story.