tag:blogger.com,1999:blog-85559153654678848452024-03-18T20:29:08.842-07:00~~~~~Mme Hayles and the TPRS Experiment~~~~ahlizphairhttp://www.blogger.com/profile/04482039004140249379noreply@blogger.comBlogger301125tag:blogger.com,1999:blog-8555915365467884845.post-12382163027843660992023-10-05T09:47:00.001-07:002023-10-05T09:47:32.823-07:00Daily routines<p> In the past couple of years, I have changed my daily routines to make my teaching life more sustainable. Here's what I'm doing that's working for me:</p><p>1. Start at the door with a password or a question. In the upper levels, passwords are sentence starters like "It is better that..." or "...before it's too late". In lower levels, this is how I do quick speaking tests. I ask them questions about themselves. If they understand and answer in a complete sentence, they get 5/5. If they make a mistake (Je suis 14 ans), they get 4/5 and if they understand the question but can't answer in French, they get 3/5. This is also a great way for me to check-in with my students to see how they are feeling. BONUS: I play international music on a speaker because most of the modern language classrooms are in this hallway. It's always a party!</p><p>2. We start with 5 minutes of silent reading. I've found that starting with 5 minutes of reading is a great way to calm down rowdier classes and it ensures that we do it every day (except Friday, when we throw the routine to the wind...sort of).</p><p>3. We do good things (in English). This is a building-wide expectation that we start class with 2-3 minutes of celebration about things that are going well. It's great for community building and keeping a positive vibe.</p><p>4. Calendar talk: I had never really understood this and thought it would be BORING after about a week or so. But then I saw Marta Ruiz Yedinak model it during a language lab at iflt 2022...AHA! It makes sense! Here is how it goes in my classes:</p><p></p><ul style="text-align: left;"><li>What is the date? (I have a slide with six boxes; five for the five school days and one for the weekend)</li><li>What will the date be tomorrow? And the next day? (practicing those vocabulary words)</li><li>Who is missing to us today? (who is absent)</li><li>What's the weather like? (I skip this a lot in the upper levels)</li><li>Are there any events we need to add to our calendar?: This is where (in my opinion) the magic happens. Kids share sporting events, tests, festivals, etc. If it's a family member's birthday who isn't in school, we offer to call them to sing happy birthday in French. If they are competing or taking a test, we shoot them "sparkle fingers" and say Bonne chance! The next day, we follow up...did you win? did you eat cake? </li><ul><li>I write these events in the future tense...futur proche for beginners and futur simple for upper-levels</li></ul></ul><a href="https://blogger.googleusercontent.com/img/a/AVvXsEgnD73uBbwI_63Acy5RsDgMa0MKZz6_zYAKwfS9sxXUCZbFRsAf08XRdQ3cJIehnvywzZM0560tqMzGcH8QyqjcKYg3pz0QNgByUdHPwoG0kVEFrKpqodY1CPDt2nPr9Pr25_dTHQVQSefNcHyqPkhFSjPzU13szdQvmYvCALzd3R6TnDEGK7OspZhXmCg" style="margin-left: 1em; margin-right: 1em; text-align: center;"><img alt="" data-original-height="1240" data-original-width="2210" height="180" src="https://blogger.googleusercontent.com/img/a/AVvXsEgnD73uBbwI_63Acy5RsDgMa0MKZz6_zYAKwfS9sxXUCZbFRsAf08XRdQ3cJIehnvywzZM0560tqMzGcH8QyqjcKYg3pz0QNgByUdHPwoG0kVEFrKpqodY1CPDt2nPr9Pr25_dTHQVQSefNcHyqPkhFSjPzU13szdQvmYvCALzd3R6TnDEGK7OspZhXmCg" width="320" /></a><br /><div><div class="separator" style="clear: both; text-align: center;"><div class="separator" style="clear: both; margin-left: 1em; margin-right: 1em; text-align: center;"><a href="https://blogger.googleusercontent.com/img/a/AVvXsEgnD73uBbwI_63Acy5RsDgMa0MKZz6_zYAKwfS9sxXUCZbFRsAf08XRdQ3cJIehnvywzZM0560tqMzGcH8QyqjcKYg3pz0QNgByUdHPwoG0kVEFrKpqodY1CPDt2nPr9Pr25_dTHQVQSefNcHyqPkhFSjPzU13szdQvmYvCALzd3R6TnDEGK7OspZhXmCg" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img alt="" data-original-height="1231" data-original-width="2208" height="178" src="https://blogger.googleusercontent.com/img/a/AVvXsEhcU5wNSO5eqpcOAKu7FF7XTidTONIt0J9ByEsGjZ2CeC8HGD2SU3HMR-64Cbr5WvZEv5E8Hf1CkIhS7a7mEATS3jNLKFDm7o-MA56SnvDPmwQ33bP_0Nu1x0nuKWBg1CpFH945BfvLcKd822GPtZnC3m613f5IsrOJQgQ1GGh2jplrGHRGdPscPaarpZw" width="320" /></a><a href="https://blogger.googleusercontent.com/img/a/AVvXsEgnD73uBbwI_63Acy5RsDgMa0MKZz6_zYAKwfS9sxXUCZbFRsAf08XRdQ3cJIehnvywzZM0560tqMzGcH8QyqjcKYg3pz0QNgByUdHPwoG0kVEFrKpqodY1CPDt2nPr9Pr25_dTHQVQSefNcHyqPkhFSjPzU13szdQvmYvCALzd3R6TnDEGK7OspZhXmCg" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><br /></a><a href="https://blogger.googleusercontent.com/img/a/AVvXsEgnD73uBbwI_63Acy5RsDgMa0MKZz6_zYAKwfS9sxXUCZbFRsAf08XRdQ3cJIehnvywzZM0560tqMzGcH8QyqjcKYg3pz0QNgByUdHPwoG0kVEFrKpqodY1CPDt2nPr9Pr25_dTHQVQSefNcHyqPkhFSjPzU13szdQvmYvCALzd3R6TnDEGK7OspZhXmCg" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><br /></a></div></div><br /><br /></div><div><br /></div><div><br /></div><div><br /></div><div><br /></div><div><br /></div><div><br /></div><div><br /></div><div><br /></div><div><br /></div><div><br /></div><div><ul style="text-align: left;"><li>Conversation quotidienne: We have a question that goes with the "curriculum". Right now in level 2, we are talking about seasons, clothing, and what kids did this summer. So a question we talked about today is "What do you like to do when it snows?" I throw a ball around and every student answers. This is 100% forced output, but they all answer at their comfort and the structures are on the board to help them. In my 4/5 class, Elodie Channa from Canada had a great idea to find a quick TikTok video to hook students to a conversation topic. For example, we are piloting Ben Tinsley's upper-level curriculum on marriage and the question was "Is it good luck if it rains on your wedding day?" I found a TikTok of an outdoor ceremony in Cote d'Ivoire where all of the guests were holding up a tarp over the couple as they were married. Thank you Elodie!!!</li><li>Next is Date Talk, which I am surprised that I've never blogged about. Basically, I google the date in French and it finds the Wikipedia page for that date. I peruse the important events on that date and choose one that I think students would be interested in. I write up some sentences on that person/event and we read it together in class. Here is a<a href="https://docs.google.com/presentation/d/1MU5YWp9fanWiRfmPR1cxAnVMJXW5IyhDuxqXhDSpYdw/edit?usp=sharing" target="_blank"> link</a> to my slideshow for French. I haven't done a great job of doing this in the upper levels because we have so much more going on.</li><li>Then we do TPR. My colleague and bestie Caitlin McKinney has changed the way I think about TPR. Depending on the level, we change the tense or the pronoun so that students are not always hearing the same words. To begin with a new verb, I might spend a week saying "The class waits, eats, wears, etc." Then, I can change it to "We wait, eat, wear, etc". Then, I could say "The students waited, ate, wore, etc". So brilliant! We only do this for about 2-3 minutes per day and I'm not good at doing novel commands...I just have a slide with the French and randomize them in my head.<br /></li><li>Song: Most days we do a song activity where we listen to a song and do a cloze activity and then do grammar puzzles with the structures in the song. Instead of Ne me quite pas (don't leave me) I might ask students to try to say don't leave us.</li><li>THEN, we get to our "curriculum" which could be 10-15 minutes of a movie talk, ask-a-story, game, etc. </li></ul><div>This has helped reduce my stress because I always know what I'm doing for 30 minutes of class every day in every level. </div></div><p></p>Bess Hayleshttp://www.blogger.com/profile/05827737478460930201noreply@blogger.com0tag:blogger.com,1999:blog-8555915365467884845.post-63503844623517890632023-10-04T12:15:00.004-07:002023-10-04T12:15:51.189-07:00Welcome back?<p> It has been almost FOUR YEARS since I have blogged. And I stopped because I felt like I wasn't adding anything new to the conversation. But in those four years, I've learned quite a lot, changed some things, and hit a low post-Covid that I am just starting to crawl out of. </p><p>I guess I will focus this blog on something that has been really bothering me these last few months. And it is the idea that just because I "teach with TPRS/CI," I don't do anything but tell silly stories about blue cats with six tails. This has always kind of been the assumption, but it hasn't been as black and white as what I've seen lately.</p><p>For example, I had a colleague tell me that there is no culture in my curriculum because the stories and movie talks I use in the first two levels are designed to be language-focused. They are easy to adapt to any classroom, any language, etc. While it is true that the story-asking stories do not have culture in them, that does not mean that I do not include culture in my classroom. </p><p>Here are just a few ways I include culture in my beginning classes:</p><p></p><ul style="text-align: left;"><li>Date talk (or On this day): For each school day, we highlight a francophone person, holiday, or event in history. The students are exposed to a multitude of French-speaking people on a daily basis.</li><li>Cultural articles: One of my colleagues has done an exceptional job of finding strange news stories that go along with our non-culture-centric stories. For example, we use an old story from Look I Can Talk about special chocolate (mainly because the original story has the character going to Lee's Summit, where we live and teach!). To supplement that, we have a reading on the best chocolatier in France.</li><li>Manie Musicale: Thank goodness for this group of sharing teachers and their work to include diverse voices!</li></ul><div>I'm sure there are so many more, but I'm drawing a blank.</div><div><br /></div><div>Another idea is that, because I am focused on Comprehensible Input, my students never talk or write. That is crazy talk! My students talk from the moment they arrive at my door (with a password or a question of the day) and it doesn't end there! The difference is that I don't correct their speaking unless I am confused and I rarely grade it. I tell them they are competing with what they did last time and not with anyone else. In my mind, it makes no sense to grade all students the same when it comes to production when we know that toddlers all develop their speaking skills on different timelines. </div><div><br /></div><div>** A quick side note: I had an AMAZING student a few years ago who LOVED French. She would come in during study hall and work one-on-one with me, watch French TV shows and movies, etc. But her speaking was always a struggle. I had this child for FOUR YEARS before I found out that she didn't start speaking in sentences until she was like four years old. Had I told her she was a failure in French 1 because she mixed up words, she would have dropped out and robbed me of so many memorable moments. I'm sorry, but I refuse to do error correction. </div><div><br /></div><div>Okay, this is long enough. What assumptions about CI/TPRS/ADI drive you bonkers?</div><div><br /></div><div><br /></div><p></p>Bess Hayleshttp://www.blogger.com/profile/05827737478460930201noreply@blogger.com0tag:blogger.com,1999:blog-8555915365467884845.post-24886925656966025122019-11-22T14:40:00.001-08:002019-11-22T14:40:49.230-08:00ACTFL presentationThank you SO MUCH for coming to my presentation. Please do not hesitate to reach out if you have any questions or success stories to share! As promised, <a href="https://docs.google.com/presentation/d/1130j2iW2mv3dZTpcW-eSMy_-zAujwV75EzIuCN1WOHs/edit?usp=sharing" target="_blank">here</a> is my presentation.Bess Hayleshttp://www.blogger.com/profile/05827737478460930201noreply@blogger.com1tag:blogger.com,1999:blog-8555915365467884845.post-45842934145118876322019-09-12T06:15:00.003-07:002019-09-12T06:15:27.580-07:00Picture talkThis summer, during a TPRS workshop I presented, I decided to try something different for me with a picture talk. Usually I try to find a goofy picture (think Awkward Family Photos) and we talk about that. This time, I chose a piece of art that I felt represented the structures my "students" (actually teachers) were working on: was, had, wanted. So I found this painting by Edgar Degas.<br />
<img alt="The Absinthe Drinker" src="data:image/jpeg;base64,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" /><br />
<br />
Here is the dialogue, in English, of how I used this painting.<br />
<br />
Me (pointing to woman): Was there a man or a woman? Woman, right! There was a woman. Who was this woman? Sarah? Yes! The woman was Sarah. Was Sarah beautiful? Yes, she was beautiful. Was Sarah happy? No, Sarah was not happy. Sarah was sad. (Continue until students get bored talking about Sarah).<br />
<br />
Next, we moved on to the man and followed a similar script of questions. It turns out, according to my students, that the man was the boyfriend of Sarah. Then, I asked Why Sarah is sad. Because I had superstar language teachers as students, they were able to answer this question and decided that she was sad because she wanted a different boyfriend. Then we were able to talk about why Sarah didn't want the man as her boyfriend (he smokes and she hates that).<br />
<br />
Last week, in a collaboration, another teacher in my school said that she wants to try to use picture talk more this year and I volunteered to do this picture talk for them. During the picture talk with them, I had another epiphany (for me...superstar teachers are probably rolling their eyes at this point at how lame I am)! Our story followed a similar script, but in our story, the woman and the man were just fighting. So, I said, "Yes, a week ago they were in their house..." and BOOM! a story evolved that could use actors and different locations outside of the café. I will definitely do more of this in the future during picture talk. I can't believe it took me so long to "get" parallel stories or Blaine's magic of talking about what happened outside of a story.<br />
<br />
Anyway, we happened to have a former art history major in this collaboration group and she had insight into the painting. It's called The Absinthe Drinker. So we thought that it would be a great follow-up reading to type up the actual stories behind paintings as a follow-up activity.<br />
<br />
Et voilà! Something new to try if you, like me, haven't quite "gotten" the full potential of picture talk.Bess Hayleshttp://www.blogger.com/profile/05827737478460930201noreply@blogger.com2tag:blogger.com,1999:blog-8555915365467884845.post-22184861577833566532019-08-26T12:16:00.002-07:002019-08-26T12:16:36.727-07:00Beginning of year 13...reflections on Week 1Whew! Back in the classroom and ready to rock and roll. I had a great but busy summer taking kids to France, celebrating my 40th in Puerto Rico with my rockstar colleague Profe Deida, her hubby and my hubby (I now know the joys of reggaeton), attending and emceeing NTPRS, presenting a workshop in Minneapolis, and trying to keep my own kids entertained.<br />
<br />
With all that, I didn't have a ton of time to really reflect on my teaching. Nonetheless, I did make some changes this year. Here's my list:<br />
<br />
<ul>
<li>Room set-up: Last year I had students grab a chair of their choice and move it to their assigned seat. This set-up and tear-down took way too much time and there were kids who picked the comfortable seats every day so that they could veg out. This year, I moved the comfy chairs to a reading nook that is only used during FVR time and my "normal" chairs are always in a horseshoe. Every hour, I take the notebooks for that hour and set them on the chairs so that there is a new seating chart every day. I can't remember who I stole that idea from, but I read it in a blog, I'm sure.</li>
<ul>
<li>So far, I think this is working very well. I don't have to take so much time at the end of class having them "clean up" and the kids seem more engaged sitting in a more traditional chair. Plus, the comfortable chairs in the reading nooks seem to get kids more excited about FVR time!</li>
</ul>
<li>Better use of notebooks: last year I started with composition notebooks for each student, thinking that they would be able to easily keep everything in one place. With a disorganized teacher, that became absolute mayhem as there were papers shoved everywhere. So this year, I decided to follow my dear friend <a href="https://www.desklessclassroom.com/p/interactive-ish.html" target="_blank">Elicia's techniques</a> to create a better organized notebook.</li>
<ul>
<li>So far, so much better! Kids' things are on a specific page and it should be easy for them to find and use in the future. </li>
</ul>
<li>Starting with special person: I decided to mix special person with "regular" stories and units so that I can get started more quickly. Last year and the years before, special person was taking until October to get through and the kids were getting bored with it.</li>
<ul>
<li>I think this is working well, but we are only one week in so far, so I'll have to re-evaluate in a month or so.</li>
</ul>
</ul>
<div>
How about you guys? What did you change this year and how is it going?</div>
Bess Hayleshttp://www.blogger.com/profile/05827737478460930201noreply@blogger.com0tag:blogger.com,1999:blog-8555915365467884845.post-25313297935341450822019-08-12T09:46:00.001-07:002019-08-12T09:46:37.595-07:00Resources from Minneapolis workshopI am so sorry that it has taken me so long to get this published. I had an incredible time with you all! Please never hesitate to reach out if you have questions or need anything.<br />
<br />
Rubrics<br />
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<ul>
<li><a href="https://docs.google.com/document/d/1JaWbUirE61sEe-Kyz99_OWjN54wzkJF3Oyk7TJJ8qOM/edit?usp=sharing" target="_blank">Writing semester 1</a></li>
<li><a href="https://docs.google.com/document/d/1UXARTNO1NAjtqxp96FcizSBn4PZIm1OwnDRcfqc4mGo/edit?usp=sharing" target="_blank">Writing semester 2</a></li>
<li><a href="https://docs.google.com/document/d/1H6r7XEJy29VTZribEs5eoDAb6xQma63F5FWP0uJDvIU/edit?usp=sharing" target="_blank">Speaking semester 1</a></li>
<li><a href="https://docs.google.com/document/d/1gUSAshUgsKojQO_vp4_hhkqjPufeczwb_bq00TiSsMs/edit?usp=sharing" target="_blank">Speaking semester 2</a></li>
</ul>
<br />
Sample of <a href="https://docs.google.com/presentation/d/1kPYl5p1VGMrAU2armGGTDVqoYraIDjPBJx33CG7Njr4/edit?usp=sharing" target="_blank">powerpoint</a> Remember that TPRS Books sells a DVD with all the powerpoint stories you could ever want...<br />
<br />
Follow Daniel's Facebook page: Waasabiik Ojibwemotaadiwin and <a href="https://www.youtube.com/channel/UCgI26WLcO3p7Xw4VEUucDog" target="_blank">youtube</a><br />
<br />
Watch the <a href="https://www.youtube.com/watch?v=pkzid2GnAzw" target="_blank">deer video</a> but only if you are okay with crying a little bit...Bess Hayleshttp://www.blogger.com/profile/05827737478460930201noreply@blogger.com0tag:blogger.com,1999:blog-8555915365467884845.post-12323609889756872982019-07-13T08:37:00.002-07:002019-07-13T08:37:15.304-07:00More Than a Choice NTPRS presentationThis past week, I got to go to my NINTH NTPRS!!! Hopefully I will have time soon to sit down and digest my thoughts for you.<br />
<br />
In the meantime, Eric Richards, my friend and co-presenter at NTPRS, asked me to upload our presentation on using a Choose-Your-Own-Adventure novel on this blog. So, <a href="https://docs.google.com/presentation/d/1BmPeoxJuEiEKZjuwBPt55clnFNHgTYGVPG75HMHtVVM/edit?usp=sharing" target="_blank">here</a> it is! Please let me or Eric know if you have any questions!Bess Hayleshttp://www.blogger.com/profile/05827737478460930201noreply@blogger.com0tag:blogger.com,1999:blog-8555915365467884845.post-35234192403496602212019-05-15T12:45:00.000-07:002019-05-15T12:45:07.478-07:00End-of-year ReviewI was encouraged to share what I've been doing this week by my dear friend Elicia Cardenas (<a href="http://www.desklessclassroom.com/">http://www.desklessclassroom.com/</a>), so here goes!<br />
<br />
Our seniors last day was THREE school days ago and I still had FOURTEEN days with the rest of my students, who, like me, really want summer to start. I thought about doing a new story with new structures, but I feel like some students could really use some extra repetition without trying to cram more structures into their spring-fevered brains.<br />
<br />
I decided to go back to the first story we did this year and do a post-reading review "game" with each story: one story per day. So, the first day, we did the <a href="https://senorachase.com/2018/03/20/the-lucky-reading-game/" target="_blank">Lucky Reading Game</a>. This game is a great low-stress way to play a game where everyone can get the right answer and still there is a winner. It worked very well, reminding me of what structures I let fall away throughout the year.<br />
<br />
Next day, the second story of the school year with <a href="http://tprsforchinese.blogspot.com/2016/02/paper-airplane-readings-with-twist.html" target="_blank">Snowball/Paper Airplace reading</a>. I projected the story and then had them translate one sentence of the story into English on their paper. Then, they threw them at me (this part made it feel like a game even though it really isn't), picked up a different paper, and wrote the sentence following the sentence written on the paper. Repeat until it gets boring and then offer three bonus points (worth absolutely nothing) if they can make a basket into the recycle bin.<br />
<br />
Today, we did <a href="https://comprehensibleclassroom.com/2011/08/28/write-draw-pass/" target="_blank">Write, Draw, Pass</a> with them writing a sentence from the third story in French, then drawing the next sentence, then writing the third sentence, and so on. Tomorrow I will hand them out and they can "read" the story as we pass them around the room to laugh at the drawings.<br />
<br />
I'm not sure what tomorrow's post-reading activity will be yet. Any ideas for me?Bess Hayleshttp://www.blogger.com/profile/05827737478460930201noreply@blogger.com0tag:blogger.com,1999:blog-8555915365467884845.post-17781715103281058472018-12-19T07:03:00.002-08:002018-12-19T07:03:29.520-08:00ResourcesI have hesitated to share too many resources here because a lot of what I do has been borrowed/translated/stolen from others and I use pictures from the internet without siting my sources... But I was encouraged to do so by my main teacher man Jeremy Jordan, who shares SO MUCH for free. <div>
<br /></div>
<div>
So here goes. I only ask four things:</div>
<div>
<ol>
<li>A lot of these were done in haste, as I have five preps and only one prep period. So, if you see a typo or an error, please email me and let me know so that I can fix it!</li>
<li>If you want to make changes for your class, just make a copy of the google document and go ahead! I know my students pretty well, so there are probably some things that I share with my students that you would not feel comfortable sharing with your students. For example, I show my kids Cyprien videos, even though he sometimes curses in French.</li>
<li>Use anything all you want in your classes, but please don't sell anything and if you remember it came from me, a shout-out would be nice.</li>
<li>If you see anything that came from you and want it sited, please let me know and I will be happy to add a HUGE shout-out for sharing.</li>
</ol>
<div>
<ul>
<li>Daily info for the beginning of class <a href="https://docs.google.com/presentation/d/1MU5YWp9fanWiRfmPR1cxAnVMJXW5IyhDuxqXhDSpYdw/edit?usp=sharing" target="_blank">PowerPoint</a>: This is the best thing I added this year. It gives me a great opportunity to use some high-frequency structures that don't always come up in a natural story-asking day. It is a work in progress, as I usually add the slide the day before/morning of.</li>
<li>My daily <a href="https://drive.google.com/drive/folders/1SjzvfKV1gjUul69neFEW-A2O9qUqKs0a?usp=sharing" target="_blank">PowerPoints</a> so far: This is how I organize my life. With 5 different classes, it's nice to have one place to go. I'm not sure if the sharing is on for every source, so if you click on something that doesn't work, let me know. Also, most of the things I do in French 4/5 were created by my colleagues Nicole and Caitlin (BIG SHOUT OUT!!!) and they may not want to share their work.</li>
</ul>
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Hope somebody finds this helpful. If not, oh well! I got nothing to lose!</div>
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Bess Hayleshttp://www.blogger.com/profile/05827737478460930201noreply@blogger.com2tag:blogger.com,1999:blog-8555915365467884845.post-52740294234786405762018-11-14T10:40:00.003-08:002018-11-17T15:28:25.492-08:00ACTFL presentation-Saturday 4:30<a href="https://docs.google.com/presentation/d/1WX5N-7EB35HrVFBk-Ax8_LhhsT4etb3O-yvSVNaYiKg/edit?usp=sharing" target="_blank">Here</a> is my presentation.<br />
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Hello everyone! I haven't blogged much this year because I've been trying a lot of new things that I can't wait to share once I stop drowning. So...more about that later. But two things I just have to say before I forget:<br />
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1. FIND A SMALL, INTIMATE PLC: A few years ago, my friend Andrea Schweitzer and I started a weekly Skype session with Jeremy Jordan (who then abandoned us and was promptly replaced by Elicia Cardenas). These sessions are invaluable to my life as a TPRS/CI teacher. Just today, Elicia and I talked about classroom management, communicative ideas that our beginner students can use to communicate without spewing terrible French/Spanish, and supported each other through a couple of rough spots. I left our conversation feeling uplifted and ready for my next class. So, find someone (or a couple of someones) to meet virtually with NOW.<br />
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2. I will be presenting a session called "Time Saving Tips for the CI Classroom" on Saturday at 4:30. If you were going to attend my session, what would you want me to tell you? What would you hope to learn at such a session? I have a bunch of ideas, but I would love to hear of other ideas that I might not be thinking of.<br />
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See you at ACTFL!Bess Hayleshttp://www.blogger.com/profile/05827737478460930201noreply@blogger.com0tag:blogger.com,1999:blog-8555915365467884845.post-13459099318401779902018-08-28T06:17:00.000-07:002018-08-28T06:17:54.682-07:00Beginning of the yearI feel like I post the same things at the same time of year every year, but here goes. Every year is an experiment and here is how I'm experimenting this year:<br />
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<ol>
<li>Away with the password at the door. I've done it for several years, but it just wasn't connecting. The kids weren't acquiring it. So instead, I'm going to use rejoinder posters during stories because I've had better luck getting them to use them at appropriate times and continue using them that way. But I'm still checking in with my kids at the door. I ask them a question that they should be able to answer with no problem. With my first and second year kids, that is something like "What's your name?" "Where do you come from?" "What grade are you in?" (from Special Person interviews). With my upper-level kids, I try to ask them something that is a bit more thought provoking. Some questions I've used this year, "Do you prefer your mom or your dad?" "What would you change about school?" "Who is your favorite visual artist?" </li>
<li>I changed my rules from a huge list of what it takes to participate to Six Keys to Listening (taken from TPRS Books trainings) Look at me Involve yourself Show understanding Tune back in En français No talking over me It's very easy to figure out which "rule" is being broken.</li>
<li>Party points and a brain break for every 8 minutes in French. We used our party points on Friday and the kids were way more excited for what we were doing. Maybe because they earned the time instead of begging for it?</li>
<li>Breaking up La Personne Spéciale. It used to be my only plans for the first few weeks of school for French 1 and 2, but this year I am breaking it up with classic TPR and mini-stories. I got some great ideas for easy, introductory stories that could be told quickly from Tina Beard (a colleague from Kansas). It really makes class go quickly, I don't get as worn out, and the kids are more engaged.</li>
<li>Starting class with a "date talk". I really don't know how everything in CI became a ____ talk, but I made a powerpoint with every day of the school year with a fun fact about that day. For example, August 21st was the day the Mona Lisa was stolen from the Louvre by an Italian patriot. I adapt my language for each class so that I use the same slide for every level, but the discussion is different for each level. </li>
<li>Intentional planning for each hour. I know this seems like...duh!, but with 5 preps, I haven't exactly been the greatest at this in past years. So this year, I am trying to be very intentional with my planning, having ideas for brain breaks and switching activities several times to keep the students' attention.</li>
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Those are some things that I've started doing, and, as we enter our third week of school, I'm pretty excited!</div>
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Bess Hayleshttp://www.blogger.com/profile/05827737478460930201noreply@blogger.com6tag:blogger.com,1999:blog-8555915365467884845.post-22212848501247910992018-04-27T12:33:00.000-07:002018-04-30T11:52:43.233-07:00"Teaching" subjunctiveI got a huge kick in the pants yesterday during a one-day workshop from TPRS Books (they offered it free of charge to a local district, which was kind enough to open it to any teachers in the area). Mike Coxon and Craig Sheehy were the presenters (full disclosure, I was there to be trained to become a trainer in the future).<br />
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I think that this time of year is a great time to do a re-start (and probably would have been even better last month...but I'll take what I can get). I learned/was reminded of so much that I brought to the classroom today.<br />
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First, I had gotten lazy about requiring choral responses and was losing kids because of it. So I started with that, saying, "When I say Classe, you say Oui! Classe? Oui! Classe? Oui!"<br />
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Next, yesterday at training, Mike Coxon put me on the spot and said that he wanted to learn some subjunctive. Confession: I'm not good at it and I'm never sure if you do or don't use it with vouloir (to want)...but I went with it on the spot and then looked it up later. So, I had two actors. I started by saying, "Classe, il voulait que Shakira soit sa copine." Then I checked in with the actor, "Bart, est-ce que tu veux que Shakira soit ta copine?" "Est-ce que tu veux que Shakira soit ma copine?" Etc.<br />
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So, today I decided to try it out in class. I had two actors: my first actor we talked about who she did/did not want to be her boyfriend. Second person, I told the class that I had a magic wand (and I pulled out my awesome hand-carved wand) and I need to find out what we wanted her to be able to do "Qu'est-ce qu'on veut qu'elle puisse faire?" In first hour, we decided that we wanted the actress to be able to transform into a tiger. So, I got out my wand, said my magic spell, cut the lights, and the actress disappeared (hid in the back of the room) and was replaced by a stuffed tiger. Hilarity!<br />
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The third sentence was that I told my kids that I wanted that they all go to France with me next summer. "Je veux que vous alliez en France avec moi."<br />
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It was great. My first hour was super into it and laughing and really playing the game well. And I was so impressed with how I was able to make the subjunctive seem useful and meaningful. Thanks Mike, for pushing me!! And, if I made mistakes with the subjunctive, please let me know because I am NOT great at explicit grammar instruction myself, so I can't figure this out on my own!! And there are only a few phrases that I have acquired and they don't always match up with what is useful to students.<br />
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Edit: Since posting this, a couple of awesome-sauce teachers reached out to tell me that I had an error, which I have since fixed. If I ever make a mistake, I hope you all will tell me about it. And I will assume that it is coming from a place of love and not judgement. We're all in this together, right?<br />
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Second thing that happened is that a lot of people said that we should just use the subjunctive when it comes up naturally. Absolutely. But, in my non-native speech, it hasn't been coming out naturally, so I need to force it a bit so it starts to become natural. Teaching TPRS has been the best thing I've ever done for my own French. Before teaching, "Il lui a dit" would NEVER have come out of my mouth on its own. But, because I forced myself to start using it in stories from the very beginning of French 1, it now falls out of my mouth as well as my students' mouths. So, in summary...YES, the subjunctive should not be "taught"...it should be used naturally. But I am forcing it a bit to make it work for me.<br />
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Here are some videos that a student snuck. She thought she was soooo sneaky. But I was happy to have the video of a happy class and she agreed to share with me what she took.<br />
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PS-I make mistakes. I'm not a superhuman. I hate watching myself. I cringe hearing the errors my French 3s make. BUT the love of the language and each other is there. I hope you can see it.<br />
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<a href="https://drive.google.com/file/d/1Sqi84oBLAcgsFjMqhJMEAdr-2uQNHgzG/view?usp=sharing" target="_blank">Video 1</a><br />
<a href="https://drive.google.com/file/d/1lwU2Qk9uSI4vcdb7bbRiODC5SxE9apJZ/view?usp=sharing" target="_blank">Video 2</a><br />
<a href="https://drive.google.com/file/d/1HqzjYMfgOXdnONS-uJ4wsEj2KG0PztP2/view?usp=sharing" target="_blank">Video 3</a>Bess Hayleshttp://www.blogger.com/profile/05827737478460930201noreply@blogger.com2tag:blogger.com,1999:blog-8555915365467884845.post-59521270075275257532018-04-26T06:52:00.003-07:002018-04-26T06:52:43.161-07:00Teaching Bart veut un chat-Day two and threeLike I said in my last post, I was rushing to get through one timeline on the book so that I could prepare my kids for this day. There were a ton of activities that I could have done with my kids (student actors, parallel characters, snapshots, etc), but I chose to read it quickly and focus on making it fun since I didn't have to worry as much about comprehension.<br />
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So, to start class, we read the first page together again, but this time, when we got to the choice, I told the students to move to a part of the room to make their choice. For this first choice, they all ended up back together again after splitting, so we read the next page together (where Bart listens to four people). Then, I had them go to the corner to choose a dog, cat, turtle, or piranha. I told them to read it with their group and raise their hand when they came to a choice. As this happened, I would split them into smaller and smaller groups. If a small group decided to stay together and read to an ending, I told them that they could continue on until they got to the end. <br />
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By the end of the class, all students had come to another ending and you should have heard them excited to share their storyline! I have to tell you that Mike Coxon and Jeremy Jordan wrote a twisted, awesome story that really spoke to my students. <br />
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The next time we had FVR, a large number of students chose to go back and read Bart a THIRD TIME!!!!!! <br />
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This choose your own adventure is really magic. I can't wait for another one to come out.Bess Hayleshttp://www.blogger.com/profile/05827737478460930201noreply@blogger.com0tag:blogger.com,1999:blog-8555915365467884845.post-41601280072222239932018-04-20T09:55:00.000-07:002018-04-20T09:55:05.701-07:00Teaching Bart veut un chat-day oneThanks to Mike Coxon and all the people at TPRS Books, I got a classroom set of Bart veut un chat, which I (full disclosure) helped translate (and am still finding spelling errors in...I must have read that thing a million times and errors still snuck through). Mike asked me to teach it in my classes and let him know how it went. So, here's what I did. If you have any suggestions, please let me know!!<br />
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I did this first with my French 2 kids because I knew we could whip through it quickly and I was proud to share the book with my students.<br />
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We all started off on page one together. There wasn't anything too terribly interesting or difficult on page one, so I just read it quickly so we could get to the good stuff. With beginners, I think you could talk about what makes someone happy, who has a MacBook, etc. But I didn't want to drag this part out for my kids who have already acquired that language.<br />
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When we got to the choice, I let students vote to choose where we went next.<br />
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One class chose Coqui and we all turned to that page together. After we read the part about her having a Youtube famous cat, we talked about different famous cats. <br />
<img alt="Image result" height="320" src="https://pbs.twimg.com/profile_images/948294484596375552/RyGNqDEM_400x400.jpg" width="320" />Grumpy Cat, Nyan Cat, and, my personal favorite: Keyboard Cat. I let them in on the secret that Coqui's cat was Keyboard Cat, and we watched <a href="https://www.youtube.com/watch?v=J---aiyznGQ" target="_blank">this video</a>.<br />
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One class chose the parents, and we read that page and talked about chocolate. Then, we discussed whether pets can make you happy.<br />
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Both choices end up with Bart talking to 4 people to decide which pet is the best. We decided that the veterinarian and the biology teacher were both experts in animals. After the biology teacher says that turtles are the best, we discussed that and someone brought up turtles eating strawberries, so we watched <a href="https://www.youtube.com/watch?v=CsxSXVbNL0Q" target="_blank">this clip.</a><br />
When I read the dentist's recommendation, I did so in a creepy voice because what she says is so out there. "Piranhas are the best because they can eat humans"?!<br />
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Then, when we had read all the recommendations, we discussed which animal everyone thought was the best pet and why and I wrote up the ideas on the board.<br />
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Then, we voted again. Sadly, both of my classes chose that he wanted a cat :( No imagination, these kids... When Bart searched for incredible cats on the internet, we did the same (I'm pretty comfortable with my kids and searching for things in front of them without fear of stumbling upon something that will get me in trouble...you may want to try this on your own first).<br />
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The sad thing about this section is that one of the big jokes of the book is lost because it is supposed to say that there are NO cats at the library, but that got lost in the translation and the copy/paste of publishing. So I just told my kids that. We talked about the different types of cats, and when we got to exotic cats, I had to look up pictures of the hairless cat (again, make sure safe search is on)...and then a student told me about the Devon Rex cat that he was getting that weekend. So then we had to look up videos of that cat. <img alt="Image result for devon rex cats" src="https://www.petfinder.com/images/breeds/cat/2050.jpg" /><br />
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Anyway, then we chose where he went to look for the cat and the kids chose the cat cafe. Luckily, there was a <a href="https://www.youtube.com/watch?v=L35WleRg3QI&t=108s" target="_blank">vlog</a> of a mom taking her two sons to a cat cafe in Paris. Some of my students had no idea what a cat cafe was, so this was a great introduction. I told them that they wouldn't be able to understand most of what was said, but to try and pick out one or two words and use visuals. <br />
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On his way to the cat cafe, Bart meets a weird guy and we were able to use the conditional: What would you do? Would you talk to the guy? Would you run away? Etc.<br />
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The kids chose to talk to the strange man. This page would be GREAT for acting out because the story gives the actors directions on how to act and what to do. I read through it and acted it out myself because I was trying to go quickly through the story. <br />
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Next, my kids chose that Bart looks in the bag, and we find out that the cats had been tested, which brought us to a discussion on animal rights vs. human safety. We had a really deep conversation in basic French about who is more important, animals or humans? <br />
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Of course we chose the strong cat and we ended our story quickly with the super ending, which I think was one of the fastest endings possible. END OF DAY ONE.Bess Hayleshttp://www.blogger.com/profile/05827737478460930201noreply@blogger.com0tag:blogger.com,1999:blog-8555915365467884845.post-56596641589958250312018-01-26T10:52:00.001-08:002018-01-26T10:52:25.373-08:00Year one curriculum: translated from Sr JordanI've been asked to share what I do in my class to help out some teachers feeling overwhelmed with a new method. <br />
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I will say that, after years of teaching TPRS "off the cuff," I was fortunate enough to work in the same building as Jeremy Jordan, aka Senor Jordan, aka 2016 Missouri FL Teacher of the Year. I loved watching how his lessons built on one another so that the vocabulary was CONSTANTLY recycling. Ideally, all of our vocabulary would do this naturally, but I was struggling to make it happen. So, when Jeremy shared his year one and two lesson plans from last year here, I knew I had to look and see what I could steal...ahem...adapt for my classroom. <br />
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Here is what I have so far. If it is helpful, I'm glad. If it's not, I'm sorry...if you have any ideas of ways to make it better, please let me know. If you see an error, for the love of god, PLEASE PLEASE send me an email at elisabeth dot hayles at lsr7 dot net so that I can correct it and get better at my own language skills.<br />
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I have only actually used up to story seven in my classes...so this is not set in stone at this point. <br />
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Hope it helps! (so nervous to hit publish....)<br />
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<a href="https://docs.google.com/document/d/1AwzYmJotKyok56VCo73PMPPt0rzgWDglaQ-CaHDYVqI/edit?usp=sharing" target="_blank">French 1 2017-2018</a>Bess Hayleshttp://www.blogger.com/profile/05827737478460930201noreply@blogger.com4tag:blogger.com,1999:blog-8555915365467884845.post-66134827781401320422017-11-17T13:46:00.004-08:002017-11-20T06:16:41.441-08:00ACTFL presentation: Keeping it in the Target LanguageOh. my. I just presented for the first time at the largest conference of foreign language teachers to a PACKED house!! I am shocked, amazed, still buzzing...all of that. I'm not even sure if what came out of my mouth was words, but it's over and I got lots of compliments, including one from a HERO, Annabelle Allen (La Maestra Loca).<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgcAU7pZC_XsUEIM_96qk2PqKBk764X7qO3DnfQVFi10H5PpTJpDuMa8UyeU3cN9gtOMGtIuitlzXtpoYHF3dIFpmTlLM6tdysyEl1qG-Rq2QSE7wsLTpb_HNYC_rUn_qTkyuXEkTav3sQ/s1600/ACTFL.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1600" data-original-width="1200" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgcAU7pZC_XsUEIM_96qk2PqKBk764X7qO3DnfQVFi10H5PpTJpDuMa8UyeU3cN9gtOMGtIuitlzXtpoYHF3dIFpmTlLM6tdysyEl1qG-Rq2QSE7wsLTpb_HNYC_rUn_qTkyuXEkTav3sQ/s320/ACTFL.jpg" width="240" /></a></div>
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If you want to see my presentation, click <a href="https://docs.google.com/presentation/d/1j73RxhMjaYeUVxOoBvjIeCHgyFTHJS8j8AWaoVSvg50/edit?usp=sharing" target="_blank">here. </a> Thank you all and let me know if you have any questions!Bess Hayleshttp://www.blogger.com/profile/05827737478460930201noreply@blogger.com0tag:blogger.com,1999:blog-8555915365467884845.post-8915540599729427112017-10-28T08:10:00.000-07:002017-10-28T08:10:03.935-07:00FLAM 2017 presentation: My name is Bess...And I'm a TPRS teacherWell, I did it. I "came out" as a TPRS teacher this morning. For the past eight years, I have been hesitant to say "I am a TPRS teacher" for fear of being laughed out. So I've resorted to saying things like "I don't really use a textbook" "I use comprehensible input" "We talk a lot in class about our lives." So this morning, I put myself out there at the state conference. And no one threw tomatoes!! <br />
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If you were here, THANK YOU for your support and for listening. Thank you for your thoughtful questions and dialogue. <a href="https://docs.google.com/presentation/d/11iUWdLK9q6L4UnRCWGgRfGVEy6LcmHDGxAFBoObfkUw/edit?usp=sharing" target="_blank">Here is a link</a> to my presentation if you want the links to my student samples (which are links to other parts of this blog). <br />
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Thanks to <a href="https://sradentlinger.wordpress.com/" target="_blank">Senora Dentlinger</a> for allowing me to use her awesome CI Umbrella graphic. And many thanks to all of my mentors who have given me the motivation and confidence to share with others.<br />
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<br />Bess Hayleshttp://www.blogger.com/profile/05827737478460930201noreply@blogger.com0tag:blogger.com,1999:blog-8555915365467884845.post-10638869207462697462017-09-01T13:06:00.002-07:002017-09-01T13:06:32.891-07:00Class reading of Les Aventures d'IsabelleOMG! I decided to read Les Aventures together with my level 2 kids (yes, easy, but a great way to make everyone feel confident...especially since my kids come to me from 3 different French 1 teachers and we're trying to get on the same page) this week. <br />
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I only have 5 copies of the book right now, so I used a document camera to project the pages. I wasn't quite sure where I was going to go with this simple chapter, and the magic happened! I really focused on questioning the students about every sentence or two. Here are some of the questions I asked, based on the first chapter of the book:<br />
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<ol>
<li>How old was Isabelle's mom when she had her?</li>
<li>Do you think that's young to have a baby?</li>
<li>What is the perfect age to have a baby?</li>
<li>Am I, at 38, too old to have a baby?</li>
<li>Would you like to have a baby at 17?</li>
<li>If her mom is brunette with brown eyes, what do you think her dad looks like?</li>
<li>(and here, someone suggested she might have been adopted) Could her mom have adopted her at 20? (then, someone suggested she could have adopted her as an older child when she was older or Isabelle could have been kidnapped.)</li>
<li>Do any of you have a parent who travels a lot for work?</li>
<li>Who the heck still uses a real camera?</li>
<li>Who wants to be famous?</li>
<li>Do famous vets exist?</li>
<li>How about famous dancers? (then we named some)</li>
<li>Can you be a famous dancer and then be president?</li>
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The higher-order thinking was off the hook and when we finished the chapter in my afternoon class, a student said "Can we keep reading that book? It was really fun." </div>
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I have to admit that I honestly thought that teachers who quoted their students saying similar things in the past lived in a utopia where every student is the child of a college professor or something. Now that it's happening in my class, I'm astounded!</div>
Bess Hayleshttp://www.blogger.com/profile/05827737478460930201noreply@blogger.com6tag:blogger.com,1999:blog-8555915365467884845.post-28048520202712238582017-09-01T12:58:00.001-07:002017-09-01T12:59:08.212-07:00FVR this yearThis year, I started my reading program a little differently, focusing on making sure that students knew how to pick a just-right book, taking out the authentic books out of my library (for now) and increasing the days per week that we read. I have seen a HUGE difference!<br />
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First, the kids are FINISHING books! When they finish, I have them write a quick post-it review (title, stars out of five, one or more French words to describe the book, and their name) and they put it on their spot on the wall. I got this from someone else, but I don't remember who...<br />
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Second, the kids are TALKING to each other about the books!! At the end of FVR, I hear them asking what their book is about, where they are in it, and if they like it. On their own!<br />
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Third, there is NO GROANING when I say that it's time to read.<br />
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Fourth, I am 1/3 of the way through my own French book already this year...<br />
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Read my next blog post to find out about another way reading is working well this year!Bess Hayleshttp://www.blogger.com/profile/05827737478460930201noreply@blogger.com0tag:blogger.com,1999:blog-8555915365467884845.post-79442894849686179682017-09-01T12:54:00.000-07:002017-09-01T12:54:03.288-07:003rd Week of schoolI have to admit that I didn't think I was going to survive this week. I haven't yet gotten into a routine where I feel like I know what I'm doing... But I haven't given up yet because I want to be a better teacher this year than I was last year (It was a hard year for me). <br />
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BUT! It was a wonderful week full of really great things that happened. Here's what I did:<br />
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French 1:<br />
Monday, we started with a "warm-up" where they had to fill in blanks with a word bank (Like Il _____ Jeff.) Then, we did special person and sang Bonjour and the Alphabet song together. We also started our first song together, the ridiculous Foux de Fa Fa.<br />
We continued the week doing special person, spicing it up finally by finding out what people like and what they can do. This brought us to watching a video of David De Gea's best blocked goals and things like that to add some interest. Free write.<br />
<br />
French 2:<br />
Monday we talked about our weekend, started a new song (this week is the classic Aux Champs Elysees), and continued with special person.<br />
Tuesday and Thursday we did Special person and FVR.<br />
Wednesday we took a break from special person and sang children's songs and did an EdPuzzle about a French girl introducing herself.<br />
Friday, we read the first chapter of Les Aventures D'Isabelle together. I'm planning to blog about how awesome this was later today or this weekend if I have time. Free write<br />
<br />
French 3:<br />
Monday we started a new song (Laisse tomber les filles), talked about our weekend and continued our stories from last week.<br />
Tuesday we retold the extra details from the story and did FVR.<br />
Wednesday (short day), we read and then we just hung out in the language.<br />
Thursday, we did an 8-panel re-tell of our story. I wrote the sentences on the document camera, they copied the sentences and then drew a picture representing each sentence.<br />
Friday, we read all of the stories and looked at the pictures. Then, they did a free write.<br />
<br />
French 4/5:<br />
Monday we started a new song (je te pardonne), talked about weekend and then continued talking about education by discussing the easiest/hardest classes and compared a high school class load in US with a class load in France.<br />
Tuesday we talked about the differences between our district and the urban district and which education was better and why.<br />
Wednesday I handed out articles in such a way that each student in a group of four had a different article to read. They were supposed to read it at home and prepare a brief summary to start a discussion the next day.<br />
Thursday, students recorded their discussion, trying for each student to speak for at least five minutes.Bess Hayleshttp://www.blogger.com/profile/05827737478460930201noreply@blogger.com0tag:blogger.com,1999:blog-8555915365467884845.post-30162569592355661412017-08-25T11:54:00.001-07:002017-08-25T11:54:06.768-07:002nd week of SchoolStill plugging along... We had Monday off so we could go catch a total solar eclipse. It was pretty dang amazing, and if you ever get the chance to see one, it is worth the time and drive. We drove about 45 minutes away to try and avoid clouds and rain and it was breathtaking.<br />
<br />
Came back to school <b>Tuesday</b> and this is what we did:<br />
<br />
French 1: Still plugging along with Special Person. We added the Alain Le Lait song Bonjour as a break from the Special Person. I'm struggling with French 1 because they are very slow processors but they get very easily bored with repetition. I'm trying! I had them get out a piece of paper for every student in class and we started writing "notes" on the kids we already interviewed.<br />
<br />
French 2: Song bellringer. Talked about the weekend for about 10 minutes and continued with Special person.<br />
<br />
French 3: Song bellringer. Talked about the weekend for about 10 minutes and then used Madame Shepard's Edpuzzle over an eclipse video. My original plan was for the students to do this as an individual activity, but the wifi wasn't working for a bunch of students, so we did it as a group. Then, we read part of an article about the eclipse. The students said that it felt less difficult because of the background experience they had of just seeing an eclipse the day before. <br />
<br />
French 4/5: song bellringer. Talked about the weekend and then did the eclipse activities from French 3.<br />
<br />
<b>WEDNESDAY:</b><br />
<b><br /></b>
French 1: Another day of special person. Threw in Bonjour a few times, took notes, and took a True/False exit quiz.<br />
<br />
French 2: Bellringer. FVR. Continued with special person and they started taking "notes" on their classmates.<br />
<br />
French 3: Bellringer. FVR. We started talking about who wants coffee as I was trying to blend PQA, TPR, and a story together like I saw Alina do this summer. We found out who liked coffee, what kind of cream they liked, and where to find the best coffee in LS.<br />
<br />
French 4/5: Bellringer. FVR. We talked about coffee too, but it was 6th hour, so it fell a little short. New plan for the week!<br />
<br />
<b>THURSDAY</b>:<br />
<br />
French 1: Because I've been on the struggle bus, I started class by asking them how they are and we talked a little bit about the weather. All of this was extremely simplified with pictures and quick translations. Then, back to special person, notes, and a quiz.<br />
<br />
French 2: Bellringer. FVR. Continued special person.<br />
<br />
French 3: Bellringer. FVR. Continued talking about coffee. In my 1st hour class, there were actually kids who really wanted coffee and we had a great discussion about a teacher in the building who provides coffee, sugar, creamer, etc to his kids for only 50 cents a week!! In my 5th hour class, the kids don't want coffee anymore, so we switched gears and found out that one student wanted dark chocolate and a different student had some in his backpack. Boom! Actors up and we started a story. <br />
French 4/5: Bellringer. FVR. We started a "unit" on education by discussing after high school plans. Then, we talked about favorite teachers and I had students write an adjective describing their favorite teacher on a Post-It note.<br />
<br />
<b>FRIDAY:</b><br />
<b><br /></b>
French 1: Talked about how kids are doing and found out that one student was doing well because it's Friday, so we had to watch the <a href="https://www.youtube.com/watch?v=JpzQbeA01ec" target="_blank">French version of Friday</a>. Then, I had them do a reading assessment where I had statements in French about the kids in class and they had to answer oui or non. Then, more special person. We finally got to the question about what the student likes to do. Then, the kids did a 5-minute free-write to show what they've learned this week.<br />
<br />
French 2: Bellringer. I had them do a reading quiz where I had statements on the board in French and they had to write who would say that (ex: I come from Indianapolis). Then, another special person and a free write.<br />
<br />
French 3: Bellringer. I took the very first story from the latest edition of LICT and made it into an embedded reading. Kids read the simplest version to themselves and then I asked them comprehension questions. Easy, they said (well, i hope so since it's from French 1 curriculum!!). Then, I gave them version two to read with a partner. Finally, I gave them 3rd version, which is the original version in the curriculum. They highlighted the new phrases. They said it was easy. Hopefully it will give them confidence for future readings so I don't hear so much groaning. Finished with a free write.<br />
<br />
French 4/5: Bellringer. (I'm so proud of how this turned out today!!!) I took the Post-It notes and we put them on the board with like words next to like words (sympathique and gentil were on the same line). Then, we talked about which were essential for a good teacher. They had to debate their POV and I threw in counterpoints when needed (when they said energy was absolutely necessary, I asked which students had had our English teacher while she was going through chemo and then I asked those students if they learned from her despite her lethargy...). At the end, we voted on the essential, and the class decided that intelligence was the only truly necessary attribute of a good teacher. Then, we watched a video of kids talking about their favorite teachers (the second video<a href="http://voyagesenfrancais.fr/spip.php?article2679&lang=fr#.WaBspD5961s" target="_blank"> here</a>). Finished with a free write. <br />
<br />
That was this week. Still channeling my inner Alina and using a lot of her attention grabbers and breaks in the lesson.Bess Hayleshttp://www.blogger.com/profile/05827737478460930201noreply@blogger.com1tag:blogger.com,1999:blog-8555915365467884845.post-73125019794038137112017-08-18T12:58:00.003-07:002017-08-20T07:22:13.627-07:00First three daysAs I wait for my contract time to end on this Friday ;), I thought I'd blog about how the first three days of school have gone for me, and what I've done so far.<br />
<br />
French 1:<br />
<br />
<ul>
<li>Day one, I started out by giving them a brief introduction of my class and me, then had them "write" in French for five minutes so I could see what they already know. What a surprise, but they only knew like one or two words. Good! I am starting from scratch! Then, we started by asking one student what her name was. I was surprised because I had everything on the board and I thought I was being very slow and deliberate about pausing and pointing...but I guess not because one of my students (thank God for him!!) visibly showed his confusion and frustration, which made the rest of class much better for everyone else. Before we started asking the girl about her name, I taught them the signs for Repeat, Slow down, I don't know that word, and Write it down. We really only had time to talk about this one girl and her name. </li>
<li>Day two, they started class by answering a few questions about themselves so that I can know now if there are any problems I need to be aware of. Then, we continued on with names, adding what the first girl's preferred name is and adding a second student (my confused vocal student). We were able to talk about both of their names, preferred names, how they are spelled and compare them to my name. Things are starting to go more smoothly.</li>
<li>Day three, we added a third student, and another question, "Where do you live?". Turns out, we all live in the same city! Imagine that! </li>
</ul>
<div>
French 2:</div>
<div>
<ul>
<li>Day one, same brief introduction and same five minute free write, but we were able to go faster when it came time for the Special Person. I was able to find out a student's name, preferred name, and grade before the bell rang.</li>
<li>Day two, we filled out the questionnaire and then we went back to that first person and added where he comes from, whether or not he has a license and car. We were also able to talk about what he likes to do. All about the one kiddo.</li>
<li>Day three, we started class with a song (Toi Plus Moi) activity, and then talked about reading. I read some quotes that I got from Bryce Hedstrom's page and then we went over <a href="https://www.slideshare.net/MarcosBenevides/how-easy-is-easy?from_m_app=ios" target="_blank">the PowerPoint</a> on comprehensibility. I narrowed down my FVR library significantly at this point and told the kids that I only wanted them to choose from the level one novels for the time being. I had them organized easiest to hardest. I really think that going over that PowerPoint made a HUGE difference. Kids were able to understand how easy something had to be for it to be enjoyable. At the end of the hour, I had seven out of 45 students who were ready to check out a book. And I told them it was an option for level 2 and that they could check out a book if they were really interested in it!</li>
</ul>
<div>
French 3:</div>
</div>
<div>
<ul>
<li>Day one, intro, free write, and then we chatted about the summer in French.</li>
<li>Day two: they fill out the questionnaire and then instead of me leading the special person (since almost all of them went over the questions with EVERY student in their class last year), I had them interview each other and they are presenting their partner, along with 3 interesting facts, to the class. I was hesitant to ask them to do this, but they really rocked it! There were quite a few errors (like saying il est huit ans instead of il a huit ans), but nobody stood up there and looked un-confidant. I was very impressed. We didn't have time to get through all of them in one day.</li>
<li>Day three: I introduced our first song (Sarah par Kyo), we did the reading presentation and read (in this level, 17 out of 34 students checked out a book...but they were encouraged to check one out more so than the level 2 kids). </li>
</ul>
<div>
French 4/5:</div>
</div>
<div>
<ul>
<li>Pretty much the same as French 3</li>
</ul>
<div>
<br /></div>
</div>
<div>
Some things that I've changed from NTPRS: </div>
<div>
<ol>
<li>I have word posters for each level for the words that "come up" each day. I'm hoping that by keeping them visible, I will remember to circle the structures and not just use them once and then forget them.</li>
<li>I am doing a pretty good job of remembering to stop and do brain breaks about every ten minutes of direct PQA, TPRS, etc.</li>
<li>I am using more gestures and call-and-response. I have done the Alina "mais" call and also the "Classe?" "Oui"</li>
</ol>
<div>
I think that's it so far! I'm REALLY REALLY happy about how reading went today.</div>
</div>
Bess Hayleshttp://www.blogger.com/profile/05827737478460930201noreply@blogger.com5tag:blogger.com,1999:blog-8555915365467884845.post-19253025920837684722017-08-18T06:16:00.000-07:002017-08-18T06:16:37.069-07:00Music with Donna Tatum-JohnsI think this might be my first time seeing Donna present, because she is usually presenting the newbie track. I love using music in the classroom, so I was excited to get some new ideas for how to use music in my class.<br />
<br />
These activities are related to the French song: <a href="https://www.youtube.com/watch?v=Tm88QAI8I5A" target="_blank">Je veux by Zaz</a><br />
<br />
Before the song:<br />
<br />
<ul>
<li>Donna brings a bunch of random things to class, including some bags of candy. She starts with a bag of Hershey's Kisses and asks a student, "Tu en veux?" (Do you want some?) The student of course says yes, so she asks how many? Then, she'll say, Joe en veux 10 (Joe wants 10 of them). She gives Joe the ten kisses and moves on to another kid. She pulls out something random, like paper clips, and asks the next student, "Do you want some?" Of course, s/he will probably say no, and Donna replies with "Tu n'en veux pas?" (You don't want any?) This continues with most students getting good things and the Target student always getting offered random things. </li>
<li>Then, she has students write something that they want to be happy on a post-it note. She takes the notes and reads it "Someone in the class wants ____" and puts it on the board strategically so that monetary things are on one side and non-monetary are on the other. During this activity, she is asking PQA and checking in for comprehension.</li>
<li>Finally, she hands out her song sheet which includes the French (maybe with cloze and maybe not) and the English translation and they listen to the song. She tells the students they are NOT allowed to sing, only gesture at the appropriate time (could be the whole song, a single verse, or the refrain). Of course, eventually the kids can't help it and will start singing along.</li>
</ul>
<div>
<br /></div>
<div>
Donna talked about using a song to enhance a storyline, using a line from a song as dialogue. I've done this before with Ne Me Quitte Pas by Jacques Brel (Don't leave me), but Donna's example was Cecelia by Simon and Garfunkle.</div>
<div>
<br /></div>
<div>
You can also use a song as a movie talk, particularly if the video follows a story. I have done this with Nantes by Renan Luce and Je Suis Jalouse by Emily Loizeau. I plan to do more of this in the future.</div>
<div>
<br /></div>
<div>
Donna also tries to find thematic songs to go along with the novels, for example using Comme des Enfants by Coeur de Pirate during Les Pirates by Mira Canion because not only does the singer have the word Pirate in her name, but the song is about a love triangle not unlike the love triangle in the novel. </div>
<div>
<br /></div>
<div>
She loves to find the songs other places, like finding Je ne regrette rien by Edith Piaf in Madagascar 3, which she also uses at the end of Pirates. She then has the students write an essay about which song better reflects the themes of the book and why. LOVE THIS!!!! Prepares students for IB-type questions without feeling overwhelming.</div>
<div>
<br /></div>
<div>
Great stuff here!</div>
Bess Hayleshttp://www.blogger.com/profile/05827737478460930201noreply@blogger.com0tag:blogger.com,1999:blog-8555915365467884845.post-50850513150732967512017-08-09T17:28:00.001-07:002017-08-09T17:28:13.126-07:00Other strategies with Lance PDue to a schedule mix-up, I only got to see the last part of this session too. Dang! I missed out on soooo much!<br />
<br />
Lance was talking about ways to infuse stories into the classroom in innovative ways. He talked about using Rory's Story Cubes. Either roll and brainstorm about a die (what does this make you think of?), then you can add dice or use the dice as a prompt for a timed writing.<br />
<br />
Lance said that as teachers, we always worry about "but my kids don't know the word for ___" Students will be creative to use the language they already know, especially if we teach circumlocution. I found this in Alina's class. I was trying my best to find clever ways to put the language <i>I knew</i> into the story. If we can train our kids away from saying "But how do you say match stick/vacuum cleaner/badger?" we will be soooo much better off in our classes.<br />
<br />
Lance created a Clue game in Latin and uses it to teach the common house in the Roman Empire, but you could adapt it for use in many ways. In order to play you need<br />
<br />
<ul>
<li>1 location (rooms of a house, school, places in a city, etc)</li>
<li>1 victim (could also be cultural like Marie Antoinette)</li>
<li>9 rooms/areas in the location</li>
<li>6 suspects (could be cultural or could be careers)</li>
<li>6 weapons</li>
</ul>
<div>
You can have kids play in two teams as a whole class. They choose a room they want to go to and you say "If you get above a 3, you're there, if not, you can't accuse"</div>
<div>
<br /></div>
<div>
He also showed us a magic trick using 25 words, but I was lost during that... I think you can look up Story Card Magic on Youtube? Anyone out there who could fill in this blank?</div>
Bess Hayleshttp://www.blogger.com/profile/05827737478460930201noreply@blogger.com0tag:blogger.com,1999:blog-8555915365467884845.post-62623459408669742562017-08-09T17:16:00.002-07:002017-08-09T17:55:02.788-07:00Keynote with BVP<span style="font-family: "times" , "times new roman" , serif;">I have listened to all of the episodes of Tea with BVP, have asked two questions, and have met Angelika, Walter and the rest of the crew. I'm not as big a superfan as some others, I'm looking at you, Eric H, Lance, Lizette, and Mikey... but I am a fan. I tried to take notes as quickly as I could during his speech, but it might not make a ton of sense to those new to the ideas of BVP. Here are the notes I wrote down (and then presented to my department today):</span><br />
<span style="font-family: "times" , "times new roman" , serif;"><br /></span>
<br />
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-size: 11pt; font-style: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: "times" , "times new roman" , serif;">CI is the language that learners hear or see in a communicative context intended for native or 2nd language learners AND can be understood, even if they miss some details.</span></span></div>
<b id="docs-internal-guid-b8041db8-c977-6ed2-a059-140ecfceb2c5" style="font-weight: normal;"><span style="font-family: "times" , "times new roman" , serif;"><br /></span></b>
<br />
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-size: 11pt; font-style: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: "times" , "times new roman" , serif;">Our brains are wired to learn languages through input. Think of a grocery scanner and bar code. If you take a can of soup, you can try to scan the Campbell's, the picture, the ingredients...but nothing happens until you scan the bar code. Our brains are like that. You can try to feed it conjugation charts and grammar rules, but it will only process when you provide it with input.</span></span></div>
<b style="font-weight: normal;"><span style="font-family: "times" , "times new roman" , serif;"><br /></span></b>
<br />
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-size: 11pt; font-style: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: "times" , "times new roman" , serif;">“Rules” are not rules. They all have exceptions: If you think that there is one TRUE grammar, answer this: which is correct, I ain’t got none or I ain’t have any.</span></span></div>
<b style="font-weight: normal;"><span style="font-family: "times" , "times new roman" , serif;"><br /></span></b>
<br />
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-size: 11pt; font-style: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: "times" , "times new roman" , serif;">The kids are not learning rules in input, they are just understanding and, as they hear more language, it evolves in the learner’s mind. </span></span></div>
<span style="font-family: "times" , "times new roman" , serif;"><br /></span>
<br />
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-size: 11pt; font-style: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: "times" , "times new roman" , serif;">Communication is the expression, interpretation and sometimes negotiation of meaning with purpose in a given context. I think it's important here to point out that, at the novice level, communication can be a gesture or one word, as long as it is furthering the conversation. </span></span></div>
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-size: 11pt; font-style: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: "times" , "times new roman" , serif;"><br /></span></span></div>
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-size: 11pt; font-style: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: "times" , "times new roman" , serif;">Thus, in a communicative learning classroom, meaning is CENTRAL, and teachers and students are engaged in the expression and interpretation of language.</span></span></div>
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-size: 11pt; font-style: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: "times" , "times new roman" , serif;"><br /></span></span></div>
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-size: 11pt; font-style: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: "times" , "times new roman" , serif;">The three purposes of communication:</span></span></div>
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
</div>
<br />
<ol>
<li><span style="font-size: 14.6667px; white-space: pre-wrap;"><span style="font-family: "times" , "times new roman" , serif;">Psycho-social: niceties (how are you today?)</span></span></li>
<li><span style="font-size: 14.6667px; white-space: pre-wrap;"><span style="font-family: "times" , "times new roman" , serif;">Cognitive-informational: used to learn something</span></span></li>
<li><span style="font-size: 14.6667px; white-space: pre-wrap;"><span style="font-family: "times" , "times new roman" , serif;">Entertainment: to have fun (stories, jokes, movies, etc)</span></span></li>
</ol>
<span style="font-family: "times" , "times new roman" , serif;"><span style="font-size: 14.6667px; white-space: pre-wrap;">As teachers, we are not talking <i>at</i> our students, we are talking <i>with</i> our students. He also said that there is nothing more interactive than co-constructing a story.</span></span><br />
<span style="font-family: "times" , "times new roman" , serif;"><span style="font-size: 14.6667px; white-space: pre-wrap;"><br /></span>We shouldn't try to intellectualize language learning because that is the job for linguists.<br />Bill's website is inputandmore.com and his podcast (with Angelika and Walter) is Tea with BVP.</span><br />
<span style="font-family: "times" , "times new roman" , serif;"><br /></span>
<span style="font-family: "times" , "times new roman" , serif;">I am so glad that Dr. Krashen and BVP have chosen to spend their time supporting teachers in the classroom by breaking down the science and research to help us make acquisition happen in our classrooms.</span><br />
<span style="font-family: "times" , "times new roman" , serif;"><br /></span>
<span style="font-family: "times" , "times new roman" , serif;">My colleague, Julie Begnaud, is working her way through the podcast and made <a href="https://docs.google.com/presentation/d/1MOvWpyUvg1lUd3AKAxAAL_LaUC8m41LFPgJ5kZ25RUc/edit?usp=sharing" target="_blank">the following</a> helpful synthesis of BVP's 6 Principles of language learning. </span>Bess Hayleshttp://www.blogger.com/profile/05827737478460930201noreply@blogger.com0