tell a story; begin with an owi* · 2021. 5. 20. · story together. i need your ideas. on a paper...
TRANSCRIPT
TELL A STORY; BEGIN WITH AN OWI*
A CI Strategy for all Levels
Luisa V. Meyer
Polk County World Languages
Contact Day 2020
*OWI = One Word Image
"The best methods are therefore those that supply
'comprehensible input' in low anxiety situations, containing
messages that students really want to hear. These methods do not
force early production in the second language, but allow students
to produce when they are 'ready', recognizing that improvement
comes from supplying communicative and comprehensible input,
and not from forcing and correcting production.”
Stephen Krashen
Comprehensible Input: Make it RICH!
Repetitive
Interesting / Compelling
Comprehensive
High-Frequency
Provide initial instructions for student participation in L1
Raise hand
Unmute and speak-up
Type answer in chat box/lapboard
Keep it clean (school appropriate)
LOWER THE AFFECTIVE FILTER
Students will NOT be called on.
Students may draw what they understand and may share drawings.
SETTING UP YOUR SESSIONS (PADLET)
https://bit.ly/33HWX8m Use a shortened URL
Use a QR
code
Pick me! Pick
me!
Step 1: Create enthusiasm! Invite students
to co-create a story. We need a character!
Object Animal Person
Student interests / votes
Class,
We are going to create a
story together. I need
your ideas. On a paper
(on the chat) write an
object, animal or person.
Those are truly different!
We’ll vote on the ones
that are repeated.
Wave your hands if you
like it.
Interesting! We have
two characters to vote
for.
A shark, and a llama.
llama shark
Teach numbers in
context
Yes, there is a
shark.
Yes, there is
a shark
Yes, there is a
shark. There
is not a llama.
Class, there is a shark!
Is there a
shark?
Is there a
shark or
is there a
llama?
What is
there?
Circling or Processing Questions*
*Concept taken from https://www.youtube.com/watch?v=O6MrKZlEwp8&t=97s Martina Bex and Elicia Cardenas
Result
Class, there is a shark!
Is the shark X
or very X?
Result
Repeat and continue adding to
the character/story.
Is the shark large
or small?
small large
?
?
?
?
Class, there is a shark.
The shark is very large.
Teach size in context
Give students tools to participate (rejoinders).
Add more as needed.
1
6
Class, there is a shark.
The shark is very large.
Class I have a question.
What color is the shark?
Class, there is a shark.
The shark is very large.
The shark is pink and green.
Class,
What is the name of the shark?X X
?
?
?
?
You have one minute to write in the chat box a
name for our character.
Class, there is a shark.
The shark is very large.
The shark is pink and green.
The shark’s name is Rufus.
Rufus
H.O.T. Processing Questions
“Focus on form is not pre-planned.
It arises incidentally during a communicative interaction.” Bill VanPatten (2017)
Where would
Chickenzilla be if...?
How will
Chickenzilla find a
friend?Why is Chickenzilla
so worried?What clothes is
Chickenzilla’s friend
wearing?
What does
Chickenzilla’s home
look like?
What is
Chickenzilla’s favorite
hobby? Sport? Class?
What is
Chickenzilla’s family
like?
ENRICH, REINFORCE, RECALL
WRITE & DISCUSS
Hoy es miércoles 5 de septiembre de 2020.
Hay un animal. El animal es un tiburón. El tiburón es
muy grande. El tiburón es rosado y verde. El tiburón se
llama Rufus.
Teach numbers, days of
the week, & months in
context
There is / is / size / colors / cognates /
name / sentence structure /
intonation....
W R I T E & D I S C U S S
More C.I.
Lots more!
Slow down!
Reading
Comprehension
Sentence
Structure
Continue to
engage
students
Check for
understanding
What
structures can
you teach
when you co-
create an OWI
or a story?
Culture, traditions,
feelings, emotions,
etc.
