Teaching with Comprehensible Input Methodologies
For Romance Languages
Revised for ALHS WL Department 2014-2015
Phases
1.
Establish
Meaning Of The
Following
Structures-
Content
Language
Objectives
I can demonstrate
comprehension of
new vocabulary
(posted on the easel
pad or on the PPT,
or insert vocabulary
here) by answering
questions and doing
the gesture.
Quality
Interactions
● Word Wall
(posters/PPT)
● Pictures
● Realia
● Gestures
● TPR
● PQA
● Circling
● 3-Ring Circus
● Class jobs
Do Now
Exit Ticket
Homework
Notes
Ideas:
● Vocabulary
translation
● Sentence
translation
● Free Voluntary
Reading
● Review
vocabulary with
flashcards
● Review
vocabulary with
sentence
matching.
● Arrange
sentences using
WLG.
● Create sentences
with vocabulary
listed on a PPT.
● Use the
vocabulary listed
on the word wall
and write about
yesterday’s class
Ideas:
Write 3-5
sentences about
today’s story or
topic.
Students give
themselves a grade
for the day using
the Interpersonal
Communication
Rubric (See below).
● Listen to the
statements about
today’s
story/topic, and
then write “true”
or “false”.
● Look at the
pictures about a
story, listen to
the statements,
and write down
the
corresponding
numbers of the
Ideas:
● Complete Picture
Dictionary with an
image to illustrate
the new
vocabulary.
● Translate PRS,
PMS, or class
story.
● Draw pictures
about the PRS,
PMS, or class story
on the story board
(if the story is
written in class).
● Write
corresponding
sentences to
describe the
pictures of the
class story on the
story board (if the
pictures are drawn
in class).
● Read/Retell PRS,
● Put the structures in 2
columns: Target
language in one color;
English in another.
● Focus on listening
comprehension
● Point and pause
whenever you say a
vocabulary word.
● Gesturing is extremely
important. It can help
you engage students
and for the
comprehension check
purpose.
● American Sign
Language would be a
great resource for
gestures if you and
your students run out
of ideas.
story.
● Vocabulary
Matching
● Timed Writing
pictures that your
teacher
describes.
● Based on today’s
story/topic,
please create 5
open-ended
questions with
the question
words that are
circled on the
poster and
answer them in
the target
language.
● Read the story or
sentences on the
board and
translate the
structures that
are
highlighted/unde
rlined into
English.
● Translate the
underlined
structures in the
reading/text.
● Listen to the
teacher and circle
the words or
structures your
teacher calls on
your paper.
● Translate
sentences when
hear them.
● Look at the
PMS, or class story
to parents and get
signatures on the
worksheet.
● Write the class
story in 3-5
complete
sentences in
Pinyin. Be ready
to share them
with the class.
● Play World
Language Games
using study guides
(can be easily
generated by the
World Language
Games software).
vocabulary words
on the board and
select the
corresponding
definitions.
● Write a summary
in English using
transition words
about the class
story.
● Dictation
● Interpersonal
Communication
Self-Evaluation
2.
Personal
Real Story (PRS)
3.
Personalize
d Mini-Situation
(PMS)
4.
Create Class
Story
● I will be able to
understand my
classmate’s reallife situations
using new
vocabulary
(posted on the
easel pad or on
the PPT, or insert
vocabulary here)
and recycled
structures by
listening and
answering
teacher’s
questions.
● I can contribute to
create a class
story using new
vocabulary
(posted on the
easel pad or on
the PPT, or insert
● PQA
● Circling
● Acting
● Parking
● Using Props
● Retelling (by
teacher)
● Modeling (teacher
writes out the
story with
students’
assistance when
retelling)
● Using pictures in
the sentences
(picture graph) to
retell the story.
● Focus on the use of
academic language by
staying 90% in the
target language as
well as trying not to
incorporate too many
out of bounds
vocabulary throughout
the lessons.
● Assign jobs such as
story writer, quiz
writer, and illustrator
of the class story or
PMS.
● Teacher models
writing.
vocabulary here)
and recycled
structures by
listening,
answering
questions and
adding details
while certain
students act out
the story.
● I can demonstrate
comprehension of
the new and
recycled
vocabulary by
listening to the
class story retold
by teacher and
draw
corresponding
pictures in the
comic strips.
5.
Read PRS,
PMS, or Class
Stories
● I can demonstrate
comprehension of
the learned
vocabulary by
reading and
translating the
PRS/PMS/class
story by myself
and/or with a
partner or with a
whole class using
Word Wall/study
guides as a
reference.
Big Group:
● Choral
Interpretation
● Written
Translation
● Popcorn Reading
Small Groups:
● Dice Game
● Jigsaw Puzzles
(sentences in
different colors of
strips) →
Summarizing (in
the Target
● For Dice Game, create
7 questions from the
lowest level to the
highest level using
Bloom’s Taxonomy
about the reading
selection in advance.
●
● I can demonstrate
Language) →
comprehension of
Gallery Walk
sentences by
(Read and
showing gestures
Translate own and
to the whole class
others’ summaries
and by saying the
into English)
sentences out in
● Rearranging
the target
sentences in
language when my
correct order in
classmates
pairs
perform their
● Cloze text
● Retelling story to a
sentences.
partner using
● I can demonstrate
pictures
comprehension of ● Read and translate
the vocabulary by
in pairs
rearranging the
● Running Dictation
sentences and
in the target
summarizing the
language
PRS/PMS/class
● Charades
story with my
group members
Individual Leaning
using study guides ● Dictation
as a reference.
● Rewrite the story
● I will be able to
understand and
compare
alternative
versions of the
class story by
using the new
vocabulary and
recycled
structures.
● I can understand
and interpret oral
and written
with different
details and
ending.
language by
retelling the class
story using
pictures and lists
in pairs.
6.
Read Story
from Novels or
Textbooks
● I can demonstrate
comprehension of
the reading
selection in
Chinese characters
(on the screen, in
the textbook, or in
the novel) by
translating them
into English and
saying them in
Chinese when see
them as a big
group and/or with
a partner with or
without the
vocabulary study
guide.
Big Group:
● Choral
Interpretation
● Popcorn Reading
● Reader’s Theater
● Parallel
Character/Story
Small Groups:
● Collaborative
Learning
● Sorting cards by
characters, who
says what, etc.
according to the
novels.
● Students work in
pairs. First
individual
students create
their own “wh”
questions based
on the reading
selection. Then
they exchange
their questions
with their partners
and answer them.
LAB DAY
LAB DAY
● I can demonstrate Individual Leaning
comprehension of ● World Language
Games
the new
vocabulary by
playing the games
under “Sentences”
on the World
Language Games
using sentence
study guide.
7.
Culture
● I will be able to
Worksheets
comprehend and
Cornell Notes
discuss orally the
reading selection
Big Group:
on a cultural topic ● Choral
using the new
Interpretation
vocabulary and
● Popcorn Reading
recycled structure. ● Group discussion
● I will be able to
comprehend a
reading selection
and answer
questions in
writing on a
worksheet.
● I will be able to
comprehend a
video clip and take
Cornell Notes.
● I will be able to
comprehend a
video clip and
answer questions
on a worksheet.
Including songs, food,
art, history, important
figures, etc.
● When teaching
Cultural Units, do
“Backward Planning”
by choosing “key” or
high frequency
structures from the
text. Each cycle we
will focus on 3-6 of
these structures.