I have now re-watched the (4 hours and 45 minutes) of video our district has for Scaffolding Literacy, and kept being reminded about TPRS.
Comprehensible input is key
Reducing student stress by not asking “gotcha” questions
Asking students questions we are sure they can answer
Accepting student ideas
Genuinely applauding student answers and ideas; recasting if necessary
Looking at grammar and word study as it affects meaning of the text.
Setting students up for success (they demonstrate the behaviors, and then say this out right).
Differentiation allows learners to appreciate the text at several levels (ELL, struggling readers, and gifted learners all benefit and enjoy SL).
Tweaking plans so that you are teaching the learners in front of you, wherever they are.
No need to buy a set of books or specific textbooks.
The ability to share love of language.
Going as slowly as necessary for the learners in the class.
Asking questions that have just been answered, while pointing at the answer.
Use visuals to support the story so that the entire class has the same picture in their heads. (Laurie is responsible for this idea in TPRS, but I was enthralled to hear Mary/Misty repeating it.)
There’s more, but I’m listing these for myself to remember them as the school year starts. I can’t wait to see my kids!!! (I am not thrilled about four days of inservice, except for the one where I’m doing one presentation with Betsy–on Embedded Reading for WL teachers– and one with Kelly–on standards-based grading for English teachers.)
PS: here’s the book M/M recommended at the end of the video: