OMG…these things are working SOOO well! (I know, it’s only the second day, so it’s honeymoon time, but it’s SO much fun!)
I had my beginning Russian students read the first two parts of an embedded reading today. It was from what we did yesterday. It started with about seven sentences:
This is the class.
This is Murphy.
This is Jordan.
This is Victoria.
and so on. We had already repeated all those kids’ names and had the class wave to them (another Laurie reminder), and now we were “reading” them, in Cyrillic.
The next level was:
This is the class. Hooray!
This is Murphy. Murphy was in Hawaii.
This is Jordan. Jordan also was in Hawaii.
We PQA’d for most of the period about what had happened yesterday (we had about nine new kids, so they had to be brought in slowly). Then I handed out the reading, which had sentences in separate lines, thanks to Laurie’s wisdom. (Laurie pointed out that moving the sentences into paragraph form makes it go up a level of difficulty.)
The kids followed my reading by putting a finger on every word as I read. I walked around, making sure of that process. Then the class as a whole read it in English, keeping their fingers there. Finally, partners read it to each other. Two kids really wanted to read it to the class, so after some wheedling, I let them. Then we added the word “also,” came up with a gesture, and the students gestured every word as I read the next part to them. Then they followed with their fingers on every word, and repeated the process. I’m totally amazed. I was keeping a watch on my two lowest SpEd kids, and they were just as into the reading as the rest of them were. All I can say is, “Wow.”
And in my advanced class, where we have told the story of the journalist and the lion up to where the journalist is on the bookshelf because there is a lion in the room, I tried the ticket out thing. Every kid told a piece of the story, and even my very weak level 2 (who are listed as level 3, but oh well) could do a piece. They were impressed with themselves.
Oh…partners: that class had to earlier gesture a complex sentence to each other. It was: “C would want to eat L, but he only likes to eat up small children, and L is normal-sized, so therefore he didn’t want to eat her.” Can you tell that I’m working on subjunctive as always? I also felt that sentence was great for grammar, fun to gesture, and worth having input a number of times. Just a brain break and a respite for me being in front of the class, and it only takes a couple of minutes. That forces me to stop filling up their heads.
The other class got to do, “C is afraid of his sister, because she beats him up with a penguin.” We were having so much fun with the family, firing actors, and figuring out what they were beating people up with that we never got to the tic-tac-toe get acquainted on what people are afraid of. Maybe tomorrow.
In unfortunate news, the “counter” in the advanced class counted 135 words that I said in English. Yesterday, she counted only nine. Going to improve.