I just decided that this post on Martina’s site should be required reading for all language teachers.

Martina went to a workshop and came home with fabulous connections. I know that it isn’t really fair to do this, but that’s the way it goes some days. Martina is a genius.

And if you still want something to chew on, read the third link on this wikispace Scaffolding Literacy Resources Page. Jody has already posted the first link here earlier, and the second link is broken. I haven’t yet read through all the others.

4 responses to “Martina


    Excellent and concise article (recommended by Alfie Kohn) on reading.:
    Looking forward to doing a little tprs overlay on this article.

    Good Google Doc about Teaching Strategies and Sequencing in Accelerated Literacy:
    Meaty and LONG. Looks worthwhile for geeks like us, though.


  2. Jody,

    Loved the first article. I’m rethinking what I’m going to have my English students doing for the rest of the year. (Mostly, I’m going to go back to bucking the system of making them read books from one source and letting them read what they like, but I’m going to add in a component where they talk with their partners about the books.)

    I couldn’t get to the second one on my own, but just now…you gave me permission to read it! Thanks! I just switched the sharing option to let anyone with the link read it; let me know if that’s not okay.

    (Later) The article on Accelerated Literacy is very helpful for me, now that I’ve practically memorized the Axford, Harders and Wise book, Scaffolding Literacy. It’s like learning about TPRS; the more I read in slightly different words, the more I begin to understand. I’d love to discuss the methods face-to-face with other CI folks. Anyone going to iFLT or NTPRS who wants to talk about this, find me, please.

    The challenge with SL for me is to figure out (as we were mentioning elsewhere) how much to take into the language classroom. I already combine it with embedded readings and all the rest of my TPRS skills. I’m not sure how far I want to take the literary discussion, because I am one of those who was burned early by my Russian degree focusing almost exclusively on literature. People who wanted to learn the language didn’t necessarily want to “do” literature. On the other hand, there’s that cross-over to support school-wide literacy goals, and learning to read for purpose and bias and character development helps develop all sorts of intellectual growth.


  3. Thanks, MJ. Glad you fixed that!
    I’ll be interested to see the kind of format you come up with for the peer reading chat. I’m sure there are a lot of them out there, since it’s a pretty old idea in the reading field, but curious to see what works for you.


    • I found this page on teaching students to discuss, and my kids came up with these questions:

      What kept you (is keeping you) reading?
      Why did you pick this book?
      Who is your favorite character so far? Why?
      What is your favorite part of the book so far? Why?
      If there are any epigrams, can you explain one of them?
      Has anything or anyone in the book you are reading reminded you of something in your life?

      Just a reminder…this was for my English classes, not my Russian ones, but I have a feeling that this could work for extended time on FVR books too. We’d have to scaffold the discussion though, and keep it very short. I usually ask just a few (5-6) kids in each class to share after FVR: what was interesting, what new words did you figure out in context, did something surprise you, why did you pick that book.


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