Tprs workshop

Brain RulesBrain Rules

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Planning a StoryPlanning a Story

Reading and DiscussingReading and Discussinga Storya Story

TPRS and GradingTPRS and Grading

Make everyminuteCOUNT!!!

We focus on

FLUENCY

Fluency and TPRS®Fluency and TPRS®

In order to successfully In order to successfully teach teach fluencyfluency

the teacher must:the teacher must:

Focus on the details of a Focus on the details of a story story

NotNot focus on the focus on the language language

TPRS® is a method of second-language teaching that uses highly-interactive stories to provide comprehensible input and create an atmosphere of immersion in the classroom.

What is TPRS®?

Use words students know

Speak slowly

Key 1: ComprehensibleKey 1: Comprehensible

Repetitive questionsContinually start overAdd detailsMultiple locationsMultiple characters

Key 2: RepetitionKey 2: Repetition

Recycle the Story

✓at any point, stop, go back, and

review the story✓re-circle the recycled parts

✓continue story when you get back to where you left

off

Surprise details“Playing the game”PersonalizationPositive exaggeration

Key 3: InterestKey 3: Interest

Teach to the Eyes!

✓teach STUDENTS not curriculum

✓look in individual student’s eyes when teaching

✓hold students accountable

✓always check for understanding

Story Retells

Have students frequently retell the story to their partners✓after the story ends✓have superstar retell story to class✓Limit the time to two or three minutes

Shelter Vocabulary

Limit vocabulary to a few hundred words per year

Don’t shelter grammar

Use whatever grammar is

necessary to express meaning.

Use lessons each Use lessons each day to practice day to practice structure.structure.

Structure is the Structure is the key to fluency.key to fluency.

Teaching Teaching fluency…fluency…

Data - TeacherData - Teacher

Data - TeacherData - Teacher


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Brain Rules

SHORTTERM

MEMORY

Brain Processing ModelBrain Processing Model

E

N

V

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R

O

N

M

E

N

T

E

N

V

I

R

O

N

M

E

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T

HEARING

LONG-TERMSTORAGE

SMELL

SIGHT

TOUCH

TASTE

PERCEPTUALREGISTER

OUT OUT OUT

WORKINGMEMORY

Sousa, David A.. How the Brain Learns. Thousand Oaks: Corwin Press, 2006.

Rule #1:We don’t pay attention to We don’t pay attention to

boring thingsboring things..

Rule #2:We have 30 seconds to repeat We have 30 seconds to repeat something before it is forgotten.something before it is forgotten.

Rule #3:Students must pay attention Students must pay attention

in order to learn.in order to learn.

Medina, John. Brain Rules. Seattle: Pear Press, 2008. pp. 76, 79.

How do we get them to pay attention?

• “The novel stimuli – the unusual, the unpredictable, or distinctive are powerful ways to harness attention.”

Emotions get our attention.

People usually forget 90% of what they learn in a class within 30 days.

Rule #4Most of what we learn is visual.Most of what we learn is visual.

• Dramatize the story

• Props

dramatize the story

✓wigs & hats✓cardboard cutouts✓ funny noses✓ funny glasses✓ stuffed animals✓ toys

use props

Rule 5:The initial learning is important.

One could increase the life span of a memory simply by repeating the information in timed intervals.

Rule 6:There are two types of memories

1. Non-declarative1. Non-declarative

These are things learned by feel such as These are things learned by feel such as riding a bike, playing the piano, or riding a bike, playing the piano, or

jumping rope. These memories are not jumping rope. These memories are not in our conscious awareness.in our conscious awareness.

2. Declarative memories

“The shirt is blue” “Jupiter is a planet.”

Two Types of Memories

• Learning about language is declarative.

• Learning to speak a language is non-declarative.

Information is remembered best when it is elaborate, meaningful, and contextual.

Medina, John. Brain Rules. Seattle: Pear Press, 2008. p. 100.

In TPRS®, we add as many details as we can.

Each detail increases the chance that the students will remember.

What we remember after 24 hours…

HEAR 5%

READ 10%

AUDIO-VISUAL 20%

DEMONSTRATE 30%

DISCUSS 50%

DO 75%

EXPLAIN / APPLY 90%Sousa, David A.. How the Brain Learns. Thousand Oaks: Corwin Press, 2006.

PersonalizationLearning is best with “real world experiences.”


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Make a statement.

Students respond

• Expression of interest -- “OOOHHH”

• Something bad = “Oh NO, Oh No”

Ask a question where the students know the answer.

Students answer the question with a choral response.

Students can respond in 3 ways

1. Strong Response2. Weak Response

3. Silence

Problems

• Students didn’t understand • Students weren’t focused on

the procedures or weren’t engaged.

Solution• You must be aware of weak

responses.• You must be sure they

understand.• Do it again until the students

respond correctly.

Ask a question where the students don’t know the answer.

• 1. Students guess.• 2. Students guess in the target language.• 3. They also guess with proper nouns.


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Es (it) gab (gave) ein Mädchen

There was a girl

Sie warShe was

• Was?• What?• • Wer?• Who?

Es gab ein MädchenThere was a girl

Sie warShe was

keinnot one

oderor

undand

nicht notein Hühnchen• A chicken

• Was?• What?• • Wer?• Who?•

Wo?• Where?

Es gab ein MädchenThere was a girl

Sie warShe was

Sie hatteShe had

keinnot one

oderor

undand

nicht not


Wo?• Where?• • Warum?• Why

• Wie?• How

• Es gab ein MädchenThere was a girl Sie warShe was

• Sie wollte zwei Nasen habenShe wanted to have 2 noses Sie ist nach …….. gegangenShe went to Sie hatteShe had

•keinnot one mitwith oderor undand


Wo?• Where?• • Warum?• Why

• Wie?• How

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Circling:the heart

ofTPRS®

Circlingthe art of asking repetitive questions

✓ start with a statementstatement should include structure

✓ ask yes/no question where answer is YESrepeat answer: “yes, ...”

✓ ask either/or questionrepeat answer: “that’s correct, ...”

✓ ask yes/no question where answer is NOrepeat answer: “no, ...”restate correct statement

✓ ask question-word questionFor beginners point to the question word.

✓ Verify the detail.

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1. Positive statement

2. ? with a yes answer

3. Either/or questions

4. ? with a no answer

5. Restate the negative and restate the positive

6. Who?

7. What? Where? When? How? Why? How much?, etc…


Read the questions in order and wait for response.

Step 1

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6. Who?



Step 2

Repeat the correct answer.

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6. Who?



Step 3

Work on restating the negative (with a gesture),and restate the positive.

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6. Who?



Step 4

Random order

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6. Who?



Add a second statement at the top of the page.

Step 5

Same structure with different subject and complement

Keep it simple like before

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6. Who?



Ask 3-4 questions Add a detail Ask 3-4 questions Add another detail

Step 6


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Create a TPRS® Lesson Plan

Every story has a problem!

Variables

Every story has variables. Use your variables to create surprise details. Surprise details are what make the stories interesting.

Parallel characters are used to compare and contrast. They also make the story last much longer.

Specificity

go from the generalto the specific

general

specific

A Story has two parts

Background information

A problem

Background information

1. Names, and places2. Multiple characters3. Doesn’t need to pertain to

story4. Practice any word or structure5. Use for compare and contrast6. Verify details with actors

Problem has 3 parts

• Introduce the problem by stating someone wants something.• Make an unsuccessful attempt to resolve the problem.• Resolve the problem.

Problem: A boy wants to buy a clean bird.

Sentences: __________________________________________________________________________________

In the first line, list a fact of the story, circle the variable or variables, and list the alternative variables. ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Lesson PlanLesson Plan

Start with 2 or 3 Start with 2 or 3 structuresstructures

These are the structures you want to practice.

Should be basic, high frequency words.

Always translate the words of these structures.

Problem: A boy wants to buy a clean bird.

Sentences: The boy needs to take out money. The boy has to wash the bird.

. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


Read the story

There is a boy who wants to have a clean bird. He goes to the Wells Fargo Bank in Wells, Nevada. He wants to take out money because he wants to buy a bird. He takes out ten thousand and four dollars but he takes out one dollar and twenty cents extra because he also wants to buy some good food at the Wells Outback Steakhouse.

He goes to Yakima, Washington to buy the bird. He enters the Birds of the World store and sees a pretty bird named Ed. He buys him and takes him to his house in Dover, Delaware. When he arrives at his house he looks at the bird and sees that he is a dirty bird. He doesn’t like it. He has to wash the bird. He washes him with Joy Liquid Dishwashing Soap. After that Ed says:--I don’t like Joy Liquid Dishwashing Soap. I prefer Lemon Scent Dawn Liquid Dishwashing Soap.

The bird is not very happy but the boy is very happy because he has a clean bird.

Read and plan the story

1. Read the story to see the problem, the unsuccessful resolution of the problem and the solution of the problem.

2. Look for variables that can be expanded and changed. Script out surprise details.

3. Plan parallel characters. 4. Plan surprise proper nouns.


Problem: A boy wants to buy a clean bird.Sentences: The boy needs to take out money. The boy has

to wash the bird.

The boy - What don’t we know about him? Name? Where he lives? How old is he? Favorite music? What is in his bedroom? Who are his friends? Why does he want a bird?

Wells Fargo Bank in Wells, Nevada - List alternative variables. Where else did he go to get the money? When? Be as specific as possible. Add other details about how he went.

ten thousand and four dollars - Add more information about the amount of money. Why did he need a ten thousand dollar bird? How much do birds cost? How much is a cheap bird? Where do you buy a cheap bird? Where do you buy an expensive bird?

one dollar and twenty cents extra - What does he do with the extra money?


Problem: A boy wants to buy a clean bird.Sentences: The boy needs to take out money. The boy has

to wash the bird.

Wells Outback Steakhouse - This detail is related to the extra money.

Yakima, Washington - Add details. Why go to Yakima? How? How long?

Birds of the World - Add details. What do they sell in the store?

Ed - It is unexpected to use people’s names with animals.Dover, Delaware - Why does he go to Dover? How does he go?

How long does it take? Joy Liquid Dishwashing Soap - Why does he wash the bird

with dish soap? Where did he buy it?Lemon Scent Dawn Liquid Dishwashing Soap - Why does

the bird prefer this soap?


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x. This person will be the most experienced TPRS person in the group. Announce the three procedures.

A. Make a statement and have students say, “Ohhhhhhh”.

B. Ask a question where they know the answer and have them answer in the target language.

C. Ask them a question where they don’t know the answer and have them answer

a. in target language (Spanish because it is a Spanish story

b. Proper nouns c. surprise me(If you don’t surprise me, I will surprise you.)

Person number 1– MondayBackground information

Background information: Introduce the first character—add details about him/her by asking questions.

Name, where s/he was (be as specific as possible – name of state, city, place (proper noun?).

Choose a student actor. Verify the details with that actor and with the

class.

Person number 2– MondayBackground information

Review information about the first character by asking questions and then add another character. Add more information about the character. Verify the details with both characters and with the class.

Tuesday Introduce a problem

Review the background information by asking questions.

Your main focus is on character one. You can add more information about him/her.

Add a problem where the character needs or wants something.

Verify the details with your student actor and the class.

Tuesday - Unsuccessful attempt to solve the problem

Have the character go someplace to make an unsuccessful attempt to solve the problem.

Use dialogue. Talk to the class and tell the class what each character says.

Create a reason why the actor doesn’t get what he/she wants.

Tuesday - Solve the problem

Have the character go to another place and solve the problem.

Use dialogue. Talk to the class when adding dialogue. It is your story therefore the actors don’t know what they are going to say.

The story is over when the problem is solved.


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Person number 1– Wednesday Extended reading - Background

information

Background information: Introduce the first character—add details about him/her.

This person is playing the role of the main character in the extended reading. Add information about the character. Add his/her name, where s/he was (be as specific as possible – name of state, city, place (proper noun?).

Choose a student actor. Verify the details with that actor and with the class.

Verify the details with that actor and with the class.

Person number 2 Wednesday Extended reading - Background

informationReview information about the first character

by asking questions and then add another character.

Add more information about both characters.

Verify the details with both characters and with the class.

Person 3 – Extended reading Thursday

Review the details from the story yesterday. Read the first paragraph. Translate with the class.

Ask facts about the paragraph. Point out errors in the story. (It says she has a cat but she really has a duck.)

Add a parallel character and add facts about that character. Compare and contrast with the book character. Ask the class about both characters.

Verify the details with your student actors.


Review the details . Read the second paragraph. Translate with

the class. Ask facts about the paragraph. Point out

errors in the story. (It says she has a cat but she really has a duck.)

Add additional facts about the story. Verify the details with your student actors.


Review the details from the story. Read the third paragraph. Translate with the class. Ask facts about the paragraph. Point out errors in the story. (It says she has a cat but she really has a duck.) Continue to add more information about your parallel character. Compare and contrast the new character with the character in the story. Ask the class about both characters. Verify the details with your student actors.


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Teacher reads a sentence. Teacher reads a sentence.

Class chorally translates the Class chorally translates the sentence.sentence.

Translate one paragraph at a Translate one paragraph at a time.time.

Students write in words they Students write in words they don’t don’t know.know.

Step 1

Ask background information.Ask background information.

Let students guess details Let students guess details about the reading and parallel about the reading and parallel characters. Verify details with characters. Verify details with your actors.your actors.

Add lots of surprise details Add lots of surprise details and and proper proper nouns. nouns.

Step 2

You develop two stories. You develop two stories. The first story is your The first story is your reading.reading.

The second story is the story The second story is the story about your parallel student about your parallel student character.character.

Add details from the Add details from the students’ culture.students’ culture.

Step 3

Dramatize the story.Dramatize the story.

If there is time, dramatize If there is time, dramatize the story about the parallel the story about the parallel character.character.

Step 4

Go back and translate the Go back and translate the story.story.

Teacher reads a line and Teacher reads a line and students chorally read aloud in students chorally read aloud in English.English.

Read and translate the story.Read and translate the story.

Step 5

Pop-Up Grammar

✓ highlight in reading BEFORE class

✓ focus on the MEANING✓ pop-up often and

frequently✓ compare and contrast✓ scaffold your questions✓ hold your superstars

accountable✓ goal is to acquire over

time, not immediately


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Es gibt ein Mädchen. Das Mädchen heißt Heidi. Heidi möchte ein Zimmer haben. Sie hat kein Zimmer. Sie geht nach Dripping Springs, Texas. Es gibt ein Hotel. Das Hotel heißt “Die große Kuh Inn.”

Es gibt ein Zimmer im Hotel. Heidi möchte ein Zimmer im Hotel haben. Heidi geht in das Hotel. Sie geht in das Zimmer. Es gibt ein Problem mit dem Zimmer. Es gibt eine Kuh im Zimmer. Heidi möchte ein Zimmer mit einer Kuh. Es gibt ein Problem mit der Kuh. Die Kuh stinkt. Die Kuh heißt Susie Kuh. Susie Kuh stinkt. Susie möchte Kuh Right Guard haben.

Heidi geht nach Charles City, Iowa. Heidi möchte Kuyh Right Guard haben. Sie geht zu Kuh Mart. Sie geht in Kuh Mart. Es gibt einen Mann. Er hat Kuh Right Guard. Er gibt Kuh Right Guard zu Heidi. Sie hat Kuh Right Guard. Sie geht zum “Die große Kuh Inn.” Sie geht in das Zimmer. Susie Kuh ist im Zimmer. Susie Kuh stinkt. Heidi gibt Kuh Right Guard zu Susie Kuh. Susie Kuh hat Right Guard. Susie Kuh stinkt nicht.

Heidi hat ein Zimmer. Heidi hat eine Kuh. Die Kuh stinkt nicht. Es gibt kein Problem. Das Ende.


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The story gets more interesting with more specifics.

A boy wants a cat. A boy from China wants a cat. A boy from Hong Kong wants a cat. Juanito Junior from the 3rd street Burger King

in Hong Kong wants a cat.

A cat that sings. A cat that sings in Spanish. A cat that sings La Cucaracha in Spanish. A cat that sings La Cucaracha and dances

the merengue.

Car House Animal Violin Book

Describe an event that tells why a detail is what it is.

For example, a boy has a book. (An event tells how he got the book.)

A boy has a ten thousand dollar bill. A girl has a bike that talks.


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TPRSTPRS®

and and SchoolSchool

Proficiency

Curriculum MapCurriculum Mapbackwards planbackwards plan

High-frequencyvocabulary,structures,and culture

Plan your stories (weekly lessons)

A typical TPRS® week

Monday✓talk about

weekend/ PQA practice with new structures

✓Establish background information and add parallel characters with surprise details.

Tuesday

✓ Start over and re-establish the background information from yesterday.

✓ Introduce the problem.

✓ Make an unsuccessful attempt to solve the problem

✓ Solve the problem✓ If there is time,

solve the problem with the parallel character

✓ If there is time, do a partner retell

Wednesday

✓Do the extended reading

✓Add background information to the story

✓Add a student as the parallel character

✓Add background information about the student

Thursday

✓Review the details of the extended reading

✓Add more surprise details to both characters

✓Dramatize the rest of the story

✓Read and translate the rest of the story

✓If time, partner retell

Friday

✓Timed writing✓Read a discuss a

novel✓Develop

background information and surprise details

✓Add one or more parallel characters

✓If time, read and dramatize to the end of the chapter

✓If time, do partner student retells.

TestsTests1. 50% of nine-weeks grade2. Unannounced3. Translation – Target language to

English4. Cumulative throughout the year5. Test words they know6. Most students get A’s or B’s on

tests7. If 80% don’t get 80% or higher,

retest

Non-Test GradesNon-Test Grades

1. 25% of nine-weeks grade2. About a grade or two a week3. Quizzes4. Homework

a. Retell story to an adultb. Write out storyc. Draw the story d. Write a new ending to the story

Timed writings Timed writings

A homework grade.

Speed writeSpeed write Students write for five minutes

without editing, or picking up their pen.

Relaxed write Relaxed write Students write for ten minutes. They can stop, edit and ask questions.

Timed writings Timed writings

Both are graded at a point a word. Accuracy is usually not graded on timed writings.

Develop class goals so students can write more words per minute as the year progresses.

ParticipationParticipation1. 25% of nine-weeks grade

2. Each student starts with 100 points.

3. Students are required to look engaged.

4. Looking engaged means: no sleeping, talking or writing.

5. Each infraction costs the student 5 pts.

6. When there is an infraction, teacher says the name of the student and “págame”.

Págame MakeupsPágame Makeups

1. Student can make up two págames (10 pts.) by giving the teacher a nice card.

2. Student can make up two more págames by shaking the teacher’s hand.

Págame MakeupsPágame Makeups

There is a maximum of one card and one hand shake per nine weeks.

All other págames are made up with 100 word essays in the target language:

a. Essay can be copied but it must be in the student’s own handwriting.

b. Student can only write two 100-word essays per week.


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Tprs workshop

Education