Effective Use of TPRStorytelling in the Upper Levels

1
Effective Use of TPRStorytelling in the Upper
Levels

• Carmen Andrews-Sánchez
• and
• Donna Tatum-Johns
• NTPRS 2007
• Denver, CO

2
3 Steps of TPRStorytelling

• Step 1 Establishing Meaning
• Translation
• Gestures
• PQA

3
3 Steps of TPRStorytelling

• Step 2 Ask a Story
• Circling
• Comprehension checks
• Pop-up grammar
• Adding details
• Constant assessment

4
3 Steps of TPRStorytelling

• Step 3 Read and discuss
• Translate for meaning
• Translate new vocab
• Use pop-up grammar
• Ask facts about the story
• Add details
• Create parallel story

5
Mini-story - Demo

• Quería que estuviera
• S/he wanted that s/he be (located or feeling)
• Quiero que estés
• I want that you be (located or feeling)

6
Creating a lesson from a reading

• What do we not know?
• Statement
• Me llamo Daniel y quiero contarte una historia.
  Todo comenzó el año pasado cuando mi mamá me dio
  una cámara de fotos digitales.
• I call myself Daniel and I want to tell you a
  story. Everything began last year when my mom
  gave me a digital camera.

7
Vertical Questions

• Where does Daniel live? Dead Horse, Alaska
• Where in Dead Horse does Daniel live? In an igloo
• Who lives in the igloo with him? Penguin
• Who was the penguin? The President of the Penguin
  Association of Alaska (PAA)
• What did the penguin do? He left the igloo.

8
Vertical Questioning

• Why did the penguin leave the igloo? Daniel
  smelled
• Why did Daniel smell? He didnt use deodorant
• Why didnt he have deodorant? They only had
  penguin deodorant in Dead Horse
• Why did they only have penguin deodorant in Dead
  Horse? Its a popular penguin vacation location

9
Horizontal Questioning

• The penguins liked Dead Horse.
• Where were the penguins from? Chile
• Where were they from in Chile? Puntarenas
• Why did they go to Dead Horse? There was a direct
  flight
• What was the name of the airline? Aeropingüino
• Who worked for the airline? Penguins

10
Horizontal Questioning

• Why was there a direct flight to Dead Horse? A
  hot destination spot for the penguins
• Why was it a hot destination spot? There was a
  gymnasium
• What was in the gymnasium? A swimming pool
• What was in the pool? Fish
• How many fish? 30,000,004.05

11
Why was there only half a fish?

• Someone only ate half of one.

12
Vertical Questioning

• Statement
• The boy has a book.
• 10 questions that can give us information that we
  dont know about the statement.
• Include potential answers for your questions.

13
Horizontal Questioning

• Pick one of the 10 questions.
• Write 10 more questions that stem from the
  question that you chose.

14
Specificity according to Blaine

• Every character has a chain.
• Every chain has more specific information.

15
TPRS and AP
16
AP Exam Breakdown

• Spanish
• Listening 20
• Reading 30
• Speaking 20
• Writing 30
• 5 discrete grammar

• French
• Listening 25
• Reading 25
• Speaking 25
• Writing 25
• 10 discrete grammar
• collegeboard.com/apcentral

17
Monday

• Word of the Day (Morpheme of the week)
• TPRS vocabulary for the week
• Reading
• Mini-story
• Quería que estuviera
• S/he wanted that s/he be (located or feeling)
• Quiero que estés
• I want that you be (located or feeling)

18
Tuesday

• Word of the Day
• Song
• Gestures PQA
• guardó en el bolsillo
• Put in his/her pocket
• sintió un dolor fuerte
• Felt a sharp pain
• en la esquina
• on the corner

19
Wednesday

• Word of the day
• Song
• Mini-story
• Quería que estuviera/quiero que estés
• guardó en el bolsillo
• Put in his/her pocket
• sintió un dolor fuerte
• Felt a sharp pain
• en la esquina
• on the corner

20
Thursday

• Word of the Day
• Song
• Writing
• Storystrip

21
Friday

• Word of the Day
• Song
• Extended Reading

22
Silverado High SchoolForeign Language Enrollment

• 2000-01
• School enrollment 4,000 students
• 6 Spanish teachers
• 1 French teacher
• 1 section Japanese
• 2 sections German
• 2 TPRS teachers
• 31.5 enrolled in FL

• 2006-07
• School enrollment 2,600 students
• 4 Spanish teachers
• 1 French teacher
• 5 sections Japanese
• 4 sections German
• 6 TPRS teachers
• 44 enrolled in FL

23
Silverado High SchoolUpper Level Spanish

• 2000-01
• 3 Sections Span 3
• 30 students in Spanish AP
• 6 students in 5H
• 36 students

• 2006-07
• 3 Sections Span 3
• 37 students in Spanish AP
• 11 students in 5H
• 3 students in AP Lit
• 51 students

24
Why Use TPR Storytelling in the Upper Levels?

• It works!
• Greater student retention
• Helps develop high levels of fluency in students
• Helps students succeed in college
• Develops Life-Long Learners

25
Contact Information

• Donna Tatum-Johns
• donna.tatum-johns_at_kcd.org
• Carmen Andrews-Sánchez
• chezsan_at_gmail.com (home)
• candrew_at_interact.ccsd.net (school)