Having turned my focus to One Word Image (OWI) for the rest of the year, I’m noticing little tweaks that make all the difference. The first tweak is that the entire OWI process works best when limited to 20 minutes. Even storyasking the following day after artwork is presented limited to 20 minutes (e.g. 5 minutes per section in the pic below) keeps everything more comprehensible, compelling, and novel. You might think shorter stories lack input, but that’s not true. Since so many stories can be created, exposure to frequent vocabulary are found in many new contexts, rather than one monster of a story that takes an entire class (or more!) to co-create.
That tweak now a part of my M.O., here’s another one that adds 5 minutes to the storyasking process, but has really helped my students reawaken their imagination, not to mention something that gets X new parallel stories…
Mike Peto is so great at painting a picture of his teaching through writing. Here’s a collection of strategies inspired by his post on One Word Images (OWI) that come in handy during any collaborative storytelling (e.g. TPRS, OWI,and other activities without names):
OK, so it’s still holiday break, but we can celebrate the third #teachersunday in a row, especially to get more teachers on board after the New Year (just post a pic of your Sunday in the Twitter sphere, and/or FB). Even though it’s still break, I’ve already heard teachers beginning to plan their upcoming week. Not me; I took care of that work—at work—before I left work. In fact, I’m not even sure what’s been planned, and don’t really need to know until school begins Wednesday. Come to think about it, I don’t even really have to plan for Mondays at all because the options are bountiful. Having some Monday routines on hand are a must for teacher sanity…
Before you check out my #teachersunday activities from this week, here are some favorite no-prep options for every Monday so you don’t have to think very hard on a Friday, and definitely not during a holiday…
Weekend Talk/Holiday Talk/Card Talk + Simple Survey (e.g. “What was good? What was bad?”)
Special Person Interviews
MovieTalk (always have the next one cued & printed)
One Word Image (OWI)
Free Voluntary Reading (FVR)
Also, whatever you do, make sure it’s something without printing (do all that by Friday). Heading to the copier Monday morning is about as bad an idea as driving back to any major city on a Sunday afternoon.
Making some house compound gin (i.e. legal infusing, not illegal distilling)
This ambient music show is free on Sundays, and you can stream the show all week free on the app.
OK, so watching double bass videos isn’t exactly relaxing, but #teachersunday is more about not planning for school than it is about chilling out. #teachersunday is about making sure you retain free time, and doing what you want with it.
Calm Quincy water from a cozy corner at Aunt Pat’s.
One thing that can bog down a great story is spending too long on many small details. At least that was my experience when taking 2-3 days to ask a story, finding that kids got bored with all that lack of action and stopped caring where the story went. Still, there’s something great about a vivid scene that’s often lost in otherwise simple, action-packed stories. Thus, I present Most Vivid Scene (MVS)…
My new room down the hall is just about set up. I’ve kept things from last year that really helped, ditched things that didn’t, and introduced some new things I felt I was missing.
Taking a cue from the diversity-positive practices Anna Gilcher and Rachelle Adams shared at NTPRS a couple years ago, I now have a bunch of qualities at the ready. I’m looking forward to having deeper characteristics other than the baaaaaasic small animal that’s smart and pretty. We can do better than that, right? So, the next time we ask develop a character, either by itself during One Word Image (OWI), or in a story via Teaching Proficiency through Reading and Storytelling (TPRS), I’ll ask if they’re sociable, or quiet…honest, or curious…observant, or courageous, etc. Here are my quālitātēs:
See this post for all the input-based activities you can do with a text. But how do we end up with a text in the first place?! Here are all the ways I’ve been collecting:
**N.B. Many interactive ways to get texts require you to write something down during the school day, else you might forget details! If you can’t create the text during a planning period within an hour or two of the events, jot down notes right after class (as the next group of students line up for the Class Password?), or consider integrating a student job.**
If conventional language teaching is grammar-translation, then we’re all somewhat a group of heretics! Still, there are so many sub groups of CI that it warrants a bit of elucidation. At some point, John Bracey and I were talking about if either of us just started discovering CI right now, we’d have NO IDEA what to do or where to begin. Here are descriptions of all the different CI groups I’ve observed over the past 5 years already in existence, or just emerging: