TPRS® Beginning Workshop 2012-Los Angeles

TPRS®
Story-based A different kind of professional development.™
Immersion

Scott Benedict
2012 scott@teachforjune.com
copyright © 2012 teachforjune.com teachforjune.com

slideshare.net/
teachforjune
download presentation
and additional handout

For great support after the workshop is done, join one
(or both) of the following groups:

moreTPRS Listserve
groups.yahoo.com/subscribe/moretprs

tprstalk.com Forum

or email me @
scott@teachforjune.com

For a complete list of real, classroom demos, visit:

vimeo.com/teachforjune

How many people
have tried or are using
TPRS® in their classroom?

How many of you have
attended a TPRS® Workshop
before?

How many of you have
attended more than 1
TPRS® Workshop before?

How confident are you
that your students can
speak spontaneously for
30 seconds in the target
language at the end of
the year?

Or that your students
could write a 100-word
story in 5 minutes or less?

1 in 4 Americans can
hold a conversation in a
second language.

http://www.gallup.com/poll/1825/about-one-four-americans-can-hold-conversation-second-language.aspx

Insanity is doing the
same thing over and
over again and
expecting different
results.
—Albert Einstein

Yet, this is exactly
what 1000s of
world-language
teachers do
everyday and have
done for years.

If we truly want our
students to be able to
speak and write at any
level, we must change
the way we teach.
Period.

TPRS® is one such change
that has given world-
language teachers across
the globe undeniable
results:
students who could speak
and write the language.

I’m
Blaine
Ray!
Text

I love TPRS®
because it works.
My students are better
speakers & writers and I’m a
better teacher.

About T
How to P
R
Assessment &
S

TPRS® stands for
Teaching Proficiency
through
Reading and
Storytelling

TPRS® is immersion
through stories.

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.

Stephen Krashen’s Theory
of Second-language
Acquisition.

5 Main Hypotheses
5 Main Hypotheses

Acquisition-learning
Hypothesis

Learning Language
vs.
Acquiring Language

Learning about language
is learning facts.

Learning to speak a
language is a motor skill.

Real-world
acquisition
vs.
Classroom
acquisition

Make every minute
COUNT!!!

We add as many
details as we can.

Each detail increases the
chance that the students will
remember.

Practicing structure is
the key to mastery.

3 Keys to Mastery

Text

Text

Key 1:
Comprehensible

Write unknown words on the
board

Text
We have 30 seconds to
repeat something before it is
forgotten.

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

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

Text
Information is remembered best
when it is elaborate,
meaningful, and contextual.
Medina,
John.
Brain
Rules.
Sea4le:
Pear
Press,
2008.

p.
100.

Students must pay attention
in order to learn.

Text

We don’t pay attention to
boring things.

Text

Text
The unusual, the unpredictable,
or the distinctive are powerful
ways to harness attention.

Use props

Text

Use props

When I make a statement,
you will respond chorally
by saying,

“Ohhhhh!”

When I ask a question and
you know the answer, you
will answer chorally in the
target language.

If it is a “yes” answer
than say,

“Ja!”

If it’s a “no” answer
say,

“Nein!”

If I ask a question where
the answer hasn’t been
established, make it up!
But...

You must guess in
German because it is
a German story.

When you guess,
surprise me.

If you don’t surprise
me, I will surprise you.

Raise your hand if
you don’t understand
Text
OR I’m going too
fast!!

es gibt eine Maus
there is a mouse

Text

Es gibt eine Maus in dem Haus.
There is a mouse in the house.

die Katze läuft
the cat runs

Die Katze läuft schnell.
The cat runs fast.

sieht an
looks at

Text

Das Mädchen sieht etwas an.
The girl looks at something.

schreit
screams

Text

Die Frau schreit laut.
The woman screams loud.

where? what? who?

how? why? when?
German

how which?
much?
how many?

es gibt/gab eine Maus = there is/was a mouse
die Katze läuft/lief = the cat runs/ran
sieht/sah an = s/he looks/looked at
schreit/schrie = s/he screams/screamed

ich brauche = I need
ein Freiwilliger = a volunteer
Wie heißt/hieß sie/er = What is/was her/his name
sie/er heißt/hieß = her/his name is/was
Wie alt ist/war sie/er? = How old is/was s/he?
sie/er ist/war ___ Jahre alt? = s/he is/was ___ years old
groß = big
ein bisschen = a little bit
klein = small
oder = or
schön = pretty
sie/er sagt/sagte = s/he says/said
häßlich = ugly
weil = because
gut = good
bist du? = are you?
böse = bad
Mutti- = mother
sehr = very
Vatti- = father
sie/er wohnt/wohnte= s/he lives/lived
noch = another/still
sie wohnen/wohnten = they live/lived
die Mäuschen=the little mice
sie/er hat/hatte = s/he has/had
wir haben/hatten = we have/had
sie/er hat/hatte Hunger = s/he has/had hunger
sie/er hat/hatte Angst = s/he has/had fear

Es gibt zwei Mäuschen und eine
Muttimaus. Sie wohnen in einem sehr
großen Haus. Die zwei Mäuschen
essen Käse gern.

Sie wollen jetzt Käse essen. Diese zwei
Mäuschen sehen die Muttimaus an und
schreien “Mutti! Wir haben Hunger!
Wir wollen Käse essen. Bitte bring uns
ein bisschen Käse!”

Die Muttimaus sieht die zwei
Mäuschen an und sagt ihnen “Okay
meine Kinder. Ich will in der Küche
nach Käse suchen.” Aber in diesem
Moment sehen die zwei Mäuschen
etwas, das ihnen Angst macht.

Eine Katze kommt auf sie zu! Es ist
eine sehr große Katze! Sie schreien
“Mutti! Mutti! Es gibt eine sehr große
Katze in unserem Haus! Sie kommt auf
uns zu! Wir haben sehr Angst!”

Wenn die Muttimaus das Schreien
ihrer Kinder hört, läuft die Muttimaus
auf die Katze zu und schreit “Wau
Wau!” Wenn die Katze den Schrei der
Muttimaus auf Hund hört, dreht die
Katze sich um und läuft sehr schnell
von dem Haus weg.

Wie gut, dass die Muttimaus
zweisprachig ist! An diesem Tag lernen
die zwei Mäuschen, dass es sehr
wichtig ist, mehr als eine Sprache zu
sprechen.

language as
ossible in the
Gram
and speak it While the teache

Vocabulary
DO NOT accurately all of
mmar when grammatical foc
o students! If Certain features
Shelter
t hear natural obviously essent
hey are unlikely the first things th
it. one, I used the f
used only to
comprehension Aug - Oct 3r
anslating Nov - Dec 1
Jan - Feb 2n
or to clarify
s quickly as Mar - Apr 1
May 2nd pe
uch as in pop-
At the conclusio
ss story every from the point o
o. Teacher Each point of vi
story on the adjectives; direc
while the entire disjunctive, and

language as
ossible in the
Gram
and speak it
Don’t Shelter
DO NOT
While the teache
accurately all of
mmar when

Grammar
grammatical foc
o students! If Certain features
t hear natural obviously essent
hey are unlikely the first things th
it. one, I used the f
used only to
comprehension Aug - Oct 3r
anslating Nov - Dec 1
Jan - Feb 2n
or to clarify
s quickly as Mar - Apr 1
May 2nd pe
uch as in pop-
At the conclusio
ss story every from the point o
o. Teacher Each point of vi
story on the adjectives; direc
while the entire disjunctive, and

4 Basic
TPRS® Skills

Text

brought that

the heart of TPRS®
As the year
meet with y
already kno
Circling

The art of asking
repetitive questions

Start with a statement
Statement should include structure

Ask yes/no question
where answer is YES
Repeat answer: “yes, ...”

Ask either/or question
Repeat answer: “that’s correct, ...”

Ask yes/no question
where answer is NO
Repeat answer: “no, ...”
Restate correct statement

Ask question-word
question
Repeat answer: “Yes, ...”

These are more difficult—target superstar
until class is ready

Get a new detail
and repeat
Ask 3-4 questions and then get new detail.

Circle the subject,
object, AND verb!

Check for
understanding
FREQUENTLY

Ask class as well as
individuals

Comprehension
checks are in
ENGLISH

Only circle
new or difficult
structures

If you circle everything,
advanced students will get
bored!

Directions
Using the “Circling” Template in handout…

1. Write simple statement in target language as follows:
Lisa verb in TL brand name. Lisa isst Lucky Charms.
2. Script your questions around the subject.
3. Script your questions around the verb.
4. Script your questions around the object/compliment.
5. Script your questions around when.
Lisa isst Lucky Charms am Montag.
6. Script your questions around a comparison.
Mark trinkt Pepsi.

Group Practice
In your groups, take turns using your
template to practice circling.

At first, read your script in order from
top to bottom.

When you’re comfortable, try
randomizing your questions using
the “thumb” technique.

PQA:
Personalized
Questions & Answers

Ask questions using
target phrases

It’s like mingling
at a party

Try to go at least
3 levels deep
when adding details

The story gets more
interesting with
more specifics.

A boy wants a cat.
A boy wants a cat.

A boy from China
A boy from China
wants a cat.
wants a cat.

A boy from Hong
A boy from Hong
Kong, China wants a
Kong, China wants a
cat.
cat.

Ming Jr. from the 3rd
Ming Jr. from the 3rd
street Burger King in
street Burger King in
Hong Kong, China
Hong Kong, China
wants a cat.
wants a cat.

Getting Details
Practice

In pairs, you will practice
getting details one sentence
at a time.

Remember to circle between details
and to repeat the answers for
additonal repetitions.

We will practice with each sentence
for 2 minutes.

Step 1
Start with a sentence
Elena was a girl.
Talk to the class in past tense.
Ask Elena:
Are you a girl?
Yes, I am a girl.
Yes, you are a girl.
Class, was Elena a girl?

Step 2
Add a location
You now have two sentences
Elena was a girl.
She was in Arizona.
Talk to the class in the past.
Talk to your actor in the present.
Verify the details and then talk to the class
Elena, are you in Arizona? etc
Class, was Elena in Arizona? etc

Step 3
Add a more specific location
Now you have 3 sentences
Elena was a girl.
She was in Arizona.
She was in Happy Valley, Arizona.

Step 4
Add an even more specific location
Elena was a girl.
She was in Arizona.
She was in Happy Valley, AZ.
She was in Panda Express.

Step 5
Add a parallel character
Compare and contrast both characters
Elena was a girl in Happy Valley, AZ at
Panda Express.
Susie was a girl in Blaine, MN at Starbucks.
Compre and contrast the two characters
Verify the details with your student actors.

Teach STUDENTS not
curriculum.

Look in individual
student’s eyes when
teaching.

Always check for
understanding.

llarry
bu a y
oca bu
.. V oca
1 V
1

2 S
2 ttorry
.. S o y

iing
ad ng
Re ad
3.. Re
3

3 Steps of TPRS®

If your classes meet every
day or every other day on
the block, you will complete
all 3 steps in one week.

If your classes meet
everyday on the block
and you complete 1 year
of instruction in a semester,
you will complete all 3
steps twice, each with a
different story and set of
structures.

The first step of TPRS®
is to establish the meaning
of our structures.

The second step of TPRS®
is to create an oral story
with your students.

The third step of TPRS®
is to read
with your students.

Monday

TPRS® Step 1
✓ Introduce vocabulary
TPRS® Step 2
✓ Background info about characters

Choose 1 structure that
you’ll have to teach this
year. It can be from any
level. Write it down in the
target language.

These are the
structures you want
to practice

Basic,
high-frequency
words

Always translate
these structures

Lesson Plan
3 Structures

his mom wants him to do his homework
his mom wanted him to do his homework
while

Establish Meaning
Establish Meaning

Target Language in
one color

Text

Step 2
Story: Background Info

There are 5 parts
to a story

Introducing
the main character

Introducing the
parallel character

Attempting to solve
the problem

Finally solving the
problem

Actors dramatize
the story

“It’s obvious!”
Technique

“It’s ridiculous”
Technique

Meat of
Monday’s lesson:
at least 30 minutes

Students must
respond to each
statement/question

“Ooohh”
“Oh, no, oh, no”
expression

Vary choral
responses with
individual ones

Strong Response—
Great!

Students didn’t
understand

Students weren’t
focused on
procedure

Coach how to
“play the game”

Listen for cute or
funny answers

Don’t take the first
answer—
solicit more
participation

How to Ask a Story:
Background Info

What don’t you know
about main character?

Add details about
character by asking
questions

Practice any word
or structure

Verify details with actors
in present tense

Verify details with class
in past tense

Lesson Plan
Main Character Background Info

What don’t I know about the character?

Class, there is a boy.
What’s the boy’s name?
How old is the boy?
Where does he live?
What does he look like?
What does he do?

You will have approximately
5 minutes to plan out your main
character. You’ll then work in
pairs introducing your main
characters. Each person in your
group will teach for
approximately 5 minutes.

Decide whether you will get your details
from interviewing your actor or from the
audience.

Things you’ll want to consider as you
develop your character:
name, age, description, where they live.

Remember to verify details with the actor in
present tense and the audience in past.

Background Info
Practice

Purpose of parallel
character is to
compare & contrast
with main character

about parallel character?

Lesson Plan
Parallel Character Background Info

What don’t I know about the character?

Class, there is a girl.
What’s the girl’s name?
How old is the girl?
Where does she live?
What does she look like?
What does she do?

Compare & contrast with main character.

Tuesday
Step 2 (continued)
✓ Review character info
✓ Introduce problem
✓ Attempt to solve the problem
✓ Solve the problem

Review main character
info from yesterday

Circle it all again
you can go a little faster
it’s review

Meat of
Tuesday’s lesson:
at least 30 minutes

How to Ask a Story:
3 Acts

Look for variables
that can be
expanded and
changed

Lesson Plan
Storyline with Variables

There was a boy who didn’t like to do his homework. His
mom wanted him to do his homework.

His mom took him to the library to do his homework.
While he was in the library, it was too quiet in the library
and the boy fell asleep.

His mom sent him to a tutor. The tutor was Angelina
Jolie. The boy fell in love with Angelina and did
anything she said. Angelina told him to do his
homework. He did. Mom was happy.

Add details:
3 levels of specificity

Circle each
new detail
before adding
next one

Location 1=Act 1:
Introduce the problem

Lesson Plan

Problem

he doesn’t do his homework

Oh, no! Oh, no, class!
The boy had a problem.

Script out your questions
relating to the introduction
of the problem

Tell the class what
the characters say

Then have the
characters say it

Remember to verify details
with actor in present and
class in past tense

Lesson Plan

Plan out Act 1 in first location

There was a boy who didn’t like to do his homework. His
mom wanted him to do his homework.

You have 5 minutes to
plan out act 1:
the introduction of the
problem

In pairs, practice
developing act 1 of your
story. Remember to circle,
verify details, and use
dialogue.

You will have 5 minutes to
teach.

Location 2=Act 2:
Unsuccessful attempt
to resolve problem

Have main character
go somewhere to
attempt to solve problem

Plan out Act 2 of your story:
the attempt to
solve the problem

Lesson Plan

Plan out Act 2 in second location

His mom took him to the library to do his homework. It
was too quiet in the library and the boy fell asleep.

plan out act 2:
the attempt to solve the
problem

In pairs, practice
dialogue.

teach.

Location 3=Act 3:
Resolve the problem

Have main character
go somewhere to
finally solve problem

Plan out Act 3 of your story:
the solution to the problem

Lesson Plan

Plan out Act 3 in third location

His mom sent him to a tutor. The tutor was Angelina
Jolie. The boy fell in love with Angelina and did
anything she said. Angelina told him to do his
homework. He did. Mom was happy.

plan out act 3:
the solution of the
problem

In pairs, practice
dialogue.

teach.

At any point, stop, go
back, and review the
story.

Continue story when
you get back to
where you left off.

Have students
frequently retell story
to their partners...

After a particular
scene.

Have superstar retell
story to class.

Students work in pairs and
talk at the same time over
each other for 30 seconds.

Wednesday

✓ Add background info to reading
✓ Add a student as a parallel character
✓ Compare & contrast character & student

Meat of
Wednesday’s lesson:
at least 30 minutes

Develop main character
from extended reading

Using questioning, develop
the main character

What facts are in the
story?

about them?

Choose a student
to be the parallel character

As you add details
to the main character,
compare & contrast
with student

Be sure to circle
as you
compare & contrast

Thursday

✓ Read extended reading
✓ Translate extended reading
✓ Discuss extended reading

Meat of
Thursday’s lesson:
at least 30 minutes

Step 1:
Teacher reads
a sentence or chunk.

Step 2:
Class
chorally translates
sentence or chunk.

Translate
one paragraph
at a time.

Step 3:
Ask the facts of the
translated paragraph
in the target language.

Highlight in reading
BEFORE class.

Pop-up often and
frequently.

Hold your superstars
accountable.

Goal is to acquire
over time,
not immediately.

Reserve for more
advanced levels.

Friday

✓ Read novel or do story strip

Follow same
reading steps
as extended reading

Students translate
chorally

Discuss reading by
asking
comprehension
questions in target
language

Add details to the reading
through questioning.

Students give unusual &
unexpected answers.

Add details from students’
culture.

Create a parallel story using
a student as the main
character.

This is a similar story but with
details about the student.

Dramatize 1 or 2
pivotal scenes

Use a comic strip
to ask a story

Great review of week’s
words and structures

Use same story techniques
as asking a story with actors

Have students write 3
activities they did
over the weekend in
the target language

Don’t allow boring
answers

Use PQA skill to get
details

Choose a children’s
book appropriate to
students’ level

Read the book
“infant style”

Use circle skill to
increase
comprehensible input

Allow students to
bring in snacks or
stuffed animals

Choose a song
appropriate to
students’ level

Choose
children’s songs,
popular music, or
learning songs

Introduce song with
cloze activity

Copy lyrics for
students with some
words missing

Have students try
to fill in the words
as they listen to
the song

Sing & dance to
songs daily

Create gestures or a
dance for the week’s
song

Have students sing &
gesture/dance to
practice song

End the week with a
song competition

Divide the class into
two teams

Have them compete
on who sings the
loudest

Alternate line by line
or stanza by stanza

Change out songs
every 2 to 3 weeks

Create a reading
library in your
classroom

Give students time to
read any book,
magazine, or
newspaper they
choose in the target
language

Model good reading
habits

Hold students
accountable with a
reading log

Goal:
write 100-word story
in the target
language in 5
minutes

Decrease time when
class average hits
100 words

Keep track of word
count but not for
grade

Grade 2 per quarter
based on quality of
writing

Absolutely the BEST
way to assess true
writing ability!

Have students
write their first name
BIG on the top of
the paper.

Level 1
Have them draw
what they like to do.

Level 2
Have them draw
what they are afraid of.

Level 3
Have them draw
what makes them unique.

Level 4
Have them draw
what would they do
if they had a million
dollars.

Ask 2-3 students per
day

Spend approximately
4 weeks on this activity

any other logical
“next step”

Base grades on
proficiency levels
rather than number
of assignments
turned in

Use skills rather than
products to assess students

Listening
Comprehension

15%

50-60% of grade
should be dedicated
to speaking and
writing

20-30% of grade
should be dedicated
to listening and
reading

Only 3 assessments
per grading
category per quarter

2 formative assessments in
the form of quizzes prior to
the quarter/semester exam

1 summative assessment as
a section of the quarter/
semester exam

Each section is evaluated
and recorded in grade
book SEPARATELY

Culture Assessments

10-20 multiple-choice or true/false
questions based on culture studied

Interesting facts from various
places

(think really strange or different)

Try to include things from all of
the countries/regions that
speak your language

Listening & Reading
Assessments

Listening or reading prompt is a
story in the target language

10-20 content-based, multiple-
choice or true/false questions
IN ENGLISH!!!

Listening or reading
prompts are sentences
based off of pictures

Students choose the picture
that best fits with the sentence

Listening or reading prompts
are steps to draw a picture

Students draw what they
read or are told

Formative
Assessments
(quizzes)

Choose at random at
least 2 of your students’
weekly timed-writings

Summative
Assessments
(quarter/semester exams)

Students write a minimum of
a 100-words story

Story is based either on
vocabulary (given in English),
structure (implicitly stated), or
pictures

Assess solely on
comprehensibility and
complexity

Level 1 ➙ kindergarten/1st grade = B

Increase or decrease
grade based on
above standards

Students form groups
of 4 or 6 depending
on class size

Students create story and
draw it out in boxes
(1 box per student in group)

LIMIT STORY CREATION/DRAWING
TIME TO 7-10 MINUTES!!!!

Have groups tell their story
to the class—each student
is responsible for 1 box

Students are given a
picture story to look at

Students tell the story to
you at your desk
(level 1 = 30 sec / level 2 = 1 min /
level 3 = 1.5 min / level 4 = 2 min)

Students get twice as much
time to look at the picture
to gather their thoughts

Assess students
individually, not
based on the group

Participation/effort is
not a grade!

Do not grade on
behavior.

No more than
1 assessment per
week
(sometimes 2)

Don’t assess writing
or speaking during
1st quarter of level 1

All quizzes are
UNANNOUNCED

Goal is 80% of students
earning 80% or better—if
not, reteach and reassess

Students start with
70 participation
points per quarter

Students earn
participation points
(1 at a time) by...

Writing over 100 words on
a timed writing or
improving their word count
over the previous week

Anything else that
leads towards
language acquisition

Students lose
participation points
(5 at a time) by...

Anything that detracts from
language acquisition

Students may make
up participation points
(5 at a time) by...

Writing a 100-word story
in the target language
using 10 current
vocabulary at least twice

1st quarter only of level 1:
Students can write 10 current
vocabulary 3 times each
both in English and target
language

Participation Grade =
Citizenship Grade

If your school doesn’t have
a citizenship grade, don’t
do participation or give as
motivation awards.

A different kind of professional development.™

✓ workshops
✓ webinars
✓ webinars on demand™
✓ webverstiy™
✓ coaching
✓ consulting

Scott Benedict
scott@teachforjune.com
copyright © 2012 teachforjune.com teachforjune.com

Curriculum Map
backwards plan
Proficiency

High-frequency
vocabulary,
structures, and
culture

Divide by 4
and determine
when to teach
what

Divide in half and
write semester
exams

Divide in half again
and write 1st & 3rd
quarter exams

Break your quarters
into weekly lessons
teaching 3-6 phrases
per week

Write your quizzes
for each lesson

Write your stories
(weekly lessons)

TPRS® Beginning Workshop 2012-Los Angeles

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