Pre-reading, Reading and Post-Reading

1. Selecting Stories

2. The Story Has…
 Rhyme
 Rhythm
 Repetition
 Beginning, Middle, and
End
 Intrinsic Drama
 Richness of the Target
Culture
 Connections to other
disciplines

3. The Story Lends
Itself to……
 Visuals
 Props
(Authentic+)
 Acting it out
 Storytelling
 Signaling
 TPR

4. The Story is…
 Compelling and
Engaging
 Meaningful to
Students
 Relevant to
Curriculum
Objectives
 Age-appropriate
 Linguistically
appropriate
(Krashen’s I+1)
p. 3

5. Fairy GodmotherPoints

6. Choose a
Folk Tale

7. How will you
Present?
Storytelling
Action Play
Ask the Story
(TPRS style)
Key props
??

8. Type of Story
www.menti.com
41 71 59

9. SnowBall
Whydidyouchoose?–
Whatwillbetheassessment?

10. Adjust
www.menti.com
41 71 59

11. Lunch

12. Pre-Reading
Purpose
Give Context to
Story
Copious Interactive
Comprehension for
key vocabulary
Connect to prior
knowledge
Anticipate
Misunderstandings

13. Anticipation
Guide
 Menti.com

14. Info Gap

15. Passport

16. Culturally
Approrpiate

17. KWL Chart

18. Plan 1 Pre-Reading
Activity

19. SharkTank

20. Interactingwith
Reading

21. Annotating

22. Discourse
Scramble
Tecuciztécatl, un dios joven y elegante,
se levantó y ofreció dar su vida.

23. Point of View

24. ReadingAction
Chain

25. Illustrationwith
White Boards

26. How will students
interact?

27. Post-
Reading
Extend to Students
Cultures
Context for
Spontaneous
Speaking
Extend Story

28. Interjections!
• Je suis perplexe!
• Je suis content!
• J’ai froid!
• J’ai faim!
• Je suis fâché!
• J’ai mal!
• J’ai peur!
• J’ai soif!

29. Il n’y a rien à cuisinier.
• Le cuisinier dit, « Je suis
perplexe! »

30. Le loup garou chasse Elzéar.
• Elzéar sanglote, « J’ai peur ! »

31. Il neige beaucoup.
• Elzéar grogne, « J’ai froid ! »

32. Story Map

33. Comparisons
Il y a un desert en
Californie.
Ah bon?
Ah oui!
Je crois
que non.