TPRS® Story-based Immersion

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

Immersion

Scott Benedict
scott@teachforjune.com
2012 teachforjune.com

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teachforjune
download presentation
and additional handout

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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.

About T
How to P
R
Classroom &
S

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

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.

Acquisition-learning
Hypothesis

1. We don’t pay attention to
boring things.

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

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

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

3. Students must pay
attention in order to learn.

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

4. Most of what we learn is
visual.

5. Initial learning is
important.

6. There are two types of
memories.

Learning about
language is
declarative.

Memories that are
not in our conscious
awareness, such as
riding a bike or
driving a car.

Learning to speak a
language is
non-declarative.

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

p.
100.

We add as many
details as we can.

Each detail increases the
chance that the students will
remember.

What we remember after 24 hours.

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

Learning Language
vs.
Acquiring Language

Real-world
acquisition
vs.
Classroom
acquisition

Make every minute
COUNT!!!

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

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

“Ohhhhh!”

I will ask a question to
which you know the
answer and 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!”

I will ask a question to
which you don’t know
the answer. If you
don’t know the answer
you will make it up
(guess). 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
OR I’m going too
fast!!

es gibt
there is/are

Es gibt einen Apfel auf dem Tisch.
There is an apple on the table.

die Katze
the cat

Es gibt eine Katze mit blauen Augen.
There is a cat with blue eyes.

die Maus
the mouse

Es gibt eine Maus.
There is a mouse.

sieht an
looks at

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

schreit
screams

Die Frau schreit.
The woman screams.

läuft
runs

Der Junge läuft schnell.
The boy runs fast.

where? what? who?

how? why? when?
German

how which?
much?
how many?

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!”

We n n d i e M u t t i m a u s d a s
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.

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
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

Translate what
students don’t know

Write new words on
board

Ask students to
translate to check for
understanding

DON’T translate
everything!

Text
Text

individual work time

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.
6. Script your questions around a comparison.

Practice Rules

✓ teacher stands
✓ students respond
✓ don’t correct the teacher
✓ no discussion

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.

oc abu lary
1. V

2. S tory

Re ad ing
3.

3 Steps of TPRS®

Target Language in
one color

PQA: Personalized
Questions & Answers

Ask questions using
target phrases

It’s like mingling
at a party

Actors dramatize the
story

Asking a ✓ ASK don’t tell a story
✓ actors dramatize the story
Story ✓ start with a statement
✓ 3 locations
✓ PERSONALIZE

How to Ask a Story

✓ students must respond to
each statement/question
✓ vary choral responses
Student Responses with individual ones
✓ coach how to “play the
game”

Student Responses

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

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

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

Teach STUDENTS not
curriculum.

Look in individual
student’s eyes when
teaching.

Always check for
understanding.

Have students
frequently retell story
to their partners...

After a particular
scene.

Have superstar retell
story to class.

Class chorally
translates sentence.

Translate one
paragraph at a time.

Ask the facts of the
translated paragraph.

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.

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.

These are the
structures you want
to practice

Basic,
high-frequency
words

Always translate
these structures

Lesson Plan
Structures:
There was a boy.
He was in Target.

Problem:
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________

Practice any word
or structure

Verify details with
actors

Location 1:
Introduce the
problem

Location 2:
Unsuccessful attempt
to resolve problem

Location 3:
Resolve the problem

Lesson Plan
Structures:
There was a boy.
He was in Target.

Problem: A boy wanted a cat.
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________

Main character
should be student

Look for variables
that can be
expanded and
changed

Lesson Plan

There was a boy. He didn’t have a cat.

He went to Green River, Wyoming. There was a girl.
The girl didn’t have a cat.

The boy went to Brooklyn. There was a cat in
Brooklyn. The boy picked up the cat. He was happy
because he had a cat.

Celebrity or another
student in class

The story gets more
interesting with
more specifics.

A boy from China
wants a cat.

A boy from Hong
Kong, China wants a
cat.

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

Text
Text

partner time

Lets make each of these
more specific.

car
house
animal
violin
book

Most interesting
details involve an
event.

Lets explain the following:

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

Lesson Plan
Problem: A boy wanted a cat.

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?

Information - Where did he live? (Three levels of specificity) Did he have a
cat? Did he have an elephant? What did he have? What did he want?
Where did he go?

Surprise Details - Add proper nouns as a surprise. Kmart or Dollar Tree for
locations. Add names and places that are a surprise.

Green River, WY - Our characters always go some place. Where else could
they go? 3 levels of specificity.

Brooklyn, NY - What other possibilities are there for our 3rd location? 3 levels of
specificity.

Text
Text

group work time

Story Practice
Choose one structure that would teach in
your classroom. Create a storyline that
incorporates this structure.

You will develop and script a lesson based
on this structure.

Remember to identify possible variables in
the storyline.

Steps
These are the steps you’ll follow.

Step 1: Develop main character.
Step 2: Develop parallel character.
Step 3: Introduce problem.
Step 4: Attempt to solve problem.
Step 5: Solve problem.

You may choose one or more steps
that you’d like to practice.

Step 1
You will start the story using the given vocabulary.

Point to the words when you say them and go slowly.

Introduce the main character and choose student
actor—add details about him/her by asking questions.

Verify details with actor (present tense) and audience
(past tense)

Add details about where he/she was—3 levels of
specificity: state, city, location.

Step 2
You will continue the story using the given vocabulary.

Point to the words when you say them and go slowly.

Introduce the parallel character and choose student
actor—add details about him/her by asking questions.

Verify details with actor (present tense) and audience
(past tense)

Add details about where he/she was—3 levels of
specificity: state, city, location.

Step 3
You will introduce the problem.

Start by reviewing the facts already established.

Using the given storyline, script out your questions
relating to the problem setup.

Verify all details with actors in present tense and with
audience in past tense.

Step 4
You will attempt to solve the problem unsuccessfully.


Have the main character go somewhere to attempt to
solve their problem.

Use dialogue. Tell the audience what the character
said and then have the actor say it.


Step 5
You will solve the problem.


Have the main character go somewhere to finally solve
their problem.

Use dialogue. Tell the audience what the character
said and then have the actor say it.


Your Turn
Story Rules

1. When I make a statement you will respond chorally by
saying, “Ohhhhhhh.”
2. I will ask a question of which you know the answer and
you will answer chorally in the target language.
3. Finally I will ask a question of which you don’t know the
answer. You will make it up. But...
• You must guess in the target language.
• You can use proper nouns.
• When you guess, surprise me.
(If you don’t surprise me, I’ll surprise you.)

where? what? who?

how? why? when?
Spanish

how which?
much?
how many?

where? what? who?

how? why? when?
French

how which?
much?

Mandarin
shéi? shénme shíhou? nǎge?

which?
when?
who?

shénme? wèishénme? duōshǎo?
what?

much?
why?

how
zài nǎli? zěnyàng? jǐ?
how many?
where?

how?

Monday
✓ talk about weekend
✓ introduce vocabulary
✓ background info about characters

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

“Kindergarten Day” Demo

Demo

Choose a song
appropriate to
students’ level

Copy lyrics for
students with some
words missing

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

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

Tuesday

✓ review character info
✓ introduce problem
✓ attempt to solve the problem
✓ solve the problem

Create a reading
library in your
classroom

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

Model good reading
habits

Hold students
accountable with a
reading log

Create gestures or a
dance for the week’s
song

Have students sing &
gesture/dance to
practice song

Wednesday

✓ add background info to reading
✓ add a student as a parallel character
✓ add background info about student

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!

Thursday

✓ read and translate story
✓ add details to story
✓ dramatize story

Friday

✓ read novel
✓ develop background info & details
✓ add a parallel character
✓ dramatize 1 or 2 pivotal scenes

Divide the class into
two teams

Have them compete
on who sings the
loudest

Alternate line by line
or stanza by stanza

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

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

During 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

60-79 pts = Needs
Improvement

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® Story-based Immersion

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