TPR Storytelling and Other Comprehensible Input Methodskaren Rowan

TPR Storytelling and other Comprehensible Input methodsKaren Rowan,

I. The Natural Approach
II. TPR Storytelling
III. Lesson Planning
IV. How to Assess
V. What to tell and show parents and administrators
VI. Random Questions
VII. Resources

I. The Natural Approach

Krashen's 5 Hypotheses(More about Stephen Krashen:

The input hypothesis
(The comprehension hypothesis)
The acquisition-learning hypothesis
The natural order hypothesis
The affective filter hypothesis
The monitor hypothesis

II. TPR Storytelling, invented by Blaine Ray

(Visit for more)
Other sites that explain TPRS: ,

STEP 1: Introduce and personalize the vocabulary

Write vocabulary word in target language and English
Gesture / Mnemonic devices / memory aids
Ask the students personal questions utilizing vocabulary
Ask students about each other
Seek responses that make the students look good
Seek liars
Encourage unusual responses
Watch barometer students ensure 100% comprehension
If possible, use the information from the PQA in the PMS

Don’t tell the story…
…ASK IT!
Co-create the story with your students
You are the story editor (NOT the storyteller!)

STEP 2: Ask the Story

Three main skills: Circling, Parking and Personalization

1. CIRCLING

Statement
Question that gets a “YES!”
Either/or question
Question that gets a “NO”
No... there isn’t... there is…
Circle the subject and the object. Aim for 14 reps in order and then practice circling out of order.
EXAMPLE:
Who wants an elephant?
What does the boy want?
Does the boy want an elephant or a gorilla?
Does the boy want a gorilla?
No, the boy doesn’t want a gorilla, the boy wants an elephant.
What does the boy want?
Who wants an elephant?
Does the boy or the girl want an elephant?
Does the girl want an elephant?
No, the girl doesn’t want an elephant, the boy wants an elephant.
What does the boy want?
Does the boy have an elephant or does he want an elephant?
Does he have an elephant?
No, he doesn’t have an elephant, he wants an elephant?
Who wants an elephant?
What does the boy want?
Does the boy want a cat?
No, the boy doesn’t want a cat, he wants an elephant?
Does Maria want an elephant?
No, Maria doesn’t want an elephant, the boy wants an elephant.
Who wants an elephant?
What does the boy want?
Who?
What?
Where?
When?
Which?
How?
How much?
How many?
Why?
Physical Touch
Words of Affirmation
Quality Time
Gifts
Acts of Service

IMPORTANT TPRS SKILLS:

1. PACE
Slow, deliberate, separated
2. ASK THE STORY (Circling)
Ask questions
Circle the words for negation
Ask low-level questions (students answer yes/no/ one word)
Leave blanks --students fill-in
Make mistakes (students correct)
Ask who? What? Where? When? How much? How many? How often?
Ask how and why (last)
Never make two statements in a row.
3. PACE-SETTER (BAROMETER)
Teach to the eyes! Look at the audience, not at the actors.
Slow down sign / Stop sign / Completely lost sign
The pause
Responding to a Zero response
Staying “in-bounds.” (The “boundaries” are the locations, the language that the barometer student has already
mastered, the words or phrases of the day, and completely comprehensible cognates.)
4. PERSONALIZATION
Use compliments (Who is most handsome boy in world? Brad Pitt or Paco?)
Use the names of the students (and personalize the story)
Use the information from the PQA.
Really listen to and enjoy student responses.
5. DRAMATIZE
Get volunteer actors
Coach melodramatic acting
Over-react
Students act-out the story while teacher blocks, directs and maneuvers
Use 3 locations
6. BIZARRE, EXAGGERATED AND PERSONALIZED
Get student input
Encourage audience participation (¡Ooo la la!/¡Booooo /¡Oooh!/¡Oh no!/ ¡Sí!)
Student responses per minute should be a minimum of 10.
Exaggerate or drastically minimize size, quality and quantity
7. BELIEVABILITY
Demonstrate deep belief in the story!
Fantasy
Personalized details
Exaggerate
“Casi” (almost) technique: (all in the target language)
Student responses
"How does he react?" (¿cómo reacciona?)
Everything is possible in German class. : (all in L2)
Designate one responder
Keeping control of the story.
It’s my story!
Never ask why.
Es un secreto
Combine details
8. POP-UPS
Use translation to clarify grammar and structure. (Pop-up meaning)
Pop-ups: Focus on the Meaning of structures (1-5 seconds per pop-up.)
Pop-ups through stories
Pop-ups through dialogue
Pop-ups through PQA
Pop-ups through Reading

STEP 3: Reading

Translate reading passages, PMSs, extended readings and novels.
One student translates.
Teacher provides instant translation for incomprehensible words.
Make sure that students understand every word.
Use translation to explain grammar and meaning in 5-15 seconds.
Discuss the reading in the target language.
Ask personalized questions about the reading.
Discuss the cultural information in the story, geography.
Use the story to teach life lessons.
Act out scenes.
Discuss what the character learns in the story.
Other essential reading components: Free Voluntary Reading and Read Alouds

III. Lesson Planning

Five-day Lesson Plan
Preparing for AP from Level 1:
Peer-coaching and self-coaching:

IV. How to Assess

Michael Miller on Effective Testing:
Free proficiency exams:
(answer to the question, how to teach to the standards?)
"Weighing the pig more often will not make it grow faster." Dr. Stephen Krashen

V. What to tell and show parents and administrators:

Teaching English through Classical TPR
Can students speak the language after a TPRS class?
Why Learn a Language?

VI. Random questions:

Art transparencies
Absences -- Lend books on CD, have a student re-write the daily story (proof and share), record the class, give vocabulary lists and pre-written stories, give circling CD
Sub plans (10 minute freewrite. 10 minutes FVR. Show a movie. You are irreplaceable.)
Mixing levels / native speakers -- this is a problem with the program. Lobby for native speaker classes. Use native speakers to help with absences, recording daily stories)
Extra credit - 1 point on each taste. Tell me what's going on in your life?

VII. RESOURCES:

Question word posters:
(Spanish):
(English):
(French 1):
(German):
Free Coaching Workshops
How to Run Your Own Coaching Workshop
Resources for ESL / ELA teachers:
National TPRS Conference Hand-outs
Handouts from NTPRS, 2004

Homework, Reading, Advanced levels, Differentiated instruction, culture,
Handouts from NTPRS, 2005

Beginning, Advanced, AP, Great story ideas
Handouts from NTPRS, 2006

Elementary, Beginners to TPRS, Experienced at TPRS, Advanced levels