Laura, a beginning teacher, writes: "I would love to use some of your books and start some FVR, How do I do that if the school doesn't have extra money to buy books for FVR and books to read together?" Good question, and one that I get asked a [...]
NOTE: This is from a unit that teaches the subjunctive with a story-based approach and compelling comprehensible input. You can get the entire unit here. The example in from a Spanish 3 class, but the principles apply to any language and any level. FOCUS STRUCTURE: quiere que vaya [...]
I submitted this to the blog of C.I. author Andrew Snider in September. In case you missed it, here is my response. See Andrew's books on our website here. What is your reaction? What did you wish you had known when started teaching with C.I.? WHAT DID YOU WISH [...]
Kelly, a reader of this blog, writes: Thank you for the thorough and interesting materials on your website. I am experimenting with a bunch of them this year, especially the SSR and Quickwrite components of a daily schedule. . A quick question - would you allow students to listen to [...]
A reader of this blog asks: I'm curious to know, do you have a criterion or standard of what grammar should be included in level 1, level 2, level 3 and level 4 books? Our general standards for grammar follow the levels in a traditional grammar syllabus with a [...]
Excerpts from the book and workshop Hi-Impact Reading Strategies by Bryce Hedstrom. Authentic texts (or too difficult texts) do not allow students to read for meaning. “The use of authentic texts with learners often has an effect opposite to that intended: instead of helping the reader to read for [...]