Sheltering Vocabulary

THE FREQUENCY OF NUMBER-RELATED VOCABULARY

  • Which words would you add to the lists of number-related vocabulary below? • Which ones do you tend not to use? • What are your favorite techniques for using numbers meaningfully? NOTE: Activities and games for teaching and reinforcing numbers will be available for a limited time at https://storylabs.app/signup . Put in the book code hedstrom (all lower case) for free access until July 1. Some number-related vocabulary sticks with students, some doesn’t. That stickiness has to do with how often students see and hear those words after the numbers unit is over. If your curriculum requires you [...]

Seminar in Seattle

Did a seminar in Seattle this week (the 5th of 5 this month) for the Institute for Educational Development, a division of the Bureau of Education and Research (BER). 62 enthusiastic attendees. Fabulous group! Saw some old friends and made some new ones. Woven throughout every aspect of the day was the crucial need for relationships and empathy. Talked about what works in the world language classroom to make it a place where acquisition happens joyfully and enthusiastically: • How modern Second Language Acquisition (SLA) theory applies to best-practice teaching • The difference between acquisition and learning in world language teaching [...]

THE NATURAL ORDER OF ACQUISITION (Krashen’s Hypotheses Series, #4 of 9)

(Previous post: Acquisition/Learning) The next post in this series (#5/9), The Input Hypothesis, is found here. MANIAC N: The Natural Order of Acquisition Hypothesis "Students acquire elements of grammar in a predictable order that is unaffected by teaching." Stephen Krashen and other researchers contend that the order of acquisition is a natural feature of the human brain. It cannot be altered or rushed. The ability to recognize and produce certain aspects of grammar, and much of the accompanying vocabulary, unfolds as students are exposed to comprehensible input. The natural order of acquisition is not the teaching order. It is useful as a [...]

By |2018-10-22T20:31:01-06:00April 30th, 2018|Categories: Acquisition, Krashen, Light Reading, Sheltering Vocabulary, Word Frequency|0 Comments

STUDENTS UNDERSTAND WORD FREQUENCY

The students in every one of my Spanish 1 classes pleased me immensely the other day by demonstrating they have a grasp on the importance of word frequency. I had mentioned that under the old textbook series I used to follow we would have just begun using verbs like tener (to have) and querer (to want) at this time in the school year (at the end of the third quarter) because they are irregular stem changing verbs. None of the students could believe it. There were outbursts of derisive laughter in each of my 4 level 1 classes. In each [...]

PROFESSIONAL DEVELOPMENT SEMINARS

Learn strategies that work for sustainable comprehensible-input based teaching with Bryce’s comprehensive one-day seminar: Best, Most Powerful Strategies for Teaching World Languages (Grades 6-12). Bryce will be presenting five seminars across the country this spring: • 4/09/18 (Monday) Buffalo (Amherst), New York • 4/10/18 (Tuesday) Boston (Natick), Massachusetts • 4/30/18 (Monday) Fresno, California • 5/01/18 (Tuesday) Sacramento (Elk Grove), California • 5/02/18 (Wednesday) Seattle (Bellevue), Washington Easy Ways to Register:    Register Online: www.iedseminars.org Phone Toll Free: 1-800-260-8180 Preview the TABLE OF CONTENTS  from the 125 page complimentary book that all seminar attendees will receive, filled with the best trade secrets for [...]

High Interest Easy Readers

Just in time for the summer book-reviewing season!  Here is the most recent list of what I call High Interest Easy Readers. It is not a complete list of all books available in Spanish, just the ones I am familiar with. These are all books that I have in my classroom that my students have read and have reported their impressions to me. I originally made this list to help my students and myself. The idea was to help them find suitable books and to keep track of how many words each student had read independently. But recently I realized [...]