The Immersive Classroom
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      • How to teach "Tú sí sabes quererme" by Natalia Lafourcade
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      • How to teach "Latinoamérica" by Calle 13
      • How to teach "Prohibido Olvidar" by Rubén Blades
      • How to teach "Traidora" by Gente de Zona
      • How to teach "La Bicicleta" by Shakira and Carlos Vives
      • How to teach "Culpa al Corazón" by Prince Royce
      • How to teach "Déjà Vu" by Prince Royce and Shakira
      • How to teach "Amor de Mis Amores" by Natalia LaFourcade
      • How to teach "Despacito" by Luis Fonsi and Daddy Yankee
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      • Using TPRS in the World Language Classroom
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      • Rebelión en Oaxaca: Film Resource
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      • Pedro Pablo Oliva and "The Great Blackout"
      • Patio del Pelegrín Community Project
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      • A Lecture with Cuban Academic Jorge Mario Sánchez Egozcue
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      • Oaxaca: Mazatec and the language of whistling
      • Oaxaca: Monte Albán and a Oaxacan lunch
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Using TPRS in the World Language Classroom
(Teaching Proficiency through Reading and Storytelling)

​In my classroom, full immersion in the Spanish language occurs through “CI”, or “Comprehensible Input”, and more specifically through a method called “TPRS”, which stands for Teaching Proficiency through Reading and Storytelling.
 
I first learned about this method in 2013, when I first returned from Spain and began my third year of teaching. While living and working in Baltimore, I built a strong Professional Learning Network (PLN) of like-minded Foreign Language Educators from across the United States.
 
Exploring CI and TPRS methods and resources through conferences, teaching workshops, and through blogs hosted by educators such as Martina Bex, I was able to develop my own curriculum that combined the rigors of the International Baccalaureate program with the full immersion classroom experience that I had envisioned for my students.
 
Below you will find a wealth of resources that have helped me along my journey as a CI and TPRS teacher. I hope that these resources will help you to bring this exciting and innovative language teaching method to your World Language Classroom. 

PictureK. Lupton with Blaine Ray, TPRS creator, at a TPRS conference in 2014.
Martina Bex’s Resources: Spanish I Curriculum Map
https://martinabex.com/curriculum-map/spanish-i-curriculum-map/
 
Does TPRS/CI work? Research on TPRS that supports the method:
http://forlangs.niu.edu/~klichtman/Lichtman%202015%20TPRS%20research.pdf
http://forlangs.niu.edu/~klichtman/NTPRS_Research_Lichtman_2016.pdf
 
How Does TPRS Relate to Common Core?
https://tprsbooks.com/wp-content/uploads/2016/04/TPRS-versus-Common-Core-State-Standards.pdf
                                                                                                                                                                                  
Chart: 200 Spanish High-Frequency Words:
https://tprsbooks.com/wp-content/uploads/2016/04/200_spanish_hi-frequency_words.pdf
 
World Language Standards in Alignment with TPRS and CI:
https://tprsbooks.com/wp-content/uploads/2016/04/TPRS-Spanish-Standards.pdf
 
Thinking of teaching a novel? Check out this resource first!
Novel Ranking Resource from Bryce Hedstrom:
https://tprsbooks.com/wp-content/uploads/2016/04/RANKING-THE-NOVELS-.pdf
 
Thinking about attending a TPRS workshop? I attended a workshop in 2014 with the TPRS creator Blaine Ray in Newark, New Jersey. I found it pivotal in my understanding of how to use the method effectively, and highly suggest the training to all teachers (especially if you can attend a conference hosted by Blaine Ray!)
  • Follow this link to sign up for a workshop: https://tprsbooks.com/workshops
  • TPRS Workshop Flier for 2016: https://tprsbooks.com/wp-content/uploads/2016/04/summer-2016-flier.pdf
 
Bloom's Taxonomy with Comprehensible Input in Foreign Language Teaching:
https://tprsbooks.com/wp-content/uploads/2016/04/The-New-Blooms-Taxonomy-and-FL-Teaching.pdf

Picture
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  • Home
  • About
  • Lessons
    • Teaching with Music >
      • Song warm-up lesson plans, setup, procedure, and exams
      • How to teach "Tú sí sabes quererme" by Natalia Lafourcade
      • How to teach "La Carretera" by Prince Royce
      • How to teach "Latinoamérica" by Calle 13
      • How to teach "Prohibido Olvidar" by Rubén Blades
      • How to teach "Traidora" by Gente de Zona
      • How to teach "La Bicicleta" by Shakira and Carlos Vives
      • How to teach "Culpa al Corazón" by Prince Royce
      • How to teach "Déjà Vu" by Prince Royce and Shakira
      • How to teach "Amor de Mis Amores" by Natalia LaFourcade
      • How to teach "Despacito" by Luis Fonsi and Daddy Yankee
    • Teaching with TPRS >
      • Using TPRS in the World Language Classroom
      • Valentine's Day Lesson
    • Teaching with Tech >
      • Why Duolingo
      • Duolingo In Curriculum
    • Teaching with Film >
      • Rebelión en Oaxaca: Film Resource
      • Blossoms of Fire - A Film Resource
    • Teaching Social Justice >
      • Problems and Solutions in Our Baltimore Community
      • Resources for teaching students about the Oaxacan Uprising of 2006
  • Service Learning
    • The Advocacy Project >
      • Teaching Social Justice: My Background and Context
      • Inspiration for "The Advocacy Project"
      • Providing opportunities for volunteering during "The Advocacy Project"
      • How are students graded while participating in "The Advocacy Project"?
      • Student Reflections on "The Advocacy Project"
  • Travel
    • Cuba >
      • Pedro Pablo Oliva and "The Great Blackout"
      • Patio del Pelegrín Community Project
      • El Tanque - Casa Cultural Comunitaria
      • A Lecture with Cuban Academic Jorge Mario Sánchez Egozcue
    • Mexico >
      • Oaxaca: Mazatec and the language of whistling
      • Oaxaca: Monte Albán and a Oaxacan lunch
      • Oaxaca: Monte Albán and Atzompa
      • Oaxaca: Yanhuitlan
      • Oaxaca: Danza de las Plumas in Teotitlán del Valle
    • Spain >
      • Madrid
      • Sevilla
      • Feeling at home
  • Resources
  • Tutoring
  • Blog
  • Contact