Stepping Stones: Beyond Year One - Catch-up Cycle 1
In this post I am going to show you how I plan on using Tina Hargaden's Catch-up Cycle 1: Description in the first days of the 2019-2020 school year! This is from her brand new book "Stepping Stones: Beyond Year One" which just came out over the summer. This will probably be what my second day looks like, using Day 1 to get ourselves oriented for the year.
First, let's talk about her daily framework which is going to be a game-changer for us CI teachers who are tired of spending countless hours getting lost in the rabbit hole of amazing tricks to get our darlings more comprehensible input. The daily framework is set up like this: Each day can have the exact same framework if you want it to. From September to May with the exception of assessment days. Every day is has the same basic principals which are
For Spanish 1 we will start with Catch-up Cycle 1: Description (she calls them Ketchup cycles in her book which I love) and Phase One: Describing Setting.
Even before norming the class - which for me is a check-in with students in L1(English for me) - my students will have a daily bell ringer that they have to complete before the class starts and will have about 3 minutes after the bell rings to finish up. This will be done in their weekly packet.
Guided Oral Input (GOI)
After finishing up our warm-up and norming the class, we will move on to our Guided Oral Input of which is: Small Talk. Small Talk consists of these two elements: Calendar Talk/Weather talk. Basically all I hope to get through is the date and 1-2 pretty vague descriptions of the weather, especially in the 7 days of school. I really love Small Talk (both in real life and in CI) so I plan on sticking with that strategy as I move through Phase 1. I think it will be helpful to get through all of the days of the week as well as the numbers of those dates and then return to the same day as the one they started with!
Scaffolded Oral Review (SOR)
This really gives you an opportunity to check for comprehension (which of course you should be doing as you move through GOI). For this portion, I will employ strategic Whole Group Questioning which is something I learned from Jon Cowart. Even on the first day, you can pick up on the vibes students give you of being "into it" or "not so much". You can set each kid up for success by asking questions that you KNOW that they can answer correctly and if they can't, providing an Either/Or choice where you nod your head while saying the correct answer and shake your head while saying the wrong answer. Give kids a win! Especially those first days when you are creating a community and trying to increase student buy-in.
Shared Writing Focus (SWF)
Before beginning your SWF, you will need to create an anchor chart with a jazzy title like "Keep it real!" An anchor chart is something you create with your students in front of them. This is so that the information is special to them and they have a greater investment in it than something you have pre-created and put on the board. I'll use butcher paper and tape and assign a student to pull out and hang up their Anchor chart at the beginning of each class. After you write "Keep it real!" as your title, you will write the "Goal Words". For the first days the Goal words will be (in L2) today, it's hot, (or whatever weather you have happening). You will write the words in L2 and, during these first days, a translation in L1 as well as a visual drawing. At the top of their own sheet where they will write: Goal Box and then copy the new vocabulary down by their goal box. This is what my anchor chart will start out looking like on day 2:
Your weather will change depending on what climactic event you have happening in your area, of course! Then we will move onto the next part of the Shared Writing Focus.
My Go-To strategy for Shared Writing Focus is Write-and-Discuss. I love it. It is truly one of my favorite activities. Would you think high-schoolers would want to copy down every thing you write letter by letter? No? Me neither! But that is the magic of Write-and-Discuss. You provide a written summary of your time together. It makes things like the days of the week stick in their brains like you wouldn't believe. Permanently glued there.
Their "Goal box page" Will look something like this and will be written in their weekly packet:
Shared reading
In the book, Tina says that her go-to for shared reading is reading the class-created text out loud to them. Just simply read it! Slowly and scanning for engagement. Our Spanish 1 kids have probably (but definitely not necessarily) been exposed to spoken Spanish. How fun for them on Day 1 to hear something read/spoken that they can comprehend! What a great confidence builder! So on day 1, during shared reading, I will read our created text out loud to them, slowly and succinctly.
After reading this created text, Tina recommends that you have students DIRECTLY translate word for word what you have written. She calls it Choral Translation and Grammar Discussion What I am noticing about my anchor chart is that it does not include a direct translation of "hace calor". I would go back and write that down with the exact translation of "it makes heat" in a different color and a little bit smaller below "It's hot". This gives us the opportunity to briefly explain grammar differences (keep it less than 10 seconds! Seriously! Don't let your grammar nerd take hold) and the vocabulary gets reinforced once again.
And the final part of the framework is ...
Student application and formative assessment
For the first 2-3 days, I will probably not do much more than an oral review with the class. Saying things like "how do you say 'Today' in Spanish? and eliciting whole-class oral responses.
And that's it!
That is how I plan on using Tina Hargaden's Stepping Stones Catch-up Cycle on Day 1 in Spanish 1! Then, I am going to use the same framework on day 2! And 3! And 45! and 100! And on and on. Phasing in new strategies under each part of the daily framework throughout the year. This framework is going to change your whole outlook on CI.
What are your first days going to look like with CI? Let me know in the comments!
First, let's talk about her daily framework which is going to be a game-changer for us CI teachers who are tired of spending countless hours getting lost in the rabbit hole of amazing tricks to get our darlings more comprehensible input. The daily framework is set up like this: Each day can have the exact same framework if you want it to. From September to May with the exception of assessment days. Every day is has the same basic principals which are
- Norming the class
- Reading Workshop
**If teaching Spanish 1, we skip over the reading workshop - Guided Oral Input
- Scaffolded Oral Review
- Shared writing
- Shared reading
- Student application and formative assessment
For Spanish 1 we will start with Catch-up Cycle 1: Description (she calls them Ketchup cycles in her book which I love) and Phase One: Describing Setting.
Even before norming the class - which for me is a check-in with students in L1(English for me) - my students will have a daily bell ringer that they have to complete before the class starts and will have about 3 minutes after the bell rings to finish up. This will be done in their weekly packet.
Plan for days 1-7
Guided Oral Input (GOI)
After finishing up our warm-up and norming the class, we will move on to our Guided Oral Input of which is: Small Talk. Small Talk consists of these two elements: Calendar Talk/Weather talk. Basically all I hope to get through is the date and 1-2 pretty vague descriptions of the weather, especially in the 7 days of school. I really love Small Talk (both in real life and in CI) so I plan on sticking with that strategy as I move through Phase 1. I think it will be helpful to get through all of the days of the week as well as the numbers of those dates and then return to the same day as the one they started with!
Scaffolded Oral Review (SOR)
This really gives you an opportunity to check for comprehension (which of course you should be doing as you move through GOI). For this portion, I will employ strategic Whole Group Questioning which is something I learned from Jon Cowart. Even on the first day, you can pick up on the vibes students give you of being "into it" or "not so much". You can set each kid up for success by asking questions that you KNOW that they can answer correctly and if they can't, providing an Either/Or choice where you nod your head while saying the correct answer and shake your head while saying the wrong answer. Give kids a win! Especially those first days when you are creating a community and trying to increase student buy-in.
Shared Writing Focus (SWF)
Before beginning your SWF, you will need to create an anchor chart with a jazzy title like "Keep it real!" An anchor chart is something you create with your students in front of them. This is so that the information is special to them and they have a greater investment in it than something you have pre-created and put on the board. I'll use butcher paper and tape and assign a student to pull out and hang up their Anchor chart at the beginning of each class. After you write "Keep it real!" as your title, you will write the "Goal Words". For the first days the Goal words will be (in L2) today, it's hot, (or whatever weather you have happening). You will write the words in L2 and, during these first days, a translation in L1 as well as a visual drawing. At the top of their own sheet where they will write: Goal Box and then copy the new vocabulary down by their goal box. This is what my anchor chart will start out looking like on day 2:
My Go-To strategy for Shared Writing Focus is Write-and-Discuss. I love it. It is truly one of my favorite activities. Would you think high-schoolers would want to copy down every thing you write letter by letter? No? Me neither! But that is the magic of Write-and-Discuss. You provide a written summary of your time together. It makes things like the days of the week stick in their brains like you wouldn't believe. Permanently glued there.
Their "Goal box page" Will look something like this and will be written in their weekly packet:
Shared reading
In the book, Tina says that her go-to for shared reading is reading the class-created text out loud to them. Just simply read it! Slowly and scanning for engagement. Our Spanish 1 kids have probably (but definitely not necessarily) been exposed to spoken Spanish. How fun for them on Day 1 to hear something read/spoken that they can comprehend! What a great confidence builder! So on day 1, during shared reading, I will read our created text out loud to them, slowly and succinctly.
After reading this created text, Tina recommends that you have students DIRECTLY translate word for word what you have written. She calls it Choral Translation and Grammar Discussion What I am noticing about my anchor chart is that it does not include a direct translation of "hace calor". I would go back and write that down with the exact translation of "it makes heat" in a different color and a little bit smaller below "It's hot". This gives us the opportunity to briefly explain grammar differences (keep it less than 10 seconds! Seriously! Don't let your grammar nerd take hold) and the vocabulary gets reinforced once again.
And the final part of the framework is ...
Student application and formative assessment
For the first 2-3 days, I will probably not do much more than an oral review with the class. Saying things like "how do you say 'Today' in Spanish? and eliciting whole-class oral responses.
And that's it!
That is how I plan on using Tina Hargaden's Stepping Stones Catch-up Cycle on Day 1 in Spanish 1! Then, I am going to use the same framework on day 2! And 3! And 45! and 100! And on and on. Phasing in new strategies under each part of the daily framework throughout the year. This framework is going to change your whole outlook on CI.
What are your first days going to look like with CI? Let me know in the comments!
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