Learn all about TPRS!
TPRS Publishing offers a
wide range of TPRS® materials for kindergarten through adult
learners. We also provide training for teachers all over the
United States as well as internationally. We invite you to take a
moment to browse the many informative articles on this site as well as
the sites published by our colleagues. Once you experience the
power of TPRS®, your teaching career will never be the same! If you
are currently looking for materials to enhance your TPRS®
curriculum, we
are happy to announce that there are a variety of free downloadable
sample units and lessons on this site. Please take a moment as
well to view the "TPRS Network Map" and add your name if you
like. Happy TPRSing!
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Explanation of How to do TPRS (excerpt from Teacher's Manual of ¡Cuéntame Aún Más!) |
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| Guide to TPRS Acronyms and abbreviations | |||||
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| PMS circling/personalizing sample lesson | |||||
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Click on a word below or scroll down
BEP
BEPH
CI
Circling
CCI
Guide Words
Input
Activity
Monitor
Output Activity
PMS
Pop-Ups
PQA
Sandwich
Scaffolding
Target Structures - "Academic" Focus Words or
Phrases
TL
TPR
TPRS
3 for 1 / 3's a Charm
TPR - Total Physical Response
TPRS - Total
Physical Response Storytelling (also increasingly being referred to as
"Teaching Proficiency Through Reading and Storytelling")
CI – Comprehensible Input
CCI –
Contextualized Comprehensible Input
TL -
Target Language – The language that is being taught.
PMS – Personalized
mini-situation
PQA – Personalized question & answer
Pop-up Comprehension Checks & Pop-up Grammar - Short, quick questions
that the teacher presents to students in order to ensure complete understanding
of meaning, understanding of grammatical structures and ultimately complete
acquisition of specific language structures.
BEP –
bizarre, exaggerated, personalized; the three key qualities for a successful
PMS or story. (Blaine Ray)
BEPH
– bizarre, exaggerated, personalized, humorous; the four key qualities for a
successful PMS or story. The more of these qualities that you can incorporate
into your story, the more likely it will be successful. (Carol Gaab)
Circling - A system of scaffolding
/ achieving reps that consists of a group of questions that spiral around a
specific statement or structure. Order and level of questions typically follows
this pattern: 1) yes/no 2) either/or 3) need a ‘no’ answer. 4) need a ‘yes’
answer. 5) Open-ended: attain new info 6) Open-ended: attain new info 7)
Questions that review initial statement and new info.
Example: Based on “The family is strange.”
Is the family strange?
Is the
family strange or normal?
Is the family really strange or a little strange?
So, the family is strange, ¿right?
Who is strange?
Is the whole
family strange?
Why is the family strange?
So exactly who
strange?
Are they strange because _____ ?
Etc.
Input Activity – An activity that provides any
type of listening activity, such as listening to directions, stories, poems,
music, etc., or any type of reading, such as reading PMS’s, short stories,
poems, directions, cereal boxes, catalogs, song lyrics, etc.
Output Activity – An activity that provides
students with an opportunity to produce OUTput, such as any speaking, singing or
writing activity.
Monitor – The
‘conscious’ editor that kicks in when a learner or communicator is producing
OUTput. Since there is only time to edit messages in writing, speakers
who try to monitor speech (or edit speech) are not ‘fluent’ or smooth
speakers and are afflicted by a “Hyper Monitor.”
Guide words -
Vocabulary that drives a mini-story; Necessary vocabulary for telling a specific
story.
Target Structures – Academic
Focus Words/Phrases - New vocabulary to be taught; typically taught in
groups of 3 in any give class period or in 40 to 55 minutes.
Sandwich - A technique used to make a comment
or structure 100% comprehensible by saying the statement in the TL, repeated it
in L1 / translating it and then repeating it again in the Target Language.
Example: La familia es popular; the family is popular; la familia es
popular.
3 for 1 / 3’s a Charm
– A system of getting 3 reps out of any type of response.
Example for a
negative response: Is the family normal?
No, the family is not normal. The
family is strange. The family is really strange.
Example for positive
response: Is the family strange?
Yes, the family is strange. The family is
really strange. The family isn’t at all normal. The family is 100% strange.
The family is SO strange that…
(O.k., so that last example was “5 for
1”)
Scaffolding – In terms of learning
a second language, scaffolding is a system of support and “safety” that the
teacher implements in order to “protect” and support each student as he/she
develops in the language. It consists of a series of techniques that are used by
the teacher to ensure student success. For example, if the student is not ready
to answer an open-ended or short-answer question, the teacher might modify the
question (or activities) in one of the following ways:
Information: The
banana leaf is big and green.
Is the leaf green or purple? (point to each
color as the question is asked.)
Is it big or small? (gesture big and small)
• Show pictures or photos of four different types of leaves;
Which leaf is
the banana leaf?
Here are the words used to describe the leaf:
Big green
Point to the leaves that those words describe.
