Reading
After concluding the storytelling aspect of TPRS we shifted into reading. First, I read, and reread the story making sound effects and dramatic voices to develop engagement in the story. While reading the story, I ask numerous questions (questions like those used while dramatizing the story) to the class or to students at random. After dramatizing the story and rereading out loud the story we engage in a choral reading. We all read a section of the story at the same time. At this point, students have been provided with auditory, visual, and kinesthetic input of the story. After going through all these steps, I begin to see that some students are beginning to complete my sentences and answer questions in the target language as opposed to their first language. …show more content…
• Students place events from the story in sequence of events
• Students are presented with story cards they use to retell the story in the target language. Most students use one or more words to describe the story cards.

La abuela
La abuela is a story that reinforces the vocabulary and grammar structures in La Caperucita Roja and recycles previous vocabulary from other stories we learned in class this year. The first time I read the story, I projected on the board. I choose one student actor to play the part of la abuela. I choose other students to play the parts of Alonso, el oso, el zorro, and el lobo. I also have students play the part of inanimate objects in the story. A few ideas:
• 3-4 students are trees in the forest.
• One student is the grandmother’s house. One student is Alonso’s house.
• One student plays the part of la cesta. The holds pictures of the different foods in the basket.
The actors dramatize the events of the story while I read. I pause on each page to ask questions about the story. I pose questions to the class, but I also pose questions directly to the actors.