CI IMMERSION PODCAST / EPISODE 6
Phase 4 - Writing and Reading the Story
In Phase 4 of the CI Immersion system, we transform co-created oral stories into written readings that extend comprehensible input, introduce new language, and deepen learners’ understanding.
THE CI IMMERSION PODCAST
Listen to this episode
Download audio / Subscribe via RSSShow Notes for CI Immersion #6: Phase 4 - Writing and Reading the Story
Questions for CI Immersion?
Have a question about co-creating stories, writing readings, or using comprehensible input in your classroom? You can leave a voicemail question for the podcast. Your question might be featured in an upcoming episode.
Phase 4: Writing and Reading the Story
In Episode 6 of CI Immersion, we move into Phase 4: writing and reading the story. After co-creating a story with learners, the next step is to turn that oral story into a written text that provides additional comprehensible input.
The written version gives us an opportunity to extend the story, introduce additional language, fill in plot holes, and provide learners with more opportunities to process meaningful messages.
From Oral Story to Written Story
A co-created story might take several class periods to complete. Rather than moving immediately to something new, we can return to that same story in written form.
I typically write down the key details of the story during class and then create a written version afterward. Sometimes I create two versions: a shorter, simpler reading and a more complete version with additional details and language.
Other approaches include having a student scribe record the story, typing a summary together at the end of class, or using AI to help turn class notes into a readable text.
Reading the Story with Learners
Once the written story is ready, there are several ways to bring it back into the classroom.
- Instructor reading while learners follow along silently.
- Independent silent reading.
- Partner reading, alternating sentences or paragraphs.
- Ping-pong translations, alternating between the target language and the learners' first language.
- Volunteer or popcorn-style reading.
- Small-group reading, with opportunities to pause and check comprehension.
- Reading and discussing sections together in the target language.
I particularly like small-group reading. Learners take turns reading short sections, and I can circulate, listen, and check comprehension. The purpose is not simply to finish the reading, but to give learners additional opportunities to understand and interact with the language.
Expanding and Improving the Story
Writing the story gives us a chance to make improvements that might be difficult to manage while spontaneously co-creating the oral version.
A simple three-act structure can help organize the story:
Act 1: Setup and Problem
Introduce the main character, establish the setting, and present a problem or conflict. In a short classroom story, this might take only a paragraph or two.
Act 2: Action and Conflict
The character attempts to resolve the problem. This is where we can introduce additional action, complications, characters, and descriptions.
Act 3: Climax and Resolution
The story reaches its climax, and we discover what happens to the characters. In a very short story, the resolution might take only a sentence or two.
Quick Ways to Improve a Written Story
- Add descriptions of characters, places, and objects.
- Introduce comparisons between characters.
- Fill in plot holes or clarify confusing events.
- Give two characters competing goals or desires.
- Introduce moral choices or psychological changes.
- Extend the action while keeping the language comprehensible.
- Add a small amount of new vocabulary with helpful glosses.
- Leave the ending open and invite learners to create alternative endings.
Another possibility is to change the setting or time period. What happens if the story takes place two hundred years earlier? Which details would need to change? This creates an opportunity to revisit familiar language in a new context.
The goal is not to create a perfect piece of literature. It is to produce an engaging, comprehensible reading that extends the input learners have already received.
Example: El amigo del profesor
The following story originated in one of my Spanish classes. We began with simple commands such as "sit down," "stand up," "walk," "run," and "jump," and developed those commands into a story with characters, a problem, and an ending.
Below are two written versions of the story, followed by translations into French, Italian, Brazilian Portuguese, German, and English.
Español
El amigo del profesor (Versión breve)
Hay un hombre. Su nombre es Marco. Marco tiene un amigo que se llama el profesor Fernández.
Marco va a la casa del profesor. El profesor le dice:
—Hola, amigo. Siéntate, por favor.
Marco se sienta. Pero hay una araña grande detrás de él.
El profesor ve la araña. Dice:
—Levántate despacio. Ahora camina. ¡Corre!
Marco corre. La araña corre también. Marco llega a un acantilado. Salta. ¡Marco llega al otro lado!
La araña salta, pero cae. Pero la araña agarra a Marco con su telaraña. Marco cae también.
Marco muere. El profesor Fernández está triste.
El amigo del profesor (Versión completa)
Hay un hombre. Su nombre es Marco. Marco tiene un amigo. Su amigo es el profesor Fernández.
Marco y el profesor pasan mucho tiempo juntos. El fin de semana, Marco quiere ir a su casa.
El sábado, Marco va. Entra en la casa. El profesor saluda a su amigo. Le dice:
—Hola, Marco, siéntate por favor.
Así que Marco se sienta en el sofá.
Pero hay un problema. Detrás de Marco hay una araña grande. El profesor ve la araña. Le dice a Marco en voz baja:
—Levántate despacio…
Marco se levanta despacio.
—Ahora… —dice el profesor Fernández—, camina despacio.
Marco camina despacio. Cuando Marco llega a la puerta, el profesor dice:
—¡Corre! ¡Corre!
Marco corre. ¡La araña corre también! Marco corre rápido. ¡La araña corre muy rápido también! Después de correr por un kilómetro, Marco llega a un acantilado.
—¡Salta! —dice el profesor Fernández.
Marco no quiere saltar, pero no tiene opción. Tiene que saltar.
Así que Marco salta. La araña salta también. ¡Marco llega al otro lado! Afortunadamente, la araña no llega al otro lado del valle. La araña cae en el valle.
Lamentablemente, la araña agarra con su telaraña a Marco. Marco cae en el valle también. Y así termina la trágica historia del amigo del profesor Fernández.
Français
L'ami du professeur (Version courte)
Il y a un homme. Il s'appelle Marco. Marco a un ami qui s'appelle le professeur Fernández.
Marco va chez le professeur. Le professeur lui dit :
« Bonjour, mon ami. Assieds-toi, s'il te plaît. »
Marco s'assoit. Mais il y a une grosse araignée derrière lui.
Le professeur voit l'araignée. Il dit :
« Lève-toi doucement. Maintenant, marche. Cours ! »
Marco court. L'araignée court aussi. Marco arrive à une falaise. Il saute. Marco arrive de l'autre côté !
L'araignée saute, mais elle tombe. Cependant, elle attrape Marco avec sa toile. Marco tombe aussi.
Marco meurt. Le professeur Fernández est triste.
L'ami du professeur (Version complète)
Il y a un homme. Il s'appelle Marco. Marco a un ami. Son ami est le professeur Fernández.
Marco et le professeur passent beaucoup de temps ensemble. Le week-end, Marco veut aller chez son ami.
Le samedi, Marco y va. Il entre dans la maison. Le professeur salue son ami. Il lui dit :
« Bonjour, Marco, assieds-toi, s'il te plaît. »
Alors Marco s'assoit sur le canapé.
Mais il y a un problème. Derrière Marco, il y a une grosse araignée. Le professeur voit l'araignée. Il dit à Marco à voix basse :
« Lève-toi doucement… »
Marco se lève doucement.
« Maintenant… », dit le professeur Fernández, « marche doucement. »
Marco marche doucement. Quand Marco arrive à la porte, le professeur dit :
« Cours ! Cours ! »
Marco court. L'araignée court aussi ! Marco court vite. L'araignée court très vite aussi ! Après avoir couru pendant un kilomètre, Marco arrive à une falaise.
« Saute ! », dit le professeur Fernández.
Marco ne veut pas sauter, mais il n'a pas le choix. Il doit sauter.
Alors Marco saute. L'araignée saute aussi. Marco arrive de l'autre côté ! Heureusement, l'araignée n'arrive pas de l'autre côté de la vallée. L'araignée tombe dans la vallée.
Malheureusement, l'araignée attrape Marco avec sa toile. Marco tombe lui aussi dans la vallée. Et c'est ainsi que se termine l'histoire tragique de l'ami du professeur Fernández.
Italiano
L'amico del professore (Versione breve)
C'è un uomo. Si chiama Marco. Marco ha un amico che si chiama professor Fernández.
Marco va a casa del professore. Il professore gli dice:
«Ciao, amico mio. Siediti, per favore.»
Marco si siede. Ma c'è un grosso ragno dietro di lui.
Il professore vede il ragno. Dice:
«Alzati lentamente. Adesso cammina. Corri!»
Marco corre. Anche il ragno corre. Marco arriva a un precipizio. Salta. Marco arriva dall'altra parte!
Il ragno salta, ma cade. Però il ragno afferra Marco con la sua ragnatela. Anche Marco cade.
Marco muore. Il professor Fernández è triste.
L'amico del professore (Versione completa)
C'è un uomo. Si chiama Marco. Marco ha un amico. Il suo amico è il professor Fernández.
Marco e il professore passano molto tempo insieme. Nel fine settimana, Marco vuole andare a casa del suo amico.
Sabato Marco ci va. Entra in casa. Il professore saluta il suo amico. Gli dice:
«Ciao, Marco, siediti per favore.»
Così Marco si siede sul divano.
Ma c'è un problema. Dietro Marco c'è un grosso ragno. Il professore vede il ragno. Dice a Marco a bassa voce:
«Alzati lentamente…»
Marco si alza lentamente.
«Adesso…», dice il professor Fernández, «cammina lentamente.»
Marco cammina lentamente. Quando Marco arriva alla porta, il professore dice:
«Corri! Corri!»
Marco corre. Anche il ragno corre! Marco corre veloce. Anche il ragno corre molto veloce! Dopo aver corso per un chilometro, Marco arriva a un precipizio.
«Salta!», dice il professor Fernández.
Marco non vuole saltare, ma non ha scelta. Deve saltare.
Così Marco salta. Anche il ragno salta. Marco arriva dall'altra parte! Fortunatamente, il ragno non arriva dall'altra parte della valle. Il ragno cade nella valle.
Purtroppo, il ragno afferra Marco con la sua ragnatela. Anche Marco cade nella valle. E così finisce la tragica storia dell'amico del professor Fernández.
Português brasileiro
O amigo do professor (Versão curta)
Há um homem. O nome dele é Marco. Marco tem um amigo chamado professor Fernández.
Marco vai à casa do professor. O professor diz a ele:
—Olá, amigo. Sente-se, por favor.
Marco se senta. Mas há uma aranha grande atrás dele.
O professor vê a aranha. Ele diz:
—Levante-se devagar. Agora caminhe. Corra!
Marco corre. A aranha também corre. Marco chega a um precipício. Ele pula. Marco chega ao outro lado!
A aranha pula, mas cai. Porém, a aranha agarra Marco com sua teia. Marco também cai.
Marco morre. O professor Fernández fica triste.
O amigo do professor (Versão completa)
Há um homem. O nome dele é Marco. Marco tem um amigo. Seu amigo é o professor Fernández.
Marco e o professor passam muito tempo juntos. No fim de semana, Marco quer ir à casa do amigo.
No sábado, Marco vai até lá. Ele entra na casa. O professor cumprimenta seu amigo. Ele diz:
—Olá, Marco, sente-se, por favor.
Então Marco se senta no sofá.
Mas há um problema. Atrás de Marco há uma aranha grande. O professor vê a aranha. Ele diz a Marco em voz baixa:
—Levante-se devagar…
Marco se levanta devagar.
—Agora… —diz o professor Fernández—, caminhe devagar.
Marco caminha devagar. Quando Marco chega à porta, o professor diz:
—Corra! Corra!
Marco corre. A aranha também corre! Marco corre rápido. A aranha também corre muito rápido! Depois de correr por um quilômetro, Marco chega a um precipício.
—Pule! —diz o professor Fernández.
Marco não quer pular, mas não tem escolha. Ele precisa pular.
Então Marco pula. A aranha também pula. Marco chega ao outro lado! Felizmente, a aranha não chega ao outro lado do vale. A aranha cai no vale.
Infelizmente, a aranha agarra Marco com sua teia. Marco também cai no vale. E assim termina a trágica história do amigo do professor Fernández.
Deutsch
Der Freund des Professors (Kurzfassung)
Es gibt einen Mann. Er heißt Marco. Marco hat einen Freund, der Professor Fernández heißt.
Marco geht zum Haus des Professors. Der Professor sagt zu ihm:
„Hallo, mein Freund. Setz dich bitte.“
Marco setzt sich. Aber hinter ihm ist eine große Spinne.
Der Professor sieht die Spinne. Er sagt:
„Steh langsam auf. Jetzt geh. Lauf!“
Marco läuft. Die Spinne läuft auch. Marco kommt an eine Klippe. Er springt. Marco erreicht die andere Seite!
Die Spinne springt, aber sie fällt. Doch die Spinne packt Marco mit ihrem Spinnennetz. Marco fällt auch.
Marco stirbt. Professor Fernández ist traurig.
Der Freund des Professors (Vollständige Fassung)
Es gibt einen Mann. Er heißt Marco. Marco hat einen Freund. Sein Freund ist Professor Fernández.
Marco und der Professor verbringen viel Zeit zusammen. Am Wochenende möchte Marco zu seinem Freund nach Hause gehen.
Am Samstag geht Marco dorthin. Er betritt das Haus. Der Professor begrüßt seinen Freund. Er sagt zu ihm:
„Hallo, Marco, setz dich bitte.“
Also setzt sich Marco auf das Sofa.
Aber es gibt ein Problem. Hinter Marco ist eine große Spinne. Der Professor sieht die Spinne. Er sagt leise zu Marco:
„Steh langsam auf…“
Marco steht langsam auf.
„Jetzt…“, sagt Professor Fernández, „geh langsam.“
Marco geht langsam. Als Marco die Tür erreicht, sagt der Professor:
„Lauf! Lauf!“
Marco läuft. Die Spinne läuft auch! Marco läuft schnell. Die Spinne läuft auch sehr schnell! Nachdem Marco einen Kilometer gelaufen ist, kommt er an eine Klippe.
„Spring!“, sagt Professor Fernández.
Marco will nicht springen, aber er hat keine Wahl. Er muss springen.
Also springt Marco. Die Spinne springt auch. Marco erreicht die andere Seite! Zum Glück erreicht die Spinne die andere Seite des Tals nicht. Die Spinne fällt ins Tal.
Leider packt die Spinne Marco mit ihrem Spinnennetz. Marco fällt ebenfalls ins Tal. Und so endet die tragische Geschichte des Freundes von Professor Fernández.
English
The Professor's Friend (Short Version)
There is a man. His name is Marco. Marco has a friend named Professor Fernández.
Marco goes to the professor's house. The professor says to him:
"Hello, my friend. Sit down, please."
Marco sits down. But there is a big spider behind him.
The professor sees the spider. He says:
"Stand up slowly. Now walk. Run!"
Marco runs. The spider runs too. Marco reaches a cliff. He jumps. Marco reaches the other side!
The spider jumps, but it falls. However, the spider grabs Marco with its web. Marco falls too.
Marco dies. Professor Fernández is sad.
The Professor's Friend (Complete Version)
There is a man. His name is Marco. Marco has a friend. His friend is Professor Fernández.
Marco and the professor spend a lot of time together. On the weekend, Marco wants to go to his friend's house.
On Saturday, Marco goes. He enters the house. The professor greets his friend. He says to him:
"Hello, Marco, sit down, please."
So Marco sits down on the sofa.
But there is a problem. Behind Marco, there is a big spider. The professor sees the spider. He says to Marco in a low voice:
"Stand up slowly…"
Marco stands up slowly.
"Now…," says Professor Fernández, "walk slowly."
Marco walks slowly. When Marco reaches the door, the professor says:
"Run! Run!"
Marco runs. The spider runs too! Marco runs fast. The spider runs very fast too! After running for a kilometer, Marco reaches a cliff.
"Jump!" says Professor Fernández.
Marco doesn't want to jump, but he has no choice. He has to jump.
So Marco jumps. The spider jumps too. Marco reaches the other side! Fortunately, the spider doesn't reach the other side of the valley. The spider falls into the valley.
Unfortunately, the spider grabs Marco with its web. Marco falls into the valley too. And that is how the tragic story of Professor Fernández's friend ends.
Additional Ways to Extend the Reading
The written story does not need to be the final version. Once learners have read it, we can continue working with the same characters and events.
One option is to have learners write alternative endings. You could leave the story unresolved and ask each learner to write an ending in a shared Google Slides presentation. Learners can then read the different endings and vote on their favorite.
You can also revisit the story as a class and change some of its details. Perhaps the setting changes, a character makes a different decision, or the ending is rewritten.
These activities allow us to return to familiar language while gradually introducing something new.
A Sustainable System for Teachers
Writing out every class story can sound like a lot of work. It does require some preparation, but there are ways to make the process easier.
Develop a consistent way to record the story during class, create a readable version afterward, and reuse that text in multiple ways. A student scribe, a class-written summary, or AI-assisted drafting can reduce the amount of work required.
The first versions do not need to be perfect. Write what you can, use it with learners, and improve your process over time.
Ultimately, the goal is to provide more opportunities for learners to listen, read, understand, and process meaningful language. A story that the class has already co-created provides a familiar context for all of that additional input.
Coming Up Next
In Episode 7, we'll move from input toward output. How can we guide learners from understanding language to producing it through speaking and writing, even at relatively beginner levels?
After that, we'll turn our attention to assessment and how it fits into the CI Immersion system.