Guiding From Input to Output

Extending the flow of CI Beyond the Story Through Tasks

At this stage we have two versions of our story that we can use in our classes, but we want to extend the flow of CI beyond a simple reading and have learners do something with the input they receive. The Beginning Storyteller can accomplish this easily by creating story-based tasks that encourage the further processing of CI, which leads to a more sophisticated mental model of the language. Such tasks can be standalone or grouped together to guide learners from input to output.

There are those who argue that output plays an important role in acquisition. Some people interpret that to mean that we must force learners to speak in L2 for intake 50-minute class period¹ to occur. I concede that output likely play some role in acquisition, but I disagree that forced output is the key. From the SLA literature that I have read and in my own personal experience in the classroom, forcing learners to speak is counterproductive. It is a recipe for raising the affective filter for learners, especially those who already have high anxiety in the classroom.

Fortunately, we will not have to force anyone to speak if they do not want to, at least not very much. In many cases, we can design activities that learners can process that require no linguistic output at all. Other kinds of activities have very minimal linguistic output.

We saw this in the storytelling phase by asking lots of "yes", "no", and "either-or" orbiting questions. The simple act of having learners answer those questions is enough to see that the input is comprehensible and mental processing of the input stream is happening. In that instance, I believe the output is important, but only insofar as we can ensure that the learner has processed the CI before moving on to a new question or statement.

In a similar way, we can create written CI tasks for learners that mimic the listening activity that we used to co-create the story. Furthermore, we can structure these tasks in such a way that they lead learners from input to output. Whereas a learner might struggle if presented with an open-ended question on its own, it is much easier to answer such a question after a series of guiding tasks.

Guided output is not the same as spontaneous output, which is the ultimate goal of language acquisition. However, having learners output in L2 in a structured way ensures that they mentally process the CI they receive. Additionally, their success in guided output tasks build confidence. When opportunities for real, spontaneous output occur, learners will be less afraid to let the language bubble up from their subconscious. These two points are the true value of using comprehension-based activities to accompany your stories.

It is possible to write CI tasks that are standalone, and I use these from time-to-time. Nevertheless, I prefer to base such activities on the themes present in the story we told that week. This is because I can pre-select the story and know some of the themes that will be present ahead of time. In our example, I knew we would talk about telling time and a character's class schedule. With that knowledge, I can make CI tasks that have to do with telling time, learners’ class schedules, etc.

To go one step further, you can analyze the completed text to see what additional themes are present, if any. If there is an interesting topic of conversation that made its way into the story during the storytelling process, you probably do not want to waste that opportunity.

Let us analyze our texts for themes and then discuss some of the CI tasks we can create for our learners based on the two versions of the story. Here are our two versions of the story again, just so you don't have to look them up in the previous chapter.

BRIEF VERSION

Anita is a 22-year-old woman who lives in Vienna, Austria. She lives with her 85-year-old grandmother. Anita is a university student but isn't very smart. This semester, Anita has three classes. She studies Spanish, art class, and math. It's 9 a.m. on a Friday, and Anita is at her house. She has a hard math test at 11 a.m. She thinks: Oh no! I have a difficult math test today! I need to think of an excuse... Finally, Anita thinks of an excuse. She takes out her phone and calls her professor to tell her the excuse. "This is Anita from your 11am math class. I'm calling to tell you that I won't be able to go to class today because I at the hospital and I am dead." In this moment Anita realizes that her excuse is actually really bad.

COMPLETE VERSION

Anita is a 22-year-old woman from Austria. She lives in the country's capital: Vienna. Anita lives with her grandmother, who is 85 years old. Anita is a student. She goes to the University of Vienna. She doesn't like being a student there because she's not very smart. She wants to be smart, and that's why she's a student. This semester, Anita has three classes. She has a Spanish class, she has an art class, and she has a math class.

Today is Friday. It's 9 o'clock a.m. and Anita is at her house. She thinks to herself: Oh no! I have a difficult math test today! I don't want to take a test! I don't want to go to school! The class is at 11 o'clock... I need to think of a good excuse...

Anita needs to think of a good excuse. She thinks and thinks. Finally, she thinks of an excuse. She thinks it's a good excuse. So, Anita takes out her phone. She calls her professor to tell her the excuse.

"Hello?", says Anita's professor.

"Hello, professor," says Anita. "This is Anita from your 11am math class. I'm calling to tell you that I won't be able to go to class today."

"Why not?", asks the professor.

"Well, I can't go to class because I am in the hospital."

"Are you okay?", asks the professor.

"No, I'm not okay. Unfortunately, I'm dead."

The professor doesn't say anything. It's in this moment that Anita realizes that her excuse is actually a really bad one.

After analyzing the story again, we see that there are a few potential themes we can build our CI tasks around. Of course, we can talk about academic subjects and class schedules, which I think is a worthwhile activity. It will reinforce that vocabulary we looked at earlier in the week when we decided what classes Anita was going to take. Another possible theme is thinking of an excuse, and we could branch that off to talk about excuses we give friends, excuses we give parents, etc.

There may be other themes present, but it is a balance between squeezing out every last drop of potential CI and creating tasks quickly and efficiently. If I read through the text and topics of conversation nothing jumps out at me right away, I tend to just move on. It is not to say they are not present, but I cannot justify spending an exuberant amount of time looking for them. In general, one or two themes is enough to make some CI tasks.

As of right now, we have two threads we can follow with our CI tasks: academic subjects (class schedules, etc.) and excuses. Before making your tasks, you should come up with some conversation questions you want learners to be able to answer at the end of the tasks. Here are some examples:

1. How many classes are you taking this semester? What are they?

2. At what time does your first class start? At what time is your last class over?

3. What days of the week do you have class?

4. What's a good excuse for not taking a test?

5. What's a bad excuse for not taking a test?

6. What's a good excuse to get out of meeting a friend for lunch?

7. What's a bad excuse to get out of meeting a friend lunch?

Types of Activities

We do not have to use all these questions, but they are possible end points for the guided input activities we will create next. The following are possible tasks we could create for our freshly written story. I'll briefly explain each one and then show you an example.

1. TRUE/FALSE TASKS

This one is tried and true. Simply write out 5-10 true or false statements about the story. My preferred number of questions is six, or possibly eight, but don't ask me why. Any fewer than six and it feels incomplete. Any more than eight and it feels like the activity is dragging on. Again, that's just my own personal experience. Experiment a little and see what it feels best to you.

These can take the form of several flavors to keep things from getting flavor.

1A. TRUE/FALSE LISTENING COMPREHENSION TASK

Once they finish listening to or reading the text, the instructor reads each statement two or three times out loud. Learners then mark if the answer is true or false on a sheet of paper. When everyone is done, take a few minutes to go over the answers again.

Remember our end goal is to have learners answer the questions outlined above. Make at least a few of the true/false answers revolve around those themes. Also note the version of the story you are writing the quiz for. The brief version will not have as many details as the full version.

Try to write a few true answers and a few false answers for each quiz. The true answers are great because learners get to process the CI. The false answers are even better because not only do they get to process the CI once by hearing it, but they will also process it again when we go over the answer as a class and correct it to make it true.

This task could be turned into an actual summative quiz. To make grading easier (I'm always looking for ways to not grade things), learners can exchange their quizzes with a partner and the partner can do the grading for you.

1B. TRUE / FALSE READING COMPREHENSION TASK

This is the same as above, except it is a written true or false task. This task does not make for a good summative quiz since it tends to be so easy for learners. Instead of a quiz, I prefer to have students work in groups of two to complete this task so they can help each other out if need be.

Afterward, it is the same process of checking the answers together a s a class. If the answer is true, we get another comprehensible rep on that sentence. If it is false, we get a comprehensible rep on that sentence and another when we correct it as a class.

VARIATIONS

A variation on true/false is to have learners select all the true answers or all the false answers. This is essentially the same task, but for some reason it seems to make learners think twice about their answers, which means double the CI processing. It also feels like a different activity to me. It feels more like a search and destroy mission. vs. a logic/comprehension task.

Another natural variation is to develop multiple choice comprehension questions based on the reading. This option requires more work to prepare, though, and has roughly the same benefit as true/false. As a result, I use this option sparingly.

2. LOGICAL / ILLOGICAL QUESTIONS

Like the true / false questions, you can write logical / illogical statements that do not necessarily have anything to do with the story. You can make them about the themes and just write sentences that fit the topics. This is kind of fun for learners because you can throw in absurdities to keep them on their toes. My students quickly learn that I am "un poco loco" when it comes to the materials that I write for class.

Logical / Illogical sentences are often open to interpretation, which often leads to some wonderful discussions. Let us assume the following conversation happens when we are putting a bow on this activity.

It is possible, and even likely, that you will not see some angle that makes a sentence logical while writing these. This is not a bad thing! In fact, it leads to many quality and comprehensible interactions in L2. Having a student make a correction like this makes them feel the “warm and fuzzies”. They feel smart, and are contributing to the classroom community in a real way.

3. SURVEYS

A survey is a good way to start leading learners toward answering our questions. Simply write out a list of statements and figure out how you want learners to respond. Unlike a True / False task, I don't feel particularly strongly about the length of a survey. It can be the length that you need it to be, but the goal should be to keep it from becoming tedious. You want it to be short enough that someone who is struggling through can make it to the end in the time allotted. I would not give more than a few minutes for learners to complete this task.

At the end of the survey, you should do a quick recap by counting how many people each statement applies to. You could be fancy and put the results into a spreadsheet to see the results in graph form, but a simple show of hands will suffice. It is interesting to learn more about your class with a survey like this. Again, remember that we are trying to provide learners with the relevant input to be able to answer the questions we started with above, so write your survey questions accordingly.

There are many kinds of surveys that work well for continuing the flow of CI. My favorite is the “It applies to me / It doesn't apply to me” task in which learners mark whether the statements apply to them. Next, there is the “I agree / I disagree” survey, where learners read the statements and mark whether they agree or disagree. You could make this more complex and add three more options like "strongly agree", "neutral", and "strongly disagree". This would make a better survey, but the two options is enough for the purposes of mentally processing the input. My third go-to survey style is the "how often" survey, where learners tell me how often they do the listed statement. I like to give students a text box with a glossary of possible answers for this one (e.g., never, rarely, sometimes, often, always), as it teaches this vocabulary in context without an explanation. Students must simply write the appropriate word for them.

When summarizing surveys, you will often find gems to talk about. You might find that Billy claims to never take difficult tests. You can play off that in L2 for a good while, calling Billy smart, comparing Billy to famous smart people.

Below are three example surveys based on our reading.

3A. SURVEY: WHICH STATEMENTS APPLY TO YOU

Some of the words above are unfamiliar to learners, especially if this is a survey for beginners. It's okay to go out of bounds provided that you put the L1 definition in the footnotes for that page.

3B. “I AGREE / I DISAGREE” SURVEY

Mark whether or not you agree that the following statements are good excuses to give a professor for missing a test.

3C. “HOW OFTEN” SURVEY

4. SENTENCE SCRAMBLES

I love sentence scrambles. They are super easy to make and allow students to process each individual word in the sentence.

To make a sentence scramble, simply write a small set of sentences based on ones from the story and jumble up the words. Learners then put the words in order to form a logical sentence. I've found that the best sentences to scramble are between 5-12 words. Too few words and the sentence scramble is not a challenge. Too many words and the sentences scramble becomes confusing with too many possible answers. and the optimal length of this activity is 3-5 sentences. I mainly use sentence scrambles as a warm-up entry task, but you can include them in set of tasks leading up to the output task.

EXAMPLE SENTENCES TO SCRAMBLE

The following sentences are a mix of sentences from the text and ones that run parallel to the text. As long as the words are comprehensible and help us reach our goal of answer our guiding questions, any reasonably short sentence will work fine. I find that a sentence scramble should have no fewer than five words and no more than 12.

Let's look at what the shuffle would look like.

There are a couple of variations you can use to tune the difficulty of these scrambles. You can keep the capital letter of the first word to give learners a starting point and to limit the number of potential answers your scramble has. Another option is to downcase the entire sentence, except for proper nouns. My default is the former. Sentence scramble number two above is a good example.

Another variation you can use to tune the difficulty is by grouping different words together. Take sentence scramble number five above as an example. I have the names Bill and Sam grouped together to give us fewer possible answers and to speed up learners' ability to process and complete the activity. You could take this further and group words in chunks, but in general, I like to have learners put all the words in order.

For a quick summary of this activity, I always go over each sentence quickly and ask learners to share their answers. I write the answers on the board and learners correct their own work.

As an extension, I like to show learners alternate ways of putting the words in order. For example, we could take sentence scramble number four above and change it around to say "We study math every day because we think the test is very easy". It is not the most logical sentence in the world, but it is grammatically correct. I like to show learners that, when it comes to producing in L2, there is more than one way to skin a cat*.

*Don't skin cats, please.

5. CLOZE SENTENCES

you / remember / cloze sentences / ? Do you remember cloze sentences? These are similar to sentences scrambles, except we delete key words and do not scramble the sentences. These are good for pointing out how different verbs are conjugated based on the subject and help learners write complete using complete sentences.

These are not my favorite tasks because writing a sentence based on the cues does not necessarily mean that learners were able to process and comprehend the input. It could be that they are just good guessers or capable verb conjugators.

Nevertheless, I do believe they have a place in the mix of possible CI tasks, especially in languages with rich a verb morphology like Spanish. You can always orbit these sentences as a summary to ensure learner comprehension and guarantee CI processing.

Anita / tener / tres / clases / trimestre >> Anita tiene tres clases este trimestre.

Anita / has / three / classes / quarter >> Anita has three classes this quarter.

Tú / pensar / buena / excusa -> Tú piensas en una buena excusa.

You / think / good / excuse -> You think of a good excuse.

VARIATION

Another way to write these is by using blanks in a passage, though I’m not convinced this is a good CI task. It would be better suited as an assessment (with hesitation).

Another_____ to _____ these is by using _____ in a ______.

As a CI task, the problem is that the blanks make the sentence incomprehensible, and it is too easy to guess where each word goes without knowing what they mean. Furthermore, I even hesitate using this variation of cloze sentences as an assessment. Whenever I have used a more traditional approach to assessment, cloze passages have been part of the testing mix. However, changing approaches with regard to assessment showed me that there are more efficient ways to assess learner comprehension in a CI context.

6.PARAGRAPH/DISCOURSE SCRAMBLES

I got this activity from Dr. Bill VanPatten, who is a top 5 influencer for how I teach languages. He calls this a "discourse scramble". This is where you jumble up a paragraph made up of key sentences. Learners number the sentences so they are in the right order. I like to make these be sentences that run parallel to the story so that I can hit the themes we are aiming to cover in our conversation questions.

Paragraph scrambles are challenging for students to complete and can be equally challenging to write. You will get better at this over time but note that it will be hard to come up with good ones at first.

A good paragraph scramble has between six and eight sentences and has one, and only one, best answer. As a Beginning Storyteller, I often created these with way too many possible orders without realizing it. Since I used them as homework assignments, students would argue with me over their answers. This is the opposite of an efficiently graded assignment. I stuck with paragraph scrambles, however, and have gotten better at writing them over time. They are worth the effort because learners need to process each sentence to be able to put them in the right order. This usually involves reading each sentence several times, which is great for acquisition. Paragraph scrambles are also good proof of comprehension, since they are predicated on the learner’s understanding.

Here is an example paragraph scramble based on our story:

Now, let us see how our paragraph looks jumbled up:

Note: I recommend printing this activity out for learners. It is easier to keep track of your thought process if you can write numbers directly next to the answers.

7. MATCHING QUESTIONS

This activity is easy to develop. Write out 6-8 sentences based on your story. Split the sentences in the middle and put the two halves into separate columns. Randomize the order of the second column. To complete this task, learners must match the two columns to make the most logical sentences.

Anita is a university student.

Anita has a difficult math test.

Anita wants to think of a good excuse.

Anita calls her professor to tell her why she can't go to class.

Anita is... a university student

Anita has... a difficult math test

Anita wants to... think of a good excuse

Anita calls her professor to... tell her why she can't go to class.

VARIATION AND EXTENSION

A variation on this activity is to lay out the questions in multiple choice format. Give learners the beginning of the sentence with multiple options for ending each sentence, with one being the most logical.

1. _____Anita is...

2. _____Anita has...

3. _____Anita wants to...

4. _____Anita calls her professor to...

You could extend this kind of activity by having learners write their own endings to the sentences and going over their answers as a class.

8. LOGICAL COMPLETIONS

Another CI task that builds towards output is having learners complete story-based sentences in a logical way. These can be open-ended and produces a lot of interesting sentences you could orbit or discuss Since I want learners to answer the conversation questions eventually, this could be a good place for them to try out their potential responses with no perceived social penalty for making a mistake.

1. I am...

2. I have a difficult test in...

3. I don't want to...

4. I think a good excuse for missing class would be...

Some of the vocabulary above might be unfamiliar to learners (would be), so make sure you gloss any words or phrases that are likely to be unfamiliar.

9. FIND THE ERRORS

For this activity you can present learners with sentences that have grammatical or spelling mistakes in them, but that are still comprehensible. I generally like to present this in a paragraph to let the errors blend in, but individual sentences would work fine. I often use this activity after noticing a lot of learners making the same mistake on a quiz or timed-write. It makes me feel like I did something to address it, even though I am convinced that error correction does almost nothing for acquisition. You can dial up or down the difficulty level of this activity by focusing on just spelling, just grammar, or both.

Anita are from Vienna, Austria. She has a hardd math test. She does not want take the math test. She things of an excuse.

That was painful for me to write, but probably more painful for you to read. Have learners read through this dreadful text and find any mistakes they can. Then go over the text with learners to point out any mistakes they may have missed. You could take this a step further by having learners correct the mistakes.

10. CHANGE THE FORM

A minimal prep CI task you can use from your stories is to take a paragraph and have learners change the form. If the paragraph is about Anita, have them write it again from the "I" perspective. This will get learners additional comprehensible reps. Changing the subject is an easy task, but it forces them to read the sentences carefully.

Anita is a 22-year-old woman from Austria. She lives in the country's capital: Vienna. Anita lives with her grandmother, who is 85 years old. Anita is a student. She goes to the University of Vienna. She doesn't like being a student there because she's not very smart. She wants to be smart, and that's why she's a student. This semester, Anita has three classes. She has a Spanish class, she has an art class, and she has a math class.

I am a 22-year-old woman from Austria. I live in the country's capital: Vienna. I live with my grandmother, who is 85 years old. I am a student. I go to the University of Vienna. I do not like being a student there because I am not very smart. I want to be smart, and that's why I am a student. This semester, I have three classes. I have a Spanish class, I have an art class, and I have a math class.

When you are all done, go over this with learners again out loud to provide additional CI. The answers to a lot of our conversation questions are built into this activity, so it is a good one to spend a little extra time on. It also lets learners compare the two different subjects and how to make sentences that correspond to those subjects.

Free Voluntary Reading (FVR)

There are additional CI tactics we can incorporate into our daily routines to keep CI flowing on the regular. Once you implement these systems, it is straightforward to keep them up and running. One such system is called Free Voluntary Reading (FVR), and it can be implemented fairly early in the language acquisition process.

One of the ultimate goals for The Beginning Storyteller is to get learners to a point where reading on their own L2 is fun, not a chore. Learners increase the CI they receive severalfold if they engage in free voluntary reading (FVR). After an initial period of vocabulary growth driven largely by stories, FVR is a biweekly or even daily routine item that will dramatically increase the CI a learner receives. Naturally, this CI is untargeted; different learners will acquire different vocabulary from the input from FVR. That is perfectly natural. The idea is to provide targeted vocabulary in the CI storytelling process, and then let nature take its course in FVR. Over time, the students who read more will have better vocabularies, will have more native-like grammar, and will even be able to speak better. Spontaneous output in L2 is the result of input that the learner has mentally processed and incorporated as part of the mental model of language.

FVR is powerful because it is self-selected. If a learner does not like a book, they put it back and grab a new one, just like they would do with fiction in L1. This self-selection implies that learners have access to many level-appropriate books in L2.

Putting it all Together

Let us look at our examples all put together in two different sets of tasks. Typically, I will print these out so learners can work individually, in groups, or as a class. It is also easier for learners to read and complete these tasks when they have can manipulate them with a pen or pencil.

EXAMPLE BRIEF READING WITH CI TASKS

Step 1. Mark whether each statement is true or false.

_____1. Anita is not very smart. (T)

_____2. Anita lives in Paris.

_____3. Anita's grandma is young. (F)

_____4. Anita is a university student. (T)

_____5. Anita has four classes. (F)

_____6. Anita has a difficult test in math. (T)

_____7. Anita likes to take tests. (F)

_____8. Anita writes an email to her math professor. (F)

Step 2. Put the words in order to form logical sentences.

1. very | Anita | test | hard | math | has | a

____________________________________________________________________

2. don't | want | hard | take | a | You | test | to

____________________________________________________________________

3. classes | quarter | this | Anita | has | three

____________________________________________________________________

4. math | We | test | easy | is | day | every | study | because | think | the | we

____________________________________________________________________

5. Bill and Sam | excuse | their | think | of | tell | to | an | professor

____________________________________________________________________

Step 3. The following paragraph uses the "she" form. Change it to use the "I" form.

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

Step 4. Complete the following sentences in a logical way.

1. I am...

2. I have a difficult test in...

3. I don't want to...

4. I think a good excuse for missing class would be...

EXAMPLE COMPLETE READING WITH CI TASKS

Anita is a 22-year-old woman from Austria. She lives in the country's capital: Vienna. Anita lives with her grandmother, who is 85 years old. Anita is a student. She goes to the University of Vienna. She doesn't like being a student there because she's not very smart. She wants to be smart, and that's why she's a student. This semester, Anita has three classes. She has a Spanish class, she has an art class, and she has a math class.

Today is Friday. It's 9 o'clock a.m. and Anita is at her house. She thinks to herself: Oh no! I have a difficult math test today! I don't want to take a test! I don't want to go to school! The class is at 11 o'clock... I need to think of a good excuse...

Anita needs to think of a good excuse. She thinks and thinks. Finally, she thinks of an excuse. She thinks it's a good excuse. So, Anita takes out her phone. She calls her professor to tell her the excuse.

"Hello?", says Anita's professor.

"Hello, professor," says Anita. "This is Anita from your 11am math class. I'm calling to tell you that I won't be able to go to class today."

"Why not?", asks the professor.

"Well, I can't go to class because I am in the hospital."

"Are you okay?", asks the professor.

"No, I'm not okay. Unfortunately, I'm dead."

The professor doesn't say anything. It's in this moment that Anita realizes that her excuse is actually a really bad one.

Step 1. Complete the sentences with the most logical ending from the options given. Then complete the sentence in an original and logical way.

1. _____Anita is...

2. _____Anita has...

3. _____Anita wants to...

4. _____Anita calls her professor to...

Step 2. Put the following sentences in order to make the most logical paragraph.

_____ Anita is from Vienna, Austria, and lives with her grandma.

_____ She takes out her phone and calls her professor.

_____ She gives her professor a bad excuse.

_____ She thinks, Oh no! I have a hard math test in two hours!

_____ One day, Anita is at her house.

_____ There is a young woman named Anita.

_____ Anita thinks up an excuse to tell her math professor.

_____ Anita is a student and has three classes this quarter.

Step 3. Mark whether the following statements apply to you.

Step 4. Write out your answers to the following questions.

1. How many classes are you taking this semester? What are they?

2. At what time does your first class start? At what time is your last class over?

3. What days of the week do you have class?

4. What's a good excuse to use when you don't want to go to class?

Summary

The information and activities in this lesson are hyper-actionable. You can take the knowledge you gained and apply it directly to your CI storytelling classroom. Furthermore, you can create activities that extend the flow of CI beyond the story and that guide learners from input to output.

You might be feeling overwhelmed at this point, and I freely admit that it is a ton of extra work to create CI materials like this. If you teach more than a handful of classes, it really starts to add up. The whole process of writing out the story and generating hand-tailored activities can take a couple of hours or more. Multiply that by however many stories you teach in a quarter, and that time really adds up.

There is an alternative, and I think it's the right one for many people, including The Beginning Storyteller. Instead of writing out a brief and a complete version of the story, followed by several CI tasks, you could base your story off a pre-made set of activities.

The only downside is that you lose that bit of personalization that comes from writing out versions of the story that learners created. For me, that bit of personalization makes all the difference and shows learners that I am willing to go the extra mile to help them on their language acquisition journey. But I know that it's not for everyone, and there are other ways to show learners your commitment to them.

My advice is to experiment with these tasks and see what you think. If writing all these activities does not tickle your fancy, the CI Immersion Curriculum may be a good fit for you. There you'll find pre-made stories with CI tasks ready to print, standalone CI tasks, entry tasks, CI assessments, and more all available to download and use in your classroom right away. At present, these materials are only available in Spanish.

Your homework this lesson is to practice making CI tasks based on the story versions you wrote in the previous chapter. In the next lesson is all about assessment in a CI storytelling classroom. Buckle up.

Lesson 5 Worksheet

Get more out of this lesson by completing its companion worksheet .