TEACHING METHODS: The PPP Method: Presentation, Practice and Production

TEACHING METHODS: The PPP Method: Presentation, Practice and Production:



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Mixing Partners

Today I noticed my students sat in groups within their cultures.  So to mix the groups, I wrote A one half and B on the other half of index cards that totaled the number of students.  I gave them out and told them to find a partner.  Each pair had to be made up of A and B card. This strategy is for students to sit and work with a student they usually don't sit with.  Much learning goes on when they find a new partner.

Subject Pronouns and Verb of Be

Use index cards to write all the possible combinations of Subject Pronouns and the Verb of Be. Do the same for combinations of the Negative form of Subject Pronouns and the Verb of Be.  Shuffle and distribute the cards randomly to students and have them walk around to find the matching sets. Students help each other and understand the proper use of Subject Pronouns and the Verb of Be Agreement.

First day of class- community building activity

I like to get my students up and moving around. On the first day of class, they lined up into town rows and shared their names,  country they are from, how long they have been in the USA, and why they are came to the U.S. One row moved down so each student had a chance to speak with a new student. With this activity they learned they aren't too different from one another and they come from all over the world. We looked at the world map and a student that represented a certain country wrote one sentence in their native language. Everyone was amazed at the various languages.  I accomplished my goal to build a community of learners in a  positive climate and culture.

Close Reading Strategies

Yesterday, I attended a workshop given by Laura Robb. Laura talked about the importance of reading and giving students time to read in school and setting expectations for them to read at home.  

Laura shared strategies for close reading to help students develop and organize their knowledge. 
Practice these strategies with the students and then have them do it independently.

• First, students read the title and ask themselves, "What do I know about this topic?"  

• Then, students set a purpose by turning the title into a question.

• After that, students activate their own knowledge by reading the first and last paragraphs of the text.

• One strategy is to write four words related to the reading.
• Then they pick one word and make a connection to the text.

• Another strategy is students write down anything they remembered about the two paragraphs(1st and last) and jot down questions they may have.

• Next the students share the details they remembered from reading the two paragraphs.

• After that the students read the whole text silently to find the gist and make a claim (thesis statement) 

• Then students answer the questions and defend their claim with text evidence. 

• Students will have general statements to write an introduction for an analytical essay.

• Afterwards, students reread the text closely to uncover literary devices such as elements and techniques the author used.

• Finally, complete the analytical essay with each part completed, the thesis statement, an introduction, cited evidence from the text, a conclusion, and a title.  

• Students repeat these steps with 3 to 4 texts to find a common theme.  

Laura Robb's newest book is Unlocking Complex Texts: A Systematic Framework for Building Adolescents’ Comprehension.