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  • About
  • Blog
  • Resources
    • How to Teach Language - NEW 2025
    • Teaching & Learning Resources
    • Audio files
    • Video files
    • Karuk Glossaries
    • Other Karuk Websites
  • LESSONS
    • Stand-alone Lessons - NEW 2025
    • Lessons Year 1 - Supahan
    • Lessons Year 2 - Supahan
    • Lessons Year 3 - Supahan
    • Lessons Year 4 - Supahan
    • Lessons Year 5 - Supahan
    • Lessons Year 6 - Supahan
    • Lessons Year 7 - Supahan
    • Lessons - High School
    • Lessons - Independent Study
    • Lessons About Acorns - Ferrara and Supahan
    • LESSONS ABOUT WEAVING - TODAY IS A GOOD DAY TO WEAVE - FERRARA
    • LESSON About Vuhvúhi Veená’uup by Elaina Supahan
  • Grammar Lessons
    • Grammar Lessons - Bright
    • Grammar Lessons - Garrett et al
    • Grammar Lessons - Hinton
    • Grammar & Stories on JSTOR
    • Grammar Lessons Multiple Sources
  • HEAD START UNITS
  • Summer Camps
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Teaching Strategy Involved in the Lessons

12/26/2020

2 Comments

 
Well, it’s coming together, slowly. I don’t even know if anyone is looking at this work…hard to tell if it’s all just me showing up in the data on visits, or if there’s anyone else out there interested. 
 
I really do hope all of this language work can be helpful. Even if the lessons themselves aren’t used, I hope that the language contained within them is useful. I do know that we had a lot of fun teaching these lessons and the kids actually learned and remembered. 
 
The lessons were based on a researched teaching model which helps brains learn language best: the “CBI “or “Comprehension-Based Instruction” method. We also employed such strategies as TPR (Total Physical Response) and comprehension checks (asking questions in order as understanding grows: 1) first yes or no questions (early learning students can always just nod or shake their heads to confer understanding, if not say yes and no in the language) 2) then either/or questions (in which they hear both answers and choose which one to say between the two) and finally 3) open-ended questions (in which the students must come up with the language completely on their own). We also knew to only introduce 4-8 new words or concepts at a time because that’s the number of new bits of information that our brains can take in at once - also based on research. Consequently, the lessons have a lot backing up their effectiveness. I hope they work for you too!
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Another weekend, another batch of uploads

12/12/2020

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WELL! Another whole day spent uploading lessons (Year/Level 4 is now uploaded) and fixing more problems again (got to the bottom of the issue this time). Kept missing worksheets like whole stories, etc. until I dug out two other boxes and am so thankful it was all (I hope!) there. Been trying to figure out which worksheets go with which year/lesson. It’s like finding puzzle pieces that have fallen on the floor and you finally got them into place. Satisfaction. I timed myself today and it takes 30 sec to fully upload one item (once it’s scanned and organized). Yeah, got pretty tedious today…
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December 05th, 2020

12/5/2020

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That’s what today looked like. The only exercise I’m getting is the up to the scanner and the down to my chair. I don’t think that qualifies. BUT I found all the lessons I was missing (some digital, most hardcopy), discovered some major problems and fixed them (Year One lessons were NOT all Year One!), completely reorganized the Independent Study lessons (which needed it since 2007), and also found hard copies of things to correct on some lessons from 25 years ago! They were corrected today. Better late than never. 
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    Author

    Sarah Supahan, Trinity County Superintendent of Schools, (retired) and the former Director of the KTJUSD Indian Education and Native Languages Program & a Karuk Language teacher for 11 years.

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