1) I introduced new structures in context using the power point below. For each structure, I have a sentence to present it and then converse with the group, personalizing as much as possible. Students wrote each structure down and created their own example with a picture to illustrate in their notebooks. Then, as suggested by Martina Bex I included in the powerpoint some practice sentences for students to translate, and see the structures in other verb forms.
2) After circling each structure and students were responding without hesitation, I had them read the chapter with a partner. They were able to call me for assistance if needed, but just a couple of them did it for a couple of times.
3) When they finished reading the chapter, they had to draw illustrations to retell the entire chapter, and practice.
4) Then, I had them work in groups of 4. Using their own drawings, they pointed at a frame and asked another member of their group to describe the part of the story depicted in that specific drawing. They alternated students, pointing at a frame at a time until all frames from all students were told by a partner.
Since they were familiarized with the story, nobody had problems with the activity, and they had tons of repetitions of the target vocabulary and structures! They liked the independent reading and the feeling of success that it gave them. However, I will not do it every time, since I think I need to emphasize the pop-up grammar and conversation that come with reading in group. What do you do to vary reading in your classroom?
