Last Wednesday, we did our first MovieTalk (yes, still calling it this because I have no intentions or expectations of students acquiring specific vocab, and that’s peachy according to Dr. Ashley Hastings’ 2018 note to teachers who were misinterpreting the method). Believe it or not, but Wednesday’s MovieTalk has been the *ONLY* story so far. Yep. Other than that, no stories. With student interviews (i.e. Discipulus Illustris/Special Person), discussions based on a simple prompt (i.e. Card Talk), and questions about the weekend and upcoming week (i.e. Weekend & Week Chat), class has been compelling enough without any narrative. But stories are awesome, and we have a ton of other MovieTalk texts already prepared for every other week, so I’m thinking now is a good time to get into collaborative storytelling…Continue reading
At iFLT 2019, Michele Whaley shared a way to write bottom-up embedded readings together as a class. While many fun collaborative storytelling methods and strategies involve dramatic participation, I’m always searching for new ways to ask a story that doesn’t involve acting. Michele certainly delivered with this new take on an already very familiar process…Continue reading
One thing that can bog down a great story is spending too long on many small details. At least that was my experience when taking 2-3 days to ask a story, finding that kids got bored with all that lack of action and stopped caring where the story went. Still, there’s something great about a vivid scene that’s often lost in otherwise simple, action-packed stories. Thus, I present Most Vivid Scene (MVS)…
Hypermiling to add packets of text to the FVR shelf regularly!
How could it possibly be easy? Mike recommends building your FVR library by first making booklets of known class stories that are 100% comprehensible.
THAT’S SO SIMPLE!
This is obvious, yet doesn’t seem to be a common practice, especially for Latin teachers lamenting over the legitimate lack of understandable reading material! If you think about it, the typical Latin teacher engaged in collaborative storytelling/storyasking probably has 10 stories by the holiday/winter break, and maybe even twice, or thrice that! Unless the class has been reviewing old stories as part of a detail-adding, or story-improving activity (which is great, BTW), there’s a good chance that students have forgotten details from the earliest of stories and wouldn’t mind a gentle walk down memory lane. Oh, and students should be able to read them fluently (speed + accuracy), which is a great confidence booster!
So, with everything you need to build an FVR library before more hideously easy books are published and you get funding for several copies, go format those typed-up class stories for booklets, print ’em out, and start setting aside class time for reading!
How? How much time?
An FVR program is simple to begin. Remember, this is FREE reading, so it’s best to avoid assessments and accountability. If all students are reading the same book, it’s known as Sustained Silent Reading (SSR), although Mike said that he calls it that anyway just so students don’t say something snarky like “well if it’s voluntary I’m gonna just sit here.” Once you have a few materials, be sure to hold FVR consistently. If you can’t do it daily, start weekly. As far as time goes, Mike says “if students can read for 7 minutes, give them 5—you don’t want them to get bored with it.” This is good advice. I’ve been doing 15 minutes every few days, but I’ve noticed that a murmur develops towards the end…looks like I’ll drop down to 12min or so and see what happens.