Frontloading Vocab: Known/Unknown Anchor Chart

I usually just read new novellas with students, cold-open. That is, besides reading the back cover description and having a quick discussion to situate the topic, there’s no prep, no fanfare. On occasion, I’ve had students do a little frontloading of some vocab on a Quizlet (and before that on Desmos during our remote year) to make the reading go more smoothly. I’ve also done that for certain chapters once we’ve already started reading, but again, there hasn’t been anything very structured ahead of time. It’s been mostly “just read,” all together, from the start.

Earlier this week, though, I stumbled upon a new way of starting a book together as a class. We began The Star Diaries, and to build on the intrigue and mystique of this book, I played into the mysterious details contained in the description. Here it is:

Not much was known about The Architects—guardians of the stars—until their diaries were found in dark caves sometime during the Tenth Age. Explore their mysterious observations from the Seventh Age (after the Necessary Conflict)—a time just before all evidence of their existence vanished for millennia! What happened to The Architects? Can you reconstruct the events that led to the disappearance of this ancient culture?

As you can see, we’ve got some knowns and unknowns right away. The Architects—are they even people?! They had diaries. There’s something called ages, and there were 10 of them. There was a Necessary Conflict. Was that a big war? The Architects vanished. How long was between Ages Seven and Ten?! How many 1,000s of years are we talking about?! They were an ancient culture. When is now?!

A simple nōta/īgnōta anchor chart really helped sort things out and set up the discovery later on. Students spent a couple minutes writing their own charts of what’s known and unknown right in their notebooks. When it came time to share, I wrote details in Latin on the board, using this time to establish meaning of 10 or so words we were about to read in the book.

Flashcard Blitz

As a comprehension-based and communicative language teacher, I’ve largely dismissed promoting any use of flashcards due to their connection with memorization. Beyond disappointing research about this kind of explicit learning, my classroom experience has confirmed that the more students are aware of language, the less fluent they seem to become. For example, the frequent note-taking academic students are typically those who can’t respond without second-guessing themselves and checking said notes, overly concerned with accuracy, etc., which slows them down quite a bit. Above all else, teaching practices requiring memorization lead to inequity since individual differences can’t be accommodated. Then, Eric Herman lobbed some mind grenades in Acquisition Classroom Memo #39. He can be trusted to do that, and we’re all better teachers for it…

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