This September marks the fifth anniversary of the first two Latin novellas written with sheltered (i.e. limited) vocabulary for the language learner by co-authors Rachel Ash & Miriam Patrick, and Bob Patrick. There are now 70. That’s 0 to 70 in five years, and a whopping total figure of over 228,000 words of new Latin! What has the impact been? Let’s take a look…Continue reading
Right now, I’m filling out our department wishlist request form for next school year. There are 81 novellas, and 10 textbooks for AP (five Caesar, five Virgil). The total cost of novellas is $691.91, and the total cost for the textbooks is $710. The $710 would cover five students enrolled in AP. The $691.91 will fill my FVR (Free Voluntary Reading) library to include everything currently published, as well as build two additional libraries in other teachers’ classrooms, covering all Latin students at our school.
This all got me thinking of some big questions.
- When funds are tight, who do they tend to go to?
- How many Latin programs would choose to fund the five AP students over the rest?
- What does the decision to offer AP really cost a school beyond the $93 exam fee (i.e. teacher training, materials, etc.)?
- Given what we know about AP Latin, how much time, effort, and money should be allocated?
- How do we place value (beyond $) on different classroom materials?
- Which materials provide the most purposeful CI?
- What’s essential? What’s extra?
In the COVID-19 scramble to replace classroom instruction, many teachers are tossing anything they can at students, often using materials someone else created. This might work out fine, but it also might not. Some of the texts are comprehensible. Some aren’t.
Of course, some students will do the enrichment work, and some won’t. That’s just our reality. Yet the K (constant) in all this is us. Teachers can use this time to hone their skills while also providing input—that students may or may not receive, which is completely out of our control (i.e. what used to be problems with homework is now the entire course content!)—ensuring more productive ways to spend our time…Continue reading
In terms of input, I’ve observed a few differences between reading independently and reading in pairs, or as a whole-class. The bottom line? Reading independently results in far more input than could be provided in pair, or whole-class activities. Therefore, I wonder if we’re not giving enough time for independent reading, even there are already routines in place (e.g. 10 minutes 2x/week). Could we be better off skipping some or even most of the reading activities in class? Maybe. Granted, independent reading cannot be the only kind of reading done in class since most students not only need input, but also interaction, at least in the K-12 public school context I teach in (conf. Beniko Mason’s more advanced Story Listening students with access to 500+ graded readers). Still, how much less input are students getting with all those activities? Let’s look into that…Continue reading
Without sensationalizing the global matter, let’s recognize that employers are considering contingency plans for unexpected, or impending work closures. What would employees need at home in order to continue working for a week, or two, or three? This extends to educators and school closures. In fact, our admin have already been asked to prepare. At the very least, having a plan is a good thing for everyone, regardless of risk. However, I’ve already observed unreasonable burdens placed on teachers to invent new expectations, routines, policies, assignments, quizzes, tests, etc. Sure, the situation is extraordinary, but what I’ve seen is missing a few key factors…Continue reading
I recently spoke to the M.A.T. students at UMass Amherst about writing novellas. My thanks goes out to Professor Closs for the invite. As we discussed my writing process and teachers and professors have been using novellas, I was reminded of a simple truth…
We need more.
I wrote about this three months ago. Since then, there have been four new novellas published, which is pretty good, but we still need more. Specifically, we need more books at lower levels. Why lower levels? The latest novellas range from 158 unique words to 750! That lower number represents a reasonable estimate of how many words a student acquires by the end of their first year, and the higher number how many words a student acquires by the end of their fourth year. What about during the first and second years when most students study Latin? Besides, students at a higher reading level benefit from reading below-level texts, even teachers!
In the Latin Best Practices Facebook group, I shared how I read Emma Vanderpool’s new novella of 158 unique words in about 40 minutes. The total amount of input I was exposed to was about 3,000 words. Compare that to the 2300 words of Fabulae Syrae (1000+ unique words?) that took me about 7 hours to read, and you see how much more input is possible with below-level texts. Remember that “books are easy” is one of five principles Jeon & Day (2016) identified for extensive reading! If students are reading independently, and extensively, that means books of not many words at all. Of course, when a teacher guides students through a text, that text can be at a higher level. Granted, that kind of close reading has been the status quo for Latin programs. The practice has been used to justify texts of ridiculously unrealistic expectations, and is just one source of Latin’s exclusivity. Disrupting that status requires changes to practices and expectations. Extensive reading is one of them, and only recently have there been Latin texts that lend themselves to independent reading. Nonetheless, when a learner is reading on their own and can control the pace of input, the text level must be much, much, much lower.
As a Latin teacher of first year language students, I’ve observed how more books written with fewer than 100 unique words would better serve everyone. Some learners really enjoy reading, yet their proficiency hasn’t increased to a vocabulary doubling in number—which is needed to reach 98% vocabulary coverage for the next books beyond the lowest—and this makes sense. Acquisition isn’t linear, nor should we expect it to be. Some learners are still at a 30-40 word reading level, which means they have like 5 books to choose from. This is also the third year I’ve had students new to the city appear mid-way through the year! Those learners don’t have much of a selection now that we’re reading at least 20 minutes on our own each week. We need more books.
Bottom line, though, we need books that all learners can read, whether it’s a first year student spending several classes doing so, or a third year student reading a whole story within 10 minutes! There really is no limit to how many of these we need, from a variety of voices, on a variety of topics, using a variety of writing styles.
Last year, I reported total words read up to holiday break, and it’s hard to believe that time of year is upon us again. Since part of my teacher eval goal is to increase input throughout the year, let’s compare numbers. 2018-19 students read over 20,000 total words of Latin by this time. However, this year’s students have read…uh oh…just 11,000?!?!
Something’s going on. I’m positive that students are reading more now, and for longer periods of time. Classes are now structured to be roughly half listening and half reading (i.e. Talk & Read), too. So…why don’t the numbers add up?! Surely there’s a reason. Let’s look into that, starting with this quote from last year’s post:
“Over the 55 hours of CI starting in September up to the holiday break, students read on their own for 34 total minutes of Sustained Silent Reading (SSR), and 49 minutes of Free Voluntary Reading (FVR)…“
This year’s independent reading time has skyrocketed to 99 and 233. That’s nearly 5x more independent choice reading! Now, last year’s 20,000 figure included an estimated 1,900 from FVR. Therefore, it’s not unreasonable to estimate that this year’s students have read something like 9,500 total words during FVR, which would be like reading a third of this paragraph worth of Latin per minute. If so, the year-to-year comparison would be very close (i.e. 20,000 vs. 20,500). However, I’d expect the numbers to be much higher now with even more of a focus on reading. Seeing as it’s really difficult to nail down a confident number during independent choice reading due to individual differences, then, let’s just subtract all that FVR time from both years, arriving at 18,100 to compare to this year’s 11,000, which is still quite the spread. Let’s do some digging…Continue reading
This novella is written with 163…COGNATES!
There are 163 fairly to super clear Latin to English (and even Spanish) cognates, and then just 7 other necessary Latin words (ad, est, et, in, nōn, quoque, sed) found within this tale of nearly 2500 words in length.
“Piso can’t seem to write any poetry. He’s distracted, and can’t sleep. What’s going on?! Is he sick?! Is it anxiety?! Has he lost his inspiration?! On Syra’s advice, Piso seeks mystical remedies that have very—different—effects. Can he persevere?”
Pīsō et Syra… is the 17th novella in the Pisoverse, the collection of Latin novellas written with sheltered (i.e. limited) vocabulary to provide more understandable reading material for the beginning Latin student. The Pisoverse now provides over 44,000 total words of Latin using a vocabulary of 645 (just about half of which—320—are cognates!).
This activity was shared quite some time ago. I didn’t look into it at the time, and just sent myself an email for whenever I had the chance. That chance was last week.
This game rules.
In short, it promotes reading, and highlights titles from your Free Voluntary Reading (FVR) library at the same time. Plus, even students who “don’t want to do the work” have a role that ends up bringing them into the fold (see below, *in bold*). This was my process for our team game after 10 minutes of independent reading (Free Reading Friday), also included in the Slides presentation you’ll find at the bottom of this post:
- Students hold onto their books, forming teams (3+).
- A prompt is revealed (e.g. “something you yell when you stub your toe”), then everyone has a minute or so to look for a word/phrase/quote from their book silently/independently.
- Each student shares with their team. *Students who didn’t choose anything open to a random page and read a random sentence.*
- After a count-off, teams vote for their favorite quote by pointing to whomever read it. Most votes wins.
- Winner from each team shares their quote with the whole class.
- A judge chooses best overall quote. That team gets a point, and becomes the next judge. Teacher chooses first judge to get things rolling.
- Laugh and continue.
The process I listed above is a simple team-based version of the game I adapted from Jessie Oelke, with the presentation entirely in English. I figured that I’d end up spending more time trying to establish meaning of the prompts in Latin than we’d actually get to playing the game (i.e. students processing some input from their books). Otherwise, there’s this page from Senora Chase along with some Slides in various languages, as well as a longer story-based form of the game. You could always just collect a bunch of prompts that students create (much like Discipulus Illustris questions).
Last week, we started Free Voluntary Reading (FVR) in what I’m calling Free Reading Fridays, which is 10 minutes of independent reading at the start of class just before we do some kind of team game. It’s a great way to end the week. I wrote about how first year Latin students have had 143 minutes of FVR so far, but that’s been in segments of 3-5 minutes in the middle of class, with students choosing class texts from their folder. Last Friday was the first day they were able to sit in the back and choose anything from our library…Continue reading