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
After sharing the strong start to the year from just the first 12 minutes of day 1, and results of a textbook comparison from the first 4 weeks, I’ve now got some stats from Quarter 1. Having arrived at the first 10 week mark of the year (36 hours), the total words read is now 6,500. But that figure isn’t really what I find most remarkable. How about the fact that 39% of the total input was read in just these last two weeks, from novellas alone…Continue reading
No? Why not?
After thinking it over—and I can think things over for a long, long time—I can’t find a compelling reason why students shouldn’t be reading every day, either independently, in pairs/groups/whole class, or both. This year’s students have already read independently for twice as long as last year’s students did…by the end of Quarter 1!!!!
Reading is probably the best source of input, and although I value class time interaction, the reason for all that interaction amounts to being able to read Latin. In fact, I would still place all my eggs in the reading basket when teaching a modern language, too, knowing that interpersonal communication *might* occur outside of the classroom, but that it also might not. However, books can accompany us wherever we go, and literacy is probably the most important skill to promote and build across all content areas, as well as language class.
Bottom line, reading is paramount. Looking back at last year’s plans, there were days when students didn’t read, but I can’t justify that, even for a few minutes at some point between activities. Therefore, I’ve now built reading time into my plans for each day…like…ALL of them…! How?!
Halfway through class, and before ANY reading or any other input-based activity, students read independently for 3 minutes. That’s it!
For example, last week I finished class with TPR (Total Physical Response), but guess what? Students had 3 minutes of independent reading time with their first text. This was after a brain break in the middle of class, and that’s in 40 to 44 minute classes. If I still taught for 1 hour, I’d set a timer for 25, quick break, then read. Every. Day.
Of course, the insistence on this routine means I need a text every day, but that doesn’t mean the text must be long. That also doesn’t mean that a new text is needed every day. While students certainly could be given new text daily, especially with judicious use of copying a text written/typed out during class (i.e. Write & Discuss), a longer text could last a couple days, or even the whole week.
So, if your students aren’t reading every day, what can you do to build in this time?