Yesterday, close to 10 students across all classes asked what auxilium meant. Oh, and here’s the excerpt from that text:
With questions like that, how often are students aware of all those glosses I intentionally put into class texts?! In the same classes, I also noticed that students were working much slower than I’d expect during Read & Translate. Surely, if they’d been reading at home the process would be much easier. Could it be that comprehension support during class time isn’t helping students read independently at home? Also, it just so happens that two new students began school this week too, so those in-text glosses certainly weren’t much help with almost every other word unknown. At what point might those in-text glosses make a difference, and what could I do to help these new students begin reading on their own?
Based on all those questions, I’ve decided to experiment…
**Updated 3.5.19 with Guessing Game**
**Check out the companion post on Getting Texts!**
When choosing the class agenda beyond each particular day’s routine, it dawned on me that I couldn’t remember all my favorite activities. Thus, here are the input-based strategies & activities I’ve collected over the years, all in one place. Although this began as only reading activities, I decided that it didn’t matter as much whether students were reading or listening. Why? These input-based activities start with some kind of text either way, so beyond variety, what really matters most to me when planning for class is providing students with input, and what kind of prep goes into getting the text/activity. Everything is organized by prep, whether no instructions, no prep, printing only, or low prep. You won’t find prep-intensive activities here beyond typing, copying, and cutting paper. Oh, and for ways to get that one text to start, try here. Enjoy!
**N.B. Any activity with the word “translation” in it means translating what is already understood. This should NOT be confused with the more conventional practice of translating in order to understand.**