Would you believe that fūr, Latin for “thief,” is among the most compelling words used in class? The moment a student spontaneously yells out that word, there’s an immediate conflict—a problem to solve. This is gold for comprehension-based and communicative language teaching (CCLT), especially for collaborative storytelling/storyasking!Continue reading
What’s an appropriate level text for students reading independently?
That is, texts intended to be used for Free Voluntary Reading (FVR) need to be way, way, way easier to read than most teachers think…
This is not an audiobook with sound effects or music. It’s not just narration. It’s definitely not repeat-after-me.
This release is part of a new series of audio, Learning Latin via, planned for other Pisoverse novellas. This series assumes a listener with ZERO prior Latin can maintain comprehension and confidence while listening to any book! If you listen to this while following along with the novella (or maybe even without the text!?), you WILL start to pick up Latin.
The audio to accompany Agrippīna: māter fortis is the first offered in the series. There are over 1500 Latin messages, some of which are comprised of 10+ words—none of that isolate word-list, or “repeat-after-me” stuff! This contains 6 hours of Latin! Each chapter has the following 3 tracks:
Following Carol Gaab, and M & M (i.e. Mira Canion & Martina Bex), here’s a quick post on how I’ve organized the Pisoverse. While those authors have hundreds of titles to address, I have just 8, and they’re much smaller in scope. After all, I write novellas, not novels. Still, there is method to my madness…
With students meeting 1x/week—this year only—we just had the 30th class of the year. I compared this to our calendar for next year, which is as if it’s October 9th meeting every day of the week. Now, with constant reminders of routines (since at least one week passes from class to class), and typical testing/school interruptions, and Northeast snow, those 30 class hours could amount to fewer total hours of input (25, 20, 15?!). Total input hours is tough to calculate, though, so we’ll just stick with 30 for the purpose of this post! What does that mean for reading? Cue the first novella…
Myth 1 – “My students aren’t ready.”
Face it, this is a myth. Your students might not be ready to spend 15min/day reading 300-word, 5k length novels, but they’re probably ready to begin self-selecting short texts like class stories to read very early on. Once you have about 5-10 class stories, make some booklets and start FVR for a few minutes 1x/week. For this reason, I intend to make TPRS a priority early in the year after some TPR. In the past, I’ve built this up too much, spending a whole class or two on a story. My new plan is more shorter stories, at least 2/week.
Myth 2 – “There aren’t enough resources.”
Curating that collection of class stories takes care of this second myth, at least for a while. Also, don’t forget about writing/adapting short texts yourself!