Using Novellas: 5 No-Prep Ways To Read

Teachers have had many questions regarding the use of novellas in the classroom. While the easiest is to simply have them available for students to read, I’ve taken a more cumulative approach to setting aside time for independent reading this year. Here are 5 different no-prep ways to read novellas:

**ALL novellas available for Free Voluntary Reading (FVR)**
1) Whole-Class & Sustained Silent Reading (SSR) Intro
2) Whole-Class & SSR
3) SSR & Expanded Readings (ExR)
4) Audiobook, SSR & ExR
5) Poetry of the Week

Keep reading for a LOT more detail…

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Flyswatter PictureTalk

Keith Toda warns that Sentence Flyswatter takes a bit of prep. Here’s a way to remove that prep entirely:
  1. Do something to get you drawings from each student (e.g. Listen & Draw, or Silent T/F Reading).
  2. Project & describe as two students compete to indicate the correct drawing
That’s it! Silent T/F Reading drawings are ready to go w/ 2 pics on one page, but you could place any two drawings side-by-side under a document camera. Oh, and I know a gal who knows a guy so my doc cam from last year mysteriously showed up again. If you don’t have a document camera, you could scan, and maybe crop/arrange two images side-by-side in Paint or something. Either way, this is easy prep. Although any two drawings will do, I’ve found that the challenge level is best when you can describe things that are in both drawings, reserving any difference for after some input. Hence, Silent T/F Readings are a great option. Otherwise, if one drawing is a cat, and the other a building, there’s only so much input you could provide before the correct drawing is immediately recognized. Also, I had students yell out “left/right” in the target language and raise the same hand (instead of getting in the way of the board). Also, this is an excellent way for teachers to become more comfortable speaking Latin. Speaking slowly builds the suspense as students intently listen for clues about the drawings. Even a think-aloud provides input (e.g. “nesciō quid in arbore sit” or “vidētur mihi…” or “in pictūrīs nōn sunt…”).

Input-Based Strategies & Activities

**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.**

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4th Class, 1st MovieTalk

This has been the 3rd year in a row that I’ve wanted to start the year cold with a story on Day 1, but have bailed. I was even close this year with Von Ray’s No-Travel story script, but it still didn’t happen. I’m thinking that it’s just not my style, which is fine, but it’s already clear to me that my students need to experience something new besides Total Physical Response (TPR), Personalized Questions & Answers (PQA), and subsequent reading activities. Still, a class story via Teaching Proficiency through Reading and Storytelling (TPRS) doesn’t feel like it’s going to be a home run for us right now, so I need a solution.

MovieTalk.

When I saw Von Ray last winter, he mentioned that MovieTalk is the easiest first step to storyasking. He’s right. Even if you have absolute novice students, just narrate at their levelI’d normally wait for more TPR, or Discipulus Illustris to establish a solid foundation of familiar words, but I’ve decided to do a MovieTalk for this 4th Latin class of the year, which is the 4th week of school (i.e. Latin 1x per week).

The Present is one of the 9 animated shorts used in TPRS Books’ Look, I can MovieTalk! available in Spanish, French, and soon—with hope—Latin! I already know that after just 3 classes my students won’t be able to read even the simplest versions of any MovieTalk readings out there, so I’ve created a super simple Embedded Reading for The Presentretold in 3 versions. 

The text doesn’t limit, or represent exactly what I’ll narrate and ask in class, but it does represent a safe amount of language that my students will understand as a follow up reading. I wouldn’t go as far as to call this a parallel reading, but I’ll likely ask Personalized Questions & Answers (PQA) that stray from the script. That’s a good thing.

You’ll notice that while the word count increases from 13 to 25 from Version 1 to Version 3, the total words figure drops from 71 in Version 2, to 63 in Version 3. Why? There’s less of the recycled exposure to words found in Version 2 because there’s more new information in each version, not just longer sentences, or more sentences about the same information. By the time the student reads the last version, they will have been exposed to the recycled language enough to make repetition less important. I’ve also deliberately used more transparent cognates to support comprehension, and kept the word count low, replacing the classic “there’s a problem” phrase with an already known interjection, “oh no!” I’m still using Picturae images whenever possible, and establishing meaning with English for more abstract words, or possibly ambiguous images (e.g. I couldn’t find a clear image for a generic ball). You’ll also notice that Version 3 has a more typical Latin word order, which students are more likely to be able to read once they’ve understood the meanings of the words in an order similar to English. This is a deliberate strategy for making Latin more comprehensible, and shouldn’t be seen as negative, or damaging. See a February post on Input Processing for more.

The 2 class day (for me, 2 week) plan:
Day 1 = MovieTalk, then Choral Translation of Version 1.
Day 2 (a week later for me) = Choral Translation of Version 2, something else unrelated (like Discipulus Illustris), then Silent T/F Reading of Version 3.

Like Justin Slocum Bailey wrote, Choral Translation is best used sparingly, yet 7 days between classes makes comprehension even more of a priority so that students stay super confident. Also mentioned on the latest Tea with BVP, written input helps students find word boundaries that aren’t necessarily obvious when listening. Knowing these boundaries helps in the search for words, and the search for words—big content words and not their endings—is what novice through intermediate students are doing!

Silent T/F Reading is new, which I got from NTPRS 2017 (i.e. partners read silently for X minutes, then draw just 2 pics: one True, one False. Swap, then partner chooses correct. Pass to other groups, and partners choose correct. Show a few on document cam, PQA, etc.).