I wrote about the solid start to the year up through 55 hours of CI. We’re now at the 100 hour mark. Students have read on their own for 187 total minutes of Sustained Silent Reading (SSR), and 150 minutes of Free Voluntary Reading (FVR)…Continue reading
Today, I greeted students at the door as usual, waiting for their class password and making a personal connection before class. When the bell rang, I went to my desk, a bit like Vanna White drawing attention to the projected “Do Now!” with the instructions to read a new text I had placed on each seat. After a minute or so, I began walking around with a clipboard marking a) who was reading, b) who wasn’t/who was talking, c) who was coming in late, and d) who was absent.
This went into the gradebook.Continue reading
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…Continue reading
Last week, I shared the process of using writing to refocus students throughout class. Here’s how I’ve used them this week…Continue reading
I’ve known for some time that ending class with Write & Discuss is a great way to focus students’ attention on the target language. I’ve also known that a simple dictation is pacifying, albeit boring (hence why I think I’ve done only one of these this year). Both of these activities require students to write, and both of these activities are nearly distraction-free because students have a writing task to do. It comes as no surprise, then, that we should be using writing as a MGMT tool…Continue reading
Here’s that first post with a longer explanation. Otherwise, the process:
- Students get a copy of fragmenta Pīsōnis
- Silient Sustained Reading (SSR) of the nefās est section for 10 minutes.
The new section is a little longer with 107 total words in length, but it also contains four lines of dactylic hexameter. If students finish before the timer goes off, they should reread the previous section, lutulentus ubīque.
After the 10 minutes of SSR, I’ll play the audio, then ask questions about the prose description, and finally recite the featured line of poetry.
Previous Audio Files:
0 fragmenta mea
1 lutulentus ubīque – Rūfus erat lutulentus et is…
New Audio Files:
1.1 nefās est – Rūfus vult lutulārī hodiē
1.2 nefas est – ecce domī est māter Rōmāna et
1.3 nefas est – Rūfus vult lutulārī in Templō
Here’s the first post with a longer explanation.
Since I’ve already done the introductory section last week, students will begin class tomorrow by grabbing a copy of fragmenta Pīsōnis, and reading the lutulentus ubīque section for 10 minutes. This is Sustained Silent Reading (SSR) because everyone is reading the same text. That section is a modest 88 total words in length, and contains one line of dactylic hexameter. If students finish before the timer goes off, they should rereadfragmenta mea, the introductory section about how Piso composes poetry. The introductory section is about 400 words in total length. If you’re just starting Poetry Of The Week, I recommend reading that one together as a class because that’s a lot of Latin for first year students to read independently before reciting!
After the 10 minutes of SSR, I’ll play the audio. Then, I’ll ask questions about the prose description, and finally recite the featured line of poetry.