For years, my go-to teacher eval goal has been for students to increase their timed write word counts by X% (like 20%, which always happens), which includes selecting one or two practices to improve that allow CI to be provided, and contribute to the goal (e.g. establishing rules & routines, consistently using brain breaks, writing more embedded readings, etc.). In my experience, it’s not necessarily the results that lead to good evaluations, it’s how everything is analyzed. That is, a thorough analysis is more important than every student meeting the eval goal. Thus, this post. Hey Principal HD, #shoutout!
Next year, I’m looking forward to a new goal of increasing the input I’m providing, but to wrap up this year’s analysis, here are some stats and insights…
This trick gets you immediate content to discuss, and then X new drawings (whereas X is the class size) used for other input-based activities.
- Get a picture.
- Crop it.
- Make copies, and have students draw the missing parts.
- Project several drawings, and describe them.
For those who have read Rūfus et arma ātra, here’s a large Crixaflamma to print out. Also, input hypermiling combos include:
- Write & Discuss (or type up on your own)
- Print and give to students to read (i.e. up to a complete Free Voluntary Reading (FVR) packet of drawings and descriptions).
- Project as Timed Write prompt (i.e. “Write a story about…”
- Print and give to students to read (i.e. up to a complete FVR packet of drawings and descriptions).
- Flyswatter Picture Talk (using two drawings side-by-side)
Having turned my focus to One Word Image (OWI) for the rest of the year, I’m noticing little tweaks that make all the difference. The first tweak is that the entire OWI process works best when limited to 20 minutes. Even storyasking the following day after artwork is presented limited to 20 minutes (e.g. 5 minutes per section in the pic below) keeps everything more comprehensible, compelling, and novel. You might think shorter stories lack input, but that’s not true. Since so many stories can be created, exposure to frequent vocabulary are found in many new contexts, rather than one monster of a story that takes an entire class (or more!) to co-create.
That tweak now a part of my M.O., here’s another one that adds 5 minutes to the storyasking process, but has really helped my students reawaken their imagination, not to mention something that gets X new parallel stories…
Here are 4 sneaky activities that don’t seem like input at first glance. I call them “admin-friendly” because when there’s conflict over providing CI, it’s usually someone in a position of power who just wants to see the kind of schoolwork that makes more sense/is familiar to them. Unfortunately, that kind of observable schoolwork is output, or something completely non-communicative, or not even in the target language. I must admit that these 4 activities appear output-heavy, but they aren’t, so pay attention…
**Updated 11.20.19 with StoryGuessing**
See this post for all the input-based activities you can do with a text. But how do we end up with a text in the first place?! Here are all the ways I’ve been collecting:
**N.B. Many interactive ways to get texts require you to write something down during the school day, else you might forget details! If you can’t create the text during a planning period within an hour or two of the events, jot down notes right after class (as the next group of students line up for the Class Password?), or consider integrating a student job.**
Whether it’s the first Timed Write (e.g. Free Write, or Story Retell) in September, or the final one during the last few weeks of school, you can turn any writing prompt into a game that everyone can participate in, with…
“Who can write the fewest words, but say the most…about X?”
What is X? Anything; describing oneself, TV show, sports match, or expressing thoughts on first days of high school, summer off, or graduating. The best part? This is a Personalized Questions & Answers (PQA) springboard.
This is probably the most effective no-prep activity you should become familiar with:
1) Say or ask for one(1) word.
2) Draw it on the board (or have the Class Artist draw it).
3) Ask about it, and add details to the image.
I’m never at a loss for what to add because I rely on my Question Word Posters as reference to drive the image. Looking at the posters around my board, I usually just ask questions in order and get corresponding supporting details without planning a single thing. Here’s an example that began with a single word, fūr (thief)…
Where? = The thief is in Starbucks
From Where? = Lived in Spain
To Where? = Wants to go to Peet’s Coffee in Berkeley, not Cambridge
What? = Has a gladius (Roman sword)
Who? = The thief’s name is Tom
Whose? = The gladius is actually the Starbucks barista’s gladius
When? = It’s night time
Whom? = The thief sees someone with a better, bigger gladius
With Whom? = Donald Trump (obviously!)
To Whom? = The Starbucks barista gives a coffee to Donald Trump
How? = The thief has the gladius because he stole it from the Starbucks barista
How many? = Actually, the Tom the Thief has 7 gladiī—one from each Starbucks in Starbucksville
What sort of? = Tom is actually a bad thief…the Starbucks barista saw him steal the gladius
Why? = Donald Trump is there because he wants to buy all the Starbucks’
Note how some of the details don’t connect (e.g. there is another person with a sword but doesn’t get mentioned again), but realize that they don’t have to. We’re just creating an image, not any kind of plot. Also note, however, how easily this COULD turn into a prompt for a Timed Write, or a Storyasking session, especially given the image we’ve established as a class.