Olianna is different from the rest of her family, and finds herself excluded as a result. Have you ever felt that way? One day, a magical object appears that just might change everything for good. However, will it really be for the better? Can you spot any morals in this tale told from different perspectives?
12 cognates + 12 other words!
1100 total length
I continue to claim that teachers have the most positive impact on learning when there’s ample time to reflect and prepare. It sounds basic, but this isn’t reality for most. Ideally, for every class hour taught, there should be at least 30min prep time, and bonus if it’s 1:1 (e.g. teach four classes, have four hours to plan, every day). This probably sounds insane, but only because most teachers have been working insane schedules. It’s unhealthy. Most teachers put up with the madness of something like one guaranteed prep period a day, etc., which leaves them kind of screwed if they teach more than one course, which is almost everyone, especially teachers of less-commonly taught languages (LCTL) who prep all levels as a department of one. No wonder there hasn’t been much innovation in education, there’s no time for it! The solution? First of all, teachers should streamline their practices so they don’t waste that precious time doing something like grading, or giving the same feedback over and over that students won’t read, or pretending their code system will make any difference. Beyond that, it takes adequate funding to hire more teachers. That should be a reasonable ask, and is just one of the many reasons why I’m supporting John Bracey as NEA Director in the runoff, who’s vying for fully-funded public schools in Massachusetts among other crucial fights. It’s ridiculous this even has to be part of any campaign at all, right? Fully-funded public education should be the unquestionable foundation of society, period. Vote Bracey. He’ll get that job done.
Anyway, I’ve finally made it to a point in my career where in these last weeks I get everything ready for the fall. I’ve been close to accomplishing that in the past, but there’s always been this August calendar event I set up that goes something like “read this, review that, create this, think about that,” yet there’s usually no time, even for someone like me hyperaware of prep time. Guess what? I already did all that stuff, and consolidated the ideas into this one post so the work is truly done to start 2021-22.
I sat in the middle of the room, looked around as if I were a student, and updated every poster that was hard to read. Really, what’s the point of having them if kids can’t see them?! Most are now on 11×17 at 120-pt font, with 80-pt English given below the Latin. Clarity is key, and so is comprehension. I’ll be pointing to these posters a LOT to establish meaning, and then even more when cuing it. I’ve also took down posters I couldn’t remember using. Some posters are nice in concept, but I’m just not gonna refer to fractions in Latin, etc. Also, I’ve redesigned my numbers, and put up my “who needs a boost” and “what would you like?” The latter are actually my first new practices I’ll have to be mindful of, which deserves a number, and bold color to draw attention when I check back in here come August. 1) Use Boosts & Quid velīs?
Since the cognate list has grown to over 700 words, I updated quālitātēs to have *only* cognates, and dropped the English. There are 19 pages with about 160 words organized by positive, neutral, and negative adjectives. My plan is to show students how much Latin they probably already understand, while at the same time introduce English words not in their vocabulary. For example, diabolicum is just too good of a word to avoid using (any fans of The Boys out there?). I’m also going to use these lists more deliberately, like when we describe characters during storytelling. This is another new practice. 2) Use quālitātēs.
Password Now “Weekly Word(s)“
This one’s simple. I used to stop students at the door requiring a rotating class password (but really for a quick check-in), and I wouldn’t let them in if they forgot the password. It was kinda fun except for when it wasn’t. The update is a reframing. No passwords, just weekly words now, but I’ll use the same words/phrases that went over well in the past. The very first one has always been “salvē!” which makes sense. However, I’m adding “…sum [___]” to the end so I get to hear how students pronounce their own name for a week. Can’t believe I hadn’t thought of this sooner!
DEA (Daily Engagement Agreements) Now “Look, Listen, Ask“
The update to collecting gradebook evidence that now has a weekly focus on Look, Listen, and Ask means I won’t need to refer to these the way I used to. I’m not even gonna mention the word “rule.” Also, it’s a good thing I wrote about this, because I hadn’t made that Google Form yet. Check! 3) Use new form to collect gradebook evidence on focus areas.
I’ve never really had much success with Total Physical Response, and haven’t been around students who like to act during collaborative storytelling either (i.e. so no TPRS for me). I’ve just removed all expectations (hopes?) for these things. It’s not the culture here. I’m not gonna force it. Therefore, I cleared up a whole wall that had TPR words, and moved the Look, Listen, and Ask posters over there.
I’ve already written about this, but it’s worth a reminder that I won’t have to establish the routine.
Digital Fluency Write/Timed Write Form
I’ve been having students type Latin into a Google Form, then count up their words (responses from each class section all link to the same spreadsheet). It turns out there’s a formula =IF(C2=””,””,COUNTA(SPLIT(C2,” “))) that takes care of the counting. Drop it into a column in the spreadsheet, and you’re all set. Check out how close it comes to students counting one-by-one! I still review the student’s writing and adjust for only Latin words & names in that last column, but the formula skips the step of students counting—and miscounting—after writing.
I’ve been using timed writes for years to show growth. However, I haven’t been totally happy with the measurements used in the teacher evaluation goal setting. For example, if it’s by percentage, some students have increased their word count 1250%, while others by just 5%. If it’s by total word count, some students are writing 89 words, while others are still writing 10. If it’s by word increase, some students have written 74 more words than their first, and others just one or two. Regardless of the measurement, some students start writing a LOT right away, and don’t make much progress because most are just in that plateau of hanging out at Novice High or something. Therefore, I need a more variable goal that takes into account all these situations based on an average of the first three writing samples:
Under 10 will double.
10-30 will increase by 50%.
Over 30 will increase by 25%.
Also, I’ll have to get writing samples early on within a few weeks (not months) so I have a more accurate baseline. I’m also adding two new practices to help increase comprehension when reading, lead to acquisition, and result in higher output. These are alternating between 4) Code-switched Readings and Facing English in addition to full glossaries. Every text will include at least one of these three supports.
**Update: In particular, I’m gonna be sure to start with Card Talk Stories. This could be 4.5.** Due to remote teaching, I haven’t had much experience with a lot of things on my lists of input-based strategies & activities, and how to get texts. Therefore, I’m not ready to ditch any of them. Also, we’ll have more classes in what should be a more typical year, so I might need to draw from those lists to keep things novel. In particular, I’m thinking of varying reading activities considerably more. So, I’ll be sure to consult the lists when planning. 5) Check lists, weekly.
For the first time ever in my teaching career, I had the opportunity to review the entire year’s class agendas! I thought I’d end up with a long list of activities and a rough sequence for the year, but no. First of all, I don’t plan more than a day or two in advance, and certainly not more than a week out. Second of all, it turns out I already did some of that work when creating my core practices! However, until I’m familiar with the whole teaching thing next fall—because I DO forget how to teach, every single year—I’ll make it a point to review all those practices: 6) Check out core practices, weekly. Still, looking back at the entire year’s class agendas was helpful. Hands down, I’m keeping “hodiē,” the one doc I open each day and work from, for organization (although I’ll be created a new Google Classroom assignment each week to better help students keep track). Here are some other routines and ideas I found from reviewing the agendas that I want to make sure I include next year:
- A basic Talk & Read format to each class
- Start class with date + something else to copy into notebook (statement, story, excerpt, etc.)
- Use digital class libraries (only print for certain activities)
- Build in time to read on own (since no more expectations of reading at home)
- Occasional Flashcard Blitz
- Brain Breaks
- JUST a break…lap around school, etc.
- Rock, Paper, Scissors
- Higher/Lower prediction w/ cards
- Which Would You Choose?
- Fun Facts (but ask as if they were T/F)
- Use general prompts during novella month (February)
- Consider January a “reset,” spiraling back down to lower level texts & novellas
- Do a 1-class CALP more often, and after each novella (poll students on some related topic from the book)
Also a first in my career, I reviewed every blog post I wrote since last August. Here are various reminders and ideas that might influence the year to come:
- Organization & Teacher Sanity
- Writing Latin & Student Accountability
- Theory, Pedagogy & Rants
So, here I am. There’s a LOT of stuff in this one post to review come August. After all, I plan to take a full summer break. No PD. No posts?! Maybe. Who knows, but having all my work done in order to set up next year’s success feels real good, and maybe the consolidated resources will help you, too.
Marcus likes being a young Roman mage, but such a conspicuous combo presents problems in provincial Egypt after he and his parents relocate from Rome. Despite generously offering magical medicine to the locals, this young mage feels like an obvious outsider, sometimes wishing he were invisible. Have you ever felt that way? Marcus searches Egypt for a place to be openly accepted, and even has a run-in with the famously fiendish Sphinx! Can Marcus escape unscathed?
11 cognates + 8 other words!
800 total length
In 2017, I heard Jason Fritze say that “TPRS is basically the art of communicating using no words.” I’ve been drawing from that quote for years, writing stories with as “no words” as possible. This book truly pushes those limits. If you or your students have found any success with the ultra-early beginner Rūfus lutulentus, this new Mārcus magulus will not disappoint. The former will still have its place in the FVR (Free Voluntary Reading) library. However, effective immediately, Mārcus will replace Rūfus as the very first whole-class novella we read for 2021 and beyond. This new book is shorter, more engaging and intriguing (i.e. moves along quickly!), and comes out even a bit easier—if you could believe that! The audiobook also features a noticeably slower speech rate. Michael Sintros (Duinneall) has done another amazing job on the music. Here are excerpts:
Mārcus magulus also has a few new features. There are two lists after chapters two and five that include summaries of what’s been learned so far. These short statements can be used to check understanding while building a sense of Marcus’ experience in Egypt. There are also some post-reading discussion questions that I’ve redacted in the screenshot below so as to not spoil the book.
Here’s a quick note about TPRS (Teaching Proficiency through Reading and Storytelling) and other collaborative storytelling methods and strategies…
They require interaction.
This has become painfully obvious to me after teaching on Zoom for over a year in a public high school, where responses to polls are few, participation is low, and circling is next to impossible in most contexts (unless you happen to have surprisingly high levels of participation). I mean, we can certainly fake circling by doing something similar via those polls and chat, but it moves a LOT slower than that in-person question after question pace complete with reading the room (i.e. “teach to eyes” etc.). On Zoom, the process gets bogged down. That’s not circling. The point of circling is to give students a massive amount of exposure to a small set of words by asking many different questions that students can answer without hesitation. It’s actually the answering of questions that’s so key, not only to keep an eye on who might be getting lost (and then ask “what does X mean?” comprehension check), but also to get the details you ask for, as well as the surprise responses that can take the story in an unexpected yet highly compelling turn. Hence, interaction.
Yet “interaction” can be woefully misunderstood and misinterpreted to mean full-on conversations. That’s not what we need with collaborative storytelling at all. We need to provide students messages in the target language via a process that might feel ad nauseam to us, but is probably just enough (or maybe not quite enough!) for the beginner. That’s happens from questions, statements, and then restating everything that happens.
THAT kind of interaction is crucial. Other types of interaction might occur, or even prove to be beneficial in certain cases, especially in other activities, but without student responses during collaborative storytelling—not just the ones that get details—we got nothing.
I got thinking about what I’d say my core practices were if anyone wanted to learn more about CI and get an overview of what comprehension-based and communicative language teaching (CCLT) looks like. Would it be a list of 10? Could I get that down to five? Might it be better to prioritize some practices like the top 5, 8, and 16 verbs (i.e. quaint quīnque, awesome octō, and sweet sēdecim)? Would I go specific, with concrete activities? Or, would I go broad and global, starting with principles and ideas?
I highly recommend that you do this just as an exercise during a planning period this week, making a quick list of your core practices. Doing so required me to sort out a few things in the process, and helped organize and align my practices to certain principles. Of course, terms and definitions can get tricky, here. I just saw that Reed Riggs and Diane Neubauer refer to “instructional activities (IA),” which covers a lot of what goes on in the classroom. It’s a good term. I’m using “practices” in a similar way to refer to many different methods, strategies, techniques, and activities that all fall under a CCLT approach, as well as general “teacher stuff” I find to be core as well.
Another reason for this post is that I’ve seen the “CI umbrella” graphic shared before, but that doesn’t quite fit with my understanding of things. Rather than practices falling under a CI umbrella, I envision CI instead as the result of practices under the umbrella of CCLT. I also consider such an approach a defense against incomprehensibility—the first obstacle that needs to be removed—and I thought a more aggressive graphic of a “CI shield” might best represent that.
Here’s the first line of core practice defense:Continue reading
Imma take a break from playing Root and get back to my teaching roots. Several recent experiences have reminded me that the most effective teaching practices are the basics, hands down. Obviously, COVID messed with us big time, but I’m afraid some of us have done a little too much adjusting that might result in lingering bad habits. Let’s face it, we pulled out all the stops on that beastly concert organ that was remote learning, and not all of what we did to make it happen could be considered even OK practices. We want good practices, and best ones whenever possible. Oh, and it’s been a while. Consider this: it will have been over two years since starting the school year with tried and true practices you’ve known to be effective. Yeah, that’s right. No one really did that in 2020, so it was August or September of 2019 when you last began the school year how you wanted. Will you remember what all those practices were? I’m not confident I will, so I’m writing this post to remind myself about them roots. Feel free to follow along…Continue reading
“Why are students failing?” Or, more specifically, “why are teachers failing students, especially in a pandemic?” A question like that was asked on Twitter sometime last month, and I had a fairly simple take on the matter: teachers didn’t adjust expectations. Sure, kids might not be “doing the work,” but it’s teachers who determine evidence of learning that comprises “the work” in the first place. Our reality is that most evidence of learning we used to get just isn’t possible remotely, or there are significant obstacles in the way. Bottom line, teachers have set expectations that not every student can meet. Even though I anticipated this, my expectations still needed adjusting, too. First, here’s a brief rundown of problems that lead to the “My Time” solution…Continue reading
Back in June, I did this test of what collaborative storytelling could look like for asynchronous learning. However, the process can be used during class for even more interaction, and more story variations. This format also has the benefit of modeling writing, which can become new sources of input with timed writes typed up, edited, and read in class. This is not innovative. I’ve seen teachers do this live in the classroom. However, you might have stepped away from collaborative storytelling for a bit, or just forgotten how easy and enjoyable it can be. I’d recommend getting back into it, keeping it a regular activity throughout the year. Here are my current favorite collaborative storytelling formats for live remote learning:
Using the super simple story script sequence, write a story by providing either/or details for students to choose, or blank spaces for students to fill-in their own. Share out, step-by-step as teacher restates in target language, and/or submit so teacher can edit, type up, and share back to whole class. You get up to as many new stories as you have students, although I found success projecting just 2 stories; one from the class, and one from another class.
Slide Talk Stories
Screenshare/project the Slides, and scroll through to inspire story detail options. If you want students to compete over details a little more, choose two options from the Slides (e.g. “H.E.R. or Brent Faiyaz?”). Otherwise, choose one detail from the Slides, then whatever other shadow comes to mind. Use the script below for a home-run story.
WOWATS (Whole-class One Word At a Time Stories)
Generate a list of words (e.g. from most recent text, high frequency, all words students know, etc.), randomly choose one, collaborate to use the word in a story, and continue. Consider following Mike Peto’s story structure of limiting each story part to 5 minutes so ideas don’t go off the rails and it takes the whole class.
1) Who? Where? With Whom?
3) Fail to Solve
In a report on the 2018 National Latin Exam Survey, the number of teachers primarily using grammar-translation (478) was over twice that of the next most-used “Reading Method” option (202), and over 16 times that of the least-used “Active Latin” option (27). The other options given were CI, and TPRS. You might already see the problem there. That is all those options were labeled as “methodologies/techniques/philosophies” on the survey, likely in an attempt to account for all the differences between terms. However, such a comparison is like asking “what do you primarily do in class?” That is, there’s almost no coherency between the five options. For example, a teacher could use the TPRS method to provide CI, and in doing so be characterized as using Active Latin. The only clearly distinct option is grammar-translation, yet that still doesn’t show the extent to which grammar is present in one’s teaching (i.e. grammar is also included in “Reading Method” and possibly “Active Latin”). Therefore, I wanted to send out a new survey that focused on practices rather than terms prone to misunderstanding. I did just that in June of 2020. In this post, I share those results…Continue reading
In terms of input, I’ve observed a few differences between reading independently and reading in pairs, or as a whole-class. The bottom line? Reading independently results in far more input than could be provided in pair, or whole-class activities. Therefore, I wonder if we’re not giving enough time for independent reading, even there are already routines in place (e.g. 10 minutes 2x/week). Could we be better off skipping some or even most of the reading activities in class? Maybe. Granted, independent reading cannot be the only kind of reading done in class since most students not only need input, but also interaction, at least in the K-12 public school context I teach in (conf. Beniko Mason’s more advanced Story Listening students with access to 500+ graded readers). Still, how much less input are students getting with all those activities? Let’s look into that…Continue reading