**Check out Using Novellas for a growing collection of ideas**
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…
For me, paired translation activities a) are not speaking activities, and b) have a purpose similar to what Justin Slocum Bailey juuuust wrote about Choral Translation, with confidence building as the primary one. This is week 3 of school, which is also the 3rd hour my students have listened to and read (i.e. received input) in Latin.
Today, I used a new update to the classic ABBA paired translation activity I’ve always known as Volleyball Translation (i.e. the role is tossed back and forth like a volleyball “pass”). This comes from Jason Fritze at NTPRS, and I used it with the following text based on events of last week’s class, which includes:
- Something funny that happened on that day, specific to each class
- Details from an Either/Or TPR activity
- sī tibi placet X, surge, et consīde Pompēiīs (i.e. Pompēiī = right side group)
- sī tibi placet Y, surge, et consīde Rōmae (i.e. Rōma = left side group).
Before having the opportunity to present a couple workshops, my mind was blown quite sufficiently during the week. Overall, the Advanced Track with Alina Filipescu and Jason Fritze got me thinking about aaaaaaaall the things I’ve forgotten to do, or stopped doing (for no good reason) over the years. Thankfully, most of them are going to be soooooo easy to [re]implement. As for the others, I’ll pick 2 at a time to add—not replace—until they become automatic. This will probably take the entire year; there’s no rush!
Jason referred to high-leverage strategies—those yielding amazing results with minimal effort (i.e. juice vs. squeeze), and I’m grateful that he called our attention to everything Alina was doing while teaching us Romanian. ce excelent! I’ll indicate some high-leverage strategies, and will go as far as to classify them as “non-negotiable” for my own teaching, using the letters “NN.” I’ll also indicate strategies to update or re-implement with the word “Update!” and those I’d like to try for the first time with the word “New!” I encourage you to give them all a try. Here are the takeaways organized by presenter: