After necessary school-wide policy changes regarding attendance, I was in need of a new “do now” that didn’t feel like one, because I hate that stuff. It turns out a few of my practices work already, though, like Sustained Silent Reading (SSR), Summary & Write, and Free Voluntary Reading (FVR). With 4 classes per week, and a new Semester 2 weekly routine to begin Copy/Change/Continue is born…Continue reading
The most practical daily practices aren’t really taught to teachers. None of us received training in how to best take attendance, minimize the paper trail, organize digital files, or transition between classes. The lucky teachers have found a good system. Unlucky ones are still searching for more efficient systems, or don’t even know that alternatives exist at all! This is a companion post to How To Plan So Your Plans Never Get Messed Up with some tips on organization…
Last Friday, I suddenly found myself without a document camera after a Listen & Draw with our first One Word Image (OWI). Realizing my error, I scrambled to snap a pic of just one student drawing, send it to my email, sign in, download and orient, turn on the projector, etc. all just to discuss student artwork. No bueno. Not only did I lose a few kids during the shuffle, but I avoided repeating the process, meaning we looked at just one student’s work. No bueno mas. With a document camera, we used to look at several different drawings easily, keeping interest high throughout class. That absence was obvious, and I was unhappy with how things went. Still, I was determined to use the stack of hilarious drawings somehow…
This year, I’m very on top of providing learners with texts. Each class section has been reading at least a half page of Latin every class, which I’ve also been able to print (all during my planning periods!), and give to learners as reading options at home. These texts also double as what some schools call “Do Now” or “Activators” as the first thing we read in class.
The texts include somewhere between 50-70 total words every day. Since I always print extra copies, I’ve shown learners where to go to get new texts if they’ve already read the ones from their own class. Why would they? Well, the texts from each section has different content written with frequent vocabulary that all learners understand. For those who have read all the texts available from other classes, that’s about 1300 total words after just one week! It’s worth noting that almost all of the content is the product of Card Talk, and a single Picture Talk. These are extremely low prep; the work is just typing up what happened in class, made even easier when doing a Write & Discuss at the end of class. Also, in typing up today’s events, I just stumbled upon a way to double the input from any X Talk (e.g. Card, Picture, Calendar, Item, etc.)…
Extending the concept of parallel texts to Card Talk is an easy way to double the input. Say the day’s prompt is “draw up to 4 things you don’t like, and circle them.” In class, 5-10min could easily be spent comparing two learners, their drawings, and the thoughts of others.
Now, instead of typing up what everyone heard and learned in class, review other drawings and type THOSE up. Project, and/or read using your favorite input-based strategy and activity, and you will have doubled the input in a more communicative and compelling way (vs. reading content that learners already know).
**Updated 2.24.2020 with Discipulī et Magistrī Illustrēs**
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.**Continue reading
With students meeting 1x/week—this year only—we just had the 30th class of the year. I compared this to our calendar for next year, which is as if it’s October 9th meeting every day of the week. Now, with constant reminders of routines (since at least one week passes from class to class), and typical testing/school interruptions, and Northeast snow, those 30 class hours could amount to fewer total hours of input (25, 20, 15?!). Total input hours is tough to calculate, though, so we’ll just stick with 30 for the purpose of this post! What does that mean for reading? Cue the first novella…
Keith Toda just posted about writing simple texts and parallel stories for extensive reading use, such as during Free Voluntary Reading (FVR). Follow this template to create simple texts from scratch using the Sweet Sēdecim (Top 16). Also follow this template starting with any text (e.g. the simplest version of an Embedded Reading, a parallel story, a textbook chapter, a Write & Discuss, details from Discipulus Illustris, a myth, etc.). This will get you practice writing for the novice:
(is, is in, likes)
(there isn’t, doesn’t have, wants [to ___], wants to go)
– Interactions: (sees, hears, says, thinks, knows)
- New Location(s):
(leaves, comes to, is in, goes)
– Interactions: (sees, hears, says, thinks, knows)
- Resolution/Unresolved Ending:
(if item/object: someone carries, puts, gives, if action: character is able)
Example: Here’s a 250 total word length story I could add to the FVR shelf as another comprehensible option…