Monday, January 29, 2018

Reading Without Words

Many of us use gestures or hand signs of some variety to associate with vocabulary words. I've been thinking a lot recently about the process of reading, and why it can get so overwhelming. I decided to try a little twist on something old-ish to see if I could access reading to prep them for a text.

We had several new vocabulary words, all of which were pretty interesting. You need some verbs in order to do this. You also need some agreed-upon, constituted hand gestures: and, but, is, because, end of sentence (we use a bell for this).

Friday, January 26, 2018

Alea iacta est - a vocab review game

This is an extremely simple, pretty low-prep vocab review game that happens in pairs or groups. It can take five minutes or an hour, and it keeps pretty well. You'll need:

vocab cards (either TL or L1)

Thursday, January 25, 2018

An activity for new vocabulary

This is not something I would do with a class that doesn't have a good sense of humor.

I wanted to introduce several new vocabulary words that didn't have much of a common thread between them. I was pressed for time, so telling a story wasn't an option, and I wanted context and a lot of repetition.

Tuesday, January 16, 2018

Some Uses for Gallery Walks

I love gallery walks - they get the kids out of their seats productively, let them move around and interact with their peers' work, and the movement between various stimuli keeps it novel. Here are some uses for them!

Friday, January 12, 2018

Easy, authentic sources

One of the things, of course, that we struggle with as Latin teachers is finding authentic sources for our students that also aren't terribly difficult to read. Abbi Holt started searching for such a list, and when we couldn't find one to hand, it seemed wise to start one.

So: if there's one out there, please let me know - I defer to it. Until then, please feel free to use (and contribute to!!) this very nascent one:

A variation on read-and-draw with a gallery walk

My kids got a new text this week. I wanted them to read and visualize it together, as well as get in a few reps, and both have the opportunity to read and draw. I wanted comprehension high and forced output to be low. So:

Wednesday, October 18, 2017

Encountering a text - reading variation

My IIs have been finishing up Petronius' versipellis story - we divided it into three chapters. We've done a lot of prereading activities (micrologues, dictations, vocab activities, listen and draw, etc), and now they're ready to sit down and read the text. They voted to do this in groups.

So here's how we did it:

Students choose, or are put in, groups of three - whatever works for your particular bunch. Some of my classes self-group well, and others...less so. :) You know how it goes.

They designate person A, B, and C (or if you're my kids, rock/paper/scissors, servus/miles/melissa, anas/ananas/pudor...whatever works for y'all...). I project the first sentence of the text, with some questions following, on a PowerPoint slide. For example:

Melissa mea: "Lupus," inquit, "villam intravit et, petens omnia pecora tamquam lanius, sanguinem illis misit."
Quis fabulam narrat?
Quomodo lupus pecora petivit?
Quis sanguinem misit?
Cuius sanguis missus est?

Person A reads the sentence. Person B asks a question - this can be one of my questions I've projected, or they can come up with their own question. Person C answers the question.

They turn their attention to me again, and we walk through the sentence so everyone's on the same page, and we share questions and answers.

I project sentence two, also with questions. Now they switch roles: B reads the sentence, C asks, A answers. It goes like this in circuitu until they have finished reading the text.

This works well with short texts, or you can provide them with their own copy of the text with questions written in so that groups can go at their own pace instead of turning back to the class each time.

It forces the kids to stop after every sentence to really process what's going on; it scaffolds the questions for them so they don't have to formulate their own, but they can if they wish; and it asks them to focus on each thing that happens so they don't get lost in the middle, which can easily happen when they're encountering a new text. Let me know if it works for you, and what changes you make!