#langchat Archive
#LangChat is dedicated to the discussion of topics associated with issues and trends in world language instruction and learning. Educators, administrators, learners, and aficionados of world languages are encouraged to participate and share their experiences and input on various topics such as new ways to teach vocabulary, using music in the language classroom, and making standards-based grading valid. This chat is also unique in that it brings together language educators worldwide and from different contexts (elementary, secondary, higher education, etc.) and languages.
Thursday March 24, 2016
Welcome to ! So glad you are here! Our topic tonight is how to teach TL novels & other long text. https://t.co/zXJL7ySMCb
Hola . Amanda from snowy WI- HS Spanish. Looking forward to tonight bc starting a novel after spring break!
Cant wait to learn! Reading Petit Prince soon!
Good evening, ! Feeling relaxed on my first day of break! Wendy, French 1 and 2, Ohio!
Good evening, ! Feeling relaxed on my first day of break! Wendy, French 1 and 2, Ohio!
Time for the Roll Call! Who are you? Where are you? Whaddya teach? And 1 cool fact about YOU!
Hi ! I am Amy, your host tonight along with and maybe a couple others???
Sara from NJ. My goal this year was to incorporate more texts into my instruction. Excited for tonight's chat!
Rebecca, Boston, MS French, fun fact: was dressed as a bumblebee last night for Purim!
Good evening from Boston, !
Hola ! Laura in NC here too! I agree
Bonsoir ! Live from the car on our way "up north." Megan, French 2-AP, Detroit.
Bonsoir . French 9-12 in Nashville, back in the USA after student trip to the UK.
Hola Jason from Iowa Spanish 2-4.
I haven't used longer texts myself but have been seriously considering it!
Buenas noches, ! Maestra Schemmer from IN popping in for a little bit!
Michelle. French 1-5 in Eau Claire, WI. Langchatting from the blizzard during my spring break π
Let's get started! Remember this is a Q1/A1 format, so include A1, A2, etc in your answers to keep track of the conversation.
I teach Spanish 2/2H in DFW, TX. I was a voice major my first attempt at college!
I'm Axa from SC and on my way to my vacation but the topic interests me. Am on phone so may be a lurker tonight.
Justin, Ann Arbor, MI, mostly Latin and German, mostly HS and adults. I love me some novels and other long texts!
Jon, HS Span 2-3, in NJ. First in a while.
Jill from Northern Virginia -teach French - just finished reviewing my unit for mini novel about visit to France. Very Γ propos!
I am Maris- live in Maryland and teach US/MS Spanish. Fun fact: I drove cross country four times within a few yrs!
Hola ! Allison & I teach 7-12 Spanish in Iowa. My fun fact is I am due with πΆπΌ#2 the 1st day of school
Cathryn from metro DC. Spanish 4 and AP
I've been using children's books this year. They love it & are learning so much vocabulary!
Hello! Katie here, pre-service Spanish teacher from PA
Also still riding high on getting a scholarship from French Ambass to spend 2 weeksbin Vichy!
my kids never got into picture books...but I think they might w/ 's FVR tips!
baby in the house!!! Congrats! https://t.co/hXBqm2e8pY
Hola ! Allison & I teach 7-12 Spanish in Iowa. My fun fact is I am due with πΆπΌ#2 the 1st day of school
Hola - Maggie from NJ - HS - looking forward to my first
Fun fact: I like soggy cereal so much that I sometimes pour it the night before and leave it in the fridge to enjoy in the morning
And I think I may have succeeded in roping to join us!
1 cool fact about me is that I'm 6' tall. Not what you expect from my picture, huh, ?
NOPE, thought you were a mini-Wendy! https://t.co/sWAzunmNie
1 cool fact about me is that I'm 6' tall. Not what you expect from my picture, huh, ?
I forgot a fun fact about myself: I'm no longer teaching in a classroom, but now I get to tutor 1-on-1 AND supervise student Ts!
my fact. I got 6th place in an Arroz con Leche contest in a small Spanish village
Oh, Cristina from Miami:) but love being a Spanish elementary school teacher on a 2 week Spring break - ing from Boston now!
Weirdoooooo https://t.co/SwTpLq6AgX
Fun fact: I like soggy cereal so much that I sometimes pour it the night before and leave it in the fridge to enjoy in the morning
Thanks Jon - always an inspiration!
QUESTION 1: What are your purposes for having sts read longer txt like novels & short stories? https://t.co/nc7OlIidnJ
One more fun fact - I am a Spanish teacher who HATES cilantro!
welcome from a fellow NJ teacher!
no offense, but that sounds gross! haha
...I can't think of any fun facts about me... :(
lurking from my phone. Kelli, IA Spanish
That's because cilantro is gross, no matter what language you teach.
one fact about me is I taught & performed Zimbabwean trad. Music & Dan's before teaching Spanish
A1 higher student interest, & chances to learn the random, but important, words that don't fit well into thematic units
A1: In our dist, novels are used for reading to show kids how much they have accomplished!
A1 if I DID use longer texts, it would be for context and continuity...but I'm not convinced of value of 2nd yet
A1: Enjoyment - show Ss their progress and that they can read in TL
Now that IS fun! https://t.co/6fKfMjuKCg
one fact about me is I taught & performed Zimbabwean trad. Music & Dan's before teaching Spanish
A1 I feel like my French Ss need to read Petit Prince to understand many cultural references. Also I love it and can't give it up!
A1 I want to try to foster a love of reading!
Soggy cereal- no wonder your name is in dwelling
A1: Reading longer pieces provides a sense of accomplishment and allows Ss to take pride in their work
A1 Big authres (1 story goes so far!), TL cultural info., something to talk about & retell, build S confidence
A1 I currently don't have novels in the curr., but my #1 for wanting to teach one is fun + interest + learning +confidence boost!
A1: Ss gain HUGE amounts of new vocab in context & can observe natural grammar. Gives them a wider base to draw from.
gracias! This may be my longest extended summer break ever
A1 I like to use longer texts for content rather than language. Wars, serious topics
A1: imbedded vocab and structure, , intriguing, fun
Oh! Late fun fact! I played mostly men in HS plays: Rosencrantz, Paravicini
A1 Long texts let Ss get lost in the language--in the best of ways!
A1 Also, want to develop sense of satisfaction & love of reading in L2 in Ss. Not always easy with non-fiction for me
A1- Exposure to lit . Often times more compelling.
how would you say the vocab gains differ from same amount of text but split up?
A1 Sometimes, reading poems, novels and stories is just a good change of pace.
Fun fact about ... She made me cry like a baby once! https://t.co/vA9fy08g1u
...I can't think of any fun facts about me... :(
A1: It really does allow students to see language that is purposeful and high frequency
A1 Ss also feel so proud when they can read a longer text. We all support literacy!
Agree! just @ conferences last night Ps asked if the novels were in Spanish & were happily surprised when I said yes
A1 When longer texts used readers can derive more meaning because they don't use word for word translation techniques
Johnnie Holbrook. I teach Spanish 1-4 near marysville, Ohio. Fun fact, I was a vocal performance major before Spanish.
A1 Long text with coherent plot, themes, or style often allows Ss to encounter the same words and phrases repeatedly w/o boredom
A1: ...because I can follow our curriculum in a more exciting way...validates our program ..on par with their English classes.
A1: It also allows language class to support traditional "English class" topics
I can see where familiar story structure might facilitate good guessing (a la )
Great Question! https://t.co/pIFx8I8qSW
how would you say the vocab gains differ from same amount of text but split up?
A1 reading teaches good writing skills. Verb tenses, phrases start to sound "right" I even have my Ss imitate authors' styles
A1: For the young learners, reading their first, whole book in L2 is quite an accomplishment
A1: because I LOVE to read. And it's far easier to discuss what I'm passionate about.
A1 When you're using long texts, you don't have to figure out what to do next as often!
great question...Ss gain "stamina" in reading familiar mixed with unfamiliar. I guess more strategies come into play
Never thought about this before. Good to know! https://t.co/kyP4oJtd1h
A1 When longer texts used readers can derive more meaning because they don't use word for word translation techniques
what kind of strategies that shorter texts miss?
Woo Hoo! I just made it to my first live ever! I teach in a FLES program in Boston.
It's great when they get lost in the text
Sheryle Kuehl from Texas Middle School Spanish 1. First time to participate.
A1 Ss were more engaged & excited with our last novel...output w/ projects was amazing!
I do like the idea of absorbing a style https://t.co/yNwYHr3SX4
A1 reading teaches good writing skills. Verb tenses, phrases start to sound "right" I even have my Ss imitate authors' styles
it's easier to get students excited about something when I'm legitimately excited. And reading is a way in.
A1: teaching with novels has allowed students to gain so much confidence! When a Sp1 student says I read a whole book!
YES! I love talking with English Ts to figure out how to reinforce their weekly lessons too
Great to have you! We're on Q1: What are your purposes for having sts read longer txt like novels & short stories?
Esther - Spanish at Cleveland High Portland OR-levels 1 and 2
Adopted C.I. all classes
A1 Builds confidence for students whey they encounter longer texts, poems or stories in TL. Makes language purposeful and real.
With a long text, Ss don't spend time understanding the set-up and background info each time we read. It's easy to keep going.
This does sound tempting Could it also lead to, well, boredom? https://t.co/cD0LED4kiN
A1 When you're using long texts, you don't have to figure out what to do next as often!
A1 Literacy teachers want to get students to sustain reading at their level.
A1: I hope to teach my sts how to "talk" about what they read in TL as review of past tenses.
A1 and the sense of confidence is amazing for them I think
Welcome, Sheryle! You're in for some great fun!
This idea of absorption so that it begins to sound right is so powerful. https://t.co/UzARdnY9e0
I do like the idea of absorbing a style https://t.co/yNwYHr3SX4
A1 reading teaches good writing skills. Verb tenses, phrases start to sound "right" I even have my Ss imitate authors' styles
A1 I just stared this year with novels. I love culture embedded within!
Welcome a newbie! https://t.co/C4N5af6SZ4
Woo Hoo! I just made it to my first live ever! I teach in a FLES program in Boston.
Not if the text itself is compelling for the Ss.
No! There is so much to do with a novel!
Spanish teacher K-12 in Eminence, Ky. Fun fact, my husband is half-Taiwanese and I want to learn some Mandarin.
In my opinion, if you spread it out too much, yes, but if its at a steady pace, very engaging & nice for Ts
A1: also allows for a cultural perspective. A snapshot of the culture and a way to see it in action.
Yes! In lv4 right now we are doing lit circle where ss are digging deep into things like theme & setting https://t.co/nDnD0ueRHd
A1: It also allows language class to support traditional "English class" topics
A1) Nothing builds vocabulary and chunks better than consistent reading for pleasure in TL
I'm Robin, teaching Spanish 1-3 in southern Ohio. Running late but happy to kick off spring break w/ !
YES, and their expertise in reading and literacy VALUABLE! https://t.co/OLKpyDFp29
YES! I love talking with English Ts to figure out how to reinforce their weekly lessons too
getting ahead of the game, but I'm curious as to how one maintains such a pace without hitting doldrums
A1: I love the repetition that novels allow-- students gain confidence and momentum as they read. I've used Pobre Ana.
Hmm! I guess the shorter texts don't necessarily "miss" them, but stories/novels repeat them & draw them out more
Peardeck works perfectly with any type of guided reading activity
and use future to predict what will happen nextπ
A1 It's usually longer texts, e.g., novels, that turn people into readers--few fall in love with reading through articles or burbs
I think only if the content itself is boring or it's over the 85% comprehension limit.
I will be doing this with my 4s " If you were the character, what would you do?
A1 Recommended length of text from Teacher's Handbook for novice is 250 or more words
I have found that I can ask higher order thinking questions naturally like which character would do something
Not gonna lie I wish I could speak Span so I could read La Llorona from TPRS, lol
I dunno, if class is the same routine, even if the text is great...my English classes back in the day still got bored
Novels gives a topic to talk about that everyone shares in class
A1: Having to discuss a text can help with transfer of knowledge from one context to another. Higher proficiency!
I love but I haven't tried it with a novel! Sounds interesting! https://t.co/XymXeENMMT
Peardeck works perfectly with any type of guided reading activity
I like that bridge of a familiar activity with new TL. btw nice shirt!
I'm thinking specificallly when following a more in depth plot or more characters? Not sure if I'm making sense
Could this also be a disadvantage? https://t.co/c0pixii8Vc
With a long text, Ss don't spend time understanding the set-up and background info each time we read. It's easy to keep going.
A1 I find that novels are some of the things that students remember beat from our classes. So that's got to mean something.
A1: it's also about "why" I want them to read. Not "what" we read or "what" they learn. But that they understand "why"!!!
Novelty is so important when reading a longer novel. Different activities keep them more engaged.
I've seen this happen w/TV series vs short clips. Ss relax and listen for overall meaning.
Sometimes the cultural differences can even drive interest.
so then is it the book or the routine? Read but make it "novel" haha I'm so funny
However if you are only teaching 1-2 novels, they stay fresh
Love this thought! https://t.co/RqV2e5OL4q
A1) Nothing builds vocabulary and chunks better than consistent reading for pleasure in TL
everyone reads and takes away something. I don't care what the takeaway is. But they learn through reading.
True. Changing up the routine is still important. Maybe a discussion group, then a play, then a creative writing
Not an A but a sub-Q: How do you determine pacing? How much material in one class?
A2 Teach me, y'all, I gotta know the answer to this.
specifically, they learn to feel in another language. They learn to interpret. They learn to analyze. They learn nuance.
A2 Flipped classroom style. Students read at home and we discuss in class.
A2 about to start Vida y Muerte, spent 2-3 weeks prepping them with El Salvador history & will spend about 4 weeks on actual novel
One cool thing about books is when students reference. Had a kid blame El encantador Freston (quijote) for an error.
these skills aren't sustainable at first. But given lots of time and practice... Reading empowers.
A2: I have tried both JUST reading novels each day & splitting the class in half- I prefer to split the class to keep it engaging
A2 I like to open with a film version of the story so they know where we're going and get the gist of things. I teach NH/IL only.
I've never used a longer text in class, but would love to learn how..
A2 I front load and circle vocabulary needed for each day's chapter. I try to vary how we read and respond to the novel each day.
A2 Use the content, characters to derive communication. Stations, auth res about the setting, reading for purpose
POWERFUL! https://t.co/LRnz8i8mKp
A1: it's also about "why" I want them to read. Not "what" we read or "what" they learn. But that they understand "why"!!!
A2 For me, novelty is key. I try to vary the way that we read and the activities that we do for each chunk. Ss crave novelty.
In my class we read novels as center of cultural unit. We pre-load vocab & context & then read with activities for few wks
what do you mean splitting the class in half? Half the period? What's the other half? How long of a period?
Do you typically read a chapter a day?
A2: Broken up into chapters, episodes, punctuated with discussion, activities, interpersonal, form assessments
A2 classroom set of novels
so 15 pages a week breaks down to 3 a day? Seems very manageable
Man, is on fire tonight! https://t.co/NpUF6I04Vc
everyone reads and takes away something. I don't care what the takeaway is. But they learn through reading.
Reading is done in class...want to model expectations - not knowing and/or looking up every word. Not always confortable for them
A1 my challenge is fitting the novel with the regular curriculum.
A2 Lots of FVR! Extensive Reading Foundation recommends novices read 3000-5000 words per week for pleasure IN ADDITION TO assigned
A2- We usually spend about half the class reading the novel. Sometimes together, sometimes with partner.
A2: I have been taught NEVER have sts read if you don't do a pre-reading strategy. So, there's that.
Q2: I use a reading sheet that asks for a summary, their takeaway, discussion questions, vocab they looked up, and how hard it was
A2 a struggle is readers we have, forced to read in class only. I worry some see it as a chore
Yes- We are reading Noche de oro while learning about our ecology unit
Maybe pacing is not always consistent? Like focus a lot on character develpmnt at beginning then can speed up a bit?
what are some ways you vary the way you read?
A2 I've always had students pull the vocab from the reading. What does pre-loading vocab look like?
A2: In Level 2, I still do the reader Le Vol de la Joconde, about one 3 page chapter per week or so
Words to live by. https://t.co/n80ZG9Zblj
A2: I have been taught NEVER have sts read if you don't do a pre-reading strategy. So, there's that.
Q2: w/ level 2 we read together in class; level 4 read sev novels in class & Ss read novel of their choice out of class
A2 (cont) trying to *spark* interest/strategies in class that they can use outside of class
I do blog! and I will definitely be blogging about this
A2 read as a class, read as HW, read to a partner, listen to me, read and act, etc. Lots of variety. Like reading in elementary
A2 I vary reading and activities. I made podcasts to make reading easier for students (Fr.I) so they would not get stuck on text.
A2- For activities there are comprehension questions, cultural activities, short writing, readers theater.
A2: Today, I gave my sts images that represent people, things in novel. They had to associate new vocab, then make TL prediction.
Do you generally spend the whole class reading? Or reading + post-reading activities?
A2: Group whose prediction is closest to how book really goes wins a prize!
Natalia, French, HS in snowy WI jumping in for a little bit
New vocab- circling and personalization Next: individual reading chater- summaryzing- Rea aloud with interpretation questions
A2 smash doodles, storyboard, reenact scenes
A2 like to give time for students to put story in order or Into own words. Have been focusing on SS ability to recall and retell
Q2: class time is spent making character maps, discussing, reenacting, talking it out, feeling, rereading, writing!
Establishing that context is super helpful.
A2: once into novel we read about 1ch/day. Each day is different with variety of pre/during/after activities
Hurrayyyy!!!! Welcome to ! Lots of FLES teachers here.
Does it HAVE to fit? Can't it be the reason FOR lang acquisition?
Whatever keeps the Ss interested.
Do you teach in elementary school? I don't see a lot of FLES teachers here right now.
I think I want to have a Reading Trophy or something. To make it about bragging rights.
It can also be overwhelming to just teach a novel bc it can get "boring" if you try to plow through it
A2 Using novels opens up so many possibilities for context driven communication- setting, characters, motivation
Good Advice! https://t.co/nBTbj227jv
A2 For me, novelty is key. I try to vary the way that we read and the activities that we do for each chunk. Ss crave novelty.
A2 I think that being a double major in elementary teaching gave me lots of ideas for reading. Considering those resources as well
A2 So true. My fall-back is "making predictions." I would love to hear other pre-reading strategies.
A2 Don't have to be a part of unit but must have focus. I.e. -> learn how to narrate in "I-form"
A2 I get a lot of ideas from other blogs
before starting the novel use stories/ PQA for important core vocab so reading seems easy
So -- we could do whole group reading sometimes (harder passages/beginning), pair reading at times, solo reading at times. Yeah?
Q2: If you can arrange it; Skype w/ author is a big hit for Ss. We skyped w & it was a success!
Hang on... gotta get dinner out of the oven. Nobody say anything good right now.
Q2: the reading sheet is so no one can say "I didn't understand" bc they understand "something". Class puts it together.
Sorry, that should have been A2
A2: I used dual entry journal, image collages of key ideas, Cornell notes, and novel-themed speaking stamp sheets
(never taught a novel, but) I think that varying the way you read is key! Some Ts LOVE the audiobook, too!
A3: An book is read slowly, a chapter at a time with many digressions (videos, songs) which aid with comprehension.
A2 If you haven't checked out 's list of pre-, during, and post-reading activities yet, you need to!
A2 Alternate between me reading and reading in small groups with a purpose.
I like to have the Ss take on character personas and then do interviews or plays.
Yes- I vary it up although I always start with whole group reading
A2 I create "artifacts" to be explained with some chapters - person, event, place, so that we can work on speaking skills too.
This is good to know. We need a hub of TL novel activities! https://t.co/CBalfdqa4Q
A2: Broken up into chapters, episodes, punctuated with discussion, activities, interpersonal, form assessments
A2: lots of comparison between them and the characters. "Have you felt this?" "Do you react the same way?"
A2 It was so fun to interact with readers and make interpretive an interpersonal activity.
I'd LOVE to hear more about this! What kind of artifacts have you used?
I used to do prediction even w/ 4s and 5s. They'd guess which 3 animals would be in the book, etc. Worked wonders
I like to keep some mystery some times about where we are headed/what we will read but I at least do predictions
A2: I like the idea of sts having to do recaps. Maybe have all read chpt, but assign parts to sts to recap to reading group?
= basically why I was not a French major in college. Love all the varied approaches here!
Checking into from Bogota. Starting Esperanza next week for 1st time. Tried pobre Ana years ago;bored me to tears,Ss also hated it
A3: I'm not scared of silence. I can wait. I can make students act out scenes! They will talk.
Important to vary up types of reading, keep SS interested https://t.co/MeAZaWd1PC
A2 read as a class, read as HW, read to a partner, listen to me, read and act, etc. Lots of variety. Like reading in elementary
Yes, this allows students to demonstrate comprehension and gives them a task-based learning
A2: I actually love when student is absent when we read so next day job of Ss is to retell chap to student that was absent
A2: I also like a longer text to have evenly divided narrator and characters with spoken parts for role-play
. That's the one! I don't always make people hunt down links themselves, but when I do, they're some sweet bounty
2/2 but looking forward to starting this novel after so much inspiration of what to do with it from other langchatters/bloggers
Great pre-reading strategy that doesn't give it all away https://t.co/wo2DFKx2gc
A2: Today, I gave my sts images that represent people, things in novel. They had to associate new vocab, then make TL prediction.
I love alt endings. The satire would def be interesting.
Dissect the cover image, compare covers if poss., WWWWWH based on back blurb/1st pages
I actually find teaching a novel a welcome break from other instruction.
I like cornell notes for chapter recaps!
Getting Question 3 ready now !!
Ahhh! So many great ideas!
I have to leave early :( But I really look forward to re-reading later and joining in Sat. morning! Super challenged so far.
A3: also not above "sex, drugs, and rock and roll". I pick novels that speak to them.
it doesn't have to fit theme wise but time wise it has to for somehow. But I'm using Q4 to focus primarily on novels.
make up stories using key vocab in another context!
A2 differentiate. Give choices, read alone, partner, small group, choral, mime actions, draw scenes...
A2 Deleted scenes or writing character backstories are fun.
Any suggestions for lower levels? My kids aren't very environmentally inclined, but those are my favorites https://t.co/npOLjzoJcj
A3: also not above "sex, drugs, and rock and roll". I pick novels that speak to them.
Would love to know more about THIS https://t.co/Bwf7ZkiCiS
A2 I create "artifacts" to be explained with some chapters - person, event, place, so that we can work on speaking skills too.
OOOOH I love that idea SO. MUCH! https://t.co/xgdXblDu3V
A2 Deleted scenes or writing character backstories are fun.
A2 Backwards design from longer text: PQA, story-asking, etc., using language and topics from target text
So simple, yet so profound. https://t.co/86JtLsFGH3
A2: lots of comparison between them and the characters. "Have you felt this?" "Do you react the same way?"
A3 I like to give each S a role. Small cog in a bigger machine
A2 activity ideas: draw a comic, order these events, compare to your life, compare to a news article, draw a picture, act it out..
Yes, this is why more teachers should blog!
A3 this is an area of weakness for me, but next time, I want to try working on "If you were So-and-So, what would you do?
Stories and novels match the brain's way of storing info. Every has an access point to stories. A win for proficiency
A3 My fave - frozen scenes sts freeze the main scene of chapter, I take pic, then we guess who is who and why. Lots of laughs.
think about books about social justice! Books that challenge questions of equality! Or "fairness"
Well, it needs to be interesting :)
A3: I have slideshow of pre/during/post ?s that is posted, so as we read it reminds me to stop, discuss & personalize
I made my kids write a "what happened to Carlos" from Piratas then I yelled OH! while reading Triangulo in FVR!
LOVE https://t.co/z0uBu3qkEc
A2: I actually love when student is absent when we read so next day job of Ss is to retell chap to student that was absent
A2 for quijote (graphic novel from teacher discovery) I have them write an alternative ending
do you kknow any for lower levels?
You could pick a topic/character and write about the same thing but from different characters' perspectives
Q3: 4 Frida novel I wrote 15? "what would u do if" b4 Ss read, ?s reflect Frida's life; aft reading discuss Ss ans & Frida's exp.
A3: Most natural conversation: what do you think will happen next?
A3: Mystery to solve, what is going to happen, why did he do this, what's wrong with this?
A3: Highly structures prediction writing + pass them around to discuss possible vs probable Γ la
We actually just started designing some more printables for story activities. Just helps acquisition & engagement so much
A3 When reading together, pause often to ask questions - just like when reading to a small child. Is he happy? Why? What next? Etc
Students don't want "perfection" bc they aren't perfect. Flawed characters are the ones they love! They understand a flaw.
Have you posted a sample before? Would love to see it to get an idea!
I love that. And then acting them out is the best!
sex sells! Or the promise but lack of!!!!
A3 Ask in TL, "Was this a GOOD IDEA or a BAD IDEA [e.g., by a character]? Why?" Lots of related ideas here https://t.co/KQWFBEiFwL
A2 moving from compare and contrast to student led discussion. Student centered and support with evidence needs to be visible.
A3 This is the point where we can intro advanced structures, highly supported, of course: If I were... / I want him to...
Love the suggestion about social justice! The books inspire students to have an opinion! So much to say when they take a stand!
I usually just copy all of the teachers guide ?s in slideshow. It lets my visual learners see ?s too
I like how that's a very easy Q, but can easily be open to multiple points of view https://t.co/xDvJqSlPR0
A3 Ask in TL, "Was this a GOOD IDEA or a BAD IDEA [e.g., by a character]? Why?" Lots of related ideas here https://t.co/KQWFBEiFwL
Q3) I try to avoid comprehension ?s like did X happen. I try to make them more thought-provoking, like what would you do?
my kids could get into social justice, but what books can they do in 1 or 2?
Carlos is still missing in the piratas book I wrote.
A3 If Ss read w/o me, ask them to summarize what happened in small chunks. They struggle with this in all classes, and we can help
It is like PPT but interactive. Not explaining it well. Check out their info video on youtube.
Or what that character's Instagram page would have looked like
Really Love this approach to logistics of novel reading! https://t.co/c8JWkvblVx
A3: I have slideshow of pre/during/post ?s that is posted, so as we read it reminds me to stop, discuss & personalize
Also, books where you know they will HATE the characters. Despise them. It's like talking about kΓ nye in class. Gets them riled!
YES, rather than hold up Conditional and Subjunctive as esoteric grammar goals, put them to USE
A3: Have students prepare short presentations to share about what they read in small groups
A3 Teenagers are judgmental. Let them call characters names (stupid, evil, crazy) and then back it up!
Have you read Biancanieves by ? There is a character your students will Hate.
. Yep! And it's extra fun when the sentence or action you ask about doesn't otherwise seem important.
How do Ts promote reading in Spanish for understanding versus translating lines in English to self?
Any of you regular novel-users have a handy blog post about your favorite Questions for conversational tasks handy?
Any of you regular novel-users have a handy blog post about your favorite Questions for conversational tasks handy?
A3 Ask, What doesn't character X know right now? Why's that a problem? (when possible)
w/ pre/review from day before often posted as enter - write down &/or discuss at table, then discuss as class
Q3 Higher-order thinking questions definitely do generate more student discussion.
A3 we've had some really good discussions with Vida y Muerte en la Mara Salvatrucha
A3 Novice - intermediate low= connection to self, connections to world... IM to IH= student led, adding a provocateur.
A3 choose character and make: a meme, a texting conversation, a playlist, a wanted poster, an avatar w. Explanation for choice
A3 maybe have students come up with the discussion topics for next day's class. It's a recap and SS centered
. It also prompts higher order thinking without requiring Ss to use high level language in answer
What kinds of discussions did you have?
Great way to introduce new sentence stems that are communicatively relevant https://t.co/mWBcprm6lB
YES, rather than hold up Conditional and Subjunctive as esoteric grammar goals, put them to USE
I've found structures are only "advanced" from a grammatical perspective. If taught as vocab chunks, Ss don't struggle
A3 Great ideas. I've also done create Tweets, Facebook posts, Instagram posts.
A3 saw great ex. of debate btw sts assuming role of artists they contacted in TL to authentically rep. perspectives
I've always wondered about that (and another thing or two...). Great opportunity for discussion!
Or present a "lens" to look through: "How is X compassionate or wise, or flawed?" https://t.co/94VLBIRCUc
A3 Teenagers are judgmental. Let them call characters names (stupid, evil, crazy) and then back it up!
Can be tough to dig into themes at lower levels. Maybe act out a play?
OOOH I like this for times when Ss are reading on own https://t.co/5QImutABe9
could actually post on insta or Twitter using a class hashtag, analyze posts next day
Great idea! Can't wait to try these on Monday!
Question for not far away!
Omg! I'm going to have to try that! My student would go bananas! https://t.co/eeWcAnc0P9
Or what that character's Instagram page would have looked like
why would someone join a gang? Would you? If your circumstances were different would you?
LOVE! Adjectives beyond good, bad and learning to SUPPORT with evidence! https://t.co/avJ5ihUo7D
A3 Teenagers are judgmental. Let them call characters names (stupid, evil, crazy) and then back it up!
A3 Split class into two and give the outside groups an interpretive task that can turn into presentational writing +1
we have put little red riding hood on trial...
. Yes! Characters making dumb decisions is great for this.
I also have roughly 4 different novels I read with sts. I rotate them. Bc I don't want to get complacent.
A3 sometimes good old fashioned venn diagrams are good conversation tools. Compare contrast
Sorry . I have to run early. I'll catch up and join back in to the Saturday sequel.
Q4: What strategies do you use to ensure your students are really reading & making meaning? https://t.co/RM4uqwopwO
And I'm not above crying in class when my hump sts novhi/interlo finish a novel. Bc that sht is hard! And they did it!
Oops! Got caught up in the chat and forgot my job!
Or bored yourself! If you're not having fun, you're Ss won't be either.
I'm a novel collector. When a new one is published, regardless of level, I buy it!
A4 Reading checks. Simple but effective.
A2/A3 My motto for novel instruction this year is "fun it up but keep it rigorous" - always a goal I have in mind.
There are no stupid questions. Just stupid decisions :P
I used to do that! So much fun!
What do these look like for you?
I also tell them to call their parents and tell them how proud they are!
A4 lots of drawing what we remember, spontaneous retelling, acting out what we remember
A4 I jumped the gun with my ? earlier, but a lot of my Ss translate to themselves as they read...
A4 A Do Now with two or three questions that require students to explain what they read the night before.
Q4: Have a space on a graphic organizer where Ss can write down ?s as they read/listen. Then use to propel discussion.
A4: I collect pre/during/post reading strategies for this very reason. I am liking the PAT List from
Yes! This is often a good strategy for Ss to visually learn information and to use as a visual aid for conversations
A3 Discussion cards: skeptic, facilitator, team leader, and accountability manage. Keeps students in the TL & increases rigor.
A4 simple but I put short summary together, cut up sentence and have my Sp1 kids put them in order.
Pretty please, won't you tell us about the artifacts?
A4: Remember the signature game for BTS? Wonder if we could use that idea for reading proof.
A4: Formative assessment quizzes
A4 I use Schoology quizzes for ordering activities or notability/near pod to draw, also my kids are kahoot crazy
A4 again check out and smash doodles
.'s keyboard must be melting from all the white-hot genius she is dropping. wasn't lying
A4 Why not have one pair of students write the summary and other pair put it in order?
A4: i read to the class A LOT in low levels. Most say they like it best bc they understand better with infection & ?s
I know, right? Anyone missing tonight? Not me cause his wife is a freaking genius! https://t.co/8zkeRMd2uX
.'s keyboard must be melting from all the white-hot genius she is dropping. wasn't lying
You teach Spanish, so easy to find! Some other languages aren't so easy :)
A4 sully but....kahoot, quizizz, pacman, etc. gamifying knowledge of book, story is a great motivator
Love , thanks for the idea! https://t.co/9Z2EBeqHZ9
A4 Why not have one pair of students write the summary and other pair put it in order?
A4 I've tried both but recently, I've been doing it in the target language. Even my 8th graders are capable.
I know it is crazy, but I gotta get Question 5 out there now!
GENIUS https://t.co/RtC4xgqXvP
A4 Why not have one pair of students write the summary and other pair put it in order?
I like this as long as there is a listening task, like "shout when you hear" or count how many X you hear
A4: HOT act: write 6 statements from ch; Ss put in order; 4 happened; 1 could have but not in text; 1 not viable;
A4: reading sheets keep them reading. In class discussion and my faith in them keeps them going.
Inflectious reading! https://t.co/GaikJHNcRR
A4: i read to the class A LOT in low levels. Most say they like it best bc they understand better with infection & ?s
I pick items worn, pictures, menus etc. related to story so I can check if students read and explain significance.
A4 turn and talk, draw what was read, guiding questions (while you read), GIST, 3 sentence summary= interpretive strategies.
they like the INFLECTION not infection if reading out loud!
I have been waiting for Q5!! I'm all ears
A4 I collaborate a lot with our AP English Lang teacher, reading strategies are her forte, it's important to collb!
A4 I often have a post it protocol while Ss read: pink for char description, blue for new vocab word, etc. Easy to see progress
A5 So far it's only been story retells for me. Ss tend to do MUCH better on them then other forms of no-help Pres Writing
Can you share??? https://t.co/txc5gPH1ZX
A4: reading sheets keep them reading. In class discussion and my faith in them keeps them going.
A4: besides, if they skim on an occasion, it's a skill we've all mastered at some point....
With last novel, we did Esperanza choice project- loved results! planning to do smash doodle for Vida y Muerte
My method too. Ss listening to others can be painful and not enjoyable.
True, but I've found it hard to control L1 as they want so bad to get their full opinion out.
A5: bc they've miraculously gotten better in spite of my bad teaching!
my Ss also prefer that I read- Its so quiet when I do too!
A5: Lots and lots of connections to self! Love reading more for pleasure than pain so any time we can do something fun is a plus!
I am ordering a class set of Esperanza right after this
A5: to asses novels it varies, but it is often interpersonal in pairs & presentational writing in class
A5 I did a "through the keyhole" assessment - I think from ?
A5 Prompts. Students must use the new vocab and story details in context.
True and I am thankful I don't have that challenge. Would travel to country to buy books if needed. :-)
I read it with 4s for content not language
A5 APPLY knowledge of text while assessing in the 3 modes. It takes different planning, but students feel so successful!
A5 I have to find the document but I have a "choose your own adventure" doc where SS choose final task that suits their skills
I don't know what you all think, but this chat has been the best one for me in awhile!
skimming is a skill I try VERY hard to encourage. I hate when they hit an unfamiliar word & just stop....
I like to do this as a sort of running dictation. Go to text on wall, find answer, come back n tell your partner
AGREED! https://t.co/Tz9eZcLFO0
I don't know what you all think, but this chat has been the best one for me in awhile!
I agree!!! But then I love reading w students and on my own
I have done that too! The topic works at all levels
W/novices it's a good idea to talk through the process. If you could only look up 2 words, which are needed most?
Sub-Q5 does anybody do IPAs around novels? Tips to share?
So, , was worth it? I mostly lurked b/c this is not my strength, but I learned a TON. Thanks as always.
My Takeaways? ALL THE THINGS!!!
Students wrote main parts of story- 20 min timed writing with just our verb wall as notes. They were really good.
Takeaway: 15 open browser tabs = successful night
So true, though that took me a while to understand as a teacher.
TA: Reading longer, captivating texts is something teachers can band together around!
TA There is so much great collective knowledge about novels! Exciting for when I start using them in my class! Thanks, all!
Some dramatic/confusing chapters we do a whole class act out Γ la Reader's Theater.
A5: with lit circles they have weekly formative guided interpersonal group discussions & free writes on specific topics
I was about to type the same thing, but I only have 12 open.
I definitely need to re-read a lot of this to synthesize everything!
TA Lots I can apply to my shorter books. On Monday, Ss are writing the questions!
TA longer texts interrupt the urge to translate word for word and make "absorbing" language easier
TA: Its nice to feel that I have helped fellow teachers with ideas. My own TA: reading techniques for meaning & discussion
TA am going to find out more about peardeck & smashdoodles
A5 Different tasks. Describe, explain, who why etc. for Fr. I. need to get now infamous "artifacts" in order great race style.
My takeaways: 1-Def need 2 keep participating, not just lurk! 2-have SS create acts for peers (ordering/questions) 3-use more txts
A5: Writing assmnt: alternative ending (hilarious), character perspective, sequel.
A5: at end of lit circles each group will be teaching rest of class about their book & its cultural context
Soaking up everything said tonight like a sponge! Great job leading, !
TA tic tac toe idea. Ask more personalizing questions
TA- Don't think I've liked so many ideas/thoughts on before. Super excited to try some new ideas next month.
Takeaway: Keep novels novel and help support literacy through our content. This is how we will save our programs.
TA: Longer texts don't have to dominate the curriculum and put everything else on hold. Can use half class period, etc.
Options for communication and literacy explode with reading longer texts. Secret of lang arts teachers for years
my Ss' alternative endings were so FUNNY! love this writing assessment
Great point to remember! https://t.co/ozDyLRFSPB
TA: Longer texts don't have to dominate the curriculum and put everything else on hold. Can use half class period, etc.
. Thinkalouds and readalouds both great strategies
