DETOXING FROM THE TEXTBOOK

Keith Toda@silvius_toda

todallycomprehensiblelatin.blogspot.com

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Which is TRUE?A) When I was five, I played tambourine for President FordB) I almost had two dates to the same PromC) I was once a contestant on the PriceIs Right

You’re a Latin teacher using CI?

So you want to use CI/TPRS. What about the textbook?

Is the textbook bad?It is a resource indeed BUT…

• not written withComprehensible Input language acquisition in mind• assumes languagelearning is linear innature

Why do we cling to the textbook?

• It is what we know• It is safe and easy•We are “required” to use it• Bound by a pacing calendar orInstructional team

Is the textbook what is best for students?

Or for you?

Our goal – Deep and Simple"I feel so strongly that deep and simple is far more essential than shallow and complex." - Mr. Rogers

Textbook Questons to Consider?

• What MUST I absolutely cover? What is non- negotiable?– standards, common exams, SLOs,

instructional team• Can I cover all of this but yet on MY

timeline?

Backwards Design• What is my end goal for a chapter?– A particular reading, dialogue, skill,common assessment?– Simply knowing a list of vocabulary is

NOT a goal, but rather an acquisition of, internalization of, and working knowledge of vocabulary is

What must I do to prepare students to get to that end?

• Shelter/limit vocabulary, but not grammar!• Teach high frequency

verbs/structures along the way• Preload needed

vocabulary/structures PRIOR to the actual text/dialogue

Vocabulary Chuck-It Bucket• Sort throughchapter vocab list –what is necessary?What is high frequency?• What can be put onhold for a bit?• What can I chuck out?

Thanks to Carrie Toth!

Reading Goal• Students will already have

acquired 90% of words in the reading PRIOR to seeing it for the first time.

Stages of Reading• Pre-Reading (anything which

prepares students for the reading)• Reading (the actual act of reading)• Post-Reading

(extension/consolidation activities after reading)

What are some ways to preload vocabulary/structures?

todallycomprehensiblelatin.blogspot.com/p/ci-reading-strategies.html

Vocab/structures which I plan to introduce by

__________.

Vocab/structures which I plan to introduce by

__________.

Vocab which are cognates.

Vocab/structures which are icing words.

Thanks to Karen Rowan!

Preview Vocabulary Grid

DIALOGUEA: Hello, what is your name?B: Hello, my name is Rhonda. What is your name?A: My name is Marsha. How are you?B: I am fine. How are you?A: My stomach hurts.

How do I do this?1) I tell the preview story aloud and act it out

(no circling but target vocabulary written on board)

Ian sees a girl. The girl is beautiful. Ian loves the girl. Ian says. “O girl, hello. My name is Ian. What is your name?” The girl says, “Hello, Ian. My name is Go Away!” Ian is sad.

Ian sees another girl. The girl is beautiful. Ian loves the girl. Ian says, “O girl, hello, my name is Ian. What is your name?” The girl Says, “Hello, Ian, my name is You are Annoying.” Ian is sad.

How do I do this?1) I tell the preview story aloud and act it out

(no circling but target vocabulary written on board)

2) Tell the story again now with illustrations and circling.

Ian puellam videt.

puella est pulchra.

Ian puellam amat.

Ian dicit, “O puella, salve!

How do I do this?1) I tell the preview story aloud and act it out (no

circling but target vocabulary written on board) 2) I tell the story again now with illustrations and

circling.3) Class does a choral reading/translation to

establish meaning as a group.4) I play a quick game of Stultus5) I give reading to students and in partners, they

translate together to further establish meaning

How do I do this?6) I do a cloze sentence activity

Ian puellam _____.

puella est _______.

Ian puellam ______.

How do I do this?6) I do a cloze sentence activity7) I give students copies of the Story Powerpoint to do a partner picture story retell8) Students do a timed write of the story9) Students play a game of Sentence Flyswatter.

How do I do this?6) I do a cloze sentence activity7) I give students copies of the Story Powerpoint to do a picture story retell8) Students do a timed write of the story9) Students play a game of Sentence Flyswatter.10) Students finally see the the goal dialogue/reading

DIALOGUEA: Hello, what is your name?B: Hello, my name is Rhonda. What is your name?A: My name is Marsha. How are you?B: I am fine. How are you?A: My stomach hurts.

How do I do this?6) I do a cloze sentence activity7) I give students copies of the Story Powerpoint to do a picture story retell8) Students do a timed write of the story9) Students play a game of Sentence Flyswatter.10) Students finally see the the goal dialogue/reading and read it11) Students do Same Conversation with the dialogue/reading

DIALOGUEA: Hello, what is your name?B: Hello, my name is Rhonda. What is your name?A: My name is Marsha. How are you?B: I am fine. How are you?A: My stomach hurts.

How do I do this?12) Students play a partner game of Nugas

DIALOGUE “B” PERSONB: How are you?A: _____________________

DIALOGUE “A” PERSONB: ____________________A: I am fine.

DIALOGUE “A” PERSONA: Hello, what is your name?B: _____________________

DIALOGUE “B” PERSONA: ____________________B: My stomach hurts.

Our goal is to get in repetitions without being repetitive. - Rachel Ash

But….• Why the need for so many different

activities and reps? My students get the target vocab/structures right away.

• Can’t I just go straight to the reading/dialogue and teach from there?