Writing in Latin, part 2 - What are Some Ways to Do It?

This is part 2 of a continuing series on getting students to write in Latin.

When it comes to having students compose in Latin, the name of the game is INPUT, INPUT, INPUT. In order for student output to occur, they need LOTS and LOTS of understandable input. Output, in a sense, is a logical overflow and outpouring of all of that input which now needs an outlet.

When having students write in Latin, I have three very important rules - I will address the reasoning later in this posting:

1. When it comes to writing, the goal is to create as much language as possible, THERFORE:
2. Do not worry about grammar for right now. Do not let that impede you from what you want to write - just write.
3. Do not worry about spelling for right now. Try to write the word as best you can or to write the word phonetically. Again, do not let this impede you from what you want to write. 

Here are two different types of writing which I do with my classes:

Timed Writes
Directly following an input activity, such as TPRS, Ask a Story, One Word Picture, Read and Draw, Read and Discuss, micrologue, etc., I tell students to get out a sheet of paper and that they will have X minutes to rewrite that story in Latin as best as they can and if they finish with time remaining, they are to continue by writing in Latin what they think happens next in the story in their own words. The idea is that during this set amount of time, they are ALWAYS to be writing in Latin. I remind students, "If you cannot think of anything to write, someone/something can always enter - what does that person/thing look like? Someone/something can do something - what is it? Then what happens?" If students run out of ideas or cannot think of anything, then I tell them that they are to write a list of vocabulary words which they know and hopefully, that list will get their creativity "flowing" again. 5 minutes is a good amount of time for beginners. When they begin to say that they need more time, then slowly begin to increase that time over the semester to 7.5 minutes, and then to 10 minutes and then to 15 minutes. When time is done, students then count the number of words which they have written and are to put that number in a box under their writing. At the top of the paper, they are to write:

1. their name
2. the date of the writing
3. the title of the writing (such as "Stage 18 Timed Write")
4. the amount of time given

This information is important for their future evaluation. Students turn their writings into me, and I will read them over. I do not grade them, but I will file it into their writing portfolio folders.

Free Writes

This type of writing activity is very similar to a timed write, in that students will write for X minutes. The difference, however, is that instead of rewriting something which has already been "input" into them, students will now respond to a prompt or to a picture and have to write about that. This is a bit more difficult for students in that they are now composing right away, instead of relying on an "input product" first as they had in the timed write. I do not do free writes until students have completed LOTS of timed writes. Same rules and procedures apply here as with a timed write.

To me, a free write allows for more creativity, as the prompt gives more freedom in writing. I am always amazed that even though all students have the same prompt, every student comes up with a completely different story.

Some prompts which I have used:

1. Brant in Starbucks sedebat, bibens caffeam et legens librum. subito magnum sonitum audivit. 
2. Ashley nocte per silvam ambulabat, et subito, conspexit aliquid.
3. Joseph in cafetera sedebat, cantans carmen, et subito, barbara puella cafeteriam ingressa est. 

Observations

1. This is a great way for me to see what vocabulary/language structures students have acquired. I cannot tell you how often I see students write "stock phrases" which I use in my stories such as (person's name) erat iuvenis/puella pravi ingenii (do students know that they are using a genitive of description?!) or (person's name) gaudio/ira/laetitia/tristita affectus est. 
2. This is also a great way for me to see what language structures/grammar I need to review or to continue to use in order for students to gain acquisition. Even though I do not grade these writings, I do view it as a formative assessment for me to see where students need more help.
3. Even though students may gripe when I say that they will be doing a writing activity, they actually do enjoy being able to create something in the language. I cannot tell you how often after a writing is completed, I hear students telling each other and me what they wrote.
4. The original story for a timed write or the free write prompt needs to compelling in order for students to want to write in the first place. If the prompt is Italia est parva patria in Europa, quite honestly, that really is not of much interest for students.
5. As students become more accustomed to writing, the amount of words which they will be able to write in X minutes will increase. If it does not, then this could be a red flag that I as a teacher am not doing enough input for student acquisition of language or it could be that this particular students needs a little "push" from me 
6. As students become more accustomed to writing, SLOWLY their sentence structures will begin to become more complex. But let us remember that these students are still novice language learners - do not expect just because the unit is on ablative absolutes that students will be able to produce these structures 100% on their own. 

So what about grammar/accuracy? Shouldn't we be teaching students to be grammatically correct when writing? My answer: yes, I agree but just not in the way that many folks do. Yes, I want students to be grammatically correct in their writing/speaking but at the same time, these are novice language learners, meaning that I should expect a TON of errors. Remember that the goal of timed/free writing is to create as much language as possible in a set amount of time, just not necessarily accurate language.

So where does the grammar correction happen? Although I do not grade the writings per se, I do take a look at them purely to see where I as a teacher need to do more review. If I see that students are writing everything in the nominative case, it shows me that they are still struggling with using the accusative ending and have not truly acquired it, so I will try to pattern that structure through TPRS and other input activities.

But don't grammar errors make it difficult to read what students have written? In some ways it can. Sometimes, I actually have to read their writings aloud to understand what they have written, because I as the teacher am putting on my grammarian hat and am getting all caught up with their errors, BUT as a sympathetic reader (an ACTFL writing proficiency term for novice/intermediate writers), I am able to comprehend what they are trying to communicate, which is the goal.

My own personal experience: in the summer of 2010, I attended my first Rusticatio, a weeklong, spoken Latin-immersion "camp." Even though I had studied and taught Latin for half my life by that time (and was a grammar-lover), I had never communicated before in the language. And let me tell you, it was very difficult! I found myself making what seemed like incredibly basic errors, such as "ego est laetus," and "ego cena parat," but let me also say that being grammatically correct was the last thing on my mind! All I wanted was to get Latin to come out of my mouth; forget grammar!! For me, that was the victory. If I worried way too much over being grammatically correct, then I never would have said anything that summer. What I was trying to communicate was understandable to the sympathetic listener. When correction was needed for the purpose of comprehension, then speakers patterned the correct usage for me but never blatantly corrected me, i.e., no Krashen's external monitor. And as I attended more Rusticationes, I found myself becoming more comfortable with communicating in the language, and I began to correct myself or to become more aware of the grammar needed to communicate (Krashen's intermal monitor). This summer will be my 5th Rusticatio, and I know that I will continue to make mistakes but I am definitely more comfortable making them. I write all of this to say that through my experiences at Rusticatio, I suddenly realized what my own students must feel like in my class.

The next post will address what students will do with their writings as a summative assessment.

Writing in Latin, part 1

This will begin a series of postings on writing in the target language

In the past, I have always wanted my students to write in Latin, but I have never been really happy with the results. I never liked the books which had students "translate the following sentences into Latin" because the exercise seemed rather stilted, and the sentences provided were rather impractical (e.g, the queen asked for money, because a pirate is sailing to the island - all 1st conjugation and declension words).  What I wanted was for students to compose in Latin on their own, but I felt like students did not have much to say when they wrote, and when they did, it was full of grammar errors.

When I myself was an undergraduate at UCLA, I had to take a Latin composition class, and I remember that it was such an incredibly difficult course - quite honestly, I do not think that UCLA even offers that class any longer. That class was the first time where I had ever been required to write ANYTHING in Latin outside of verb synopses and noun declensions (and this was after 4 years of high school Latin and 3 years of university-level Latin), and I certainly had never heard Latin before for the purpose of communication. I ended up getting a B in that class, and I was pretty proud of it, considering how tough it was. As I reflect back now, I realize that I really was not writing in Latin per se but rather decoding English into Latin, one word at a time.

These past few years though I have learned three very important points about students writing in the target language.

1. In order for students to produce "output," they needs LOTS of understandable "input" IN LATIN first. Input includes but is not limited to oral, listening, reading, drawing and singing, with as much student interaction as possible with the Latin IN LATIN so that the Latin becomes internalized. "Output" then becomes a natural response to "input," but it is almost like there needs to be at least 3-4 times as much input than output in order for output to occur.
2. Students actually do want to compose in the target language, but whatever they write needs to be both of great interest and compelling to them. This is why the stilted "translate-these-senteces-from-English-into-Latin" sentences usually do not work for students. An isolated sentence involving a queen asking for money because a pirate is sailing to the island is probably not of great interest to students.
3. Expect grammar errors! It is part of the language acquisition process. Based on the ACTFL Writing Proficiency Guidelines, Novice-level students can write lists of vocabulary words and compose rudimentary sentences and memorized phrases; if students have never written in Latin before, even if they are at an AP-level, then this is where they are at. Intermediate-level students can write full sentences and demonstrate basic control over language structures in their writing (note - in the modern languages, this is considered roughly the 4th year of actual usage of the language). I think that we teachers make the mistake of expecting students to write perfectly in Latin right away, even if they know all of their endings, and we push them to start writing complex structures too soon, but the ACTFL reality is, the average student cannot. Moreover, they will make a TON of grammar/spelling mistakes, which is exactly what they should be doing.

So what are some ways you can get your students to write in Latin if they have never done it before (and quite honestly, you have never done it before)?

1. Don't rush into composition right away. For Latin 1, it may simply be to write a list of all vocabulary words which they know in 5 minutes and then to count them. Granted this is an isolated list, but it is a skill of a Novice-level writer. Maybe students can spit back sentences like "Caecilius est in tablino," "Metella est mater," as these may have become memorized phrases for them.
2. Give students an understandable story written in Latin to read, with simple comprehension questions which they will answer by writing their response in Latin, using the text as the source. Though they are not composing in Latin per se, the act of copying words/text in the target language is a Novice-level writer according to ACTFL Writing Proficiency standards. Plus, comprehension of the text is needed for students to know what to write down, so both comprehension and writing skills are addressed.
3. Do a short dictation exercise. I have written an earlier post about dictationes and their benefits.

My next posting will deal with various ways in which I have had students write and compose PARAGRAPHS in Latin. 

Guess the Word/Hot Seat

This is another fun vocabulary activity involving whiteboards - I learned this at my first Rusticatio in 2010:

1. Divide the class into 3 teams
2. Pick one student from each team to sit in front of the classroom with their backs to the classroom board - the three students are facing their teams. I usually ask for volunteers so that no one feels like he/she is "on the spot" without his/her permission.  The rest of the class has whiteboards.
3. On the classroom board, write a known vocabulary word
4. The class will then draw a pictorial representation of that word on their whiteboards but not show the 3 students. If a student does not know the meaning of the word, he/she can look at a neighbor's whiteboard. Students may not use letters, numbers or any symbol found on a computer keyboard.
5. On cue, have all of the students show the 3 students their pictures
6. The 3 students guess the Latin vocabulary word. First one who guesses the correct word gets a point for his/her team.
7. Variations: instead of pictures, have students write one-word synonyms or antonyms in Latin. Depending on ability, have students write definitions of the vocabulary word in Latin sentences.

Observations

1. This is a very low-stress, highly engaging and competitive activity. 
2. Because students are drawing their own interpretation of the vocabulary, it helps to personalize the acquisition process
3. In order for the students to guess the word, the picture needs to be comprehensible. Sometimes, the simpler the picture is drawn, the better.
4. Because the 3 students are looking at a variety of pictures to guess the word, they are receiving multiple comprehensible messages.
5. Pick vocabulary words which can be easily understood from a picture. Sometimes, "concept" words, e,g, dignitas, are difficult to draw.

Vocabulary Acquisition and Flashcards, Part 2

In my last post, I discussed how flashcards are not the best way for students to acquire vocabulary, but that instead vocabulary must be presented in a meaningful and contextual way with lots of repetitions in order for acquisition to take place.

The reality though was that a number of my students really wanted me to do flashcard review with them, saying, "Our teacher last year opened every day with vocabulary flashcards (Latin to English), and that really helped." So I found myself in a quandary: was I not giving my students enough repetitions of vocabulary in understandable messages, hence, they did not feel like they had acquired anything? or was I dealing with a bunch of visual 4%ers who wanted something which felt comfortable?

So I embarked on the following "flashcard" experiment. Whether or not this is a CI activity, I do not know, so I would love to hear some feedback.

I always begin a new chapter with a dictatio (NOTE - at my school, I teach with two other Latin teachers who do not use CI, and they stick to the book and how structures/vocabulary are presented and in what order. Basically, I am bound to follow that much since my school is BIG on uniformity of a pacing calendar, but how I teach those concepts is completely up to me). On the next day, as a "bellringer," I project a vocabulary "flashcard" powerpoint with sentences from the dictatio and a visual representation of the word - new vocabulary words are underlined. Because of the dictatio and having translated them the prior day in order to establish meaning, most students are familiar enough with the sentences and know what the word already means. I read the sentence in Latin, and now ask for the meaning of the individual word in English. I do this for 3 days or so. An example below:





I can also circle questions based on the sentence in order to get in some repetitions in a context and for students to interact with the new vocabulary.

Then for the next few days, I transition to something different. I still continue to use the same visual representation as on the earlier "flashcards" but now the sentence is gone and has been replaced by an "either...or" sentence involving vocabulary - it is actually a variation of circling; I now read aloud the new sentence in Latin and ask students which Latin word it is. I do this for the next 3-4 days. An example below:

 

For the last 3 days or so, now all I do is project the visual representation of the word without any text. It is the same picture which has been used every day, so it is very familiar for students. Now I ask students to give me the Latin word itself. By the end, there are now about 12-14 "flashcards". An example below.

 

Observations:
1) As this is only done as a "bellringer" class opener, it does not serve as my primary way for students to acquire new vocabulary. It takes up only about 3-4 minutes of classtime.
2) Students who asked for "flashcard review" of words are satisfied with this.
3) Associating the vocabulary with a visual really helped "cement" the word for my visual learners, as they saw now a picture in their minds, instead of a written word.
4) It served as another way to acquire vocabulary through repetitions in a somewhat meaningful way

So far, it seems to be working, but I would love some feedback on this.

Vocabulary Acquistion and Flashcards, part 1

(The following is taken from a presentation which I gave at the 2012 American Classical League Summer Institute, as well as the 2013 Northeastern Council on the Teaching of Foreign Language conference. This is part 1 of a series of postings on vocabulary and flashcards)

When we were learning Latin, we all probably made flashcards of some kind in order to learn vocabulary. We wrote the Latin on one side with all of its parts (nominative, genitive and gender for nouns, while all four principal parts for verbs), and on the other side, we wrote the English meaning. We drilled ourselves faithfully with these flashcards, looking at the Latin in order to produce the English. And for the most part, they worked for us.

Or did they?

In and of themselves, there is nothing wrong with flashcards, because they do work depending on the task, but there are a number of reasons why they do not always benefit students.

1. Flashcards only work for a certain type of learner - the visual kinesthetic learner. Yet many Latn teachers require all of their students to create flashcards and to turn them in as a grade. Why do we insist that students do this when it only benefits a small percentage of students?
2. Flashcards only present words as isolated forms. We know that language does not operate as individual words set in isolation.
3. Flashcards only offer temporary memorization, not long term internalization. This is why many times, students will immediately forget vocabulary following a quiz, even though they "studied" using flashcards. I call this the "cram and flush" syndrome - they "cram" for a quiz, and they "flush" it from their minds as soon as the quiz is over.

According to Krashen's Second Language Acquisition (SLA) theory, flashcards illustrate the difference between learning and acquiring.

• Learning refers to the processes by which people actively and strenuously BUT temporarily internalize information. This is what is called conscious learning.
• Acquiring refers to the relatively effortless, subconsious and permanent internalization of new information. This is what is called subconscious learning.

In her book When Kids Can't Read, What Teachers Can Do, Kylene Beers writes of an experiement demonstrating subconscious learning done with some particular low-performing middle school Language Arts classes. Weekly, students took vocabulary quizzes over a list of 20 words which the teacher gave to them to learn on their own at the beginning of the week (does this sound familiar? I feel like instead of Language Arts, insert the word Latin). The results were atrocious, and even those student who did perform well immediately forgot the words. So the experiment was as follows:

1. Two weeks before the quiz, the teachers themselves were to learn the 20 vocabulary words
2. A week before the quiz, the teachers themselves were to incorporate and to use these 20 words in their everday instruction as a way to preview the words for students in a context.
3. The week of the quiz, the teachers were to give the list of 20 words to students, who by now should be familiar with the words

On paper, this sounded like a great exercise, as one would expect students' scores to rise due to the constant exposure to the vocabulary. But the problem in this experiment actually was not with the students but with the teachers. The issues were:

1. 20 words a week was too much for the teachers to handle. They could not keep track of the words. In other words, if the teachers could not do it, then how did they expect students to do it?
2. The 20 words themselves were too difficult and random for teachers to preview for students in a natural way.

So the teachers decided to cut the list in half to 10 words and to choose words which could easily be used naturally in their instruction. When the teachers made those changes to the experiment, they saw the scores on students' vocabulary quizzes rise, and even better, retention of these words improved as these words began to appear in students' writings and in their everyday conversation.

So what were the conclusions from this experiment? In order to acquire and to internalize vocabulary:

1. It must be limited
2. It must be meaningful
3. It must be contextual and not isolated
4. It must be constantly repeated in a meaningful and contextual way

Does this not sound very familiar to the ears of CI users? How interesting that this aspect of Krashen's SLA theory was independently verified by a middle school Language Arts class!

My next posting will be part 2 in the series and will deal with how I myself have been experimenting though with "flashcards" in a CI kind of way this school year.

Four Word Vocabulary Picture

I've always said that students love any activity involving whiteboards and dry-erase markers. Here is a fun vocabulary activity:

1. Write four known random vocabulary words on the board.
2. Students have one minute to draw a picture on their whiteboards which incorporates/depicts all of the words (not four separate pictures, but one)
3. Tell students if they do not know a word, then they should focus on what words they do know.
4. When the minute is up, students show their whiteboards to each other, pointing out each word in Latin.
5. Ask students to show their whiteboards to you, while you walk around and check them.
6. Pick 2-3 boards to show the class, and using a document camera, project student pictures onto the screen
7. Describe these pictures in Latin to the class, using the vocabulary words
8. You can also circle questions about words in the picture
9. Added variation - if you have time, draw a picture yourself beforehand involving the four words and show your version to students.
10. If you are able, try now to Ask a Story from one of the pictures projected. Ask the student who did the drawing for details. He/she will usually be able to come up with a great story since it is his/her picture.

Obervations

1. Drawing a visual depiction of the vocabulary word gives students another way to acquire vocabulary.
2. Since students are drawing the vocabulary words themselves, it personalizes the acquisition process
3. Even though everyone is drawing a picture using the same four words, I am always surprised by how many different interpretations there are. Students are too and enjoy seeing each other's pictures. 
4. I will usually do 2-3 rounds of this activity in a period, lasting a total of 15 minutes (if I do not do an Ask a Story from one of the pictures)

Readers Theater

This is an activity which sounds exactly like it is: students acting out a reading. I have always wanted to do this with my students, but I have been a bit apprehensive, because there are so many variables and unknowns, e.g., what if my students do not want to act it out, what if it bombs. In her blog, my friend Miriam Patrick wrote about her same misgivings about doing Readers Theater with her classes but saw some good things come out of it.

In November, at ACTFL, I had wanted to attend Carol Gaab's presentation on Readers Theater, but it was right after the main general assembly and by the time I finally found where her presentation was, the room was overflowing. Last semester, I attended a TPRS workshop led by Karen Rowan, and as the workshop was held at a school during actual school hours, we registrants got the chance to see her demonstrate it with an actual Spanish class. And she did a WONDERFUL job with Readers Theater with a group of students whom she had just met, and these students had never done this before. Bolstered by what I saw, this past week, I decided to give it a try with two of my Latin 2 classes.

Here are a few things which I knew going in:

1. The reading needs to be comprehensible
2. The reading needs to be compelling
3. There needs to be ACTION in the reading. Yes, there can be dialogue, but as students will be acting this out, ACTION is what will get students' attention and keep them engaged
4. Props, props, props!!

So I wrote up the following short story about two students in my class, using stage 22 vocabulary and language structures:

Gianni in Starbucks cum barbara (barbaric) puella sedebat, bibentes caffeam et ridentes. Gianni clamavit, “mea cor (heart) est plenum amoris!” subito Henry intravit; barbara puella et Henry erant hostes (enemies). ingressus (having entered) Starbucks, Henry barbarm puellam conspexit. barbara puella erat irata, deiciens Henryem in pavimento (floor). Gianni erat iratus, deiciens barbaram puellam in pavimento (floor). subito mater barbarae puellae intravit; Gianni et mater erant hostes (enemies). ingressa (having entered) Starbucks, mater clamavit, “mea cor est plena irae!”

Here is how I did Readers Theater for the story:

1. Like I do with any reading, before I handed students the actual text, I read the story aloud to the class, as I myself acted it out. The job of the class purely was to listen and to watch me. Any word which they did not know (shown by the words in parentheses), I had writen on the board with English meanings and pointed to them during the story.
2. I then handed out the story for the class to read silently, as I read it again. This time, I asked if there were any words which they did not know, and then I gave them the meaning.
3. We did a bit of basic comprehension questions. I did not want to tire students of the story just yet by doing too much circling.
4. I then told the class that we would be doing Readers Theater and to tell me who they thought in the class would be good actors. This way, the burden was on the class and not on me. We needed four actors. The class was VERY willing to volunteer each other. If a student did not want to act it out, then he/she did not have to.
5. My props were 2 desks, 2 coffee mugs; a beard and helmet for the barbara puella; a plastic sword and beret for the mater
6. Once I established who was playing what character, I simply had the actors listen to the story and act it out as I read it aloud slowly in Latin.
7. If I did not feel like the actors were "emoting" enough, I would call "cut" and give them new stage directions in English for "motivation," i.e., the point was for the play to become incredibly melodramatic so that the audience would be engaged. An example was anytime anyone entered, they had to open a pretend door, walk through it and then slam it (complete with the person saying "SLAM"). 
8. Following 10-15 minutes of Readers Theater, I did some comprehension questions in Latin, asking "qui erant in Starbucks? quid agebant? quis intravit?" and then I had the class do a timed write of the story.

Observations of Readers Theater

1. One of my classes absolutely loved it and could not get enough of it. The other class, although they "enjoyed" it, did not seem as engaged, and I actually had a difficult time finding willing participants. This does not mean that it was not a success with that particular class; I just feel like that class was more self-conscious and introverted.
2. Calling "cut" and asking for students to act out a sentence again lent itself for a natural repetition of the Latin sentence.
3. In both of the classes, if the students were not pleased with the acting which they were watching, they themselves actually called out "cut" and gave suggestions for what the actor should do.
4. The props were wonderful and really got the actors engaged.
5. The visual acting out of the story gave students another level of comprehensibility, as they were able to associate what they heard with a visual representation.
6. Students were definitely engaged in the activity, as they were watching their peers act out an "over-the-top" story.
7. It is amazing how 10-15 minutes of Readers Theater can go a LONG way in student language acquisition.

I am definitely doing Readers Theater again!!