The Value of Writing In a CI Classroom Robert Patrick, PhD

Locating Writing Where It Belongs Writing in any language is output. Writing is always a product of input.

Input Strategies that Move toward Writing Listening Reading

Two Essential Criteria for all Input The Latin must be understandable . . . The content must be interesting . . . . . . to everyone in the room.

Teacher speaking in Latin Listening Strategies Teacher speaking in Latin Engaging students in Total Physical Response Telling a story: Olim erat puella et puer. Asking a story Telling a story and discussing it with class Interviewing a student using Personal Questions and Answers Podcasts, youtube, other short videos Nuntii Latini Teacher made youtube/recordings

Teacher written/designed readings Teacher embedded readings Reading Strategies Teacher written/designed readings Teacher embedded readings Teacher lead readings Dictatio Read, Draw and Discuss Read and Discuss Teacher facilitated student readings Sustained Silent Reading Partnered or Speed Reading

Building Input Toward Output Approach 1 dictatio-->embedded 1 → read/draw→ PQA→ embedded 2→ read/discuss→ original reading→ partner read→ word chunk game→ free write Approach 2 Ask a story→ PQA→ embedded 1→ readers’ theater→ embedded 2→ read and discuss→ One Image Story→ dictatio→ original story→ free, timed or extended write

Writing Assignment Examples Summary Summary and extension Summary and reflection Interpretation Compare and Contrast

What do we do with their writing? The research on error correction No evidence of increased acquisition of language Evidence that error correction impedes risk taking Teachers spend hours, students don’t read or understand The one thing that works: Content feedback: can you make this clearer?

What do we do with the writing? Three concrete practices: For the teacher: what does this writing show me about the input I’m giving them? Enough/not? For the class: gently developing the monitor For the student: does your work over time show progress? How do you know?

Expect wide differentiation Output reflects input Expect wide differentiation Is each student showing progress of some sort Word count Coherent sentences Increasing use of vocabulary and targeted structures What is surprising here: things they are not picking up; things that they are?

Developing the Monitor Periodic focused grammar notes Latin 1 Example Latin 4 Example The Deal: make notes, may use on all timed/free writes. I will never test you on grammar notes.

Rationale for Developing the Monitor The “deal” keeps this as compelling as possible. Students will only ever (under any approach) be able to use grammar Which rules they understand In settings where they have time to reflect on their use. This is how teachers use their grammars--at hand for reference. Retention of grammar rules is fragile. See the research and common sense recommendations.

The portfolio analysis: The Student Portfolio All timed/free writes go into student portfolio or composition notebook. At the end of the semester, the student is given a full class period to review what is inside and analyze it. The portfolio analysis: Lower Levels Latin 4

Individual improvement is self evident The Value of Writing? Individual improvement is self evident Provides teacher with planning benchmarks--enough input? Creates a monitor/grammar workshop where risk taking is without penalty. Encourages student ownership of their own learning Invites critical thinking about the quality of their work.

Latin Best Practices CI Resources Pomegranate Beginnings Todally Comprehensible Latin Laura Gibbs’ Fable Resources