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

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

3. Input Strategies that Move toward Writing
Listening
Reading

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

5. 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

6. 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

7. 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

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

9. 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?

10. 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?

11. 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?

12. 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.

13. 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.

14. 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

15. 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.

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