Well-Read: Making Free Voluntary Reading Work in WL Class (Podcast Episode)

I had the pleasure of collaborating with Claudia Ellliot from Growing in Profiency Podcast to discuss my absolute favorite topic: Reading with Purpose in the World Language classroom. As an author of Comprehensible Input novels, I deeply grasp the significance of reading in the classroom. However, with 19 years of experience teaching in public schools, I also understand the challenges of allowing students to engage in “just reading” without any form of accountability.

LET ME CLARIFY, creating opportunities for leisurely reading is indeed the ultimate aim. Yet, amidst the complexities of teaching, managing classroom dynamics, the pervasive “Is this for a grade?” mindset, coupled with administrative pressures for “data-driven” results, I’ve developed an engagement tool that not only aligns with acquisition theories but also helps keep me employed! In this episode, I provide insight into how I craft and foster student engagement with language-learner literature through reading activities in all modes; we hit on grammar too! This approach has instilled a sense of anticipation and expectation in my students for the learning experience.

In #86 of the Growing Proficiency Podcast, I delve into a wide array of activities designed to enhance student engagement. These activities are carefully crafted to address the needs of various stakeholders, prioritizing our students, followed by teachers, and administration.

What Benefits Await the Students?

Students first and foremost have the opportunity to delve into captivating novels that are both engaging and suited to their level of comprehension, fostering a genuine enjoyment of reading. Furthermore, they can participate in discussions exploring the novel’s, characters, conflicts, and themes. The FVR reading companion I designed facilitates meaningful conversations between students and teachers, enhancing the understanding and appreciation of reading.

What’s In It for the Teachers?

A novel essentially serves as a ready-made curriculum, providing comprehensive content right at hand. If you’re interested in doing class novels, check out these books and teacher manuals that will save you time and money! Differentiation is key; allowing students to choose their own books empowers them, granting control over their reading selections.

Of utmost importance is the teacher’s ability to engage with students, observe their language proficiency, grasp their ideas, and assess their ability to articulate thoughts on the topics covered in their self-selected books. The pre-reading materials in the FVR reading companion enable me to gently evaluate students’ skills, which in turn, informs my instructional strategies moving forward. Throughout the literature unit, I frequently conduct mini-lessons based on insights gleaned from students’ discussions. These opportunities of “soft” assessment help keep things going in the right direction.

It’s so true. When administrators visit our WL class, their proficiency may not lie in the language being taught, but they are vigilant and well-versed (sometimes, let’s be real!) recognizing active student engagement and learning. They will observe students:

-Actively engaged in their books (engagement in interpretive mode).

-Engaging in discussions with their peers (participating in constructive learning, relationship building, SEL, and interpersonal learning).

-The teacher actively interacting with students and conducting informal assessments.

Pro tip: I utilize a clipboard as I circulate the room to listen and provide feedback to students. Typically a focused rubric is displayed on the board. Assessment focuses on students’ ability to communicate 2-3 ideas about the book. I provide either a grade or informal feedback (depending on the stage). Our administrators emphasize ongoing assessment to prepare students for AP or Dual Credit Spanish courses, so when they pop in while we are reading, they will witness an active class!

Want more brass-tack pro-tips and concrete activities to guide you through reading self-selected novels in the class?