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Thursday, January 8, 2015

Data Doesn't Have to Be a Four Letter Word

I am not one to sing the praises of data collection. Specifically, I actively hate what legislators and the powers that be have used the excuse of "data collection" to do. I have written before about how I feel about test-driven class curriculum, and have complained very loudly on facebook (and written some legislators, Arne Duncan, and President Obama) about these things.

But I believe in useful data. Data that focuses on what I need to improve not only my teaching, but my current students' understanding so they are more successful in my class. This class, this year.

Last semester, we covered (I'll say "covered" until I can feel confident that "learned" is the correct word) 123 vocabulary words. This is a low number for a traditional textbook, but it is still a lot of words my students are juggling around in their heads, with a lot of potential for forgetting and confusion. I need to know what words have been forgotten in general and since the two week break we just completed. I need to know what words I need to review so students can comfortably function in the language their second semester. I need data.

I actually came up with a really simple way to collect that data, and I'm making students help me collect the data because I don't want to spend hours outside of class doing it myself.

Collecting the data

I put together two quizzes, each a little over 60 words (123 seemed like a lot for one day), for students to take. I asked them not to write their names on the quizzes, so I can have accurate data, and to do their best, with the threat that it would be more work for them the more words we needed to review.

In class each day I assigned a quiz, explained the purpose and the need for accurate data, and students wrote in the words they knew. Then I took up the quizzes, passed them back out at random, and had students grade them as I quickly went through the list. Lastly, I called out the words on the list, one by one, and had students raise their hands if the paper they graded missed the word I called. This is where the anonymity and exchange of papers was really important. No one in the class (except probably the student who wrote the paper) knew who had missed what word, so it prevented embarrassment (as much as possible) and encouraged honesty. I recorded the results on a data sheet I had previously created (see bottom of post on how to create one yourself if you aren't too familiar with worksheet programs) which you can see in the image below offers me the total number of students who missed each word in each class, the total for all classes, and the percentage of my students who did not know a word.


The percentage was really what I was looking for. In a dream world, I would hold every word to a 90% rule--it is only good if 90% of my students know it. Or even a 100% standard. But it's unrealistic. I am currently standing at 186 students. With 186 students of varying personalities and learning strengths, it would be impossible to teach everyone everything perfectly. 

So I'm looking for 80% understanding. It's from the traditional TPRS standard "80% of 80%" which translates to "at least 80% of your students understand at least 80% of the language you're using." 

I went through and color-coded the words with that standard in mind. If 20%-30% of my students didn't know a word, I colored it yellow. For 30%-40%, orange. And if more than 40% of my students did not know a word, it went into the red zone, as a word that I need to cover first and with the most repetitions.

Trends I saw

I found a few trends that reinforced my expectations and understanding of language learning. Generally the words that were red were words we had not spent as much time on. There were a concentration of them at the beginning of the semester, and at the end of the semester, representing words we began with but didn't really repeat again and words that we ended with and had maybe a week or two to work into repetitions.

The first day we collected data on the first half of the vocabulary for the semester, and the great news is that after a semester of repetition, over 80% of students knew 70% of the words. That's honestly a very good number, and better than any year I've taught previously.

The second half of the vocabulary did not fare as well, and that is most likely due to less repetitions and more words competing for repetition in stories. For that section itself, I found that 80% or more of students only knew 31% of the words (although if I slackened it to 70% of my students knowing, it becomes less dire). For all the words over both days, 77% of the words were generally known (over 60% of students knew them). In specific, 60% or more students knew 77% of the words, 70% or more students knew 62% of the words, and 80% or more students knew 51% of the words. It's not perfect, but it's a starting point, and useful data to have in my hands.

What I am doing with the data

The whole point of collecting this data is to use it. I am using the red words first; I have a list of words that less than 60% of my students know and that is a major focus for my review. After making sure we have a decent number of repetitions of those words (using any combination of the activities Miriam and I have discussed in our different posts), I'm going to add the orange words, and finally the yellow. This review might take a week, or it might take two. One of the wonderful things about teaching without a textbook is that I set my own deadlines. I am focusing on vocabulary students need to know for a county-wide test, as I've mentioned in a previous post, and I can take time to make sure my kids really know it. This is a rare luxury, and I know that well.

If I weren't free to spend two weeks reviewing past vocabulary, I would work to fold these words into my upcoming lessons, at a rate of two per day. 

But I'm lucky, so I'm going to take advantage of that luck.

How to set up a spreadsheet to do math for you

It's actually not too hard. I've used spreadsheets for this sort of thing before, and "programmed" one to calculate percentages for me so I can quickly look up the grade for 13 out of 15 without a calculator.

Basically, I wanted something that would add the totals for each word, then divide it by the number of students I have, and give me the percentage of students who missed each word.

I started by laying out what I was looking for:

Then I highlighted across the periods so I could set up the spreadsheet to add the total number of students who did not correctly translate "surgit." I clicked the sum symbol on my program (I use Google Spreadsheet, but all worksheet programs have this capability).


Once I had my total set up, I set up my percentage. I clicked the space next to the total, and typed in the code "=H2/186" to stand for the specific square I wanted to divide (for me the total, which was on H2--squares are designated on a Battleship sort of system) and the number of students I have total (186). 


Lastly, I added in some numbers so you could see the math work, and I selected the square for the total, pressed ctrl+C (you can also right-click and select "Copy"), selected the squares underneath, and pressed ctrl+V (you can also right-click and select "Paste"). It will automatically fill the squares with the appropriate row's total. 



Do the same for the percentage column and you have a worksheet that will automatically figure out your percentages for you.

Thursday, December 11, 2014

Review Stations to Ring in the Finals

This is just a quick post to tell you about what I'm doing in my classes today. Mostly because I love this kind of review--it's very independent--and it helps the kids by asking them to think in unusual ways and has them up and moving.

They enter with the desks rearranged into six "stations," each with a story selected from the stories we've read this semester and a set of instructions. You can find the complete instructions here, but they boil down to one of the following: write a haiku, song, 2-sentence summary, or parallel story (all in Latin), draw a single scene to illustrate the entire story, or draw a short comic.

The instructions on the board are pretty straight-forward, and I always explain everything pretty thoroughly the first few times students face this kind of activity. I have them turn in a paper with all of their work so they focus and get it done. It's something I can record quickly while they take their finals next week.

To help students know where to sit when, I wrote combinations of letters on tongue depressors that I will hand out and ask them to follow. This helps them mix up each time they are at each station so they work with different people all the time (I posted my current incarnation of the letters here--it's just a list of thirty six letter sets, and I repeat some if I have more students).

And that's basically it! Simple, easy activity for the end of the semester!

Friday, December 5, 2014

Using Asking a Story to Produce Reading Material (And What to Do with It)

I've been writing some heavy (read: long) posts lately, so I thought I'd do something light, describing a three-day sequence of activities I recently did in my class.

Basically, I used the stories we produced in class via asking a story as reading material that could produce more repetitions of vocabulary and give me a break from creating the repetitions myself.

Day 1

I usually draw pictures to illustrate our stories as we go (by that I mean I draw stick figures like crazy) so students and I have a visual both to reference for vocabulary and to remember the details. If a student asks, I will allow the student to draw for us instead, as long and he/she is willing to sacrifice beauty for speed and not be a distraction. Either way, I have a visual record of each story as we tell it. I took advantage of that image and at the end of each class I took a picture of the board. This was very handy because I teach six classes and I forget many details over the course of a day.

At the end of the day, I typed up the stories from each class, using the pictures as reference, and glossing any words that were particular to a class but not universal across classes (what my CI training calls "icing words"--words that are not intended for students to learn, but that they learn because of interest; each class tends towards different interests).

Day 2

We began the day by reading the stories from each class and having the students discuss which stories they liked best (aside from their own, which they of course favored). Then I asked new stories, drew pictures, took pictures, and typed them up.

Day 3

Armed with stories from two days of asking, with repetitions of the words built in sixfold, we started with students again reading the stories from each class and discussing which stories they liked best. Then I gave an extension assignment I like to use when I have time to give to it (because it takes at least one period, sometimes two): writing a children's book.

They really are not advanced enough to write a grammatically correct story on their own (they are in their first year), so I had them choose one of the twelve stories we now had and write one-two sentences per page with clear (not necessarily beautiful) illustrations. I put this instruction powerpoint on my board, and was able to grade the books as they came in pretty simply.

Quick, easy, and a nice brain break. Plus repetitions. Also, once you've done this in your class, you can leave similar assignments for a substitute--one of the hardest things to figure out when you teach CI style--and it's not so much of a strain!

Wednesday, November 26, 2014

Adventures in Untextbooking: ACTFL 2014

Myself, Miriam, and Bob during our presentation. Thanks to
Jon Valentine for taking this picture!

This year I was very excited at the chance to present Untextbooking at the ACTFL (American Council on the Teaching of Foreign Languages) Convention.

The topic is one close to my heart; giving up textbooks is everything I'd hoped (awesome!) and feared (work!) it'd be. There are days, I won't lie, that I walk into my classroom, exhausted by the energy I pour in there and other facets of my life (family and grad school, in particular), and I just wish I could say "Class, turn to page 53, and do what the book says." I will write a post with suggestions for those days within the next couple of months, because I am working on activities that aren't as exhausting for the teacher. We all need breaks and downtime.

But in general, I am really, really happy with untextbooking. My students are more engaged, and learning more, than in any year previous. It's not magic; not every student buys in (though some of the hold outs are beginning to yield!) and even my most enthusiastic students have off days--they're teenagers. However, I have learned after over a decade of teaching that perfection doesn't exist. Instead, I look for improvement. And the improvement is all the sunshine and rainbows I could ask for.

My students can use "advanced" grammatical structures, and have been doing so since week six of Latin I (probably before that point, but that is the week I officially started using subjunctives in their readings). This is not because I'm a genius teacher or they are genius students. It's simply that I don't treat the structures like they're difficult, so my students don't know they aren't supposed to know them. We have focused on a much more limited vocabulary list than in previous years when I've been guided by a textbook, but I am able to make sure that the words are used over and over so that instead of throwing a bunch of spit wads at my students and hoping a few will stick, I can create a permanent vocabulary of useful words that students easily recall. I am excited about the things we read and I have the ability to change focus when my students' interest wanes. I love the flexibility and personalization available to me when I don't let a textbook rule my curriculum.

So, it's exciting to share this with other teachers and hopefully help them create a similar experience in their own classrooms.

This year's ACTFL was really, really good. I loved the sessions I attended, and was even going to put together a Storify report for you, but Laura Sexton (@SraSpanglish--she is most definitely worth following for her tweets over language learning and methodology) already beat me to the punch. You can find her Storifies here. The travel was an adventure (lost luggage and half a day spent blind just amplify the value of the experience, right?), however even so, I have no regrets and really can't emphasize enough how important it is to join professional organizations and attend conferences, whether local or national. You meet other like-minded people, form friendships, and get the chance to learn about some of the newest ideas about pedagogy. Between conferences and my Personal Learning Network, I constantly have ideas running through my head about ways to improve my classes.

When I decided to present about Untextbooking at ACTFL, I invited Miriam (who started this experiment with me last year) and Bob Patrick (@BobPatrick), who joined me in untextbooking this year, to present with me. Both are great presenters and I very much enjoyed teaming up with them to hopefully help other teachers try out authentic material in the classroom.

For the purposes of our presentation, I made a Google Presentation:



Miriam created an amazing resource for teachers looking for examples in Spanish, French, or German (we'd love to add to it in those or other languages--just let us know if you'd like to contribute), with a list of short videos for movietalks and resources/blogs we find useful for this particular topic. We presented the basic ideas, then each of us presented a type of CI activity that we like to use in class.

To be honest, there was not much discussed that is not already in this blog, either thanks to Miriam or myself. If you are new to the blog, I'm including a list of previous untextbooking posts below along with their most basic descriptions. As always, please post any questions or comments or recommendations!

Untextbooking: What Does the Fox Say? My introductory post explaining why I started this journey and my first steps.
Untextbooking: Of Monsters and Men An update post discussing a unit I was creating in what is often considered "advanced" Latin and ways I had approached that for Latin II.
Untextbooking - students' first review Miriam polled and recorded feedback about Untextbooking in her classes.
The Untextbooked Classroom: A Glimpse A recent writeup that describes what I do to create a unit without a textbook for my classes.
Untextbooking: Creating a Vocabulary List without a Textbook The basic process I followed to create my vocabulary list this year for Latin I.

Also, the following posts are about ideas and activities that I feel sort of go hand-in-hand with our new untextbooked classrooms:

Movie Talk/Movie Shorts Miriam describes in detail how to do your own movie talk.
Standards Based Grading (SBG) - Making it Work in a Traditional Gradebook Miriam has done what I'm afraid to do--jumped into SBG. I think however SBG is key to focusing on student mastery, which is part of the point of leaving the textbook, so I will be doing this next year.
Reconsidering Retakes A quick overview of how I offer retakes in my classes this year.
Retakes - The Redux Miriam's approach to retakes. Either one offers students the chance to show mastery of a subject later if he or she did not on the first assessment.
Read Dating - and other ideas from the Reading Toolbox Miriam has collected some awesome activities to help you reteach and reread texts you introduce in class.
Vocabulary Toolbox Miriam collected activities for teaching and introducing vocabulary as well!

Monday, November 17, 2014

My letter to the governor

I am 27 years old and have never missed an election. I consider the "right" to vote a responsibility and it is one that I take very seriously. This past election was no exception. I have decided to write both the newly reelected governor, Mr. Nathan Deal, and Georgia's new senator, Mr. David Perdue. While my letter is typed here, I hand wrote it and mailed it (as evidenced by my picture). I decided to write it and mail it because, in the past, when I have emailed senators or representatives, I have only once ever gotten a response and it was from an aid who never followed up after I responded a second time.

I want to ultimately let the letter speak for itself, but my reasoning behind these letters was based on a few things:

  • What I've experienced as a teacher under Governor Deal
  • What I've experienced as a teacher under the new testing and evaluation systems
  • What I've experienced as a foreign language teacher in a world of common core and athletics
  • Mr. Perdue's most recent statement regarding the "clear message" he feels that Georgia has sent to Washington

Dear Governor Deal,

My name is Miriam Patrick. I am 27 years old and I have never missed an election. While I did not vote for you, I feel that it is important that I make my voice clear because you represent all of us in Georgia. I come from a family of teachers. Both of my parents teach in the state of Georgia and have taught for many years along with other family members in other states, so today I write to you as a teacher, in a family of teachers, and as a citizen who is very concerned when it comes to matters of education. Please also allow me to say that I am writing to you as an individual citizen, who is also a teacher, and not a representative of my school or school system.

Mr. Perdue recently said that Georgia has sent Washington a "clear message". I find this statement alarming because a 52% majority is not a clear victory and, if anything, should be a message to you as well as him that the state of Georgia is changing. As our elected governor, I would hope that you could best represent and make decisions regarding all of the people living in this state and not just those who agree with and voted for you. It is in light of this that I am writing to you today. 

I have been a public school teacher for five years. I teach in Gwinnett County where 20% of the population speaks something other than English at home and 15.9% of families live at or below the poverty line for a family of four in Georgia. In my county, 55.46% of students receive free or reduced lunch plans. 

When I look around my classroom, I see that my students do not fit neatly into one category or another. I have students of every race and ethnicity, and economic station; I wouldn't have it any other way. Given all this, I think it is clear where my concerns play a role in regards to your views on education as well as your track record. 

While you have increased the amount of money the state spends on each student by $400 since 2012, the enrollment has increased, along with class sizes, and teachers are not being relieved of cuts made in 2003 while other areas of government are receiving major increases, like the 186 million dollars the department of corrections has seen. What I wonder is why you are willing to increase the budget to deal with offenders, but are not providing adequate opportunities that help prevent incarceration. Education plays a direct role, as you state on the governor's website, in making sure Georgia has a stable future, and you state that your goals are to make sure students are prepared for college, life, and the job market. In order for this to happen, shouldn't we be investing in our students and their future rather than the consequences of budget cuts, economic inequality, and lack of support?

On this same note, you recommended not only, initially, cutting the pre-k program in Georgia to half days, but you then recommended cutting the program to 160 days and also cutting over 300 classes and programs as well. While you did also bring back the 180 day program, the cuts on teacher salaries, program cuts, and increases on class size remained, forcing pre-k teachers into the same situation k-12 teachers face every day. We know that class size makes a difference in regards to teacher and student relations, individual instruction, and individual needs of students (whether they are placed in gifted programs or special needs programs). Why would you continue to increase the demands on teachers while not supporting them to ensure that our students can do the best they can? You say that you want to increase the percentage of students who are on level by the third grade. How can this be done, at any grade, when neither teachers nor students are supported in these areas?

Much of your focus on schools has been to increase science, math, and technology, as well as to increase spending on charter schools. As a foreign language teacher in a public school, I have a strong reaction to this. Based on the cuts and changes you've made, foreign language has taken a back seat and must now fight to keep their programs alive and student numbers up. Given the fact that 1/5 of my county speaks something other than English at home (and that this does not include people who simply speak another language), how can you not include foreign language in this vital set of skills students should be exposed to? You have discussed the importance of math and science, as well as language arts, but you have forgotten how important it is to be able to work with, communicate with, and understand the people we live with and around. 

Georgia is losing teachers. Georgia is gaining students. This system cannot maintain itself at the rate it is going. Having shared with you my thoughts and concerns, I'd like to invite you to spend a day with me in my classroom. I want to extend this invitation to you so that you can see what a day is like for a teacher like me and so many others in the fields of arts, languages, and other specialties, including technology and engineering teachers. I would like this conversation, which I view as one of the most important, to continue, and not end with my letter to you. 

Thank you for your time and I look forward to your reply,
Miriam Patrick


Tuesday, November 11, 2014

Vocabulary Toolbox

One of the things that can quickly weigh me and my kids down and easily puts us into a rut from which we might never return is vocabulary acquisition. Sometimes I struggle with coming up with new ways to teach and work with vocabulary that the kids find interesting. Here are some of my favourites:

Circling/TPRS/Asking a Story
Rachel did a post a while back on asking a story and while I am not the best at coming up with stories, I do this activity often enough when an opportunity presents itself while circling. I really like taking 4-5 words that I need to teach, putting them on the board, and just asking questions. There is one time in particular that comes to mind where my Latin I class took the vocabulary and ran with it. We ended up having a nice story that is still referenced whenever we come across the vocabulary. I was teaching words like "comedere" (eat), "placere" (to please), "ferox" (ferocious), and "timere" (fear/be afraid). I went around asking students for animals and whether they were ferocious or, if not, what they were afraid of and whether these kinds of animals were pleasing to the students. I'd then ask if the ferocious animals wanted to eat the non ferocious animals. I got to one student who told me his "feles ferocissimus est" (cat is very ferocious), but, as I discovered, his cat did not want to eat any of the other animals. I asked him why not and my student said, "volo comedere animalia" (I want to eat the animals). To this day, any time the word comedere comes up, someone asks him if he wants to eat whatever is in our story. 

It is simply for this reason that I enjoy circling so much. Unlike asking a story, I don't need a shell or an ending in mind, I just need words and basic questions. The more we do it, the more comfortable I and my students become and the more willing they are to play the game. Some of my best stories have come this way and my students love telling them. 

Circling with Stuffed Animals AND Practice Stories
Another way that I love circling and telling stories is with stuffed animals. This is essentially the same as above except instead of asking students about their animals or interests, we build on a stuffed animal I already have. I usually do this when I know for sure I want a story to come from it or have a story in mind. I can lead students and give them a chance to visualise it with the stuffed animals. This is by far one of my students' favourite ways of practicing vocabulary. The next day, I'll have typed up the story as a "practice story". You can do this just as a reading activity or as a cloze passage. By day 2, the story will be easily comprehensible and a good review for students. Here's an example practice story I wrote for my Latin I students. Allow me a moment to also point out:

I know that we often don't collaborate across languages and tend to stick with those who speak our language and teach our curriculum. I've already stated that I am not very good at coming up with story shells for my students. This practice story I've shared and many of the other ones I've written are based off of a Spanish teacher's stories. He is much better at this, especially the ending part, and I know enough Spanish to easily change it into Latin. I strongly encourage us all to reach out across languages and, even if you don't know the other language, ask for ideas and stories. 

Embedded Readings
You can read about specific reading activities here and learn all about embedded readings here. I tend to introduce 3-4 words/phrases on embedded readings. A lot of times I may be reintroducing ones that I think we need more practice with. I like to use read and discuss activities and circling to practice vocabulary and then read dating or a close passage to practice and review. 

Movie Shorts and Dictationes
I will be following up with a post on dictations specifically, but they are a great way to introduce new vocabulary and you can introduce around 8 new words or constructions. I will update with a link to that post when it is ready. 

You can read my original post on movie shorts here. I love this activity and use it at least once a unit. My students also love the videos and find them as a great discussion tool. You can use them in any level and I usually try to limit vocabulary to 5-6 for these. If I cut a video in half and only introduce one half a day, you can introduce 8-10 (4-5 each day). I will do circling, Q and A, and story telling all with this on differing days. 

Picture Descriptions
This is an activity that Rachel, I admit, is much better at creating than me. I love doing them with my kids and my kids absolutely adore this activity, I just can't, for the life of me, think to write these when I am making lessons. In this activity, you can review and teach (a select few) words using short descriptions that you write and pictures students draw. 
  1. Create simple descriptions of pictures that contain the words you want to review. The weirder they are, the more interesting they are to the kids. For example, if I wanted to review "cat", "woman", "big", and "small", I might write this:
    In my picture there is a woman. The woman is small. In my picture there is a cat. The cat is big. The big cat sits on a chair. The small woman eats the chair. 
  2. Tell students you will read the description three times. The first time, they are to listen and nothing else. The second and third times, they may draw their picture. Read the description slowly three times while students draw.
  3. Reveal your own picture. 
  4. You might circle the words some more, ask questions to see who understands what, or just let them enjoy your artistic talent. 


One Word Pictures
This is becoming one of my go to ways of teaching and informally evaluating vocabulary with my students. It is incredibly low prep and low intensity for the teacher and it can open the door to so many other activities. Keith Toda describes his version of the activity here.
  1. Put up a picture that clearly demonstrates the word you are teaching. Define the word for students and write it down so they can see it. 
  2. Choose a student drawer. You can do this yourself as well, but I find it easier to continue circling and asking questions if a student draws. 
  3. Start slowly circling the vocabulary. I ask simple questions which paint the background and, if necessary, give us characters. Where is the picture? Who is in the picture? What is in the picture? You can expand this to include adjectives and feelings if you want. What sort of man is in the picture? What is he doing? 
  4. Once I get a clear picture, I like to expand on the why (mostly with my upper levels) and get into less concrete ideas. I enjoy seeing how kids demonstrate this in the drawing. What I've found is that if kids disagree with the drawing, they will speak up. Usually this opens the discussion up for more discussion and, sometimes, an all together changing of the picture or some great additions. 
  5. You can go a few different ways with this. You can turn this into a story as a class and, if you have a writer, it can become a reading for the next day. You can also turn it into a timed write where the students make up their own ending (and you can read those the next day). 

I would love to add to this collection of vocabulary resources. I've shared a few more below, but please leave in the comments any experiences you have with these or any new ones you know!


Other Resources








Saturday, November 1, 2014

Untextbooking: Creating a Vocabulary List without a Textbook

Vocabulary is one of the main reasons I left the textbook behind. I have been frustrated both by the size of vocabulary lists in textbooks and by the choices of words for these lists.

I wanted control. I wanted to choose the best vocabulary for my classes.

As I know very well, however, control is a burden. Now it's my own task to choose what vocabulary I should teach my students, what words are the most important, most useful words for my students to know. How many I need to teach and at what rate. What words I want my students to have at their disposal by the end of the school year.

I'm not completely at leisure in terms of vocabulary. We have a county-wide pre- and post-test that is universal, based off of the adopted textbook, and contains a lot of vocabulary that I find extraneous. I think it is important to recognize that many of us are facing a culture of testing that may require compromise in order for our students to succeed in the testing as well as according to our own means of checking comprehension and knowledge. So I am making sure my students learn vocabulary that will help them with this test, but all vocabulary outside of that is based on frequency and necessity.

I have the good fortune to know several really talented and intelligent Latin teachers, both in person and online, and to have access to their ideas and input really allows me to experiment in my classes and become a better teacher. One such group has joined together to create Latin Best Practices, and in particular, a list of the fifty most important verbs in Latin.

Why the 50 most important verbs? Because verbs run a language, to a great extent. Because often there are certain words that are simply repeated in almost all writing. They aren't the first to do this. You can find Spanish and French verb lists based on word frequency with a simple Google search.

So how did I make a vocabulary list? I started with the 50 most important verbs. If my students learn all of those verbs in their first year of Latin, they will have a great foundation for any readings I decide to bring into class. I added in the sometimes arbitrary vocabulary I know my students will face on the post test and that created my preliminary vocabulary list. Now as I continue through the school year I choose words based on frequency and usefulness to my class.

When my students learned the word "vir," meaning "man," a high-frequency word for the very patriarchal Romans, I knew my students would want a word for "woman" to be paired with it. There are several words for "woman" in Latin, with various connotations, but the most frequent is "mulier" (with "femina" coming in about half as frequently).

This really sounds unexciting, and I know that. However, somehow, having the power to teach students only the most useful words, words that will be used repeatedly and I can make sure are recycled into our review stories and the new Latin that I bring to my students, is really awesome. I never have to ask myself "Why am I teaching this?"--something I had done repeatedly when teaching from a textbook.

I am hoping to finish teaching my list as new vocabulary at around a month before school is out for the year. At that point, I plan to spend the last month choosing readings and activities that are focused on reinforcing the 200-250 words we've visited over the year. If my students can start next year with only a little vocabulary loss, then they will be significantly better off than any Latin II students I have previously taught.

I have the power to do that, I think. It's exciting. Of course, it's also a burden--if I'm not satisfied with their learning and instruction in any way, I'll only have myself to blame.