I have really been enjoying your Reading Quotes. Thank you.
I looked at the weekly schedule that you shared. This year my hybrid classes are only 35 minutes long. I livestream daily. Not sure how to restructure the times to allow for daily silent, free choice reading, CI listening activities, and some writing.
35 minutes is short. Not much wiggle room there. In that amount of time listening activities are probably more important–as long as you can check for understanding frequently and at different levels.
What constraints are you operating under?
Are you allowed to assign short, regular reading as homework?
I think daily reading is what students need more than anything else. They need to get in the habit of reading, rather than saving it all up and cramming. When they read every day they begin to develop not just the habits, but the skills in decoding, the experience in knowing what they like to read, and the confidence that they CAN read in another language.
I have really been enjoying your Reading Quotes. Thank you.
I looked at the weekly schedule that you shared. This year my hybrid classes are only 35 minutes long. I livestream daily. Not sure how to restructure the times to allow for daily silent, free choice reading, CI listening activities, and some writing.
Any suggestions would be appreciated.
35 minutes is short. Not much wiggle room there. In that amount of time listening activities are probably more important–as long as you can check for understanding frequently and at different levels.
What constraints are you operating under?
Are you allowed to assign short, regular reading as homework?
I would like to try doing that in addition to setting aside time in class at least 1 day/week.
Should I set a daily target # of minutes or is it okay to set a weekly one?
I think daily reading is what students need more than anything else. They need to get in the habit of reading, rather than saving it all up and cramming. When they read every day they begin to develop not just the habits, but the skills in decoding, the experience in knowing what they like to read, and the confidence that they CAN read in another language.