- Intro or review a few new or key vocab – (ideas Quizlet Live, Charades or TPR)
- PQA – (personalized questions & answers to get students connected to what will be happening)
- Read Chapter 1 (I always read the first chapter to the whole class, pausing to discussed projected discussion and checking for comprehension)
- Chapter 1 review (depending on time Kahoot, Quizizz, timeline, retell, storyboard or printed activity from the guide)
When you have already read a chapter but need a lot more input (pick a one or a couple of these activities, not all!) I like to do extension on days we start class with free reading, as to spread out the reading, or on days when many students are gone and you do not want to go on with the story. See this post for many more ideas.
Sample later day of a novel
The key for later days is to mix up with you do every since day. Do not read the same way two days in a row, and try to not complete the same pre or post reading activity more than once a novel. As we move farther in the novel, the pace often picks up as to not lose steam and forget the story. Read this post if you want to learn more about reading a novel quickly. Typically we do about one chapter per day or more if they are shorter.
- Review previous chapter(s) – (ideas small formative reading or listening assessment, Quizlet Live, Quizizz, posted discussion on the board, students reread with a partner or listening to audio book if some time has passed, students present previous chapter readers theater style)
- Possible PQA – (personalized questions & answers to get students connected to what will be happening next)
- Read next chapter(s) – give some of options below (plus I always give the option to read with me pausing to discuss and checking for comprehension).
- Read alone
- Read out loud with a partner
- Read in small groups
- Teacher reads to whole class
- Teacher plays audio recording and students follow along
- Teacher plays audio recording and silent actors act out the chapter
- Chapter review (depending on time maybe something from this post)
- Partner Speaking Assessment – Partners come up to my desk and ask each other questions about the novel. For early novice classes, I already have printed questions on pieces of paper that they can draw and ask each other. Everyone else is silently preparing to speak or to write the next day.
- Small Group Speaking Assessment – Students come prepared with note cards of questions and all small groups speak simultaneously around the room as the teacher walks around and grades. This can be one of the hardest to manage unless you have smaller classes or have groups record the group conversation to watch and assess later.
- Fishbowl Speaking Assessment – Students come prepared with note cards of questions and only a third of the class in the “fishbowl” speak at a time, while others listen and prepare to jump in when they can. Read this post to learn more. This works well with Spanish 2 and above, and especially with controversial topics that spark debate and discussion.