Self Directed Reading: My take on Free Voluntary Reading

***Updated 3/23 – My hope is to publish numerous reviews of titles during this time.  Also, see my thoughts on a reading program for Level 1-3 students’ whose goal is to be successful with the AP Latin course. ***

Blogs with FVR/SDR/SSR thoughts and resources. 

Mike Peto – Mike’s thoughts on Free Voluntary Reading are universal.  Although a Spanish teacher, his writing style and direction for Free Voluntary Reading unlocked my mind to understand some of the important components to consider to create a successful reading program.

Magister P.  – You can start reading library with Magister Piantaggini’s published novels at an affordable price.  But don’t miss his thoughts on Free Voluntary Reading while you browse the Pisoverse.

Comprehensible Classics – Magister Olimpi is another author who offers an opportunity to build a reading library affordably.  His year in F7 posts offer fantastic insight into the day to day thought process of facilitating CI in a classroom.

John Piazza – A fantastic post about how to create a library and thoughts about the process of a reading program.  John has also put together some pdf readers from textbook sources which are a great way to add some varied reading material early on.  Just be careful as most textbook readings are more difficult than perceived as they do not always shelter vocabulary.

Books about reading

SSR Handbook  – This is the resource to use to start a program.  Research, examples and ideas for reading response activities.  Here are some thoughts about the important ideas to flush out in your mind as you start a reading program.  See more at the following posts.

• Access to reading materials.  What are creative ways to add reading materials outside of purchasing as many of the book titles listed below?
• Routine.  It’s important to start students with less reading time than you think they are ready to handle.  It is much easier to work up to more than it is to work down.  Students’ perception of the time is important.  Reading for short amounts of time often is better than reading one big chunk once and awhile.  Students start to develop a reading routine which is a powerful driver of acquisition.
• Response.  Students want to respond to reading.  But response opportunities should be a formative process.  How can you vary response activities so that all types of students have a chance to interact with their reading and with other people’s thoughts?
• Report.  Don’t evaluate and grade but it is important to report.  Teacher/student conferences, written responses to student responses and informal conversation all are important ways to report back to students.

My posts about my own Self Directed Reading Program.

Reflections during the 1st semester of my self directed reading program that was sustained.

Library Levels Spreadsheet Link

Example Reading Log – a simple log that I use so that students can monitor their progress.  This is used as evidence toward a student’s proficiency, but mostly in a way that they are engaging in reading.  This falls under an interpersonal rubric I use to score their day to day processing of Latin.

Absence Management Log – Students are expected to replace a small amount of Latin input for the days they miss.  They can read from one of the titles below, read something online, listen to a podcast like quomodo dicitur or watch a Latin video like Magister Craft’s.