The quality of professional development texts for 2016 has been amazing. One book that I continue to return to time and again to deepen my understanding is this one by Jan Miller Burkins and Kim Yaris.
Twitter chats, Voxer discussions and Google docs have been the electronic formats that we’ve used for our conversations. You can review the storified chats by clicking on the links to these Literacy Lenses posts: Read Alouds, Shared Reading, and Guided Reading,and Independent Reading. You can also see connections and learning about/from this book in my previous posts here, here, and here. Some of you may have been fortunate to be a part of this group that presented at the #ILA16 Institute “Who’s Doing the Work? last Friday or been in the audience to see the presentation.
For those of you who don’t participate in Twitter chats, Voxer discussions or Google doc conversations book studies,
YOU HAVE MISSED SO MUCH LEARNING!
I’m not saying that you have to do all three of those but if you are a teacher of reading or writing, you must be doing some reading and writing in the summer. Learning is both efficient and effective when it includes collaborative study with peers. I still have to do the work and wrestle with my own understanding, but then I also appreciate hearing other perspectives from colleagues and coworkers.
Here are just a few samples from my work with understanding this book! These are some excerpts from my writing about my reading!
A. Word Splash from Chapter 1
Write a paragraph that uses five or more of the words listed below and is related to teaching reading.
- transformative – not used
- risk – not used
- Independence (used 11)
“Reading well requires students to put many processes to work simultaneously in an effort to understand whatever material he/she is learning from. Factors that play into success in reading are enhanced when the student is allowed choice and is trusted to spend time reading materials of his choice. Independence in reading takes effort and energy as a reader is empowered to construct his own meaning of texts. Too difficult text may be frustrating and may cause the student to be too dependent on teacher scaffolds. Motivation to continue to read may come from the synergy of the right text at the right time with the right amount of practice!”
B. Quotes to Ponder – Chapter 1 (Respond both before reading and after reading)
“To grow and develop as readers, children need instruction that mirrors the ‘end’ goal–readers with smoothly operating, balanced reading processes who feel empowered and motivated to take charge of their reading lives.” (p.24)
Before Reading: Readers need to read in order to grow and develop as readers. Answering a barrage of questions as before, during , and after reading does not make them better readers. The right amount of instruction matched with the right texts will build independent readers who can and do read.
“Knowing a student’s reading level, however, does not tell us anything about how that student reads … .” p.24
Before Reading: Reading level only tells you approximately what level text the student was last successful on. That letter or number doesn’t tell anything about the reader and what they CAN do!
After Reading: I am so fascinated by the fact that these two sentences followed each other in the text. All 3 cueing systems need to be firing simultaneously (like all pistons in an engine) in order to efficient, effective reading. Instruction can’t be parsed out and over-focused on any one element! (quote 2) All three readers had same letter but different issues. The level is only one piece of the data puzzle. It’s not the end game.
“Each instructional context, from read-aloud through independent reading, makes a unique contribution to students’ growth in proficiency and agency.” (p.27)
Before Reading: The student is a product of all instructional contexts so each, ind. Reading – read-aloud, are important to his/her development. Those contexts help build the “want to read” motivation so that students are successful later!
“Teaching across the gradual release of responsibility with an emphasis on reading process–versus an emphasis on reading level–will change the way you teach reading forever.” (p.27)
Before Reading: Reading level is limiting – reading processes open up the universe to the student! Process will help focus on what the student is capable of and will provide the information needed to keep the student moving forward. Reading is not about a certain % to pass a leveled book test.
After Reading: Fascinating, again, that these two sentences were also back to back in the text. Balance in reading processes requires a balance in instructional contexts that creates the internal motivation to read/learn . . that want to read. And when you focus on reading process (within GRR), your teaching will be changed forever!!!
Subtle shift to “What can you try?”
C. Poem – Chapter 5 (Independent Reading)
Choose from these words to create a poem.
Which words would you choose?
What would your poem look like?
What would be your evidence of learning?
Choice in what I read
Choice in when I read
Choice in where I read
Choice in ideas I explore
Choice in whether I want to or need to reread
Choice in community in which I share
A habit, deeply ingrained in my readerly life
My responsibility to monitor
Building on my strengths, my passions, my pleasure in learning
Growing as a reader
Joyful . . .
Of those three activities, which would you consider:
A: Word Splash
B. Quotes to Ponder
How do you work on your learning?
Twitter, Voxer, Google Docs, Blog Posts = Evidence of my learning
Low Tech would be paper, pencil, markers, notes . . .
What’s your evidence of learning / thinking?
Thank you, Betsy, Beth, Dana, Deb, Kathleen, Lisa, Melanie, and Stacey for this weekly forum. Check out the writers, readers and teachers here. The hardest step is the first step of your learning journey!