As many of you know, this has been a driving summer . . .
Iowa,
Missouri,
Illinois
Indiana
Kentucky
Tennessee
Georgia
Florida, Florida, Florida, Florida (it’s a long way from the top to the bottom)
and back plus
Minnesota.
Not commuter miles but trips that included LONG days.
So think about this driving analogy.
Free from Pixabay; Retrieved 7.9.17
My trip to Sioux City today.
Questioning
What route?
When to stop / break / gas?
Can I beat the GPS arrival time?
Reflection
By Des Moines, I had gained three minutes according to the GPS.
And then semi-trucks passing semi-trucks going uphill . . . slowed both lanes down.
And then there was road construction with one lane of traffic and a reduced speed limit of 55 mph.
Results (but I REALLY wanted this to be Synthesis)
Exploring alternate routes.
Considering overall rates of travel and the amount of travel in both lanes.
Learning new vocabulary
- Rest Stop – Parking Only
- Rest Stop – Modern
- Rest Stop with Internet Access (including symbols for phone, Vending Machines and Camper Dump Stations
So the short part of this is that I arrived one minute before my GPS said and my route, although with some adjustments, was successfully completed.
What if ? ? ?
A. What if I had to record notes
Before the trip?
During the trip?
After the trip?
B. I had to record the skills I had mastered
Skills?
Strategies?
Processes? (Hat tip to Kathryn Hoffman-Thompson for that idea after a Voxer #G2Great conversation)
Have you made the inference about where this is headed? . . .
Hint – Reread Choices A and B
And Oh, My Goodness!
I forgot the Planning that happened prior to the trip including checking for my registration, insurance card, and having the car serviced (oil change & tire rotation) prior to the trip as well as googling the distance from point A and B so I could begin to draft the specifics.
All of these little details matter when driving a motor vehicle. There are big details that have life or death consequences like safely managing a vehicle, keeping it in the right lane, accelerating and decelerating with traffic flow, smooth lane changes WITH a turn signal, safe distances between vehicles, and paying attention to merging lanes, road signs, and . . .
I’m lucky because I’ve been driving for over four decades and I had a refresher when my son would point out driving errors while he was in a driver’s education course. Your driving experience may include more total miles or more city miles than me. That’s a “number” or data-based comparison. But what about “quality”?
In my opinion it all boils down to “my confidence in my driving abilities” because I have experienced a wide variety of situations that have contributed to the automaticity of my driving habits and patterns that also allow me to be responsive and THINK when I must make “in the second/minute” adjustments.
I very deliberately chose this comparison because this “automaticity” is what we want for our students in reading.
Skilled
Competent
Strategic
Confident
Experienced
Readers
How much time does this take?
How will we measure this success?
WHEN will a reader be successful?
And what does this mean for TEACHERS, the adults in the classroom?
They must be equally prepared, confident, and ready for challenges.
That is why I am in several book clubs this summer. Probably too many. But I am pushing my own Planning, Questioning, Reflecting and Synthesizing especially as I work through professional books.
I wrote about the beginning of #CyberPD and Vicki Vinton’s Dynamic Teaching for Deeper Reading here. This thinking fits with a Facebook and Twitter study of Disrupting Thinking by authors Kylene Beers and Bob Probst. Margaret Simon wrote about both of those today here. As discussed at the last #G2Great chat with Linda Rief, Reading is about the meaning that the reader understands as a result of his/her transaction with the text. Reading is NOT extracting factoids.
Without spending a great deal more words, I believe that when students can and do
Plan
Reflect
Question
Synthesize
on their own (P,Q,R,S) in real authentic work (not just school work), they WILL BE Skilled, Competent, Strategic, Confident, and Experienced Readers!
What do you do daily to help students “transact” with text in the form of stories, books, poetry, nonfiction, art works, video, and audio?
How will you know when students have reached automaticity?
How will you know your students are skilled, competent, strategic, confident and experienced readers?
#DigiLitSunday: More posts from Margaret Simon and Reflections on the Teche.
Resource - Full 
Thank you for these questions to ponder, Fran. I want to achieve these very things with my kinders this year, and continually ask myself how I will facilitate the thinking and talking I hope to see students doing around everything we read together. This is totally uncharted territory for me, I’m going to be learning as I go! Do you think Vicki’s book would be a helpful tool for me? I have started D/Thinking, but wasn’t sure D/Teaching was focused on primary. What do you think?
Oh, and BTW, I would really love to see the great state of Montana on your list of travels at some point, my friend!
Dani,
Montana is on the list. However, NOT the driving list. AZ and Cal are first!
For Kinder . . . great question. I think the part of Deeper Teaching that will be important for you is the same as Who’s Doing the Work – – – so you don’t over scaffold. Skip to chapter 5 about vocabulary and see what you think. ❤