It’s mid-July.
How am I REALLY progressing with my 2017 One Little Word?
I love that Melanie also has BRAVE as her #OLW because I so admire her writing, her work and her balance of work and home. And I would be remiss if I didn’t mention Kimberly’s Ted Talk – (@onstageKimberly) – BRAVE! And of course this quote:
A quick perusal of archives finds these two posts: my January 3rd announcement here and a March check in here that was incredibly sad. 2017 has been a year of changes.
Highs
Lows
And a lot of muddling around in between
Changes
My summer “brave” exploration has been “deep spying” on my response to reading this summer. Some of my post public work has been with #cyberpd.
Publicly responding to this text . . .
As I read, reread, jot notes, sometimes draw pictures, reread, write, and yes, add post-its. What does the text say? What do I still wonder about? What will this REALLY look like for teachers and students?
My focus has been on these two areas:
- “Experience the thrill of figuring things out”
- “Take risks, get messy, keep learning”
When it is time for “response to reading”, who makes the decision about format? audience? purpose?
Who should make those decisions?
The standard that is usually “invoked” for writing in response to reading is this:
“CCSS.ELA-LITERACY.CCRA.W.9
Draw evidence from literary or informational texts to support analysis, reflection, and research.”
Two parts – drawing evidence and then doing something with that evidence – that is the goal! What could this look like?
Possibilities:
A. Word Art: Most Frequent Words
B. Specific Quotes
C. Evidence and Reflection
(larger versions here on padlet from this post)
Which version would you prefer for your evidence? Why?
A. Words or Phrases
B. Quotes
C. Evidence and Reflection
How many ways do you know/use to present evidence?
How can I “show” the thrill of figuring it out?
How can I “show” the messiness of taking a risk and learning?
How can I also make sure that student VOICE and CHOICE are honored?
There’s no ONE RIGHT way to share evidence.
There’s no ONE RIGHT way to share thinking.
There’s no ONE RIGHT way to support analysis, reflection, and research.
Have you done this work? What does your “messy” work look like?
Which domain are you working in?
Thank you, Betsy, Beth, Deb, Kathleen, Lanny, Melanie, and Stacey for this weekly forum. Check out the writers, readers and teachers here.
Resource - Full 
Dear Fran,
Brave is what you are. I like your focus on the thrill of figuring things out and taking risks, getting messy, and continuing the learning process. You can’t go wrong with that.
I was just reading the post about Joseph and Ashley’s shocking death in March. May you and yours continue to be given peace.
I don’t have too many opinions yet about the response to reading, but I don’t think you can go wrong by considering voice and choice, as you mentioned.
Blessings,
Denise
Thanks, Denise. It was a rough spring and other “firsts” this summer are equally shattering!
Trying on the roles to get a better feel of the amount of time necessary for reading, then talking, . . . before writing! New behaviors!
You really give your reader/the teacher a great deal to think about with your questions. You are bravely challenging past practice to ensure what’s best for students.
Aileen,
It’s hard to break patterns and past practices. I have a better understanding of why some students say, “Just tell me what you want.” It’s an easier response than thinking!
Thinking is hard. Thinking is messy.
“Take risks, get messy, keep learning” – Love this, Fran. Without taking risks, how can learning occur? We have to push ourselves out of our comfort zone and sometimes things get messy. No one ever said learning is neat and tidy. Thanks for making us think.
Struggle is good.
It’s a great reminder of how many students feel on a regular basis! ❤
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