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:
And a lot of muddling around in between
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:
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?
Which version would you prefer for your evidence? Why?
A. Words or Phrases
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.