Category Archives: Books

#ILAchat: Independent Reading


The definition for Independent Reading from ILA

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What does that mean?

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How well does your independent reading align with the definition?

What have you changed or tweaked? 

How has that impacted student reading, especially student joy and passion for reading?

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How can you capitalize on the “Power and the Promise of Independent Reading”?

Please join the chat to share your ideas!

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#CCIRA19: Friday Sessions


If you have been following along, you may have already read about

Thursday here (Danny Brassell, Debbie Miller, Kate Roberts, Donalyn Miller, Kelly Williams, and Patty McGee)

Friday keynote with Regie Routman here

Saturday finale with Kelly Gallagher and Penny Kittle here

But I would be greatly remiss if I did not return to recap learning from Friday’s sessions and acknowledge that it was a Corwin Press day!

Session 1:  Dave Stuart Jr.

These 6 Things: Focusing Our Teaching on What Matters Most

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Presentation Key Ideas . . .

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One of many strategies referenced and available on Dave’s web site (see link in caption) .

This presentation and book really does enable you as a teacher to think about and consider where you need to focus your energy as you read wisdom from a high school teacher.

How can you do a better job teaching a shorter list of skills and still keep instruction motivating and engaging?


Lunch with Gerry Brooks

Creating a Positive Attitude About the School Year

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link


Session Two: Maria Walther

Fifty Nifty Picture Books to Inspire Young Writers

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Maria’s actual presentation about this book (her newest) was at a different time of the day but many of the texts were included in this book.  We saw 50 mentor texts that were used in a first grade classroom to teach standards, qualities of good writing, and provide exemplar texts for imitation!

Maria reminded us to pay attention to all the pages in a book.  One example was the end pages from Ralph Tells A Story. What did the author do specifically on the beginning end pages vs. the closing end pages?

Another very useful tip was the writing paper that Maria shared.  Each month the editing focus varies but a brief checklist is included on each page.  Here is one example with additional ideas available at mariawalther.com. Learning with and from a first grade teacher.

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How and when might you consider adding an editing checklist to your writing paper?

Who needs this?

And what books/mentor texts are interesting and engaging your students?

 


Session Three:  Leslie Blauman

Keeping it Real- Real Writing about Real Reading-NONFICTION

I knew Leslie as the author of these two books.

Her newest books are delightful especially with the online components. This was the basis for today’s presentation that included work from her fourth grade classroom.

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As a teacher, Leslie is concerned about joy, choice and ownership of student writing.  She encourages her fourth grade students to leave “Tracks in the Snow” as a metaphor for not having to write complete sentences all the time.  Such a smart idea for this time of year!

To Inspire Critical Thinking these questions were our session guide:

  • What is your goal?
  • Who is NF important to?  Who is the NF for?
  • Would you want your kids to be doing your assigned tasks in your classroom?
  • If no, WHY are you doing that?
  • How do you teach it?
  • How often do you practice?
  • Why would you write about something you are not interested in?

However, one of my favorite learnings was about this site:   https://www.allaboutexplorers.com/  Check out an explorer or two.  What fun for students!  What a great way to teach “fact-checking!

How can evidence-based nonfiction writing be fun, engaging, and something that students choose to do? 

Did you detect any common themes in these sessions?

#CCIRA19: Are you a reader and writer?


#CCIRA19 Day 1 Theme:

Are you a reader and writer?

If yes, you won’t necessarily have ALL the answers but you will be on your way.

If no, you may end up down rabbit holes, sucked into less productive work, and may feel like you are spinning your wheels! It may be more difficult to help readers and writers set goals leading to ultimate independence and transfer of learning.

What a great learning day that began before sunrise and ended well after sunset for many Denver folks who had no school today due to the weather! (a common problem in many locations across this wintry country)

Why attend CCIRA? Super Positives about CCIRA include:  sessions you can choose in advance, the time between sessions to network and the folks you meet along the way!  Friendly, courteous, and helpful folks EVERYWHERE!  What great learning combinations!

Teachers must be knowledgeable practitioners.  The more they know, the more learning they may crave in what ends up being a true life circle story.

To begin with the beginning . . .

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Laughter and fun filled the hall  as Danny shared stories to illustrate his points. We chanted, sang and added actions to our singing! “Teachers are valued!”  Teachers need all the tricks at their disposal to teach all students to read. To read confidently. To read joyfully.  To read at school and at home.

First session:  Debbie Miller

Are Our Workshops More Important Than the Children in Them?

The session began with a read aloud and participant discussion.  Again, what fun and a chance to get to know your neighbors.  I was fortunate to be sitting by Kristin Ziemke and had a great time sharing some personal views on the need to consider some outdated practices that just need to end.

Debbie shared some planning structures from her new book that also emphasize P. David Pearson’s belief that the Gradual Release of Responsibility does NOT require a straight linear progression. We’ve heard that from Doug Fisher and Nancy Frey.  It’s not a surprise, and yet some folks hang onto the predictable nature of that structure sequence that moves from mini-lesson to work time with individual conferring and ends with a share.  The “Lift Off” was shown in this previous #ILA18 post before her book was available as an example of a discovery or inquiry session. (Of course, not an every day session!)

I’m fascinated by this planning guide that Debbie shared that was used with a Chris Van Allsburg author study.  The Focus? Student-Centered Planning.  Planning that begins with the students. Beginning with the end in mind!  YES! More joy.  More knowledge needed by teachers in order to think about how best to organize these sequences for Teaching and Learning that sticks for students and allows students to grow confidently toward independent reading, writing and responding.
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Fun, joy, learning, reading, writing, and teacher knowledge.

Second Session:  Kate Roberts

A Novel Approach

The need for this book / session stemmed from a paradox.

“A paradox.

Students need individualized instruction.

Students need strategies & experience dealing with complex text they did not choose.”

Whole Class Novels are Good

  • They build community.
  • They push kids to work hard.
  • They introduce commonly read texts.

Independent Reading is Good

  • It builds choice, engagement, and volume.
  • It encourages independence.
  • It creates opportunities for growth.

What do your students need?  Is it one or the other or is it a combination of the best of both?  Use your data (common sense data that can serve as pre, mid, and post test) to determine how to best meet the needs of your students.  How do you help them all continue to grow as literate individuals?

Kate proposed a great “boxes and bullets” argument for a combination that includes:  Whole-class novel, book clubs, independent reading and a final project to integrate writing.  What a win/win for knowledgeable thinking teachers! And what a way to build toward student independence if purposefully teaching skills in whole-class novels that students continue to apply with less teacher guidance in book clubs and independent reading – providing additional practice in a planful long term gradual release that builds to student independence and transfer across their reading lives.

(Sample Chapter and Bookmarks that go with A Novel Approach)

Lunch with Donalyn Miller 

How to grow readers and writers?  Be readers and writers . . . The examples from students and her grandchildren illustrated the difference among readers.  We need to HEAR our students and be responsive!

 

Session 3:  Kelly Williams

It’s Showtime! The Why and How of Exhibiting Student Work

Basic premises included:

What an hour!  The Hierarchy of Audience makes so much sense. A narrow focus on working for a teacher as a sole audience is at the bottom of this triangle and rightly so. Motivation and Engagement increase with real purpose and audience.This work connected strongly to Julie Wright and Barry Hoonan’s discussion of student curation in What Are You Grouping For? We drafted 6 Word Stories, created representations, and curated them in small groups within 20 minutes.  What a hands-on experience that created additional conversation in the convention halls as folks viewed our work with markers, paper, cardboard, yarn and clothespins. Simple tools with a focus on learning!

Session 4:  Patty McGee

Feedback that Moves Writers Forward

One of my thought partners for this session was Leslie Blauman who you will be hearing more about after tomorrow’s sessions.  Setting learning intentions right at the start of the session allowed me to actually focus on my own learning goal (and less on the fact that I had been awake since 4 am due to the old “too excited to sleep”)!

The definition of feedback that we were using is this.Screenshot 2019-02-08 at 3.42.43 AM

Patty layered in this research to allow us to consider the implications.

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“…no statistical difference between the group given written feedback and no feedback.” (Think about that and your own writing history!)

Definitely a quote worth revisiting. I love the concept of feedback with a “mentory” feeling as evidenced by my deliberate repetition in this tweet.

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“MENTORY”:  “in this together, side by side, not doing the work for students, providing a possible strategy so students become better writers. Mentoring – finding that sweet spot of feedback that is meaningful and helps kids grow; not mean. With a goal of  long term growth, joyful writers (teachers and students) lift the rock and see the critters underneath.”

One huge take away:  Removing the “but” from feedback and replacing it with “because”

Because you have written a lot,  

You are ready for some structure… One strategy . . .”

Feedback is complicated.  It involves knowing end goals, keeping the research above in mind and building a “mentory” role in conferencing with a long term goal of student independence and transfer of the skills and strategies of writing!

What a day! And tomorrow is equally packed! 

Closing Thoughts on Thursday sessions:

I value reading (I’ve read these books.)

I value hearing the oral WHY from the author! 

I value the opportunity to revisit the learning in order to grow my knowledge and my thinking! 

I value the opportunity to build connections between what I think I heard and what I think I know! 

What do YOU value?

#CCIRA19 . . . a great place to learn!

#SOL19: Unexpected


Forecasts warned

Weather maps with new colors

Falling temps

Records anticipated.

Piles of snow

Rhythmic slapping of tree branches

Blowing snow – sometimes hazy, sometimes white outs

And cold.

Can’t catch your breath cold.

Hurts when you breathe cold.

No tracks in the snow cold.

Pristine snow.

The Weather Channel says:

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Unexpected?

Yes

Unprepared?

No

The ticker tape at the bottom of the TV screen lists the school closings. Plans to keep all safe.  Time to tackle that TBR or TBW list. Check for extra supplies.

Check on a neighbor. And a neighbor’s pets.

What plans do you make, in times of weather uncertainty, for you and your household? 

How do you prepare for the “Unexpected” in your life?




Thank you, Betsy, Beth, Deb, Kathleen, Kelsey, Lanny, Melanie, and Stacey for this weekly forum from Two Writing Teachers. Check out the writers, readers and teachers here.

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#NCTE18: Decisions


Research-Based Decisions

I wrote about Reading Research here and Dr. Mary Howard capped our #G2Great chat with this post on 11.03.18.  As I reviewed the #NCTE18 program in the weeks before the conference, I thought about my “research filter” and the sessions available.  I also thought about previous conferences and this post. What factors would drive my decisions about sessions to attend?

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Before I even arrived in Houston, I had perused the app and added many of my favorites to my list. At first glance about half of our crowd-sourced experts would be present.

“Richard Allington; Donald Graves; Don Murray; Peter Johnston; Marie Clay; John Hattie; P David Pearson; Lucy Calkins; Tom Newkirk; Taffy Rafael; Nell Duke; Ken and Yetta Goodman; Louise Rosenblatt; Kylene Beers; Bob Probst; Carol Lyons; Ellin Keene; Donalyn Miller; Kathy Collins; Fountas and Pinnell; Stephen Krashen; Stephanie Harvey; Regie Routman; Debbie Miller; Jennifer Serravallo; Gravity Goldberg; Kate Roberts; Maggie Roberts; Ralph Fletcher; Nancie Atwell; Penny Kittle; Kelly Gallagher; Kara Pranikoff; Dave Stuart Jr.; Cornelius Minor; Katie Wood Ray; Anne Goudvis; Georgia Heard; Jan Burkins; Kim Yaris; Susan Zimmerman “ (Literacy Lenses 11.03.18)

And I added others:

Tom Marshall, Kari Yates, Christina Nosek, Clare Landrigan, Tammy Mulligan, Lester Laminack, Colleen Cruz, Justin Dolcimascolo, Jess Lifshitz, Jeff Anderson, Smokey Daniels, Sara Ahmed, Carl Anderson, Ruth Ayres, Stacey Shubitz, Katherine Bomer, Donna Santaman, Dorothy Barnhouse #BowTieBoys, #TeachWrite, Lynne Dorfman and Rose Capelli. (Representational list and not meant to exclude anyone.)  And then there were teachers, authors, poets, “Slicers” and friends as presenters.

What was the reality?

With luck, I would be able to choose about 15 sessions.

15

The names above represented about 65 sessions.

I had four time slots with five possible sessions to attend.  Without Hermione Granger’s “time-turner” that was not going to happen.  So how was I going to make decisions? What would I use as my filters?

Research-Based Decision-Making Filter

Why was I interested in research?  I wanted the best quality experience that #NCTE18 had! Research, classroom-based and empirical has always fascinated me. I’m pretty picky about my educational research. I believe in being an “informed educator” as espoused by Nell Duke and Nicole Martin’s 10 Things Every Literacy Educator Should Know about Research.  The work presented at #NCTE18 would be research-based.  Much would not be research-tested. It is easy to get lost in the misrepresentation and misuse of research. Of course, there are limitations.  But one only has to read this gorgeous new text by Donalyn Miller and Colby Sharp to connect with the research about the need for book access for all! And just like a book and movie pairing – I want to read the book before hearing Colby and Donalyn talk any more about it – so one decision made!

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I was pretty sure that sessions at #NCTE18 would not be guilty of these misleading uses of research that Mary Howard listed in her blog post.

“Citing research to sell products

Citing research to justify practices

Citing questionable research to support an agenda

Citing flawed and outdated research”

But I do want to remind you that some national conferences have sessions that seem to be at cross-purposes with the beliefs and values listed for the conference! Careful reading of program descriptors and sponsors is always a good idea.

How would I use research as a filter?

One of my criteria for session selection was NEW and recent work, perhaps something that has become an addendum or just a continuing evolution since the last book was published or their July #ILA18 presentation. That was the purpose behind my attendance at both Responsive Teaching:  The Courage to Follow the Lead of the Reader and Capacity – Based Writing: Instruction Empowers Students –  Deconstructing the Struggling Writer Label while Championing Inclusive Practices.  I knew some individual pieces of their work and wanted to see how the “presentation package” brought in the research, the work with students, and increased my knowledge.

What other criteria did I use?

Who have I not seen lately? So after spending an entire day with Penny Kittle and Kelly Gallagher and 350+ best friends in Iowa in October,  300 minutes . . . Was I going to try to catch them as a part of a 75 minute panel? . . .

Ellin Keene was with Debbie Miller in July at #ILA18, so I heard about her new book there after reading it.

Have I already registered to see them at CCIRA in Denver in February? There are another 10 slots or so where I will see presenters alone . . . no panels, no roundtables, just the speaker and a room full of learners. And with preregistration everyone should have a seat.

Where are there gaps in my knowledge base? This question led me to sessions about equity, mentor texts, and literacy mentors on Friday. And then there was the second session about the 4th edition of the Handbook of Research on Teaching of the English Language Arts.

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Am I under-utilizing available resources? Of course that led to the featured student panel, the ubiquitous #BowTieBoys that I heard three times at #NCTE17, and #TeachWrite friends.

Will I be able to make it to the room in time to actually be in the room for the program? We tried five different sessions on Thursday and ALL were overcrowded and packed with “bouncers” on the door to keep additional attendees out. Many times the lack of seating in the room was a decision point as well.  Sometimes I deliberately chose a session that I believed would have fewer attendees.

#NCTE18 often had over 60 sessions per time slot.  That means there were many choices.  Some might even argue that there were too many choices.  However, 7,000 + attendees had to be somewhere so “choice” of sessions is crucial.  I believe that filters to sort out expertise and research wer helpful for me when I had to make final decisions about the sessions where I would learn the most. And the sessions that I was curious about. And the sessions that challenge me to stretch and grow!

 How do you make decisions about competing sessions?   

What criteria do you use? 

What criteria will you consider at your next conference?

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#NCTE18 Posts

#SOL18: Literacy Superbowl

#NCTE18 Bound: #G2Great

#NCTE18 Thursday

#NCTE18: Friday

#NCTE18: Saturday

#NCTE18: Sunday

#SOL18: #NCTE18 Family

#NCTE18: Digging Deeper #1

#NCTE18: Digging Deeper #2

#NCTE18: Digging Deeper #3

#NCTE18: Digging Deeper #3


Professional Learning:  My Right and My Responsibility

#NCTE has fueled my learning for the last five years.  I found folks that stirred my learning heart and soul.  Hearing those words straight from the authors who wrote them was transformational. Their passion and excitement extends long past a panel, a roundtable, or a presentation.

And yes, it comes with a cost.  The cost of attending a national conference. #NCTE asks attendees about the source of the expenses in their conference surveys.  The likelihood of a school paying for every expense incurred may make the cost prohibitive but there are many of us who attend on a regular basis (five consecutive years) who are quite “picky” about our sessions because we are there for the learning and attend on our own dime..

After hearing Tom Newkirk at my first #NCTE conference loudly proclaim that a hamburger graphic organizer was an insult not only to a paragraph but a bigger insult to a hamburger, I have read his books, been in a twitter chat with him, and watched for authors that mention his name.  He is Ellin Keene’s editor and Ellin has so many words of praise for him. This year at #NCTE it was truly a pleasure to listen to:  4 Battles Literacy Educators have to Fight

  1. Economy – Curriculum as Hoarding (add, add , add & nothing is deleted)
  2. Louise Rosenblatt – Model of Reading – Literacy as Transaction
  3. The battle for writing. Writing should not be colonized by reading. 795,000 fanfiction pieces about Harry Potter
  4. Battle for choice- Carnegie – “public library”  Teachers will need to make it free!

Since returning home, I have reread his essay in this collection.

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I have also read these two books since #NCTE18.

And I am returning to some sections of these two books for more work with Responsive Teaching because I know that teachers have to “say less so readers can do more”!

I now have some reading and writing plans to consider that involve my own thinking and application. Some will appear in my own professional development, some may show up in this blog, and much will continue in future conversations with friends as well as Twitter thinking.

For those who did attend #NCTE18, how will you extend your learning?

Here are some possibilities:

  1. Read a book by an author you heard.
  2. Listen to a podcast by an author you heard.
  3. Participate in a Twitter chat by an author you heard.
  4. Write a blog post or two about your learning.

An investment of time is required for any of the four items listed. You can borrow the book on interlibrary loan at no cost or check and see if a friend has it in their professional library.  Check online. A free chapter may be available on the publisher’s website. Additional follow up ideas may come from the publisher’s website or a facebook page for the “group”.

So if attending a national conference is “on your list”, start planning now.  How can you begin “saving” for that dream?

  1. Read the twitter stream from #NCTE18.
  2. Read some blogs from #NCTE18.
  3. Plan for a roommate NOW.
  4. Make a plan to re-allocate some personal discretionary funds so you can attend.

Where will you begin? 

What is your plan?  

 

#SOL18: #NCTE18 Family


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‘Tis the season to be Thankful.  ‘Tis the season to count my blessings. #NCTE is the perfect kick-off for family events.  #NCTE brings my work family together!

This year’s theme was:

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But, for me, it has also ALWAYS been about finding my own voice. My own family of voices.  A family that allows me to have a voice.

#G2Great

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Slicers

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Teach Write

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Presenters and Authors

 

 

 

Students

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so many facets to MY FAMILY!

How do you nourish your “work family”? 

How do you continue to grow and learn?




Thank you, Betsy, Beth, Deb, Kathleen, Kelsey, Lanny, Melanie, and Stacey for this weekly forum from Two Writing Teachers. Check out the writers, readers and teachers here.

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Additional Links to #NCTE18

Conference of Revolution

Kelly Gallagher’s Top 15

NCTE Sunday

Miss Magee’s Letter to Students

Proud, Fierce Papa Bear

Statement Against Oppression

#NCTE18: Sunday


Sad Sunday Smashing Slashing Schemes

Sad, it’s the last day of #NCTE18

Sunday, wow, really?  It’s easy to lose track of the days!

Smashing! Great line up of sessions. Still difficult to choose!

Slashing!  That was the session back in the dungeon, in the back, back, back, under the auditorium.

Schemes!  Already plotting for #NCTE19

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The final general session with twins, Peter and Paul Reynolds.  Gifted artists. Gifted story tellers.  Gifted.  And what a gift to us!  Peter read two books to us.  The Word Collector and Say Something. Treasured moments!  So much to learn from all of those around us and we do need to share our voices.

What’s New in the 4th Edition of the Handbook of Research on Teaching the English Language Arts

This was my second session (ILA the first) about this book.  Critical ideas that teachers and administrators need to be aware of and discussing.

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And on assessment: YOWZA!

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I’m researching more information about #affectiveassessmentsmatter and Comprehensive Reader Portraits through Career Dream Drawing Assessment.  Talk about relevance for students!  (UK parallel research link)

And a quick vocab note:  Bill Nagy, quoted by Susan Watts-Taffe University of Cincinnati, “There is no magic list of vocabulary words.  Cohesion around kinds of cohesion is helpful. Thematic work with vocab offers significant practice.  It’s about what you do with the list.”

Breathe New Life into your Writing Instruction:  Practical Roundtables that Will Push Your Writing Further

Kidblogging – Joy Writing Through Student Blogging with Margaret Simon and 

connecting with Teach Write friends.  First F2F meeting with Leigh Ann.  YAY!

And as the conference wound down, one last social event Sunday evening with some #G2Great friends!

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What’s next on your creating list? 

Where will you go? 

What will you learn? 

And with whom?

Thank you, NCTE!

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In case you have not been following along, here are the links to #NCTE18 . . .

#NCTE18 Bound #G2Great

#NCTE18: Thursday

#NCTE18: Friday

#NCTE18: Saturday

#NCTE18: Saturday


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The  magical learning continues at  #NCTE18 and a theme that emerged on Saturday:

Slow down . . .

Yes, there is a sense of urgency. 

Make every minute count.

BUT stop counting every minute. 

Stop.

Slow Down.

Look into the eyes, heart and soul of every student. 

The day flew by and again there were folks that I never saw. Decisions about sessions were incredibly hard to make.

The #BowTieBoys, Jason Augustowski and Dr. Mary Howard 

It is all about the heart. And paying attention to the students. Listening. And learning WITH them. This quote from Jason is a great snippet for teachers to consider.

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Roundtable sessions planned and executed by the students. Simply amazing.

Articulate

Poised

Powerful

Interactive

Showing not just telling

Students from middle school through high school.

Not to be missed!

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Responsive Teaching:  The Courage to Follow the Lead of the Reader

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The respect, love and joy of this panel made my day!  Students at the heart of our work.

 

A perfect merger.  And such important work!

Think about a teacher who loved you into being.  Responsiveness begins with heart . . .”
Don’t rush to “check it off”.  Skill and expertise has to come behind. Don’t land on the side of “judgment”.  “What’s going on?” “Wonder.” And then the learning that comes from the four quadrants.  

“Step back so your students can step forward.” Jan Burkins and Kim Yaris


Tom Newkirk has been a favorite of mine from my first #NCTE conference when he bemoaned that “the hamburger graphic organizer is not only an insult to a paragraph, but is also such an insult to a hamburger”.

4 Battles Literacy Educators have to Fight

  1. Economy – Curriculum as Hoarding (add, add , add & nothing is deleted)
  2. Louise Rosenblatt – Model of Reading – Literacy as Transaction
  3. The battle for writing. Writing should not be colonized by reading.Literary analysis 795,000 fanfiction pieces about Harry Potter
  4. Battle for choice- Carnegie – “public library”  Teachers will need to make it free!

    Questions to Ask when you Write

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When Phonics is the Foundation – in a Curriculum of Authentic, Deep Literacy

Lucy Calkins,  Rachel Rothman-Perkins and Rebecca Cronin

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Rebecca, Rachel, Lucy and Mabel

“To teach well is to rally your people with heart and soul to learn with courage and enthusiasm. Fear:  Is this curriculum going to cover everything?  Mastery? Proven? Everything? Fear-driven anxious place is far too common with NO place in child’s emergent literacy. Voice is the single quality that matters most. Voice matters for teaching, and learning (as well as writing). To teach phonics well, imagine yourself at kitchen table talking to someone right there with you. Teaching phonics is leading and teaching. “

“That sense of connectedness matters tremendously.  Connecting matters. Connecting to reading and writing. TRANSFER – only reason to teach phonics for reading and writing. TEACHING kids identity. Language is a joyful world!”


And because this is not an “All About” post since I promised “snippets” I will write later about the fabulous session from Colleen Cruz, Kassandra Minor, and Cornelius Minor.


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#NCTE18: Friday


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Moments in time

Moments suspended

Moments desired

Moments expected

Moments shared

Magical because of the connections

Across time

Across states

Across texts

Across interests . . .

Magical Mentor Moments

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“We come from:  Oklahoma, Iowa, California, Pennsylvania, Ohio, and Canada.  Mentors All.” (10 points to you if you know the context of this quote.) TY: #G2Great for so many magical moments at #NCTE18.

Writing in the Wild = Margaret Simon

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“Slicer” Dinner = Mentor Writers

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An annual tradition from #TWTBlog. Three of the authors from #TWT and some of the bloggers at dinner and sharing literary gifts!

And then the sessions:

Choices

Difficult choices.

So many great ones.

So little time.

What fuels the choices?

Friday, November 16, 2018

Passion and Power

Be you.

Be real.

Activism means thinking, talking, reading, writing, and growing your passions.

I love this 5th grader’s quote shared by Justin Dolci.

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And the people . . .

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Mentors

Readers

Writers

Thinkers

Storytellers

Magical #NCTE18 Moments

Where have you found your magic? 

And your mentors?




NCTE Highlights

Curriculum Coffee

A Written Shot of Espresso

Mrs. Palmer Ponders

Noticing and celebrating life's moments of any size.

doctorsam7

Seeking Ways to Grow Proficient, Motivated, Lifelong Readers & Writers

Doing The Work That Matters

a journey of growing readers & writers

Present Perfect

adventures in multiple tenses

Leadership Connection

from Great Prairie AEA

The Blue Heron (Then Sings My Soul)

The oft bemused (or quite simply amused) musings of Krista Marx -- a self-professed HOPE pursuing Pollyanna

Middle English

Life as an English teacher leader

steps in the literacy journey

Walking the Path to Literacy Together

arjeha

Smile! You’re at the best WordPress.com site ever

Resource - Full

Sharing Ideas, Strategies and Tools

Joel Pedersen

be that #oneperson

adventuresinstaffdevelopment

All Things Literacy! Brianna Parlitsis

TWO WRITING TEACHERS

A meeting place for a world of reflective writers.

elsie tries writing

"The problem with people is they forget that that most of the time it's the small things that count." (Said by Finch in All the Bright Places by Jennifer Niven. These are my small things that count.

I Haven't Learned That Yet

This blog serves to document my path of learning and teaching.

Simply Inspired Teaching

A blog by Kari Yates

Reflections on Leadership and Learning

Sharing my learning experiences

AnnaGCockerille Literacy

The Generative Power of Language: Building Literacy Skills One Word at a Time

Reading to the Core

Just another WordPress.com site