Category Archives: #OneLittleWord

#SOL19: Celebrate Life


Live, Laugh, Love, Linger . . . and Learn

Celebrate . . .

Between conferences, sessions at ILA, NCTE, CCIRA, and . . . family, it seems like I have many days and nights on the road.

Hotels

Amenities

What comes with the room?

What did I forget?

What does that schedule really look like?

Life is often complicated.

There’s the community from #G2Great.

Voxer Cousins

The Slicers

TWT Educators as Writers

#TeachWrite

#TCRWP

and last week #HUSLI19.

Social media groups  . . . (another post here “Social Media as a Purposeful Professional Learning Tool”)

Rockstars:  Colby Sharp, Cornelius Minor, Jennifer Serravallo and Lester Laminack. Hours of Life. Laughter. Book Loving and Lingering over stories shared and learning, learning, learning!

A bit of rain. Yes a business center. Not a restaurant. Some minor inconveniences.

While in a neighboring state, my mind is with Mia, her family, and her “communities” at the Calivista Motel.  I didn’t stay long enough to be a “weekly” but how do I move adeptly in and out of groupsWhat can I learn from Mia?

When I sketch it out, how does it look in Front Desk?  

In one view I have the Calivista Motel, the “front desk”, the school Mia attends, and then China.  The second page has Mia and her parents, including their hopes and fears.

Is Mia really on a “point of a triangle” or is she in the middle of every community? And how many individuals does it take to “form” a community?


I was wishing for a 3-D representation (or at least a page of chart paper as 8.5 x 11 was severely limiting. Barely drafted and I am looking to revise. I am not a fan of covering every inch of the page YET. Still admiring white space.  Perhaps that will continue to evolve.

And how am I doing with my goals for #BookLove in its last week? 

Where is my Writing About Reading headed? 

Is it improving?

Slowly moving forward is today’s celebration of life and learning! 

What is yours?




Thank you, Two Writing Teachers, for this weekly forum. Check out the writers and readers here.

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#SOL19: What Counts?


What do I read?

Mail, Blogs, Tweets, Chapters . . . and Books

I have always envied those who kept a list and reported out like Regie Routman here, here and here. Currently many are reporting out #BookADay now on Twitter or Facebook. For more information about #BookADay created by Jillian Heise in 2014 go here.

So during the winter break I decided one goal of mine was going to be to “celebrate” my reading in 2019.  And of course that would mean that I had to keep track of it somehow. So being ever mindful of this quote, I’m tracking my reading. (Note the key word: I)

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William Bruce Cameron

 

We aren’t quite to the midpoint of the year, but here is what my reading life looks like through most of May  . . .

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Search for a “balance” with NF labels a la Melissa Stewart

I’ve written about reading goals before here, but I found that round chart didn’t have enough spaces for my book count.  Holding on to one single list has not been helpful. I create stacks of the “done” books and record them every two, or three or four weeks. Based on my records thus far for 2019, I believe that I can confirm that I am a voracious reader.  But are there other ways to display the data as I think of students who want to make sense of their own reading lives.

So again this week, I saw a tweet that caught my eye about reading circle graphs and I replied. And then the learning began when Steve Peterson (@Steve1Peterson) replied with the fact that Excel and Google Sheets could make radar graphs.

And the same data above looks like this.  Fiction = 72, Nonfiction  = 52, Professional  = 50.

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This graph is quite interesting.  Having all professional books in one category quickly made it into an outlier in this format.  Five of the 10 remaining categories were in the 20-ish category with four in the single digits and only one category reporting a zero. (Radar chart)

No external pressure other than the public announcement.

No public accountability required.

No summative assessment.

Just recording a snippet from my life . . .

I am Wondering . . .

Is my reading varied enough?  

Varied enough? The good news is that I still have time to have a mid-course correction.  I will purposefully pick up some titles for those four single digit categories.  (And I am already plotting to combine some so that I will have fewer gaps – Yes, manipulating the categories.)

What does not show in this data?

What does concern me is that the data does not show my growth.  This year I have made a conscious effort to read more graphic novels, cartoons, and even narrative prose. Those books are represented in the totals for F and narrative NF but not as separate categories because they are not separate genres.   

What else?

The data also doesn’t share my frustration that tracking my books read over a year is cumbersome.  It’s easy to make a “pile” when reading at home.  But when I’m not there where and when do I record the data?  Do I really only have one list?  NOPE!  I have some post-its with some scribbles, some lists in my Kindle app, and who knows what else!

The lesson here was to give myself grace. My list does NOT have to be perfect.  The data is for me. It’s not a “controlled study” so error is fine.

So my final advice to myself . . .

Take a breath.

Take another breath.

LET IT GO!

NEXT!

Where, why, and when might giving yourself “grace” free up positive energy? 

When could you TRY something without trying it “forever”( so you have room to modify to match the needs)? 

When will you commit to JUST being the best that you can




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

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#SOL19: Really?


I blew it! What was I thinking?

Twitter Chats are easy. A few questions. A few responses. Let’s talk. And then taking my turn on writing a summative blog post.  Predictable patterns.

Book clubs . . . What’s the format?  What’s the end goal?  What’s my role?  More questions than answers. And each club . . . renegotiating the roles and the expectations.

Check. Deadlines met.

Check. Responses entered.

Check. Make no waves. Agree with the participants

Check. Check. Check.

I was focused on the product and got lost in FEAR!

I was worried if it was good enough and was frozen in time!

I rushed to task completing and forgot it was about the thinking!

This was the format for my early book club participation and it has followed me around worse than the groundhog’s shadow ever since.  Book clubs were a place of similar thinking; thinking outside the box resulted in social ostracism.

I went underground as a reader as I have had a LOVE/HATE relationship with book clubs.  Some have been fun. Some have been tedious. All have provided learning. But what was that learning?

I love talking about books. Mary Howard and I talk about a tweet, a blog post, or a book on a regular basis.  Her reading is also voracious! At CCIRA, Regie Routman handed me a book, I thumbed through it, and I had to order it. Penny Kittle told me about a book and I forwarded the title also to my sister and a niece.  I hadn’t even left Maria Walther’s session and I was forwarding the book list. Reading and talking about books is fun!

And then last night I watched this video of Penny Kittle and Kelly Gallagher. You can watch it too if you are a member of the Summer Book Love Club 2019.  What do you notice?  What would you name as the key points of the video?

Link

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A photo clipped from the video

And because the link does NOT work if you are NOT a member, here are the TOP 10 REASONS you should join Summer Book Love 19 from the Nerdy Book Club here.

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Elementary Book Club Books July 2019

Here’s what Penny said about the FB Live session:

“From Concord, CA… I’m here with Kelly Gallagher, my co-author and friend, to talk about the importance of book clubs in his professional life.”

The importance of book clubs in his professional life.

The sheer joy.

The number of books he has read as a part of a book club.

The fact that he, a good reader, learns something from every book club meeting and that they celebrate the different ideas everyone brings to the book club.

Somewhere

Somehow

Sometime

I lost the sheer joy of talking about books in a book club.

The book club became about the process of my notes, my annotations or my writing about reading.

The book club became more about compliance than learning!

I became that “kid” who completed the work but maybe didn’t invest very much of myself.

It’s book club season. I will be in several this summer. I will be watching my own learning.  And just as I detailed the process for “Professional Learning” in the last 5 posts about Repeated Reading, so will I also monitor my own learning, processes and products.  I think it will be critical to be brutally honest with myself.

And I can do that personally with a process that is also set up for bigger systems work.

How will I find the gold and the JOY in book clubs?



What is the process for professional learning?

  1. Set a Goal – Participate productively in book clubs
  2. Selection of Content which includes Checking the Research – Talk about the books
  3. Design a Process for Professional Development/Learning – Check the schedule and allow plenty of time. Refusing to allow lack of time to be an excuse.
  4. Teaching / Learning Opportunities – Checking in. What do teachers need to learn?           How will they learn it?  How can we set some measurable targets? – Pay attention to my “joy” meter.  When does it stop being fun?
  5. Collaboration / Implementation  Reading and Participating
  6. Ongoing Data Collection including Listen to the Students – Consider my responses to students with actions similar to mine
  7. Program Evaluation – Going back to the teacher data: Has there been growth? How do we know? Plan ahead – what will I do if  when I get stuck?
  8. Collecting / Analyzing Student Data – Is the gap closing? Are students growing          more capable?  Are students more independent?  Balancing “habits” of reading, attitudes, processes and products
  9. (WHY would I use a different process?)


I will be a part of at least three book clubs this summer and as the summer wanes, I will let you know if I was successful and how and when I will be celebrating the continuous JOY in reading and talking about books!

What is your experience with book clubs? 

What motivates you to continue to learn and grow as a reader? 

What learning targets would you consider?




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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Coming Soon

#SOL19: What do you rate?


The plate looks gorgeous. Colorful. Artistically arranged. White space. Yet organized. How well did it match my expectations when I placed my order?

Do I dive in?

Confirming and correcting my prediction?

Do I admire?

Savoring the physical attributes before it is consumed?

Do I snap a quick picture and send it off?

I take a picture but don’t send it anywhere.

Dinner

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Prime rib, baked potato &                corn on the cob

 

I have a friend who often uses snapchat or messaging to share her dining cuisine. It’s not a typical go to for me. But sometimes, I think, “Wow. I should take a picture of that.” It’s not that I am thinking of an award for cooking but awards have been on my mind.

Do I fill out surveys about food and service at restaurants?  Sometimes.  How consistent are my ratings from each time to time? And is the criteria the same?  That goes to reliability and validity.  How critical are these ratings?  Are they contextual?

How does this apply to life?

Awards:  Who is included?  Who is excluded?

Who gets nominated for the CMA Entertainer of the Year?  There were 5 male candidates? Why only men?

Part of the criteria is crowd size in large venues, meaning tours, so if women are not out on the road for long tours . . .  criteria is not met.

Wow!  Criteria for audience rating the winner is . . . audiences putting their bottoms in seats at concerts. So different from having a captive audience where the buses deliver students to school.

What about books?

Books:  How do you rate them?

Informal rating? Formal rating?

In your head?  On Goodreads?  On Amazon with formal reviews?

How do you share your response to books?

Book Rating:  What works for you? A? B? C? 

A.

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Screenshot 2019-04-05 at 10.13.45 AMScreenshot 2019-04-05 at 10.13.45 AM

Screenshot 2019-04-05 at 10.13.45 AMScreenshot 2019-04-05 at 10.13.45 AMScreenshot 2019-04-05 at 10.13.45 AM

 

B.

   MUST READ!

   REALLY, YOU MUST READ!

   DESPERATE, YOU MUST READ!!!

C.

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My Goodreads account consists of mostly books rated 5 with a few 4’s sprinkled in.  Does that mean that all books I read are automatically that good?  I’m sure that you will be disappointed but books that would be below a “4” or “5” star rating on Goodreads, just don’t get entered. Selective memory?  Or was it once a conscious choice to only include the top books.  But you wouldn’t know that unless you knew my methodology for reporting. A bit erratic!  A bit unplanned. My concession to compliance and using someone else’s rating system.

Daily life decisions: Using skills and strategies steeped in literacy. Determining importance. Predicting. Confirming predictions. Re-predicting. Aligning expectations with the “real” thing. Comparing and contrasting. Developing criteria. Communicating.

How do your students rate their books? 

How do your students share their response to books?

What do they prefer?




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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Added:

And yes, the vegetarians in my family would rate the meal pictured above as a -10. The devout pork producers might rate it a 0. The poultry eaters might rate it a -5.  And then you all who hate any medium rare meat might not have gotten past the “shudders”!

It all depends on perspective . . .

and your own definition of a quality meal!

#SOL19: Day 31 SOLSC


On this last day of #SOLSC, let’s celebrate. (I know. It was a sneaky way to bring my #OLW back in)

Which would you rather eat?

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This could become a “3 Corner” activity – which do you choose and why?  The choice could be made silently and then after groups are gathered in  their “corners”, they could create a “claim” and supporting reasons for their choice.  (Psst: That’s oral practice first before ever writing a word.)

Where would you rather play?

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All three are outside choices so they are fairly comparable.  Some lend themselves more to “parallel play with a friend.  Would that make the decision harder? Again, this could be a silent, individual choice.  And then what if you introduced the concept that students could choose one activity with a partner.  Now what skills do the students need?

Which would you choose to read?

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What would you choose to write with?

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“The average classroom teacher will make more than 1,500 educational decisions every school day. In an average 6-hour school day, that’s more than 4 decisions every minute.” (TeacherVision, Source)

How do we support students in making decisions? 

Claims? 

Making choices – good, poor or bad? 

How should we support them?




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

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#SOL19: Day 9 SOLSC


Knock, Knock

Knock, knock.

Who’s there?

Lettuce.

Lettuce who?

Lettuce in, it’s cold out here!


Knock, knock.

Who’s there?

Banana.

Banana who?

Banana-rama.

Knock, knock.

Who’s there?

Banana.

Banana who?

Banana-rama.

Knock, knock.

Who’s there?

Orange.

Orange who?

Orangen’t you glad I didn’t say banana?


 


Art Linkletter and “Kids Say the Darnedest Things”

What role does humor play in your day? 

What are your “go to” sources of humor?




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

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The Awkward Yeti

#SOL19: #OLW19 Celebrate


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Celebrating 2019 Reading

29 books listed for my 52 book goal in Goodreads

7 of 29 books are professional books.

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Celebrating Writing and 2019 Publications

Two posts at Literacy Lenses: “Creating a Conversational Thread:  Engaged Reading, Writing and Talking Across the Curriculum” and Game Changers!

Here at Resource – Full:  22 posts this year in 56 days

25 PUBLISHED!

Celebrating 2019 Talking (Twitter Chats)

Cohosting an #ILAchat on Independent Reading on 2/14/19 http://bit.ly/ILAchat_IndependentReading

Cohosting #G2Great chats – 7

Celebrating 2019 Learning Destinations

Minneapolis with Kathryn, Kari and Cornelius Minor

Denver CCIRA – 3 fabulous days of learning here, here, here, here, and here

TOTAL  29 + 25 + 8 + 2 = 64 literacy reasons to celebrate

Evidence of Reading, Writing, Talking (Chats), and Learning . . . 

What are you celebrating in 2019? 

How are you progressing with your #OLW?




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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#SOL19: Phonics Reprise


“The cat sat on the mat.

The fat cat sat on the mat.

The rat sat on the mat.

The fat cat sat on the mat.

The fat cat and the fat rat sat on the mat.”

“What are we working on today?” I inquired.

“I am practicing ‘the’,” was the earnest reply from the first grader.

 

“Can you show me where you see the word ‘the’?”

“All of them?” she queried as she pointed to two examples.

“They aren’t the same,” she added. “These begin with upper case and these begin with lower case.”

 

“Tell me more.” (falling back on that favorite response)

“These line up in a row,” pointing to the The in a vertical column. “And these don’t.”

 

“What did you learn in this story?” I asked.

“”That cats and rats can sit together,” was the response.

 

What was the goal? 

I saw that the student practiced the page three times as directed and then recorded it onto the iPad on a fourth reading.  It was flawless. Every word was pronounced correctly. The student stopped appropriately for end punctuation (periods) and it sounded okay . . . just a bit “sing-songingly” with an attempt to have some rhythm/intonation in the reading.

Is this reading? 

What role does this have in reading?

What happens if this becomes a “major portion of a steady diet” for a reader?

Valinda Kimmel had a great post about Guided Reading here last week, “Why Does Guided Reading Get Top Billing?” Please go read it and consider “WHERE”  you believe the above reading work fits in.

Phonics, Spelling and Word Work?

Guided Reading?

In this instance, the student self-reported that this reading was her fluency practice that she has to do before Independent Reading. Short passage with words she knew. Focus was on sight words “and”, “the”, and “on” according to the posted learning targets.

Fluency has many definitions  that include:

prosody,

reading like an author intended with phrasing, intonation, accuracy, rate, and expression

but all contain some reference to “fluency to support comprehension”.

Fluency – one of the “Five Pillars” of reading from the National Reading Panel report.

And I digress . . . Or do I?

Have I switched topics from Phonics (the title) to Fluency now?

In the classroom next door, the learning target was “practice /at/ phonograms in text and decoding cvc words with short vowel sound made by a.

How did the practice support word work?

37 words total

the – 11 repetitions

on -5 repetitions

and – 1 appearance

/at/- 20 (cat – 4, sat – 5, mat – 5, fat – 4, rat – 2)

This is an example of “decodable” text.  Some might call this “barking at print” because the text can be read but there is no deep meaning attached to the words, phrases, sentences or passage.  Worse yet, this might be something a student would be required to read multiple times, quickly, without hesitation in 30 seconds or less to meet some pre-determined correct words per minute goal. (Fluency, Automaticity, Word Work in “connected text” might be ways this text would be named._

Phonics – this post listed Faux Pas from the past

A need for Due Diligence and understanding Reading Research was the focus here

and yet . . . doubt remains

Check out Stephen Krashen’s response as well . . .

Comments on Morning Edition, January 2, 2019, What is Wrong with the APM report . . .

“There is no evidence that “Millions of kids can’t read …”. But there is
overwhelming evidence that low reading ability is related to poverty, contrary to
the claim in American Public Media’s report.”

The Case Against Intensive Phonics

and Basic Phonics.

What do we need?

Increased clarity of purpose by teachers?

Intentionality?

Continued conversations? 

Common language?

A potpourri of effective strategies and methodologies?

I celebrate the questions that lead informed conversations and decisions about the best instruction possible for students!




Alfie Kohn – phonics added!  Link




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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#OLW19


Drum Roll . . .

Red Carpet . . .

Celebratory Toast . . .

My final choices were:  Gratitude, Celebrate, and Thankful.

I tested them out with flash drafts of this post.

What was I searching for?

Enduring words:  That would be a part of my life 24/7 – literally woven into the fabric of my life

Practical words: That would be like a ticker tape running in the background of my life.

All encompassing words:  That would be suitable for my professional life, my personal life and my role as a grandmother.

How would I know which word was THE word?

I would easily be able to flash draft a post about the word.

I would NOT check to see who else had chosen the word.

I would be able to use the subtle nuances of the word in my decision-making process.

My selection grid:

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One Last Review of Previous Words:

  • 2014    Transfer
  • 2015     Focus
  • 2016    Joyful
  • 2017    Brave
  • 2018    Curious

AND . . .

MY CHOICE . . . 

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Celebrate . . . 

Successes in work – the processes and the product

Successes in learning – the struggle of change and the challenges of implementing those                                              changes

Successes in family life – school and life events

Successes in being present – paying attention to small wins every day to fuel long term                                                          goals

Work attempted

Work completed

And when needed  . . . celebrate that which is YET to come!

My Goal = Celebrate . . . EVERY day!

What is your #OLW19? 

How and when did it find you? 

What will you celebrate in 2019?




Teacher Resources:

  1. One Little Word
@lhighfill

New Year, One Word HyperDocs wke.lt/w/s/5y4xQ via @wakelet A collection of three lessons for reflection/goal setting w students in the new year. Just file and make a copy to edit for your specific student needs. @TsGiveTs @SEANJFAHEY @WickedEdTech @KarlyMoura @SARAHLANDIS

         Check out the wakelet link above!   3 different choices!

       2. Word Comparisons      https://wikidiff.com/

#SOL19: #OLW18 Finale


#OneLittleWord (AKA #OLW)

This post has more about the origin of #OLW and links to other past posts about the purpose and process. Today’s post is a reflection on my 2018 OLW.  It was evident on my blog as it literally was a part of the wallpaper:  Curious!

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How did “curious” impact my life?

Seeing it at least weekly on my blog kept curious in my brain but even without the constant reminder, curious is in my bloodstream.  Considering life and life actions through the eyes of others has always been a part of my repertoire so “curious” was the perfect word for #OLW18.

Where did “curious” take me?

My learning journey included:

3rd Anniversary #G2Great Chat

CCIRA in Denver – February

TCRWP Writing Institute

#BookLove Summer Book Study

Iowa Reading Conference

ILA

Everyday Practices that Engage and Empower Readers and Writers – Kelly Gallagher and Penny Kittle – DSM

Nell Duke – JCCL – Cedar Falls

NCTE

Read, Write, Teach – Ignite Curiosity and Instill Confidence in Freeport, Maine with Linda Rief and Penny Kittle

Reading, reading, reading . . . professional texts

Researching

Writing about my reading

Twitter chats:  #ILA, NCTE, #bookaccessforall, #TCRWP, and #G2Great

What other words have chosen me?

  • 2014    Transfer
  • 2015     Focus
  • 2016    Joyful
  • 2017    Brave
  • 2018    Curious

I’ve narrowed my 2019 word choice down to three . . . A Decision and More in the next post!

How did you put your #OLW into action in 2018? 

What did you learn that will guide you in 2019? 

What will be your evidence of learning / use of your #OLW?




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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