Category Archives: Reading

#SOL17 – #DigiLitSunday – Innovation


innovation 3.19.17 digilit Sunday

Link to #DigiLitSunday posts at Margaret Simon’s blog.

Innovation

Not merely regurgitation

Not just analyzing

But moving on to . . . dare I risk it?  . . . innovation?

By reassembling ideas

Through some thoughtful reflection

Should I attempt it?

If you read my found poem yesterday here, you know that I did not attend the 92nd Saturday Reunion sponsored by the Teachers College Reading and Writing Project.  But I did follow along in the TwitterVerse and even collected my re-tweets here in storify.  There are about 150 Tweets there if you want to see some of the quotes, ideas, and Tweets that caught my attention.

In the interest of accuracy, this is NOT my first reporting on LEARNING when I was NOT at the conference.

My Previous Learning Via Twitter instead of In Real Life

Teachers need to have many layers of skills and knowledge.  They need to be EXPERTS with their content skills and strategies (Knowledge Base – the what), pedagogy (how to teach in an interesting and engaging way), design (why and how certain aspects of environment, technology, and instruction overlap) and in student development (to understand the faces/bodies in front of them each day). Which of those gets precedence on any given day?

IT DEPENDS!

As a teacher, it’s important for you to know and understand the skills, strategies of the standards and curricula as well as your goals for your grade level so the learning targets are crystal clear.  Communication skills must be honed so that students clearly understand the purposes of today’s work and the connections that build every day to meet those end goals.  However all of these are totally influenced by teacher beliefs and expectations.  The teacher has to believe that ALL students can learn and learn at high levels.  And what is it that they must learn?

Learning and school CANNOT be about preparation for the next grade. Grade levels assigned by century old arbitrary calendar years are not working for students.  The goal in every classroom must be to prepare the students to be productive and independent citizens of the world.  So that means no more points taken off for papers turned in a day late (where does that REALLY happen in the real world?), and that students need more VOICE and CHOICE in the work that is done in classrooms on a regular basis. And they also need to be risk takers, entrepreneurs, brave, empathetic,  and . . .

“Wow, Fran, I was at #TCRWP and I didn’t hear any of that?”

My Take Aways from #TCRWP by Twitter:

  1.  What do you value?  How do we know?                                                                                      Set clear expectations for your students. Share your expectations for the students with them and then share what they can expect from the teacher. Here is one example from a reading teacher.  Source:  photo and tweet by Jane Losinger

    portfolio expectations                                                                               Why does this matter?  

    This is NOT the same as My Job/Your Job.  These statements share/show what you, the teacher value as a promise to the students. When I see these statements in your classroom or on your class website, I know how you will make decisions about time, resources, and even daily instruction. I can also make predictions about what I think your classroom will look like based on what you say you value!  Bonus:  This maters because of this Hattie result:

t-s-relationships

2.  Be excited, passionate, enthusiastic EVERY minute of EVERY day!

Who knows when or which connection will work for a student?  If it’s boring for you, it may also be boring for your students.  You don’t have to be an entertainer and an expert at “song and dance routines”.  But you do need to be reflective and consider your impact on your students.  Ask yourself, “Would I REALLY want to be a student in this class?”  Source:  Keynote Address – Tweet by Mike Ochs

      “Come to work every day like it’s your first day”—Drew Dudley

Why does this matter?

The first day of a new job is filled with excitement and wonder.  Share that wonder ALL the time with your students! The students deserve your very best every minute.  There really is no time in the schedule for “do overs” so make every minute count the first time. But also focus on how each student can be a future leader.  Leaders are kind. Leaders are caring. Leaders are compassionate. Teach for long-term transfer.  Know your class well so you can make wise, well-informed decisions that fuel your students’ passions and excitement.

3.  Make the learning work visible and therefore attainable for students.  

Make sure that you have a depth of knowledge about your content so that you truly understand what students need to do for the next increment of learning.  That deep understanding is your own scaffold that you can later remove when students are successful.  Tools that can help students reach for the sky and all those lofty expectations are critical. Source:  Katie Clements tweet

@missalissanyc shares an awesome progression to help Grade 3 mystery readers lift the level of their prediction work.#tcrwp”

progression for gr 3 mystery reader predictions missalissanyc.jpg

Why does this matter?

Students need to have clear learning targets in order to meet them.  They can’t be secrets. They can’t be moving targets.  Clear. Attainable. Clearly defined for self assessment because then students can figure out exactly how to improve their work in order to meet the criteria. Predictions seem like a fairly easy skill but they don’t occur in isolation and need a cycle of predicting, reading/watching/viewing, considering the degree to which the prediction was met, re-predicting (rinse and repeat) with those elements based on both explicit text references and implicit or inferred responses to the text! And to top it off a student needs to be predicting while collecting evidence to help grow other theories.  Reading is COMPLICATED and does not happen one individual skill at a time!

And this bonus from Hattie:

20160930_091010

4. Readers and Writers must be thinkers.

In your adult life are you really expected to be a “fact regurgitator”? Or are you expected to be a problem solver? A creative thinker?  Source:  Tweets from Mary Ehrenworth’s presentation.

“We are not looking for your first thinking, we are looking for your best thinking.”
Create reading notebook pages that open up thinking and develop thinking not tell what you already know.”

Why does this matter?

Thinking in life is not optional.  The twenty first century is leaving the adults in the dust and we REALLY have no clue what jobs will be available for our kiddos when they graduate from school and move into the work force.  We need to stop pretending that we have any real ideas and instead support students to make choices now.  Students need a lot of practice in making decisions and being successful as well as making decisions and FAILING.  That really is part of life.  How we respond in the face of adversity is a true sign of our character.  Let’s support students to be more cognizant of their own need to self-advocate for time, resources, and choices to increase their own learning NOW!

5. Circling back around to values – How are you going to put them into action?

What is your plan?  Where will you start?  What will you do?  “Talk is cheap.” Time is precious! How do you make your actions match your “Professed Values”? Source:  Mr. Minor tweeted by Julie Jee

vision to action.jpg

Why does it matter?

Without specific actions, what will change?  Keep it simple and doable.  Don’t make it another form to be filled out and submitted to the accountability committee for leadership committee for change.  Make it a focus for face to face conversations.  Build a plan with someone else to increase your own accountability!

Ultimately . . .

I am ending with my thoughts after reading many of the quotes from Lucy Calkin’s closing.  I’ve been there. Inspired. Mesmerized. Prepped for action. Ready to conquer the world.  Ready to slay dragons after a day at a Saturday Reunion. And yet I can also imagine the tears shed for our beloved friend, Kathleen Tolan.

Choose something.

Something you believe in.

Support it.  

Work for change.  

The Democracy in your classroom and in the world still needs your voice and the voice of your students who will inhabit this earth for many years to come!

Where will you begin?

Values?

Actions?

How will we know you are using your gift of learning?

gift


Innovation = My application of doing new things as a result of what I thought/believed I heard today in my #tcrwp Twitter Feed.

slice of life

Thank you, Betsy, Beth, Deb, Kathleen, Lanny, Lisa, Melanie, and Stacey for this weekly forum and the #SOLSC that runs from March 1 to the 31st. Check out the writers, readers and teachers here. 

welcome-wagon-volunteer-with-border.jpg

early morning slicer

#SOLSC17: #TCRWP Saturday Reunion


(Not attending the 92nd Saturday Reunion but slicing this Found Poem from the information posted on the #tcrwp website here.)

tcrwp

92nd Saturday Reunion

Saturday’s agenda  –

Drew Dudley,

keynote speaker –

powerful TED talk,

“Everyday Leadership,”

(Ted Talk link)

(Transcript)

over 2 million views,

voted one of the most inspirational of all time.

This day

literacy educators

across the globe

come together

to learn.

Fast-paced day,

brimming with horizons to work towards,

a focus . . .

higher level comprehension,

content area literacy,

units of study in writing,

assessment-based instruction,

increasing student engagement, or

bringing books to life.

You stand

on the shoulders of the profession

with Lucy Calkins,

senior leaders,

staff developers,

Kathy Collins,

Carl Anderson, and

many others.

Riverside Church.jpg

The day begins at Riverside Church,

Teachers College,

free of charge,

without registration.

A gift

to the TCRWP community.


Will you be there?  

Have you been there for the magic of a Saturday reunion?

slice of life

Thank you, Betsy, Beth, Deb, Kathleen, Lanny, Lisa, Melanie, and Stacey for this weekly forum and the #SOLSC that runs from March 1 to the 31st. Check out the writers, readers and teachers here. 

welcome-wagon-volunteer-with-border.jpg

early morning slicer

#SOLSC17: #OLW Brave


The past week has tested my #OLW – brave.  I really can’t write much about it YET.  But I’m here to tell you that last week had some REAL Highs countered by one humongous abysmal low!

Highs

Time with my son, daughter-in-law and 22 month old grandson

Time with my nephew, niece by marriage, great nephew and great niece

Time with my niece, great nephew and great niece

Time with my mother

Time with my sister

Time with my ex-brother-in-law

Time with my sister, brother-in-law and three short nephews

Time with my brother, sister-in-law, niece and step-niece

Time with my brother, sister-in-law and niece

Time with aunts, uncles and cousins galore

Seconds, minutes, hours, days and days!

time

Google images, retrieved 3/13/17

Talking

Eating

Laughing

Shopping

Eating

Swimming

Laughing

Playing cards

Eating

Checking math homework

Laughing

Talking with friends

Time well spent!

One of my favorite roles

aunt

 

Warning:



Lows

Last Tuesday’s news

Calling

Telling Mom

Two new angels

My godson (nephew) and his wife

No time for a last goodbye

No time for a last hug

No time for a last joke

A double funeral

Hug your loved ones

Tell them you love them

Every minute

You never know . . .

Don’t leave any “could have”, “should have”, “would have”. . .

All in! 

Family!


Folder from Funeral Service

slice of life

Thank you, Betsy, Beth, Deb, Kathleen, Lanny, Lisa, Melanie, and Stacey for this weekly forum and the #SOLSC that runs from March 1 to the 31st. Check out the writers, readers and teachers here. 

welcome-wagon-volunteer-with-border.jpg

early morning slicer

#SOLSC17: 13.31



palindrome

 

                     Day 13 of 31

Forwards

Backwards

13.31

Still the same

Like a palindrome

Like my odometer last week

Quietly it slipped over

As I anxiously awaited . . .

167761

No picture captured

A silent recognition

Yes, I caught it

The miles are adding up!

And then it happened again. . .

Another day or two or three

168861

Miles and miles and miles!

What “word play” do you use? 

How do you model playing with words?


Palindromes for readers, writers, and teachers:

madam

nurses run

stressed desserts

A website dedicated to palindromes

Palindrome poems – shadow poems, poetry soup, and tips for palindrome poem writing

Slicer Dogtrax (Kevin) palindrome / mirror poems

My Post –Playing with words

slice of life

Thank you, Betsy, Beth, Deb, Kathleen, Lanny, Lisa, Melanie, and Stacey for this weekly forum and the #SOLSC that runs from March 1 to the 31st. Check out the writers, readers and teachers here. 

welcome-wagon-volunteer-with-border.jpg

early morning slicer

#SOLSC17: Friday Morning


15 minutes

Every Friday morning I wish I had just 15 more minutes.

15 more minutes to read or write.

15 more minutes to get organized for the day.

15 more minutes to chat with Mya.

15 more minutes to review lessons for my day.

15 more minutes to talk to the kids in the classroom.

15 more minutes to get organized before the weekend.

Oh…. just 15 more minutes.

What would you do with 15 minutes?

What would you do with that hour by the end of the month?

Or is this your wish for every day?


Reader notes:  Today’s blog post is based on Romeo Lit Coach’s post, “15 More Minutes March 6 #SOL17” here.

slice of life

Thank you, Betsy, Beth, Deb, Kathleen, Lanny, Lisa, Melanie, and Stacey for this weekly forum and the #SOLSC that runs from March 1 to the 31st. Check out the writers, readers and teachers here. 

welcome-wagon-volunteer-with-border.jpg

early morning slicer

#SOLSC and #DigiLitSunday


digilit-button

This week’s theme for #DigiLitSunday is “Slicing our lives”.  Head on over to Margaret Simon’s “Reflections on the Teche” for additional posts.

Slicing our lives is what many bloggers do each Tuesday throughout the year.  But when March arrives (whether like a lion or a lamb), it’s time for the “Story Challenge” where bloggers write each day of the month.  So that’s 31 consecutive posts to write as well as to respond to fellow bloggers in the community!  This year is the 10th annual SOLSC so that’s a whole lot of stories.

Why Slice?

It’s an opportunity to write stories every day and live a more writerly life . . . in public. Sharing stories allows us to build a community of writing friends.  Perhaps in the first year of slicing, you only read the posts of those persons who post just before and after you.  But after a while, you branch out and look for those who write about similar topics, teach the same grade, have similar jobs, people you follow on Twitter or those you have met in real life (IRL) or face to face (F2F).

What is a community?

It’s often considered to be a group of people joined together for a common purpose or passion.  Today I celebrate both the Slice of Life Community and the DigiLitSunday Community. Friends from around the world that I rely on when I’m looking to learn more.  Friends that I often meet in both the blogosphere and the Twitterverse.  Friends with whom I enjoy spending time!

community-three

Members of both communities that I have met face to face at NCTE and/or TCRWP Institutes or Saturday Reunions include:

  • Margaret Simon
  • Tara Smith
  • Carol Versalona
  • Julianne Harmatz  (We even presented on a panel together at NCTE15!)

Slice of Life Community members that I have met face to face at NCTE and TCRWP (Institutes and / or Saturday Reunions)

  • Stacey
  • Dana
  • Betsy
  • Deb
  • Michelle
  • Melanie
  • Lisa
  • Catherine
  • Paula
  • Glenda

Slicers that I have met face to face at TCRWP Institutes or Saturday reunions:

  • Sally
  • Erika
  • Phyllis
  • Lanny
  • Dayna

Slicers that I have met face to face at ILA or NCTE:

  • Clare
  • Lynne
  • Rose
  • Elsie
  • Jennifer
  • Leigh Anne
  • Linda
  • Ramona

Slicers in my neighborhood that I see at local/Iowa events:

  • Kathy Scuitema
  • Deb Day

community

Slicers that I am looking forward to meeting:

Everyone of you that I have not yet met.  I so enjoy reading the “About” section of blogs to see where you are from and whatever additional information you provide.  I have gone with you to quilt shows, Africa, France, to family events, to dinner and have so enjoyed learning with and from so many talented writers!

My life is richer for all the slicers that I know around the world IRL (F2F) or online!  Thanks for being so generous with your time and stories! I’m honored to have so many great “blogging mentors” in my life!  Thanks to so many of you for stopping by, reading and commenting.

(And my sincere apologies, in advance, for anyone I’ve accidentally left off the list.  I started it two days ago and I’ve been checking my blog posts and my ILA, NCTE, and TCRWP notes to try to be as accurate as possible.  However, the mind is the first thing to go . . . with old age!)

slice of life

Thank you, Betsy, Beth, Deb, Kathleen, Lanny, Lisa, Melanie, and Stacey for this weekly forum and the #SOLSC that runs from March 1 to the 31st. Check out the writers, readers and teachers here. 

welcome-wagon-volunteer-with-border.jpg

#SOLSC17: Planning


I search my computer.

My starting point.

What do I already have?

Think.

Take a walk.

Come back and dig in.

A PLAN!

What does this connect to?

Who are my go to authors?

The most accurate sources?

So many tabs open that I can only see a letter on each.

What to keep?

What to file?

What to read?

Which books do I put on my stack?

And the big question:

What to use?

I’m working on my PD for Monday.

What’s my plan? 

What’s my process?

Be not dismayed!

I have books.

I have professional books.

I have shelves and shelves and shelves of books!

books-first

But sometimes my book is on my desk at the office . . .

And sometimes someone has borrowed my book and is reading it!

Have you seen my secret weapon?

This was new to me just last month.  It’s the Heinemann Digital Library and it’s already been a lifesaver.  Understand this. I greatly admire the many authors that can narrow down their “5 Most Influential Book Lists”. I really, really do!  However, I struggle to narrow down my “Top 5 Books for Fluency” or “My Top 5 Books for Conferring” or My Top 5 Books for Small Group Instruction”. (Is it too many books or too many favorites?)

What’s the Heinemann Digital Library?

It’s an annual subscription resource for unlimited and searchable access to books, articles, videos and even courses to learn more about reading, writing, assessment, early childhood, math, school improvement, and many more topics.

Why am I so fascinated with the Heinemann Digital Library?

Well, I am often known to have TWO copies of my well-used, beloved professional books.  One is marked up with questions, comments, “!”, “*”, and other annotations.  Pages will be dog-eared.  Some may be tabbed.  And yes, there will be sticky notes but those notes don’t remain sticky for long if I’m constantly peeling them off to peer at the words underneath.  Access to the digital library now means that I can access the resource from my computer which is so handy when quite frankly, I don’t really remember where the book is right now.

How have I used this resource?

Here’s one example.  I needed to add more information to my knowledge base and find some specifics for increasing student engagement during writing workshop.  I have several resources on my stack on my desk:

Writing Pathways by Lucy Calkins

The Unstoppable Writing Teacher by Colleen Cruz (also in the Digital Library)

The Writing Strategies Book:  Your Everything Guide to Developing Skilled Writers by Jennifer Serravallo

But I now also have these books, articles and a video courtesy of the Heinemann Digital Library.

students-onestudents-twostudents-three

students-four

One video, two articles, and three books . . . plus the resources that I already have.  I’m pretty confident that I have a wide range of professional resources from recognized literacy researchers, experts and teachers.  I have my resources and I’m now ready to work!

How does this connect to classroom work?

This is also the work that I would expect high school students to complete independently (after providing the groundwork in elementary) for the following ELA College and Career Ready Anchor Standards.

Reading:

“CCRA.R.1  Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

CCRA.R.2 Determine central odeas or themes of a text and analyze their development; summarize the key supporting details and ideas.

CCRA.R.5 Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

CCRA.R.7 Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

CCRA.R.8 Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

CCRA.R.9 Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
CCRA.R.10 Read and comprehend complex literary and informational texts independently and proficiently.”
“CCRA.W.2  Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
CCRA.W.4  Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
CCRA.W.5  Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
CCRA.W.6  Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
CCRA.W.7  Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
CCRA.W.8  Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
CCRA.W.9  Draw evidence from literary or informational texts to support analysis, reflection, and research.
CCRA.W.10  Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.”

I would not presume to say that “working on the standards ONCE” would allow me to determine whether the standard has been met.  I would want a body of evidence but that’s a whole different series of blog topics!

If you plan professional development, what’s your process?

Where do you get your quality resources?


Additional Resources:

Heinemann Digital Library Link here

@HeinemanPub

@HeinemanPD

and, in the spirit of disclosure, Yes, this was written after conversations with Cathy Brophy at Heinemann after I purchased my own personal membership to the Heinemann Digital Library and tweeted about it.

slice of life

Thank you, Betsy, Beth, Deb, Kathleen, Lanny, Lisa, Melanie, and Stacey for this weekly forum and the #SOLSC that runs from March 1 to the 31st. Check out the writers, readers and teachers here. 

welcome-wagon-volunteer-with-border.jpg

#DigiLitSunday: Vocabulary


vocabulary-2-5-17 digilit

 

 

 

 

 

Additional DigiLit posts can be found at Margaret Simon’s blog, Reflections on the Teche.  Check them out here!

I have thoroughly enjoyed seeing “feral” posted in a variety of tweets and blogs over the last year.  I know what I thought it meant but before writing this morning, I decided to “see” what a definition really looked like!  Here’s what I found!

feral.JPG

What if our students were encouraged to have feral vocabulary experiences?

Would that be too extreme?  

What if students were thinking users of vocabulary?  

That was the premise of a session led by Katy Wischow (@kw625) at the 89th #TCRWP Saturday Reunion that was summarized in this post.  Vocabulary is complicated.  It cannot all be taught through context.  But when do we KNOW that a student really knows a word?

I believe that it’s when a student owns the word and uses it in his/her writing and quietly sit and wait for the teacher response after the word is found. It’s also when the student says, “Ms. M, I tried out “plethora”.  I think it works; please check it out for me!”

I gained an even deeper understanding of vocabulary at #NCTE16 with a presentation by Valerie Geschwind, Shana Frazin, Katy Wischow, and Char Shylock summarized here.

What do you believe about vocabulary instruction?

Does it “WORK” for all students to “study” the same words on a list?

When it comes to Vocabulary, I have more questions than answers.  If I am a “wide reader”, I have exposure to more words.  I can still remember my first exposure to “supercalifragilisticexpealidocious”!  Such a fun word that over shadowed the plot in “Mary Poppins” for days!  And words like “loquacious”, “accolade”, “capricious”, and “ubiquitous” add fun and joy to my life!  None of those words were ever on a vocabulary list for me to memorize or write in a sentence!  (Just sayin’.)

What words do you like to USE?  

How do you collect and use new words?

Bonus:

For those of you who coach others or provide PD, here’s an example of a Vocabulary Hyperdoc created by members of our literacy team for our local coaches designed to help teachers reflect on their vocabulary instruction and assessment practices.   (Content + Technology)

 

#SOL17: Evidence of a Reader


book

Does this sound like YOU?

How do you collect evidence of Reading Anchor Standard 10?

R. A.10. “Read and comprehend complex literary and informational texts independently and proficiently.”

“Note on range and content of student reading

To build a foundation for college and career readiness, students must read widely and deeply from among a broad range of high-quality, increasingly challenging literary and informational texts. Through extensive reading of stories, dramas, poems, and myths from diverse cultures and different time periods, students gain literary and cultural knowledge as well as familiarity with various text structures and elements. By reading texts in history/social studies, science, and other disciplines, students build a foundation of knowledge in these fields that will also give them the background to be better readers in all content areas. Students can only gain this foundation when the curriculum is intentionally and coherently structured to develop rich content knowledge within and across grades. Students also acquire the habits of reading independently and closely, which are essential to their future success.”  Source

How do we measure this goal?

Some teachers use reading logs and activities after reading.  However, those aren’t always popular with students, especially students who would prefer to simply

READ!

Check out this post by seventh grader Paul Sinanis, “Yes, I Love to Read!

Are teacher actions inadvertently causing students to read less?

Students today want voice and choice.  Written book reports, especially 5 paragraph essays, are probably NOT working in many classrooms.  Readers may simply not be “recording” the books that they are reading in order to be spared  what they see as the mind-numbing expectations of an adult.  Expectations that they don’t see as relevant.  Collecting titles and comments as part of a portfolio of a reader / writer may appeal to some students.  But what else can be used?  (This post about reading goals had some options to consider.)

Are you adding book covers to your classroom door?

Do you list what you are currently reading at the bottom of your email?

Do you talk about the books you’ve read?

How do YOU share your reading life with your students?

Are YOU, the teacher, using the same mechanisms for reporting that you require of your students?

How do we know what our Reader-in-Chief is reading?  We have been fortunate to have a President that reads for the last 8 years.  And his reading has been well-documented by the press in pictures, articles, and lists. Check out the New York Times story or  Electric Literature’s summary of President Obama’s reading here for two different perspectives on reading and the President.

What are the possibilities that you could consider?

A top 10 list?

A top 5 list?

A “TBR” picture?

An adaptation of Car Karaoke?

A conversation with a reader?

How will we know that YOU are a reader?  What evidence will YOU share?

slice of life

Thank you, Betsy, Beth, Dana, Deb, Kathleen, Lisa, Melanie, and Stacey for this weekly forum. Check out the writers, readers and teachers here. 

Reading Goals: What Do You Measure?


Disclaimer:  The ideas in this blog are not novel.  They are not original.  They are appropriately “sourced” where credit can be applied.  What is new / different / novel is perhaps the thinking that connects the ideas.  Research-based.ideas!  Student-centered.ideas!  Many folks KNOW this. But do the teaching practices match the teacher beliefs?

  1. Students need to read more in order to be better readers.  Volume matters. (Richard Allington)

How can students read more?

A.  Donalyn Miller – 40 book challenge

B. Book logs that keep track of books read. Compare lists over time.

C. Book lists kept by students that rate the books (scale of 1-5) and list genre.

D. Independent reading during class time followed up with time to talk about what was read.

Which ones of these have you tried and abandoned?

Did they work for awhile but then student interest seemed to wane and it seemed like students were “cheating” and recording books that they really hadn’t read?  Or perhaps books that students began to read but when the going got tough, the books were abandoned?

Did you REALLY understand the goal / purpose behind that undertaking?  Did you read the book behind the practice pushed into the classroom?  Participate in a book study?  Or did you find the pages on Pinterest or TPT and “try it” as a pilot with a high degree of skepticism.

If you went to the link above for Donalyn Miller’s 40 book challenge and read and even digested that post, you read these two paragraphs.

“The 40 Book Challenge isn’t an assignment you can simply add to outdated, ineffective teaching practices. The Book Challenge rests on the foundation of a classroom reading community built on research-based practices for engaging children with reading. Assigning a 40 Book Challenge as a way to generate grades or push children into reading in order to compete with their classmates corrupts everything I have written and said about reading. The 40 Book Challenge is meant to expand students’ reading lives, not limit or define it.

The 40 Book Challenge is a personal challenge for each student, not a contest or competition between students or classes. In every competition or contest there are winners and losers. Why would we communicate to our students that they are reading losers? For some students, reading 40 books is an impossible leap from where they start as readers, and for others, it’s not a challenge at all.”

This is just a small piece of Donalyn’s 40 book challenge.  Reading one blog, one tweet, or attending one hour long session at a conference is not enough for deep learning.  But it is enough to whet your appetite.  Your appetite for life-long learning as well as your yearning for a solution that makes sense to you, your students, and your community will grow.  Your appetite may lead to a mini action research cycle as you implement a research-based strategy in your classroom.

A week ago a friend of mine asked on Twitter:  “Does anyone have a genre chart they can share to encourage strong readers’ growth?”  And Dayna had several results immediately.

Steve shared this:

and Julieanne shared this:

I immediately drooled over both and wondered about combining them and adding

  • Quarter 1 Goal ________________
  • Quarter 2 Goal ________________
  • Quarter 3 Goal ________________
  • Quarter 4 Goal ________________

and then Steve added that his students also do this quarterly in google slides:

Why is this important?

Dayna Wells (@daywells) a principal in California asked the question. Two 5th grade teachers replied. Steve Peterson (@inside the dog) from Iowa and Julieanne Harmatz (@jarhartz) from California. Teachers collaborating online to share their practices. (And of course commercial #107 for WHY you really should have a professional Twitter account! joyful) Because if you followed them on Twitter, you would also know that they all three blog as well and you would have access to additional resources about / from each of them! (Commercial #108 for Twitter)

Relevance?  What do you measure?

Matt Renwick (@ReadByExample), a public school administrator in Wisconsin, believes that “volume” is not enough for reading goals in his January 1, 2017 post “I didn’t meet my reading goal (and is that okay?)”.  Goodreads said, “Better luck in 2017.” But his reading was rich.  And look at all the qualities that Goodreads did include in their report as compiled by Kendra Grant:

goodreads.JPG

If you go back to answer choices A, B, C, and D above, how do those match up with the goodreads list.  I think 5 of the 7 data points are easily covered.  Do you NEED 5 data points? Maybe.  Maybe not.  Do you need ALL 7 data points?  Maybe. Maybe not.  It all depends upon the ultimate goal of your independent reading.

Quantity?

Quality?

Who our students are?

Who our students might become as readers?

What’s the ultimate goal?

Is the purpose for a reading goal . . . to hold a student accountable for what they read? Or provide proof that they read and understood and (gasp) remembered a boatload of details to answer a quiz?

Or is the purpose of the reading goal to provide an opportunity to NURTURE a love for reading?  And to encourage / nudge EVERY student to become an avid reader? See “Let’s Not Kill the Love of Reading” by Dr. Tony Sinanis (@TonySinanis).

Is the purpose to make sure that the teacher is helping all students to “BECOME a reader” (Thank you, Dr. Mary Howard – @DrMaryHoward) ?

What data do you need?

The data needs to match your ultimate goal AND the needs of the students.  Are you thinking, “OK, I can keep doing what I have been doing?”

2. “Students do not need:

Programs / contests that provide extrinsic reward

Book Reports

Packets of activities”

Why are they missing?

THEY.DON’T.WORK!

Section 2 of the table of contents is included so you can see the practices that support increased student achievement.

“SECTION 2: WHY NOT? WHAT WORKS?
Why Independent Reading Matters and the Best Practices to Support It, Barbara Moss

  • Does Independent Reading Influence Student Achievement?
  • If We Know Independent Reading Is Effective, Why Don’t We Do It?
  • A New Reason for Independent Reading: The Common Core State Standards
  • What Practices Are Critical for Effective Independent Reading?
  • Why Independent Reading Matters Most for Striving Readers and English Learners
  • The Last Word: An Overview of Independent Reading Implementation by Teachers

Need more evidence?  Check out “Three Keys to Creating Successful Reading Experiences” by Pernille Ripp (1/4/2017) and  “Revisiting My One Classroom Non-Negotiable” by Christina Nosek.

YOU MUST . . .

  • stop wasting students’ time,
  • stop assigning “activities” in the name of accountability,
  • make sure that anything you ask  require students to do is that which YOU are willing to do as well in your own independent reading life.

DO YOU . . .

  • keep a log?
  • set goals?
  • reflect on your goals?
  • meet your goals?
  • discuss how you feel about your reading?
  • review the text complexity of your own reading?

Do your personal practices match your instructional practices?

You MUST utilize some “lens” or filter to sort out resources.

These are NOT all equal.  A single number is NOT a goal!

How does your goal match your purpose?  What are you REALLY measuring?

Process Goal for this Post:

Combine tweets; google docs, drawings, and slides; blog posts, books and Voxer conversations for a blog post with at least eight links for the reader to peruse and consider as they reflect upon whether their current teaching practices SUPPORT increased student reading!  (And thanks to Dayna, Steve, Julieanne, Mary, Christina, Matt, Tony, Donalyn, Debbie and Barbara for the wonderful way that their work supports each other!)

Added 1.06.17

Kylene Beers facebook post about lifetime readers!

kylene-beers-lifetime-readers

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 and Resources

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

Karen Gluskin

My Teaching Experiences and Qualifications

To Read To Write To Be

Thoughts on learning and teaching