#SOL18: #NCTE18 Family
‘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:
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
Slicers
Teach Write
Presenters and Authors
Students
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.
Additional Links to #NCTE18
Miss Magee’s Letter to Students
#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
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.
And on assessment: YOWZA!
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!
What’s next on your creating list?
Where will you go?
What will you learn?
And with whom?
Thank you, NCTE!
In case you have not been following along, here are the links to #NCTE18 . . .
#NCTE18 Bound #G2Great
#NCTE18: Saturday
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.
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!
Responsive Teaching: The Courage to Follow the Lead of the Reader
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
- Economy – Curriculum as Hoarding (add, add , add & nothing is deleted)
- Louise Rosenblatt – Model of Reading – Literacy as Transaction
- The battle for writing. Writing should not be colonized by reading.Literary analysis 795,000 fanfiction pieces about Harry Potter
- Battle for choice- Carnegie – “public library” Teachers will need to make it free!
Questions to Ask when you Write
When Phonics is the Foundation – in a Curriculum of Authentic, Deep Literacy
Lucy Calkins, Rachel Rothman-Perkins and Rebecca Cronin
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.
#NCTE18: Friday
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
“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
“Slicer” Dinner = Mentor Writers
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.
And the people . . .
Mentors
Readers
Writers
Thinkers
Storytellers
Magical #NCTE18 Moments
Where have you found your magic?
And your mentors?
#SOL18: Reading Research
What was the first thing that came to mind when you saw that blog title?
Which emoji matches your thinking?
Reading the Research
that someone else has done?
Research about Reading?
These are not necessarily the same. So let’s explore just a bit. If I put “reading research” into “The Google” – this is what I get:
Think about it. 695,000,000 results and the first one that comes up is Reading Rockets. It’s a “.org” so I can breathe a sigh of relief. It’s not a commercial site so I don’t have to worry about ads or someone selling things. Reading Rockets link
How reputable is Reading Rockets?
Who runs it?
Where does the information come from?
What biases exist?
When would I use this site?
Some of those questions can be answered from the “About Page”. Some require a bit more clicking. The information is reasonable and the classroom strategies might be a source to use as a quick survey or “screen” of what’s available.
And just in case you did not click and go to Reading Rockets, here is part of their home page.
But is this a source you can trust?
. . . It depends.
What do you need? What are you looking for?
If instead I go to Google Scholar (which is on my toolbar for quick access), here’s what the same “reading research” search results look like.
The results are fewer. About 5,030,000. And the very first citation is the National Reading Panel Report from 2000. I can see the number of times this source has been cited as well as related articles. If you’ve moved on to a major eye roll because you did not need “Research 101′ in this blog post, just stop and think. How many of your peers know the difference? How many of your administrators know the difference? (And if you think it’s old, 2000, do remember that it was the last independently convened panel to study reading research . . . despite its flaws!) (Krashen, S. (2004) False claims about literacy development. Educational Leadership 61: 18-21. https://tinyurl.com/y9nhlmo7 )
Why does it matter?
If the solution to a questions is a Google search, I have just shown you the difference. Terms that are thrown around in the education world a lot are “research-based, evidence-based, and scientifically research-based.” And they are NOT without a great deal of controversy.
A Second Example
The following blog post was referenced on both Twitter and Facebook. Hmmm . . . sometimes nefarious social media platforms. Sometimes NOT. Sometimes a great source. In my farming background, again, how do we sort out the wheat from the chaff?
I don’t know Lindsay, but I do plan to find out if she will be at #NCTE18 to connect. DOL is one old, out-dated practice that has to stop. Over 50 years of research has proven that grammar instruction does NOT improve writing. Writing improves writing. Showcasing “golden sentences” in personal work and patterning writing after others. Some brilliant minds like Jeff Anderson and Dan Feigelson have published examples as well as many chapters in other books have research-based examples.
A Third Example
This list. Research-Based Programs
“Where did it come?
What criteria was used to curate the list?
Who developed the “protocol” that was used to evaluate the programs?
Where are the reviews/protocols of the programs on the list?
What can I learn from the URL?
What questions remain after a quick perusal of the list?
How do I find answers to these questions?”
Who do I turn to when I need answers? Who are my sources? Who are my most trusted sources? Who are my experts? Who are my “super-experts”?
RESEARCH EXPERTISE
One source that I can always trust is Dr. Nell Duke. Her article “10 Things Every Literacy Educator Should Know about Research” is a MUST READ. Every. Educator. in. EVERY. building. link
Tune in Thursday night to the #G2Great chat at 7:30 CST/ 8:30 EST for a lively conversation about just this topic. #BetterTogether
Per usual, my #OLW “Curious” brought me to this point. On October 2, 2013, I blogged about the research on the “Effectiveness of K-6 Supplementary Computer Reading Programs” here. Do those same considerations apply? Do you now have data that supports that those programs work for your students in your building? Or are you still in search of the one perfect program?
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.
Another Resource: Link
Truth & Research: What to Consider Before Selecting Literacy Curriculum and Programs
The Straw Man aka Balanced Literacy is NOT Whole Language Link
Problems with the National Reading Panel Report – From the Teacher in the Room – Link
Gems from #TCRWP Saturday Reunion
Saturday,
Saturday,
Saturday,
Saturday’s alright for learning . . .
Terribly pun-nish, but that’s what happens when you have to create your own atmosphere! Because you aren’t there learning with thousands of friends!
I literally mined my #tcrwp column on Tweetdeck for some key takeaways for myself! Thanks to all who tweeted and generously shared their learning from #TCRWP.
10.
9.
8.
7. 
6. 
5. 
4. 
3. 
Tied for # 2
Closing Keynote
What was on your Saturday learning agenda?
What gems did you discover?
#TCRWP 95th Saturday Reunion
Sad
sad
sad
sad
sad
Still not out of my system, but moving on!
A search of my own blog posts showed that I attended the 88th, 89th, and 90th in a row.
Fall Saturdays are so problematic with so many events.
Last week’s issues with Hurricane Michael and flights was an unexpected glitch.
Whether it’s your first or too many to count . . .
Enjoy!
Find the fun!
Find something new!
Don’t just stick
With the tried and true!
Find an online friend
Say hello face to face
Say hello to strangers
Make new friends as you race
From session to session
Learning at a speed of light pace.
No one
Does it better.
50 minutes
of learning.
Encapsulated
In Connections,
Teaching Points,
Teaching,
Active Engagement,
And a link.
Units of Study
Writing
Reading
Phonics
and new best friends Rashid and Mabel.
Riverside Church
Kate DiCamillo
TCRWP Staff Developers
Teachers, Administrators, and Authors
by the droves . . .
Enjoy! Learn! Enjoy! Laugh! Enjoy! Make New Friends!
#SOL18: Assessment
What do we value? Product? Process? Reflection?
It began with a conversation on Voxer.
How do we know?
My #OLW, Curious, led me on an interesting quest.
So how does this work in real life?
The first group began. All brass. They blew a few sounds through their mouthpieces. They were newcomers. Section by section. Each small group played. Then the entire brass group played two songs.
Same process for the woodwinds. A few sounds. Section by section sound off. Then the entire woodwind group played two songs.
BRAVE
BRAVE
BRAVE
The Premiere of THE 5th Grade Beginning Band (copied from the program) then played two songs. Their first practice together – the brass and the woodwinds. Their first practice EVER. During a performance. In front of a gym packed with family and friends.
How would you assess this 5th grade group in their first public appearance?
Product?
The number of students that participated?
How the three groups sounded?
Process?
How they have grown in the six weeks since 5th grade band began?
What comparisons would you make between assessing this instrumental group and other “assessments of 5th grade learners?”
I watched instrumental musicians last night representing grades 5-12 in the Central DeWitt school district. This was my second consecutive year to attend the fall Parade of Bands. It’s a 90 minute extravaganza led by two directors that showcases the performance levels of students in October each year. This year that was a total of 325 band students in grades 5-12: 215 students in grades 5-8 (She is simply amazing!) and 115 students in high school.
Product?
Process?
Reflection?
A combination?
What if . . .
What if all students had to take an identical screener in the fall, winter and spring?
What if the results of the screener was then used to determine which instrument students should play?
What if the students had to pass a “basic knowledge test” before they could choose an instrument?
Would there be 325 students in band if a general “proficiency test” was required of all students?
Again, how is success measured?
Is it measured by the “1 Superior” rating at state marching contest?
Is it measured by the new band uniforms provided by a community drive?
Is it measured by the audience that packed the gym?
Is it measured by the funds raised during the dinner before the Parade of Bands?
Is it measured by the applause of the audience?
Is it measured by the number of students who continue to participate in band year after year?
Is it measured by the distance that audience members travel to attend the concert? (195 miles one way for me)
Is it measured by the “JOY” of the students who continue to participate?
Product? Process? Reflection?
Is there any ONE measure that captures the essence of success?
The original conversation began with writing. Is this a conversation that needs to be a part of every content area in every school building?
What do we value?
What do we support?
How do we know?
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.
Full Disclosure: I’ve followed this band director for decades – to concerts and competitions, to the Alamo Bowl, and to the Orange Bowl so I’m a wee bit biased. Band opened the doors for me to travel in the US and abroad. I attended this concert with his grandmother, mother, wife and daughter. I’ve known him and his work ethic for 40 years, and YET I also know that FUN and a passion for music is also a part of his agenda. He’s my nephew!
#SOL18: Hello, friends!
Literacy is important. It’s been a part of my life for years. Teaching, modeling, teaching, modeling, demonstrating! And yesterday was no different,
EXCEPT
I was a learner in the audience. A learner.
Here’s just a window into the learning:
If you are on twitter, you may know where I was and who I was with for my learning fun. but if you were not online, think about these quotes.
What surprises you?
What is worth talking about?
What would you say to a thought partner?
What would you write?
Instruction needs to change. Students need to be engaged. That doesn’t mean teachers need to do “a song and a dance” every day. But teachers do need to think about the needs of their students. And how students’ needs and teachers’ needs can both be met in better ways. Responsive teaching is hard. It means that the data from today drives the instruction for tomorrow. That data comes from a variety of sources: conferences, book talks, flipgrid responses, book check ins, student goals, teacher goals, the questions students ask, the questions students do NOT ask, student writing, and teacher writing.
It’s not a unit per quarter. It’s not a whole class novel per quarter. It’s not low level responses. It’s not fake reading. It’s not giving up accountability. It’s not about abdicating responsibility for learning.
It’s also not easy.
Teachers are change agents
Teachers change the world.
What was the message?
Here is a quick glimpse . . .
Who were these masterminds of change?
In West Des Moines, Iowa
About 340 of us . . .
Engaged
Empowered
Great learning!
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.
Additional Resources:
Literacy Lenses: Link
Resourceful – Planning
Travis Crowder Review
#SOL18: Light vs. Dark
Rain
Rain.
Rain.
Rain.
Endless Days.
No satellite.
No news.
Control.
But such gloomy days.
A meeting.
Planning.
Prepping.
Questions.
Nuances.
Info to Study.
Focus.
One pertinent question.
Brick wall.
Mind made up.
Not going to read.
Not going to listen.
“He’s upstanding.”
Sitting in the front row.
Ready to gag.
NO Representation.
Personal Opinion.
How does this happen?
How do we get so far off course?
The guy in the audience
who interrupts every female except the Senator.
The guy in the audience
who speaks of civility who is one of two least civil present.
The hatred.
The lies.
The term “illegal
The falsehoods.
Town Hall Meeting with my Senator
Followed the Format
Respectful
Saddened by the vitriol
Disillusioned by neighborhood beliefs.
A wall for Mexico.
The term “illegal”.
And yet, citizenship was just granted
to the First Lady’s parents.
Hypocrisy?
A wall with Ireland?
So many immigrants.
A country
founded by immigrants
for immigrants
for freedom for all
Land and rights
Stolen
Stolen
Stolen.
Who are we to judge?
By whose authority?
On Friday, September 7th, ILA released their “Children’s Rights to Read.” All children everywhere in the world deserve these rights. No matter their age nor their location.
You can read more about these here and here. Do read the explanations. Do make these a part of your daily instruction!
Check your practices. How could you use these?
How can I use this?
- Personal Reflection of My Values and Instruction: In the center record the number and the evidence that I have that this is prevalent for the students in my classroom. Also record wonderings or qualifiers that I add as I think about that evidence. Write a summative statement or paragraph about a goal that I might consider based on the evidence that I find.
- Grade Level Reflection of Our Values and Instruction: After a personal reflection have a grade level discussion. What are our strengths? Where do we have the most evidence? Where is it difficult to collect evidence? What would we choose to set as a goal?
- Building Level Reflection of Our Values and Instruction: Which statements reflect the reading culture of our school? Which statements are supported by evidence? What are our strengths? What outcomes would we like to strengthen? Which of these statements do we need to share with all school staff? Which of these statements do we need to share with our entire community?
- With students? Challenge the students to discuss how these look and sound at school, at home, and in the community. How could they be strengthened? How could they be enriched?
Which is the light? Which is the dark?
Which makes you uncomfortable?
Which causes you to take action?
What will you do?
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.
