#CCIRA19: Finale
Were you in the room?
Laughter
Talking
Studying
Reading
Silence
Writing
Responding
Learning
500 + educators
On a Saturday morning
In Denver, Colorado.
Using
These “Everyday Practices”
DURING the session
With Kelly Gallagher and Penny Kittle!
Seriously, another session with Kelly and Penny?
How many does that make?
- Kelly and Penny with Nancy Atwell NCTE B 36 here . . .
- Kelly in Iowa . . .
- 180 Days Resources and #G2Great Chat here . . .
- Summer Book Love Club with Penny . . .
- Kelly and Penny in Iowa here . . .
- Penny with Linda Reif here . . . (wakelet)
Why do I continue to grow my knowledge and understanding?
Because this is the learning that our students deserve. Because this is the learning environment that our students need in order to thrive. Because this is the learning environment that our students need in order to be successful as students. Because this is the learning environment that our students need in order to transfer to being successful adults . . . in the real world . . . after school . . . in LIFE!
What else do I want to hold onto?
Choice
Choice
Choice
Meaningful!
Meaningful!
Meaningful!
And . . .
What matters in Reading and Writing?
Volume
Choice
Modeling
Conferring / Feedback
But without volume . . . nothing else matters. And if your kids are NOT reading WITH you, they are not reading WITHOUT you!
How will you increase the volume of reading and writing and yet honor student choice?
(Other gems of wisdom can be found on Twitter!)
180 Days and A Novel Approach are a perfect pairing!
#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: Planning
Do you love to plan?
Do you hate to plan?
Planning can take many forms. Planning to write in the form of creating an outline and then following it point by point . . . just the thought of it, makes me nauseous. In the vernacular of “slicers”, then am I a “pantser” meaning I plan by the seat of my pants . . . in the moment? Actually not. I’m somewhere in between.
It all depends . . .
What’s your process for planning in your personal life?
It’s time for a weekend get away or a family vacation. Do you investigate possibilities on line via “The Google”? When and where do you plan? As you are packing? Or in advance so you can make sure that everything fits? That might necessitate packing that “carry on” bag in advance to make sure everything fits. That might mean “lists” depending on the length of the stay. That might mean a careful assessment of “technology needs” in order to be prepared.
What’s your process for planning in your work life?
As the school year winds down are you preserving those notes? More of “x”. Less of “y”. Scrap a, b, and c. How do you make those decisions? That might mean lists of “If . . . , then . . .”, T charts of pros and cons that precede the inner debate, or even basic boxes and bullets.
Lists of lists???
Again, it all depends . . .
If you are a secondary teacher (grades 6-12), then you need to immediately order this book and join one of the many book studies that are planned for this summer. (Note that I did not say, if you are a secondary ELA teacher, because I believe there is merit in the principles and ideas in this book for social studies teachers, instructional coaches, principals, and curriculum directors.)
The hashtag for this book is #180Days. But I want to draw your attention to the subtitle: “Two Teachers and the Quest to Engage and Empower Adolescents.”
And in case you missed it, the full title is 180 Days: Two Teachers and the Quest to Engage and Empower Adolescents.
Let’s face it.
A “How to” book with QUEST, ENGAGE, and EMPOWER in the title.
There are probably days when you scratch your head and wonder, “WHY? Why am I doing this to myself?” Other days in moments of honestly, your first period class really sucked, second period was better, and third period rocked. WHY?
That opportunity to practice.
That opportunity to tweak the lesson.
A different beginning.
A different ending.
That opportunity to re-vision the lesson.
Some teachers have the opportunity to adjust and discuss situations as they occur with collaborative teaching partners. But in this book you have the collective wisdom of Kelly Gallagher and Penny Kittle as they share how they planned, the basis for their decisions, their varied class periods (each day, Kelly and every other day – block schedule, Penny) as they taught and collaborated across the country, NH and CA.
Not sure if this is the book for you? Resources that may help you decide are:
And if that’s not enough, please join the #G2Great Twitter Chat this Thursday night.
Added – Literacy Lenses post about 180 Days #G2Great Chat 5.20.18
Do you “engage and empower” your adolescents on a regular basis?
Do you worry about being responsive to life and also “fitting it all in”?
This book will show you how to make better decisions about your students – based on the needs of your students – so that you can and do ENGAGE and EMPOWER them!
WHY does it matter?
How will you be planning for next year?
Thank you, Betsy, Beth, Deb, Kathleen, Kelsey, Lanny, Melanie, and Stacey for this weekly forum. Check out the writers, readers and teachers here.
#CCIRA18: What do students read?
This picture of a slide from Peter Johnston’s keynote on Saturday at #CCIRA18 has had
63 retweets,
118 likes, and
some pushback . . .
John Guthrie’s research here
Pernille Ripp also spoke to this issue at #CCIRA18
Kate Roberts book will be out this month.
Kelly Gallagher and Penny Kittle’s book will be out in April. I’m not finding the preview of the cover now, but it has “180 Days” in the title and at #NCTE17, they shared their structure that includes one whole class book per semester.
What is a healthy reading diet? How would one build a “Healthier Reading Diet”?
Check out Travis Crowder’s work with Donalyn Miller’s resources here.
What is the end goal?
Students who can read?
Students who do read?
Students who have choice and voice in what they read?
Or students who pass a test and never pick up a book again?
What books should students read?
How many books should the whole class read together each year?
Who decides?
Does this speak to student engagement?
Does this speak to excellence in literacy?
Does this speak to equity?
What is your interpretation?
What are your expectations?
#SOL16: Counting Down
Single digits now remain
Where once 180 were yet unwrapped.
Days filled with reading, writing, speaking and listening
Math, science, social studies and all those specials.
Time
Days rushed by
90 minutes plus of reading
Was it enough?
What remains?
Time
Time to continue learning
Time to celebrate learning
Time
Time to read and write
Advice for the next class
Wishes for the next year
Time
Final blog entries
Final skype sessions
Time
Saying “hello” as we acknowledge where we began
Saying “goodbye” as we note our accomplishments
Yes, Time
Time for more reading and more writing
Making our summer plans
Because reading and writing don’t end
Although the 180 days will soon close the classroom door.
We are readers and writers EVERY day!
Thank you, Betsy, Beth, Dana, Deb, Kathleen, and Stacey. Check out the writers, readers and teachers here. Thank you for this weekly forum!
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