#CCIRA19 Day 1 Theme:
Are you a reader and writer?
If yes, you won’t necessarily have ALL the answers but you will be on your way.
If no, you may end up down rabbit holes, sucked into less productive work, and may feel like you are spinning your wheels! It may be more difficult to help readers and writers set goals leading to ultimate independence and transfer of learning.
What a great learning day that began before sunrise and ended well after sunset for many Denver folks who had no school today due to the weather! (a common problem in many locations across this wintry country)
Why attend CCIRA? Super Positives about CCIRA include: sessions you can choose in advance, the time between sessions to network and the folks you meet along the way! Friendly, courteous, and helpful folks EVERYWHERE! What great learning combinations!
Teachers must be knowledgeable practitioners. The more they know, the more learning they may crave in what ends up being a true life circle story.
To begin with the beginning . . .
Laughter and fun filled the hall as Danny shared stories to illustrate his points. We chanted, sang and added actions to our singing! “Teachers are valued!” Teachers need all the tricks at their disposal to teach all students to read. To read confidently. To read joyfully. To read at school and at home.
First session: Debbie Miller
Are Our Workshops More Important Than the Children in Them?
The session began with a read aloud and participant discussion. Again, what fun and a chance to get to know your neighbors. I was fortunate to be sitting by Kristin Ziemke and had a great time sharing some personal views on the need to consider some outdated practices that just need to end.
Debbie shared some planning structures from her new book that also emphasize P. David Pearson’s belief that the Gradual Release of Responsibility does NOT require a straight linear progression. We’ve heard that from Doug Fisher and Nancy Frey. It’s not a surprise, and yet some folks hang onto the predictable nature of that structure sequence that moves from mini-lesson to work time with individual conferring and ends with a share. The “Lift Off” was shown in this previous #ILA18 post before her book was available as an example of a discovery or inquiry session. (Of course, not an every day session!)
I’m fascinated by this planning guide that Debbie shared that was used with a Chris Van Allsburg author study. The Focus? Student-Centered Planning. Planning that begins with the students. Beginning with the end in mind! YES! More joy. More knowledge needed by teachers in order to think about how best to organize these sequences for Teaching and Learning that sticks for students and allows students to grow confidently toward independent reading, writing and responding.
Fun, joy, learning, reading, writing, and teacher knowledge.
Second Session: Kate Roberts
A Novel Approach
The need for this book / session stemmed from a paradox.
Students need individualized instruction.
Students need strategies & experience dealing with complex text they did not choose.”
Whole Class Novels are Good
- They build community.
- They push kids to work hard.
- They introduce commonly read texts.
Independent Reading is Good
- It builds choice, engagement, and volume.
- It encourages independence.
- It creates opportunities for growth.
What do your students need? Is it one or the other or is it a combination of the best of both? Use your data (common sense data that can serve as pre, mid, and post test) to determine how to best meet the needs of your students. How do you help them all continue to grow as literate individuals?
Kate proposed a great “boxes and bullets” argument for a combination that includes: Whole-class novel, book clubs, independent reading and a final project to integrate writing. What a win/win for knowledgeable thinking teachers! And what a way to build toward student independence if purposefully teaching skills in whole-class novels that students continue to apply with less teacher guidance in book clubs and independent reading – providing additional practice in a planful long term gradual release that builds to student independence and transfer across their reading lives.
Lunch with Donalyn Miller
How to grow readers and writers? Be readers and writers . . . The examples from students and her grandchildren illustrated the difference among readers. We need to HEAR our students and be responsive!
Session 3: Kelly Williams
It’s Showtime! The Why and How of Exhibiting Student Work
Basic premises included:
What an hour! The Hierarchy of Audience makes so much sense. A narrow focus on working for a teacher as a sole audience is at the bottom of this triangle and rightly so. Motivation and Engagement increase with real purpose and audience.This work connected strongly to Julie Wright and Barry Hoonan’s discussion of student curation in What Are You Grouping For? We drafted 6 Word Stories, created representations, and curated them in small groups within 20 minutes. What a hands-on experience that created additional conversation in the convention halls as folks viewed our work with markers, paper, cardboard, yarn and clothespins. Simple tools with a focus on learning!
Session 4: Patty McGee
Feedback that Moves Writers Forward
One of my thought partners for this session was Leslie Blauman who you will be hearing more about after tomorrow’s sessions. Setting learning intentions right at the start of the session allowed me to actually focus on my own learning goal (and less on the fact that I had been awake since 4 am due to the old “too excited to sleep”)!
The definition of feedback that we were using is this.
Patty layered in this research to allow us to consider the implications.
“…no statistical difference between the group given written feedback and no feedback.” (Think about that and your own writing history!)
Definitely a quote worth revisiting. I love the concept of feedback with a “mentory” feeling as evidenced by my deliberate repetition in this tweet.
“MENTORY”: “in this together, side by side, not doing the work for students, providing a possible strategy so students become better writers. Mentoring – finding that sweet spot of feedback that is meaningful and helps kids grow; not mean. With a goal of long term growth, joyful writers (teachers and students) lift the rock and see the critters underneath.”
One huge take away: Removing the “but” from feedback and replacing it with “because”
“Because you have written a lot,
You are ready for some structure… One strategy . . .”
Feedback is complicated. It involves knowing end goals, keeping the research above in mind and building a “mentory” role in conferencing with a long term goal of student independence and transfer of the skills and strategies of writing!
What a day! And tomorrow is equally packed!
Closing Thoughts on Thursday sessions:
I value reading (I’ve read these books.)
I value hearing the oral WHY from the author!
I value the opportunity to revisit the learning in order to grow my knowledge and my thinking!
I value the opportunity to build connections between what I think I heard and what I think I know!
What do YOU value?
#CCIRA19 . . . a great place to learn!
Rain . . .
No outside work.
Rain . . .
Time to read.
(Gotcha – definitely NOT inside work!)
After two glorious days of temps in the 70’s and 80’s, I was so happy that this was waiting at my doorstep yesterday after a long day of work. Perfect timing! Relaxing with friends . . .
It’s available online courtesy of Stenhouse Publishers here. I have been reading (albeit slowly) the online version, but it’s tedious. Reading online means that I have one device open to read and another device open to take notes. No split screen. There’s a limit to the size that I like to view pages in professional texts. Slow. Absorbing. Delighted.
I love this infographic.
“This book does not advocate the simple idea of the teacher doing less. Rather it is a guide to being intentional about what we do less of.” – Joan Moser (Foreword)
This book is truly a gem as it guides the reader to think, and to think deeply about whether teacher scaffolds unintentionally cause greater student dependence. If our goal is joyful, independent, capable readers . . . what should we really do more of? What should we do less of?
I’m savoring this book and pages 14 and 15 are my current favorite because the section is “What Do Reading Levels Mean, Anyway?” and wordlover me is mesmerized by the use of “ubiquitous”. And the thought leaders . . .
Fountas and Pinnell”
Ready for some “next generation literacy instruction“? Ready to learn about “saying less” so students do the work to learn more?
You need to read this book!
And check out how long you resist figuring out where the words come from that are the background for half the page of the book cover. It’s another favorite section of mine. (Truthfully, I thought I would be farther in the book. But I’m rereading. Marking. Post-it-ing! Thinking!)
What’s it like to get that book you have been eagerly anticipating?
Do your students know that joy?
Thank you, Anna, Betsy, Beth, Dana, Deb, Kathleen, Stacey, and Tara. Check out the writers, readers and teachers here. Thank you for this weekly forum!