My joy of advanced sections during the August Reading Institute at the #TCRWP centers around the thoughtful and deliberate choice of sections to meet my needs. As soon as I saw this title I was hooked because of the focus on “progressions” and “independence”. Transfer is always in the back of my mind as well. If a student doesn’t transfer the literacy work to both other content areas AND life, a lot of time has been wasted for minimal gains.
“Using Learning Progressions and Performance Assessments to Increase Student Skills and Independence” – Kelly Boland Hohne
On Day 1, less than 30 minutes into our first session, we were unpacking a strand. In a group of five other new friends, digging deeper into the meaning of just one reading strand with this process:
Unpacking a strand – do 3 things
- Study between the levels of the strands and note differences. What is the key work of this level?
- Try to put into own words or use keywords from description.
- Try to imagine how that would look in a student’s writing about reading or talk or what it would look like if the student is doing that work.
I appreciate so many things about the #TCRWP Institutes as the brilliant staff developers each have a different style. And though my brain felt like it was melting, I was so excited (and yet a bit apprehensive) about digging into this work immediately. As in one strand with gradual release (Teacher modeling, Group Practice) and then a second strand in our group with constant check ins and support (if needed). All On Day One! I think this was the point where I tweeted out that I was getting my $$$ worth at #TCRWP. However, it could also be where I first thought it, but had zero seconds to actually tweet it out! The pace is not for the faint at heart!
When dealing with the progressions: Do I have to do everything listed in the level to be “in” the level? (Have you ever had this question about the rubrics or the checklists?)
No, No, No. You just need to do more than the previous level. This is why demonstration texts are critical. If and when you make the thinking and the writing visible, students can figure out how to rise to the next level. However, teachers do need to unpack these strands themselves for deep understanding. Making a copy of someone else’s chart does NOT give you the background knowledge to help a student. After all you, as a teacher, are more flexible when you understand the tool which is why you need to do this work yourself.
Where might you begin? Which progressions stand out?
Focus on some key strands to begin with because they are repeated a lot (via Kelly Boland Hohne):
Literal – Envisioning/Predicting
Interpretive – Character Response/Change
Interpretive – Determining Themes/Cohesion
Analytical – Analyzing Parts of a Story in Relation to the World
Analytical – Analyzing Author’s Craft
We worked on these topics in small groups. Our group focused on “Character Response/Change”, What does this look like across grades? What would a demonstration piece of writing look like across the grades? Here’s what the draft of my chart looks like!
As we use the chart, it’s highly probable there will be some revisions. It’s also possible that there will be continued discussion about “quantity” and “quality” of responses. Those are some of the common issues in trying to measure/assess learning. The key is to:
- Make a plan.
- Think about the information you plan to use.
- Work collaboratively to consider theories about student work.
Making the invisible visible in reading comprehension is a lofty, noble and worthwhile goal. It CANNOT be handed to you in a book, a set of standards, or even a set of progressions. The meaning comes from digging into the work.
What work are you doing to build students’ independence?
How will you know you are on the learning journey?
How will you know when you are successful?
Monday arrives with rain and yet the fire in my brain flames on . . .
Lucy Calkins keynote . . .
Laughter with Natalie Louis . . .
Learning with Kelly Boland Hohne
Illumination with Cornelius Minor
Such was the Monday in my life!
Today’s post is a recap of information from Cornelius Minor from his closing session: “Using Digital Tools to Offer Access to Students with IEPs”
Access for all Kids – Why is Access Important? (AKA “Research to Weaponize”)
- UdL – more inclusive
- On heels of Civil Rights
- Architects – ADA compliant – door width, door knob (designed from inception)
- Knowledge of the three networks that access the brain:
- Recognition (input – see, hear, perceive);
- Strategic (executive functioning); and
- Attitude (and feelings about teacher and learning)
Here is a chart I developed to organize some of the information shared by Cornelius.
|What is the main thing?|
Alfred Tatum – Teaching Reading to Adolescent Black Boys (Chicago) (EL)
Build on strengths!
|Synonyms: Ponder, saunter, exclaim – derivatives of most common words.
Camera saunter A , B photographer
Video ponder B, A videographer
Develop criteria together.
Make pic for word wall – Use students in the class
Social – Doing and Talking
The sound of my voice when I am reading text I care about. (have to like my audience as well as my text)
Teen ink is a source
“The day I met you was a bad hair day”
Need texts that are worthy of practice.
|“Going to play Simon says. You are going to read the poem like I do!”
3 different emotions:
Annotate text for emotion
|Specific Chrome Tools
||Have 3 or 4 that are extremely effective.
More is NOT better.
Can also change readability
Transfer – Use contexts that are familiar – Audio / Video – Students use daily!
|Do what the leader does! SELL it!
Effort lives in our methodology.
What was something tried and true?
What was new?
What will you do next?
Thank you, Betsy, Beth, Deb, Kathleen, Lanny, Melanie, and Stacey for this weekly forum. Check out the writers, readers and teachers here.
And so it begins . . . this week I am attending the #TCRWP June Reading Institute and it’s off to an amazing start! This is what my brain felt like about 2 pm on Monday . . . with an hour and a half YET to go.
Just plug that CAT 6 cable directly into my brain and let me power on all the assistance I can. It’s going to be an exhilarating experience!
Lucy Calkins Keynote
Why do we read? How does reading benefit us as a community? How does the community benefit when we are readers? These questions weren’t posed by Lucy but so many questions ran through my mind today during her “Call to Action.”
“We come from 38 countries and 41 states . . . 1300 of you to learn about teaching reading . . . to learn about yourselves . . . to learn from each other . . . From places in the heart . . .To say no . . . To say yes”
TCRWP isn’t just an event. It’s not about attending for a week, soaking up knowledge, returning home, and regurgitating that knowledge to a welcome (or unwelcome) audience. TCRWP is about the community – face to face this week – on Facebook and Twitter in the future and even on blogs like this between institutes and Saturday reunions. If you take risks, are vulnerable this week, you will never be the same reader or teacher of reading in the future. You will grow. You will stretch. You will fly. Empathy is built day by day. We can and we must learn and understand by thinking ourselves into other’s places.
- How will you support your reading community?
- Maybe we need a new educational story. To reach, to dream, to grow strong . . What do you need in order to grow yourself?
- How can you grow your own version of #TCRWP? Your own nest?
- There’s important work to be done. It will be hard work. We as educators are asked to outgrow our own work. How will you outgrow your own work?
- It’s not just about naming the strategies, but inducting kids into the identities and values of READERS! How will you create a safe community for your readers?
Rev Up Your Teaching Muscles to Make Your Whole Group Instruction as Potent as Possible (Mini lessons, Shared Reading, Read Aloud) (K-2)
Explanation and Demonstration.
“Powerful Whole Class Instruction for K-2 Students
- Clarity and Concise Language
- Engaging and Engaged
- Assess and Give Feedback
- Links and Skills (Strategies) to Independent and Partner/Club Work
- Opportunities for Oral Language Development “
Read and Study Mini-lesson individually. (1st grade, lesson 10 – Readers learn new words as they read.) Mini-lesson Practice with Partners. Mini-lesson planning table group. Mini-lesson Delivery. Debrief. Discuss Goals. Video of Mini-lesson. Discussion of how that was the same and how that was different. Mini-lesson Delivery. Discussion of Goals.
. . . and in all that “What were we studying in the Mini-lesson?”
Pacing – Vitality, Having students think alongside us, Student talk/listen/feedback
- Whole class teaching – staying focused is critical! Don’t let student responses lead you down the rabbit hole!
- Knowing the Teaching Point is critical. Forward, backward, what comes next? What came before? What it looks and sounds like when a reader REALLY does this.
- Focus on one Teaching Point. Not a “Never ending Teaching Point”
- Growing students means lots of practice. That lesson won’t have teacher demonstration but will instead have tons of student practice – PLAN.FOR.IT.
- Study lessons together. Discuss the work together. Build your own community to support your learning about the teaching of reading!
Beyond Guided Reading: Expanding Your Repertoire of Small Group Work in Nonfiction (3-8)
“Small group work is hard. Our goal this week is to open up our repertoire about different methodologies to deliver small group instruction.”
What is your vision of small group work? I’m most familiar with guided reading groups but also like literature circles and book club work.
What’s preventing small group work?
Management – What are the rest of the kids doing?
Fear – I’m not good at it! (not enough practice)
Results – It doesn’t really work for my kids. Or took 40 minutes to “drag that group through the lesson.” There’s no time to do that every day!
Today, I saw, heard and was a part of . . .
- Demonstration Small Group
- Read Aloud Small Group
We watched Kathleen in action and then “copycatted that exact same lesson” into our small groups with two different members as the teacher (not me, not me!)
Remember that brain on fire at the top of this blog . . . this was the first time I’d ever seen a Read Aloud Small Group. So new. So much to absorb and process. My mind was swirling. . . Where would this happen? When? With which students? Why?
I had to take a deep breath. And then another one. The engagement of the students in the Read Aloud Small Group was intense. No student could hide. Everyone had to do the work – in order to contribute to the learning. What a way to know exactly what kids are thinking and to “get them unstuck” and moving!
- On any given skill I could be the top, middle, or bottom. The goal of small groups is to grow and move ALL readers – not just the “struggling readers”.
- TC – Kathleen – said that they have been studying small group work for the last year and a half. It’s okay that I don’t know this!
- Increase your accountability for small groups with a public, visible schedule. That will push you as the teacher as well as the students.
- Teachers over plan small group work. The small group work should be a continuation of the mini-lesson. It’s not about going out and finding new, wonderful text to use. It’s about more practice – more student practice and way less “teacher talk”.
- Feedback is hard. It is about tone. It is about the length of the message. It’s also about giving and receiving feedback. So very complicated!
What new skill/strategy are you practicing?
Have you found / created a safe community to practice?
How does what you are learning from your own learning impact your planning for instruction for your students?
This is my story of learning.
Thank you, Betsy, Beth, Dana, Deb, Kathleen, Lisa, Melanie, and Stacey for this weekly forum. Check out the writers, readers and teachers here. Writing makes us all more human!
What is a word worth?
Individual words are added together to create sentences and then accumulated into documents, speeches, and presentations of all types. Is one format valued or privileged over another?
A word in “Words with Friends” has a point value and is part of a competition. Will my total point value exceed yours? If yes, that game will be added into my total as a “win”. But what about the words that I have evaluated and added to my own vocabulary as a result of “playing Words with Friends” and stretching my own vocabulary use?
“A picture is worth a thousand words.”
A single visual image has a value of many words. Is that value in the visual or in the words that are used to describe what we see in that image? Do I use the same words as you? What is the real value of a “thousand words”? (Or by now are you saying, “Does it really matter?”)
“Words have a magical power. They can bring either the greatest happiness or deepest despair; they can transfer knowledge from teacher to student; words enable the orator to sway his audience and dictate its decisions. Words are capable of arousing the strongest emotions and prompting all men’s actions.”
– Sigmund Freud
How is the value of words shared? Do both the author and the reader have equal responsibility? How and and when is that “power” or “value” passed from one to the other?
What is the lens that we use to consider our words? I remember Kelly Boland Hohne at #TCRWP using the “lens of language” to see more as readers.
These questions help a reader focus on how an author has used language. Is their value in talking about the power of words to help, to heal, to share, to live and even perhaps to love our friends, family, and neighbors? What about that positive or negative tone? Did the message transmit as intended? Did it perhaps go a wee bit astray? Which words are you regularly using? What message does your “word use” send to others?
How do you value words?
How do you share that value with others?
Tuesday is the day to share a “Slice of Life” with Two Writing Teachers. Check out the writers, readers and teachers here. Thanks to Stacey, Anna, Beth, Tara, Dana and Betsy for creating a place for us to work collaboratively.