#summersusan #sol18

#summersusan #sol18

July 10, 2018

Every summer I make a plan.  The plan is often too ambitious.  The plan has several essential elements:  self-improvement in the form of professional reading and/or workshops, home improvement,  and life improvement.  More fresh air, more exercise, purging closets, reading, reading, reading are key on the agenda.  This year is no exception.

This summer didn’t get started until June 30.  I don’t think I’ll ever quite adjust to a summer that doesn’t start until after the first official start date of summer.  Come on, people!!   I think we can all agree that summer, no matter where you are, is a pretty exceptional time of year.  Restorative, inspiring, spirit-lifting.

Here are some of my professional goals and how they are moving along.

Writing, Writing, Writing

I’ve taken to heart the notion that in order to be better writing teachers we have to write.  To that end, I am enjoying four weeks of summer camp with

Jennifer Serravallo’s  Writing Camp.

IMG_1972.JPG   The first week, narrative had me write a couple of stories about small moments.  I have a list of more ideas for narratives I might write in the company of students in the fall.  The second week, poetry, explored so many ideas including repetition, line breaks, and sounds of poetry.  Just to show I’m brave,  here’s my poem displayed in celebration.  Couldn’t we display so many poems that students (and educators) write so many places?


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After studying the first units of reading and writing for the fall with the second grade literacy leaders to kick off my summer, I realized how beneficial it is to read

a unit through from cover to cover.  To that end,  I am trying to reading the beginning units in reading and writing for each of our school’s grades kindergarten through fourth grade.  Last week I read kindergarten and am enchanted by a revisit to Emergent Storybook Reading.  Beth Moore explains it magically here.  I immediately created my bin of storybooks for loving in the fall with any kindergarten that will have me.  Speaking of book bins, thanks to Clare Landrigan and Tammy Mulligafor continuing to inspire me. Read more in It’s All about the Books, which I read right before school was out.

Finally,  I have a tall stack of reading about writing books which include: The Unstoppable Writing Teacher (reread), Enticing Hard to Reach WritersJoy Write, and The Power of Grammar.  The Unstoppable Writing Teacher encouraged me to explain more to parents about writing workshop, consider carefully celebrating each writing unit with the students, and remembering on frustrating days that there is no such thing as lazy, only fear.  That last idea applies to so much. Especially inspired by my Connecticut friends to read Joy Write after their amazing posts throughout this year following their study of this book last year.

Nothing makes me smile more than a glass of tea and lemonade on my porch or patio with an amazing read filling my head with great thoughts. I know I’ll return to school in the late summer ready for the challenges and successes a new year will bring.  Hope you’re having just the summer you want as well.

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Thanks for my encouragers in the Tuesday Slice of Life Story Challenge for always writing alongside.

 

 

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In Charge of Celebrations #sol18

In Charge of Celebrations #sol18

May 15, 2018

I’ve been neglecting my responsibility.  The person who never comes to a meeting with out cookies, muffins, or slices of cake has forgotten to celebrate success.

As a coach, there’s always a subject or subjects dujour.  One of the elements of literacy I have been deeply coaching into this year is process over product.  What I know that to mean is we don’t have to over edit writing, make a fancy laminated cover, and make sure all the mistakes are corrected.  We can celebrate what happened live.  I say that,  but I haven’t lived it.

There’s a great deal of new content in my school and district much of which is literacy based.  That is the nature of elementary school.  New ideas are coming at us at a breakneck speed.  We are rushing along with them.  We have a map and we are moving along it.

I started thinking about losing celebrations as I collaborated with a teacher in a third grade class some weeks ago.  She was bemoaning the fact that the students she worked with never finished their writing pieces.  The words were floating out of my mouth that it’s the process,  they are just learning the techniques when I examined those words as they floated into the room.   Something in the back of my mind replied, it does kind of matter if they never finish.  How will they celebrate their accomplishments? 

Those thoughts continued to rattle around across some other grades. In first grade, we were quickly finishing fairy tales and moving on to nonfiction chapter books.  In second grade we were moving from nonfiction chapter books to poetry.  In third grade, we were finishing our literary essays and moving on to persuasive speeches.   We needed a stop along the way.

I was just getting ready to say something to someone.  I copied some first grade nonfiction chapter books.  I had the kiddos read me their books as they finished.  Then a second grade teacher had her class read their nonfiction books to their reading buddies.  The third grade teacher wanted to spark her students and helped them go back and type their literacy essays for a gallery walk.

So now,  still process over product.  Not perfect products, but writing to celebrate.  Finishing still might not be all that important, but certainly celebrating is.  So in the face of a avalanche of content,  take time to savor the writing.

 

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Thank you to Two Writing Teachers and my Slice community for always giving me an opportunity to celebrate writing.

Simple Tool Hall of Fame #sol18

uc1923.jpgSimple Tool Hall of Fame #sol18

Elementary Literacy Edition  Part 1

March 22, 2018

In our age of media peddled teacher tools and instagram worthy sights,  I rely on a few simple tools to get me through the day.

 

Here is my Elementary Literacy Simple Tool Kit Part 1

(in no particular order)

  1. IMG_09041×1 sticky notes.  Simple right, but have you cut a square into the middle of them so a student (or you) can highlight a word in a text,  book, or writing sample.  These words could be snap words, high frequency words,  content or domain specific words, or repeated words.  Though I don’t usually teach math,  they also work to highlight numbers on a 100 chart.
  2. IMG_0905 (1)Thinking/Writing Organizer #1  Informational   Box and Bullets.  This tool is not usually taught in the lower primary grades but the idea is strong .  Box for thesis (main idea) or heading,  3  bullets for details or subheadings,  bottom box for conclusion.  Can be drawn on anything, anywhere,  anytime.  Sometimes I just use my palm and fingers.
  3. Thinking/Writing Organizer #2  Narrative  Any size paper past 5×8 folded into fourths.  Top Left- Trouble the story,  two boxes for story arc,  bottom right-resolution.  Great for retell and especially planning.  Simple but can even get an intermediate student going.  I suggest no initial labels, but students can draw and/or write in boxes if necessary.  IMG_0907
  4. Writing implements:  Frixon erasable highlighters and plain old number 2 pencils (heavily sharpened)  Truth be told I usually carry a eraser for those kiddos that just have to keep on erasing.
  5. Paper(ish):  index cards, aforementioned stickies, conferring notebook/composition book that I use to write example, draw a simple diagram, teach first graders to draw an elephant, or whatever comes along.

Bonus:  weird things that were originally for something else:  rings, excellent for holding index cards together;  unifix cubes or discs for phoneme segmentation;  phone for recording kiddos to watch later, taking photos in classrooms for twitter or blog, note application, and google for everything else.

 

These are the staples of my simple toolkit.  Used over and over again, day in and day out.

 

 

img_1716-1Day 22 of the 31 day Slice of Life Story Challenge.

Eavesdropping 101 #sol18

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Eavesdropping 101 #sol18

March 10, 2018

I never really thought much about eavesdropping until I had the pleasure of listening to Sarah Weeks last weekend at the TCRWPW reunion.  She actually recommended eavesdropping as the way she gets great snippets for her writing.  She told a wonderful story about eavesdropping on a proposal (turned down) at Starbucks.  This story and the idea of eavesdropping got me thinking,  not about proposals but about listening in.  So here’s some of the ways I eavesdrop.

Unabashedly

Meetings are a wonderful place to listen in.  During professional learning communities,  and others just listen in.   I admit readily in this company that this silence can be a challenge.  However, when  successful,  opportunity abound to learn something.  Nine times out of ten,  it’s something I had no idea about.  These tidbits could be things teachers are already trying,  things their worried about, how assessments work for them, and what they are hoping for with their students.   It’s mostly fair.  They know I’m there,  I try to blend in.  Most of the time it works out.

Random Snippets between Educators

This is slightly sneakier.  The act is unintentional.  I’m waiting… at the copier, for the bathroom or I’m walking down the hall, to the parking lot.  Lots of times, the educators include me in the chat which technically isn’t eavesdropping.  Also,  the conversations aren’t all that secret since we are all in public and they know I’m there.  I see what they are copying,  what their reading.  I notice what they ask each other about.

Random Snippets between Kiddos

Mostly this just helps me know about them.  What they like, what they read,  what they play,  who they chat most with.  Sometimes though,  I get real gems.  What they ask each other help in. How they support each other… or don’t.  When I have them turn and talk,  I get a full blast of whether I got the teach across.

Other Peoples’ Coaching

This is one of my favorite things, but I don’t get much opportunity to do this.  My current favorite humans to do this with are Tammy Mulligan and Clare Landrigan.  They are wonderful at coaching kiddos and their teachers.  If I had my notebook with me right now,  I’d drop some of their knowledge right on you.  For now,  follow Clare’s blog,  she’s pretty transparent about her coaching.

I also encourage people to eavesdrop on me.

When I am having a chat with a student

Definitely not so much for what I’m saying, but what the kiddos say.  This week I got a chance to plop down at a table with a bunch of coloring kindergarteners.  They were making books, but not stories.  As I began to talk to them about making these drawing collections into stories,  their teacher began to listen to me and more importantly to them.  The stories they created were wonderful treasures.  We didn’t miss out on the moment.

I love conferring in other peoples’ classrooms.  I’m pretty good at chat and I just chat up one child after another about whatever it is that they are working on.  It’s difficult for a teacher to get around to everyone every day, but when I am there, she can hear a snippet and run with it later.

Working with a small group

Usually,  when I work with one kiddo,  other friends around us hear.  Even when I’m quiet,  I’m not all that quiet.  Sometimes,  I gear my talk to the table, or a nearby friends that wouldn’t chat me up himself.  This works best in that active engagement or link.  Most of the time,  a review of focus lesson might ignite some thinking.

Talking to other teachers

Collaboration time for me in generally 1:1,  but sometimes people drop by or hear something and join in.  Hearing others’ questions or attempts can ignite a spark .

The Usual

I do like listening to nearby restaurant tables, people in line, folks in the waiting area… anywhere.  I haven’t taken to writing it down, yet.

Eavesdropping is noticing.  Noticing what matters to folks.  Noticing what people talk about day to day.  Noticing what is important.  Noticing leads to thinking.  Thinking leads to innovation.

img_1716 Still working on my writing every day in March thanks to the Slice of Life Story Challenge sponsored by Two Writing Teachers.

Reasoned Understanding of Evidence #sol17

Reasoned Understanding of Evidence

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October 10, 2017

Last week,  Rainer Weiss, the chair of the physics department at MIT won the Nobel Prize for Physics.  This probably isn’t that much of a surprise, though Dr. Weiss said his chances were about 20%,  MIT has had 32 Nobel Prize winners.

What struck me in Ray Weiss’ interview on NPR was that he said what was important was the reasoned understanding of evidence.  A happenstance that Dr. Weiss fears is in jeopardy.

I was thinking that day (last Tuesday) and the days that followed about what a reasoned understanding of evidence might be.  I think of it in light of the fairly substantial amount of evidence we collectively collect regarding students in the fall of each year and in the shadow of examining that data together in our teams.  What does it mean to have a reasoned understanding of evidence?  As literacy professionals we looked at the words reasoned understanding and we take them to mean  comprehension of evidence based on well thought out logic and good sense.

We are fortunate at our school to take the time to carefully construct understandings of the assessment measures,  the results of those assessments, and importantly triangulate that information with what we have found out in other ways:  observation, practice, and other assessments.  We triage results and take the time to return to reflection, recording, and more conversation after our initial meetings.

In the best scenarios and honestly often,  we come to a new understanding of students and a new plan for moving forward, considering what might be the bedrock skill to begin with, miraculously considering all of the variables of planning, grouping, materials, motivation, and sometimes, sheer will.

I read last week that teachers have to make more decisions during the day than brain surgeons.  Some estimates are 1500 decisions.  But these decision,  how to group students, what to instruct whole class,  what to revisit, what goals to set, what questions to ask,  determine the instructional underpinnings of the students in our view.

So when I meet with teachers over the next few days, weeks, months, years,  as a coach and a collaborator,  I want to be a catalyst, a cheerleader, a co-conspirator, a sounding board.  Rai Weiss had a long struggle to that Nobel Prize.  He dropped out of MIT one time and his research on gravitational waves spans 30 years peppered with missteps and false starts.  We might have similar missteps and false starts, however we’ll start together. I want us to say together what Rai Weiss said when he was interviewed last Tuesday after he made that reasoned understanding of evidence,  ” It’s very, very exciting that it worked out in the end.”

Screen Shot 2017-02-28 at 9.10.00 PM Thank you to Two Writing Teachers for creating, maintaining and inspiring this platform.  You can read some amazing slices of life here.

 

 

 

The Pigeon Lives Here #sol17

IMG_9903The Pigeon Lives Here #sol17

October 3, 2017

Over the course of the last week or so, as the first graders pass by the literacy center on their way to lunch,  I began to overhear one student after another mention “Pigeon”.  I didn’t think much about it, but then the first grade PLC leader dropped by the literacy center on her way back from specials one day.  Here’s her story.

The students noticed you have THE Pigeon in here, she said.  You have to start moving it every day.  

I was confused, but then I remembered that I had purchased Pigeon,  Piggie, and Gerard over the summer and they were gently tucked into the new book shelves surrounding my desk.  I thought they might be popular with the students at the time, but over weeks, they were just blending in for me.  She continued.

We told the first graders that Pigeon comes to check the libraries in our rooms at night and he leaves them all messages.  You have to move him around because now they think he lives in the Literacy Center. 

It makes sense.  The Literacy Center is one big library of teacher resources and leveled text.  I thought, why not?   That very afternoon,  I moved Pigeon to prominently display on the shelf right inside my door.  Do you know what happened next?

Pandemonium!   When the first graders came down the hall that day to go to lunch and the Pigeon- THE PIGEON -was right there looking at them,  the buzz went up and I’m not sure how anyone got to lunch that day.

So… here I am.  The Pigeon has become my own personal Elf on the Shelf.  I try to remember to move him each afternoon before I go home. There he is every morning waiting to be magical in the eyes of some very perceptive six year old.

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I’m grateful today for six year old magic, for first grade teachers who wanted to include me in the fun, for Mo Willems for creating such a wonderful character for children to relate to, and for the opportunity this and so many other days to be part of the world of elementary school.

 

 

 

Screen Shot 2017-02-28 at 9.10.00 PM I’m grateful to Two Writing Teachers for giving me a reason to think about the magic of my day and then write about it.  You can read more Slices here.

 

 

Launching Books #IMWAYR

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Mentor Texts for the Beginning and the Long Haul

July 17, 2017

Every summer  I find a back to school mentor text.  Usually,  this text is a uplifting mentor about mindset for learning.  This year’s choices are no exception to that.  It’s the right way to go for the first few days.

Being a teacher for a number of years,  there are a lot of first days books in my library.  This year,  the hunt is different.  Let’s make these books go the long haul.  I want to return to them for meaning work, construction work, beginnings, endings, author’s moves, and theme.  That’s a lot to ask of one book.  However, the more familiar the story,  the more meaningful it is as a mentor tool.

the thing lou couldn't do Many of you will already be familiar with The Thing Lou Couldn’t Do and by its author,  Ashley Spires, author of the amazing, The Most Magnificent Thing, another well-used mentor text.  Without reading,  we can already do so much work on the cover,

lou thingloucouldntdo insert

right?  Essential Questions, Predictions, Foreshadowing.  This book doesn’t hold back,  Lou knows she can do the thing.  She avoids it.  She negotiates with it.  The best part is that (spoiler alert),  it doesn’t all work out in the end. It has a perfect Carol Dweck moment.  Read to find out.  Ok, all well and good but what else.  Taking just three ideas from Calkins UOS Reading 2nd Grade Authors Have Intentions, we can talk about theme.  (this will work for any grade)

Here’s where my practice is shifting.  I don’t have to have these questions answered to ask them.  The students often have better, deeper, richer ideas.  I think I know, but that’s not important.

jabari jumps cover

I couldn’t wait for my next title to arrive, Jabari Jumps by Gaia Cornwall.  Reviews were awesome and LOOK at that cover.  So much to talk about after summer break!

But then there’s the first page,  and we can talk about Screen Shot 2017-07-17 at 8.30.37 AM.pngor  details in the story or crafting an ending. We can use dialogue.  I can use the preview of the book video to notice, and wonder with the class.

 

My last book is purposeful.  I’m committed to add an Amy Krouse Rosenthal book to as many lists and as

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many demonstrations as I can.  This book isn’t new like my other two choices and honestly,  I may have used it for back to school before.  The video of The OK book will be how Literacy Bootcamp  begins this year.

 

 

Because in the world of must be amazing,  it’s ok to be ok while you’re figuring it out.  Illustrations, simple repetitive text, a thoughtful ending.  One great mentor.

inside the ok book

Happy hunting for your mentors.  Remember to make them go the distance.