Launching Books #IMWAYR

research_word_in_dictionary_magnified_sepia

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

the ok book cover.jpg

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.

Technique Thursday: A Change will Good You Good

get-better

A Guide to (Teacher) Self (Workshop) Improvement

July 6, 2017

Let’s say you (or I) want to improve upon our writing workshop,  what might we do?

Apply anything you want to change to this model. 

When we think about getting better at anything, there are so many metaphors for improvement.  Insert your best improvement metaphor here.  What made you want to improve?  What did you notice that you didn’t like?  What could you keep but improve?  Make a list right now…

It’s difficult to target what might be getting under our skin about the workshop.  The workshop has 3-4 components:  minilesson,  guided practice which includes strategy groups and conferring,  and independent practice.  I would include share and a quick tip time too.  

In his book,  The Construction Zone,  Terry Thompson writes about focus, flexibility, responsibility (by student), and feedback.  The focus is our road map.  I often talk to newish teachers about ‘trying to teach everything’ until they have a solid vision of their destinations.  I want to amend that in light of clearer, more concise thinking.  If I could envision what I wanted it to look like and sound like,  what would that be?   Maybe you are in a place where you can picture that.  If not,  here are a few ways to get there.  

Reread  The Guide to the Writing Workshop by Lucy Calkins.  

Think about each part of your workshop:  minilesson,  gradual release, conferring, conferring notes, goal setting, independent work,  interactive writing, and share.

Think about how to leverage your reading work with your writing work

What strong minilessons and gradual release/strategy work do you have in your reading workshop that gets to author’s craft/technique/mind work?  For example,  if you can teach structure in informational reading,  it’s not a long journey to informational writing.  

Watch

Watch videos (TCRWP VImeos are great),  other teachers,  your students.  Have someone teach your students, video your own workshop, or watch someone else teach.

Plan

For me, planning is about assessment and observation.  IF you’re planning now for an unknown future class,  what did your last class succeed/struggle with?  One thing I’ve noticed is looking at the grade before and ‘pre/reteaching’ is so helpful.   It’s also helpful to do a quick/flash draft to see what your students are starting from.  Use a checklist or rubric to see what techniques you want to focus on?  

Learn

What is the most difficult thing for you?  For me,  it’s narrative.  Read blogs,  read books, practice,  write… One blog is key, Two Writing Teachers

One last word about success,  change,  and getting it right.  Generally,  if it feels wrong,  we should think… is this fun?  My friends,  Clare Landrigan and Tammy Mulligan, reminded me last week to keep a playful stance about the WORK.  Good advice.  

rattlesnake footprints

raccoon tracksMay 10, 2017

Recently there was a news story about a child and his stepfather who were lost in a nearby woods.  When interviewed the child (around 8) said there weren’t any rattlesnakes or anything, but there were a lot of animals with feet.  

Isn’t that just like all of us children and adults,  we are looking for the terrible, horrible, no good, very bad and then right in front of us is something amazing and inspiring? In my conjecture,  I suppose either the child was frightened and then realizing there wasn’t anything that was going to immediately kill him, began to enjoy his surroundings noticing footprints or the adult senses fear explained that there weren’t any rattlesnakes and did he notice those raccoon tracks.

So,  in our classrooms who is doing the noticing?  Are we bringing the horses to water and waiting for them to drink?  Do we understand the gradual release? Are we keeping in our minds and in hearts… and in our words where we are trying to go?  Are we keeping ourselves open to the possibilities?  Are we always the ones who are driving the instruction forward or are some of those amazing possibilities coming from our students?

 

View from the Balcony #sol17

BalconyA View from the Balcony

May 2, 2017

I’ve been rushed lately or at least I feel rushed, like my to-do list is too long and I’m just racing through the days.  But today something slowed me down.  Today I was able to take in a view of our intermediate classrooms from the balcony so to speak.  I accompanied some consultants that were taking a quick view of our intermediate literacy block.  It was amazing to watch the reading workshops in action without having an agenda… or a role to play.   Clare referred me to an idea called ‘ watch from the balcony, lead from the floor’.   Think about how much we could learn, observe, think about when we just move through the classrooms and watch.

So today I moved through the intermediate classrooms in our building for just an hour or so during their reading workshop.  I moved quickly not staying too long in any one spot, but returning to see a little minilesson, small group, and a little independent work.  Most of these rooms, I’m in every single day.  During those days,  I have a purpose, a mission, goals.  Today,  I just watched.  Just looked.  The teachers were interested in what the consultants noticed.  No one asked me what I noticed, so the gems are my personal treasure.

I knew you all were amazing teachers but today I noticed…

Your students are listening.  They’ve learned the talk of reading workshop.  They can turn and talk, and really turn and talk.

You teach with ease.  You’re light on your feet.  You’re enjoying yourselves.  You know your stuff.

Everything in your rooms shows who you are as a teacher.  You treasure your anchor books you’ve shared.  You have a place for students to give feedback to you and each other.  You’re sharing yourselves with your students.

There’s trust.  The students trust you,  you trust them… and you all trust me.  No one hesitated for one second when I came and went from your room.  You smiled, the students smiled.  I smiled.

My smile was real.  I see the work that you’ve done.  The work that you’ve done with your students.  The work that we’ve done together.

I feel filled up.  I hope to take more of these side trips and I’m going to make sure you can take them too.

#IMWAYR Opening Day Edition

It’s Monday What are You Reading:  Opening Day Edition

April 3, 2017

I was raised on baseball and have lived in baseball towns most of my life.  The St. Louis Cardinals, Chicago Cubs and White Sox, and now  Boston Red Sox are dear to my heart.  As a teacher, I have yet to be at a opening day, though I have enjoyed  the ritual of spring training.  Here are some books to celebrate opening day wherever you are.  

Here are some terrific baseball books in no particular order.

Screen Shot 2017-04-03 at 8.04.54 PMBaseball Saved Us by Ken Mochizuk

A beloved book by teachers and students alike,  this book looks at baseball in a completely different light.  Baseball is the turning point in the poignant book.  Wonderful for character interplay and story arc discussions as well as its historic perspective.

 

Screen Shot 2017-04-03 at 8.25.05 PMZachary’s Ball by Matt Tavares

Every New England child’s dream,  catch a fly ball at Fenway Park… and something magical happens.

 

 

 

Screen Shot 2017-04-03 at 8.24.52 PMFenway Foul Up by David A. Kelly

 

I love all of the Ballpark Mysteries including  Wrigley Riddle.  This early chapter book is the beginning of a series about ballparks in the tradition of Ron Roy and Matt Christopher.

 

 

 

Screen Shot 2017-04-03 at 8.24.41 PMTeammates  by Peter Golenbock

 

Jackie Robinson and PeeWee Reece teach more than baseball in this beautifully illustrated picture book.  A mainstay in strategy work.

 

Screen Shot 2017-04-03 at 8.24.29 PMPoem Runs by Douglas Florian

 

Poetry, baseball, and Doug Florian- a winning team.  

Screen Shot 2017-04-03 at 8.19.09 PM

Screen Shot 2017-04-03 at 8.24.19 PMThe Littlest Leaguer by Syd Hoff


Syd Hoff,  the sentimental favorite and a really great book. Easily read by our youngest fans.

 

 

 

Screen Shot 2017-04-03 at 8.24.07 PMThe Field Beyond the Outfield by Mark Teague

Perhaps only available in my personal library, Mark Teague can do no wrong.  Aliens and baseball, a winning combo.  

Sweet Dreams are Made of These #sol17

Contents of my Bedside Table
March 31, 2017
IMG_8555Philosophy or Reading or philosophy of reading.     xxoo

IMG_8436 (3)31-day-streak-with-border

Thank you to Two Writing Teachers and the March Slice of Life Challenge Community for inspiration and encouragement.  Read their amazing blogs here.

This is Day 31 of 31.   Comments I’ll cherish are clipped into a folder.  My blog fodder journal remains in my handbag. My heart is full.  Read some of my inspiration here.

Where’s the Joy?

Assessment in Perspective

Reading to the Core

Midwest Heart in Dixie

Melanie Meehan

Cast of Characters

 

Writers are Readers #sol17

IMG_8534Reducing Cognitive Load by Pairing Reading/Writing Work

March 30, 2017

Lucy Calkins says in the The Art of Teaching Reading that reading and writing are like ‘running from one side of the boat to the other’.  Thinking about that movement from one side to the other and I’m searching for balance.  Previously, I thought that students were wonderful readers and then they became writers.  Perhaps it is because that is how I remember it for myself.  Reading, Reading, Reading.  Talking, Talking, talking.   Then struggling to write.   

What I’ve learned from a year of collaborating in writing and reading through the units of study is this.  Reading and writing should not be separated.  They are the peanut butter and jelly of learning.  I have upended my thinking and believe that writing is the easier craft, even if that might not be true for me.  What I’ve noticed is that writing work scaffolds the reading work.  When we teach into informational writing and then begin a unit in informational reading a few weeks later, we can teach into the strategies we are using to write and the style of the mentor texts we have examined as writers to teach into the reading strategies in informational reading.   I can say to a student, remember in writing we were working on text features to teach different aspects of our topic.  We can use what we know about writing text features to examine what the author is trying to tell us in our books.  If you are thinking about poetry these days,  this teaching move makes sense.  Teach into the writing of various types of poetry,  then give the mentor texts double duty  as readers,  read and reread those poems.  The more we write poetry, the more we understand the reading of it.  The more we read poetry, the better our writing is.

Writing provides a lot more room for error.  It’s slower paced.  We can edit and revise to our heart’s content.  In writing,  the pressure is less.  So while I still have student who are doodling on the paper,  they are getting the sentences written as well.  They have wait time and think time.  They are constructing as constructivists.  Writing scaffolds reading in so many ways that we knew.  Practicing phonics skills while spelling during writing strengthens decoding skills in reading.  Deeply studying a genre of writing strengthens predictive skills needed when reading particularly genres which are unfamiliar.

Studying reading and writing in the same genres keeps underlying truths in the same zip code.  As in our biography study where we used our narrative arc writing structure to describe the composition of the subject’s story,  using our writing structures explains new or different reading structures to students.  After we have taught text structures in second grade writing, when these students read informational text, they notice the text structures and anticipate the author’s meaning and purpose.  We apply the narrative writing structure to clarify theme, purpose, and determine importance.

As when I am looking for connections  I see them everywhere,  we have connected not just reading and writing in a grade level, but now see connections across grade.  Creating those connections across grade, content, and genre provides a platform for students to move to deeper thinking, richer work, and increasing confidence.

IMG_8436 (3)

Thank you to Two Writing Teachers and the March Slice of Life Challenge Community for inspiration and encouragement.  Read their amazing blogs here.