Navigating The Literacy Continuum to Guide Responsive Teaching

by Helen Sisk, Center for Reading Recovery and Literacy Collaborative Faculty

 

helen-siskTeaching in a responsive manner requires us to think reflectively about literacy growth by noticing and analyzing student talk and written work. We reflect on why students respond in certain ways and know how to help them take on next steps in building a complex and flexible literacy processing system. It takes a skillful teacher to do this effectively.

One tool that can guide our decision-making is The Literacy Continuum: A Tool for Assessment, Planning, and Teaching (Fountas and Pinnell, 2017) It is a valuable resource to support us in observing what students know and understand as readers and writers and it informs our teaching. It is organized around eight literacy learning continua that span grades PreK-8. Not only is it aligned with literacy standards, it includes detailed descriptions of student progress over time.

The Center for Reading Recovery and Literacy Collaborative at Lesley University is excited to offer an introduction to this continuum during our summer institute for teachers of grades K-6: “Navigating the Literacy Continuum to Guide Responsive Teaching,” This institute is an opportunity to delve into the new, expanded edition of the Literacy Continuum, and learn how to use it as a guide to observe, plan, teach, and reflect on literacy teaching.

The reading focus in this institute includes extending teacher and student talk for effective processing during interactive read aloud and shared reading. Two other components that further address comprehension include guided reading and writing about reading.  All of these literacy elements will be explored.

The writing focus begins by understanding the continuum of word study and how it progresses over the school year and across grade levels. We will study student writing to develop purposeful mini-lessons and the talk surrounding teacher-student conferences to identify strengths and next steps to address in teaching.

Come hear Irene Fountas discuss the Literacy Continuum and its impact on teaching and learning. Work in small groups with literacy trainers and other teachers to refine your practice and expand your knowledge about the teaching of reading and writing.

We hope to see you here at Lesley University for our Summer Literacy Institute, July 10-13, 2017. Register now!

Making the Invisible, Visible: 5 Ways to Illuminate Learning in Our Classrooms

By Paula Bourque, Literacy Coach/Author and Literacy for All Conference Featured Speaker

Paula Bourque

  • A student returns to class after pull-out support, looks around, and asks, “What are we doing?”
  • I’ve finished my mini-lesson and call on a student with a raised hand. “I don’t get it.” he says.
  • I conference with a student who holds out her paper and asks, “Is this good?”

These interactions remind me there is often a mismatch between teaching and learning.  Learning is that “in the head” process only perceptible through the work, behavior, or conversations of our students. So I need to keenly observe their words and actions to get inside their heads, see my teaching through their eyes, and better align pedagogy to student need. I need to find ways to make my intentions and expectations more visible and accessible to them. If I have any hope of cultivating self-directed learners they truly need to see the direction we are headed! Here are a few approaches I have found to be helpful.

Give them the box to the puzzle! For some of our students, school is a big puzzle. Routines and structure can be like the box to that puzzle for students; the big picture for how all the pieces fit together. Frameworks that use a workshop model, mentor texts, exemplars, anchor charts, and posted learning targets give a visible structure to the expectations. This predictability can free up working memory from what are we doing to focus more on how are we doing it.

For students who are pulled from our classroom for supports, it is critical that consistent structures are in place as they come and go. They should see assignments, anchor charts, exemplars, and/or learning targets posted so they can join in with minimal difficulty. They should have an idea of what the class was doing while they were away so they can continue to make connections to their learning. If students seem disoriented, confused, or disconnected, we need to find ways to take the mystery out of how school (or at least our classroom) works for them.

You can’t hit a target you can’t see. Unless students clearly understand the intended learning, it is difficult to meet the expectations. Students are shooting blind when the teacher is the only one who knows the exact location of the bulls eye. They may be aiming in the right direction, but their accuracy is severely compromised.  When we create ‘kid-friendly’ learning targets that address ‘bite-sized’ amounts of learning, it removes the blinders and allows for greater self-direction from students.  It makes the intention of the lesson visible and accessible to everyone, not just the teacher.

Try to see our expectations through our students’ eyes.  What would “right” look like? What would comprehension/understanding sound like? How will I know when I’ve “hit” the target? Many teachers use a framework for targets using this stem to increase visibility:  Today I will____, So I can____. I’ll know I have it when____. Students need to see how the activity they are engaged in moves their learning and skills forward. Time is too precious of a commodity in schools for students to engage in activities that do not explicitly advance their learning or understanding.  Making our expectations clear and visible can eliminate wasted time and energy for students trying to figure out what we want from them.

Learning Target                  LT w SC

Post Look-Fors. Anytime we hang student work in the hallways or publish it to an audience, we can’t be sure what others will notice. I encourage teachers to post Look-Fors that direct attention to the learning that happened while completing a piece of work.  If word choice was a focus for a writing project, a Look-For that illuminates this for the audience will give equal time to process as well as product. Ex: “We’d like you to notice our 4th graders worked hard on using more precise and descriptive words in this writing.”  Look-Fors invite others to appreciate the learning and encourages other students to try out those skills and ideas as well.

Student Look Fors          Look Fors

Good demonstration is good communication. Think alouds and demonstrations are nothing new, but I think they are often underutilized in classrooms that feel time-compelled to fit more and more into a busy day, but they are one of the best ways to make the invisible (thinking) more visible (words and actions).  They require us to slow down and accurately recreate the thinking and behaviors that go into successfully completing a task or understanding a concept.

However, I would encourage us to reflect on our demonstrations and consider how closely they mirror the thoughts and behaviors of all the students in our classrooms. Frequently we model or think aloud the right way to do something, yet we have students who don’t grasp what we are doing. Our modeling is outside their zone of proximal development. If we asked ourselves, “How might a struggling student approach this task?” and offer a demonstration with this in mind, we may provide a more accessible model. What are some typical misconceptions we are seeing with students? How can we offer demonstrations to address and support them? What if our think alouds walked students through common confusions?

The best demonstrations offer our students a visible path from where they are to where we want them to be. Modeling expectations without contemplating the starting point of our learners may end up leaving many behind.

Create/document a learning history.  Sometimes it takes visible proof to help students see their learning and foster a growth mindset. Because it happens so incrementally, students often don’t believe they are growing. Keeping samples of student work in portfolios (either digitally or on paper) can be a powerful visual documentation of their learning history.

Students who keep writer’s notebooks are often amazed near the end of the year when they look back at their early work. (“I never even used to paragraph!”) Students who keep reading logs/lists are frequently stunned at how much they read. (“Oh wow, I forgot I read all those Flat Stanleys!”) Keeping samples of math work can demonstrate the increasing complexity and variety of math work students worked on during the year. (“That’s so easy now.”)

Opportunities to reflect on learning over time is a powerful way to develop a growth mindset that can sustain students when they encounter new challenges. Invite them to reflect with stems like: I used to ________ but now I ______.   Some things that used to be hard for me were: _____.  Then encourage students to lean on those revelations to buoy them in the future: “When I have assignments that are hard next year, I’m going to remember_____.”

In the same way, we make physical growth visible with lines drawn on door frames, and we can make their cognitive growth more visible as well. For many of our students, seeing is believing. We need to make the invisible, more visible.

Twelve Tips for Powerful Teaching in Guided Reading Lessons

By Irene Fountas, Center for Reading Recovery and Literacy Collaborative Director/Author/Professor

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The following are some guiding principles from Irene Fountas that may help you get more power in your teaching:

  1. Notice the student’s precise reading behaviors.
  2. Eliminate ineffective behaviors and help the reader do what proficient readers do.
  3. Select a text on which the reader can learn how to read better- not too difficult and not too easy.
  4. Teach the reader not the text.
  5. Teach the student to read written language not words.
  6. Teach for the student to initiate effective problem-solving actions.
  7. Use clear precise language that passes the control to the reader.
  8. Only ask the student to do what you know he can do.
  9. Don’t clutter the teaching with too much talk.
  10. Focus on self-monitoring and self-regulating behaviors so this reader becomes independent.
  11. Build on examples of successful processing.
  12. Teach for fast responding so the reader can process smoothly and efficiently.

If you’re looking for an introductory course on Guided Reading either online or on-campus, click here!

When Independent Reading Isn’t Working

by Guest Blogger Kari Yates, Educator/Author and Literacy for All Conference Featured Speaker

I can think of nothing in the school day more authentic, more differentiated, and more essential than the joyful time when students nestle in with self-selected texts for high-volume, high-success reading (Allington, 2009). Whether you call it independent reading, read-to-self (Moser and Boushey, 2014) or reading workshop, engagement is the priority for readers at every age and stage of development. This is the time of day students can grow leaps and bounds, applying what they’ve learned elsewhere to texts they are personally invested in.

Kari YatesYet, sometimes getting and keeping a whole classroom of diverse readers settled in and reading for real can be a challenge. And of course, if they aren’t engaged, this becomes nothing more than lost time.

So, what can you do to maximize every reader’s engagement during independent reading? Below are five suggestions to help you do just that (and without points, prizes, or prodding).

  1. Confer every day as much as you’re able.

When you confer, you pull up alongside a student in order to offer your partnership as a fellow reader. You engage in authentic, in-the-moment assessment, through observation and conversation. You listen with openness and empathy, working to identify interests, successes, and struggles. You celebrate efforts and strategic actions, nudge students forward toward next steps, and help them make plans and set goals to help themselves as readers. Regular conferring gives you a front row view of a child’s reading life; positioning you to make wise decisions for instruction across the literacy framework, including future conferences, flexible small groups, and whole group instruction. Without regular conferring, it’s unlikely that you’ll ever leverage the full power of self-selected independent reading. Conferring is just that powerful.

  1. Consider book choice first.

Engagement during independent reading begins and ends with the books students hold in their hands, as well as those they’ve selected for standby. Whether it’s a fancy basket, a simple plastic storage bag, or a cereal box, having portable personalized collections at their side provides students a direct link to engagement for independent reading. When every reader chooses and regularly curates their own good-ft collection, they will always have a variety of topics, authors, genres, lengths, and levels at their fingertips. When a reader finishes or needs a break from one book there’s no need to go searching; he can simply reach into his box to find something else. So, if you’re worried about engagement you’ll want to start by getting curious about that reader has chosen for this collection. A quick conference to get a peek in the book box and have some conversation with the reader can provide loads of information.  Find out what kind of texts they’re truly excited about and which texts aren’t really working for them, then provide strategic support. Every choice a child makes can provide clues as you work toward helping the student become a more strategic book shopper. Book choice deserves more than a few quick lessons in the fall of the year; it is crucial work that goes on throughout the year. Helping students become savvy book selectors can be a messy business, but is essential if they are to be able to carry on a reading life in the real world. Helping readers develop their capacity to regularly find books worthy of their time and attention – books that they both can and want to read- is a critical skill; one worthy of our time and attention.

  1. Bless many ways to read a book.

If every reader in the class is expected to read every book word-by-word, page-by-page, cover-to-cover engagement is likely to suffer for all readers, but particularly for readers who don’t yet have the skills or stamina for processing long stretches of text. However, when you make room for young readers to have choice not only about what to read, but also about how to read the books they’ve chosen, you open up a world of possibilities for meaning-making and critical thinking. To raise engagement levels of all readers, consider teaching students other ways to read a book such as read the pictures, retell, reread favorite parts, reread the whole book, choose sections of interest, focus on features, alternate time spent reading a more challenging text with time spent reading a more comfortable text, and occasionally decide to abandon a book altogether.

  1. Be sure the classroom library is well-stocked and well-organized.

Healthy independent reading practices develop in the context of a thriving, growing classroom library. The library, like all living things, needs regular attention including grooming, feeding, and occasional weeding. Take a moment and step into your classroom library. Imagine yourself shopping for books there each week. Is the collection inviting, well-stocked and well-organized or has the school year taken its toll? Are the baskets clearly labeled?  Do they contain topics, authors, series, or genres that reflect the interests of every reader in the class?  Without regular attention, classroom libraries can quickly fall into disarray, reducing, rather than increasing the likelihood that students leave the library equipped with good-fit texts.  And when students leave the library texts they are less than excited about, you can be sure engagement will suffer.

  1. Regularly take time for reflection.

How are we doing? What can we celebrate? What might we need to do differently? As a professional you likely use questions like these to you reflect on your practice, keeping the wheels of improvement in motion. But when you can involve your students you can multiply the positive effects of reflection. Taking just a few minutes at the close of independent reading to look back and reflect can serve invaluable in terms of shaping independent reading habits. As you scaffold reflective practices for your students, they learn to identify successes and struggles, learning from both and using what they notice to make intentional plans for the future. When we value reflection enough to take time for it even a few times per week, it impacts not only independent reading, but empowers students with a skill that can be applied to any setting or situation.

Independent reading can and should be a joyful and productive time of day for all readers. With these five suggestions as starting points, more engaged independent reading can be within the reach of every child.

Please join me at Literacy for All for more conversation about conferring with readers, embracing the messiness of choice, and taking your next move toward move toward high levels of engagement in a reader-centered classroom.

Simple Starts: Making the Move to a Reader Centered Classroom, Heinemann, 2015.

Simply Inspired Teaching

@Kari_Yates

Allington, Richard L. 2009. What Really Matters in Response to Intervention: Research-Based Designs. Boston: Pearson.

Boushey and Moser. 2014. The Daily 5 (Second Edition);Fostering Literacy Independence in the Elementary Grades. Portland, ME: Stenhouse.

Close Reading Workouts: 3 Engaging Strategies that Work!

 

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by Guest Blogger Lori Oczkus, Literacy Consultant/ Author and Literacy for All Conference Featured Speaker

Is close reading the new black? Just like the trusty little black dress or classic dark blazer that become reliable staples in a wardrobe, close reading plays an integral role in our literacy instruction with students of all ages. Students rely on close reading to dig into challenging texts in a variety of settings; from eighth graders working in teams to scout out the tone of political articles, to fourth graders pouring over informational books about hurricanes for their blog posts, to first graders preparing to meet a guide dog by reading picture books about working dogs. Our students today need to carry a tool kit of effective reading strategies that they employ as they read a wide variety of texts. Close reading is one way for students to enhance and improve their comprehension when reading more rigorous texts.

Close reading involves rereading to highlight, underline, reconsider points, ask and answer questions, consider author’s purpose and word choice, develop fluency, and discuss the text with others (Oczkus & Rasinski, 2015). Instead of skipping over challenging texts, students need to develop strategies for digging into texts on their own (Fisher & Frey, 2012). Students also should learn to stick to the text at hand rather than going off topic. Close reading keeps students focused as they make meaning and dig deeper into texts for different purposes. Also, close reading helps solve the issue of spoon feeding students or constantly providing too much teacher support. Students learn to take responsibility and to attempt to tackle challenging texts on their own.

When close reading first came on the scene along with the Common Core Standards (2010), many teachers complained that close reading as an instructional routine was “boring” or that it took too long. Eyes rolled and students sighed with dread as they forced themselves to read passages multiple times. In my work in classrooms around the country, we decided to try an interactive lesson sequence that features practical ways to engage students in close reading lessons. The protocol features proven strategies from reciprocal teaching along with a dash of fluency (Oczkus & Rasinski, 2015). Here are some practical ways you can add some serious pep to your close reading lessons:

  1. Make Lessons Interactive
  • Mark It Up

Try making your close reading lessons more interactive by encouraging students to mark the text in a variety of ways, using colored pencils, highlighters, and crayons. Also, invite students to sometimes circle, box, or annotate in margins or on sticky notes with symbols. You might even assign each table just one of the symbols to look for in the text. So for example, one table rereads the text to underline sentences that are confusing while another puts exclamation points in the margins for surprising information. Then encourage students to share their markings.

  • Talk About It

Invite students to reread on their own and mark texts but to briefly discuss their findings after each rereading. Discussion promotes comprehension!

  • Let Students Choose

Allow students to select which passage or page from the book is worthy of a close read. Use the agreed upon portion of text to conduct a series of rereadings. Be sure to ask students to justify why they wanted to reread that particular text. Reasons for close reading might include: challenging vocabulary or concepts, confusing plot twists or character actions, or even well written text that warrants rereading for deeper enjoyment.

  1. Try the “Fab Four” to Dramatically Boost Reading

Reciprocal teaching (Palincsar & Brown, 1986), or the “Fab Four” (Oczkus, 2010) is an effective and research-based reading discussion technique that works well for a close reading routine and yields dramatic results. Research shows that students who participate in reciprocal teaching show improvement in as little as 15 days (Palincsar & Brown, 1986) and after three to six months they may grow two years in their reading levels (Hattie,2008; Rosenshine & Meister 1994). When we use reciprocal teaching as a close reading routine, comprehension improves and student reading levels soar!

  • Natural 4 Steps for Close Reading Lessons

Reciprocal teaching is a scaffolded discussion technique that includes four critical strategies that good readers rotate through as they comprehend text– predict, question, clarify, and summarize (Oczkus, 2010). When rereading a text, these four strategies provide a practical protocol and can be discussed in any order. As students move through the strategies and reread for each, they can also mark texts by underlining, circling, and writing in margins. The students begin to use the strategies on their own as the process becomes second nature whenever they read!

Predict 

First the reader briefly glances over the text to make predictions and to consider the author’s purpose.

Read

Depending upon the grade level the students may read the first time through a text on their own. Then the teacher reads it aloud after they’ve attempted it. For younger students or struggling readers, the teacher reads the text first and students reread it.

Clarify 

Next the reader reads the text through identifying challenging words or ideas.

Question 

Then the reader and the teacher ask questions including text dependent ones.

Summarize 

During the final rereading of the text the reader summarizes the text and author’s purpose.

  1. Sneak Fluency into Close Reading Lessons

Close reading, by definition, requires that students read a text more than once and for different purposes. One purpose of repeated readings is to learn to practice reading a passage with fluency (Rasinski & Griffith, 2010). Since we are asking students to reread texts during close reading lessons, fluency instruction is a natural fit! Here are some easy ways to incorporate fluency into your close reading lessons.

  • Model the Three Aspects of Fluency

Fluency includes three important aspects that can be quickly highlighted during close reading instruction. The teacher reads aloud the passage fluently and can model and point out one aspect of fluency such as appropriate rate, accuracy, or prosody.

Rate:  Encourage reading with expression, volume and at a conversational pace.

Accuracy:  Praise self-corrections.

Prosody:  Point out during your modeling how to group words together to sound natural or how to read with expression and emotion.

Close reading lessons boost reading when you employ reciprocal teaching, engagement strategies, and fluency modeling.


Lori Oczkus is speaking at the Literacy for All conference on:

Monday (10/24)

10:30 a.m. – 12:00 p.m.- Close Reading Workouts With Paired Texts (Grades K-8)

3:30 p.m. – 5:00 p.m.- Guided Writing: Practical Lessons, Powerful Results! (Grades K-6)

Tuesday (10/25)

10:15 a.m. – 11:45 a.m.- Close Reading Workouts With Paired Texts (Grades K-8)- repeat session

References

Common Core State Standards Initiative. 2010. Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects. Washington, DC: National Governors Association Center for Best Practices and the Council of Chief State School Officers.

Fisher, Doug, and Nancy Frey. 2012. “Close Reading in Elementary Schools.” The Reading Teacher 66(3): 179-188.

Hattie, John A. 2008.  Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement.  Oxford, UK. Routledge.

Oczkus, Lori D. 2010. Reciprocal Teaching at Work: Powerful Strategies and Lessons for Improving Reading Comprehension.  2nd Edition. Newark, DE: International Reading Association.

Oczkus, Lori D. and Timothy V. Rasinski. 2015. Close Reading with Paired Texts. Series K-5. Huntington Beach, CA: Shell Education.

Palincsar, Annemarie Sullivan, and Ann L. Brown. 1986. “Interactive Teaching to Promote Independent Learning from Text.” The Reading Teacher 39 (8): 771-777.

Rasinski, Timothy V. 2010. and  Lorraine Griffith. 2010. Building Fluency Through Practice and Performance.  Huntington Beach, CA: Shell Education.

Rosenshine, Barak, and Carla Meister. 1994. “Reciprocal Teaching: A Review of the Research.” Review of Educational Research 64 (4): 479-530.

Save the Day with Flipped Lessons: Our Superheroes in Reading and Writing Workshop

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by Guest Bloggers and Literacy for All Conference Speakers Dana Johansen and Sonja Cherry-Paul

Are you like us? Do you occasionally turn to YouTube for tips and tutorials? From baking salmon so that it’s flaky and crispy to changing a flat tire, we turn to YouTube to learn. It has also helped us in the classroom. If we have a tough grammar or writing concept that we’re going to teach, we might refer to TeacherTube and YouTube as resources. These online tutorials have been like superheroes to us as adults, and we began wondering how we could create online lessons to help our students too.

Over the past few years, we have been thinking deeply about the pedagogical approach known as flipped learning. Traditionally, flipped learning has been defined as a learning environment where students learn new content independently. Such learning has typically occurred outside of the classroom for homework, and this approach has been used primarily with high school students in content areas such as science or math.

We were intrigued. And yet, we had questions. Does flipped learning work for elementary and middle school students? How could we incorporate flipped learning in reading and writing workshop? Could we design lessons to be used in the classroom, as well as out? Could we use flipped lessons to teach new content and to review previously taught material? But mostly, would flipped learning truly benefit our readers and writers in elementary and middle school and if so, how?

Picture a reading or writing workshop with a whole-class minilesson and the teacher conferring with students one at a time after the minilesson. Now, add to this image a few students learning additional reading and writing strategies from a flipped lesson on their own after the minilesson. In this blended-learning environment, students can take ownership of their learning and access instruction on reading and writing concepts that have been previously taught or concepts that are new. Flipped learning allows each student to move at his or her own pace. We discovered additional benefits as well.

  • Individualized Instruction – We love the gentle chaos of the reading and writing workshop. By gentle chaos, we mean the individualized learning that is taking place. Our students are not in lockstep and our instruction is differentiated. Flipped learning helps our students access the instruction they need, when they need it. How many times have we had students who say, “I’m done!” during the first week of a unit? And how many times have we had students who need to review strategies over and over throughout the course of the year? When using a flipped learning approach in writing workshop, students can set goals at the start of the workshop, mid-way through the workshop, or at the end. In these ways and more, flipped lessons can be used to foster individualized learning in the classroom.
  • Efficiency – How many times in our classrooms have we wondered aloud, “If there were only two more of me…” or exclaimed, “If only I could just clone myself!” In the reading or writing workshop, teachers are juggling multiple balls in the air on any given day. Flipped learning can be used to help our workshops run more efficiently. Picture this. On any given day, some students need help with a revision strategy. Others need practice inferencing. And still others need help getting started with selecting a book or an idea to write about. All of this is happening while you’re trying to confer with students or teach a minilesson to a small group. Flipped lessons function as superheroes who save the day! Flipped learning helps all students get the specific instruction they need, when they need it.
  • Engagement – Flipped learning is a way to increase motivation and student engagement in reading and writing workshop. These short, creative lessons capture students’ attention and they feel encouraged to apply what they have learned to their reading or writing. We want to encourage our students to become active participants in their learning. Flipped learning helps students take initiative and become engaged learners.
  • Assessment – Flipped learning requires rich, iterative assessment to move students forward. It is not a replacement for face-to-face interactions with teachers, and neither is it the panacea for all writing ailments in the classroom. Our role as teachers is critical. Our students NEED us to teach, guide, and follow up. As a result of accessing a flipped lesson, a pathway for students to assess themselves and receive additional support is key. Also, students should have a clear understanding of exactly how their teacher plans to assess their progress. This assessment can take many forms from conferring with students, to reviewing their reading or writing notebook or drafts, to completing an entrance/exit ticket, and more.

For these reasons and many others, we began using flipped learning in our reading and writing workshops. If you’re intrigued about flipped learning in your writing workshop, a great place to start is to think about 3-5 lessons that would be good to flip. Ask yourself, “Which lessons do I find myself reteaching during the school year?” These might include: a lesson about how to write a single paragraph, a lesson about how to identify a theme in reading, or a lesson about dialogue punctuation. Then ask yourself, “Are there any lessons that my novice readers and writers might want to refer to over and over throughout the year?” “Any for my advanced readers and writers?” Reflecting on questions such as these along with the needs of your students can help you to brainstorm your first lessons to flip.

We’re looking forward to talking much more about flipped learning at the Literacy For All conference in October. If you’re curious about flipped learning in the reading and writing workshop and would like to start making flipped lessons, come join us!


Dana Johansen and Sonja Cherry-Paul, authors of Flip Your Writing Workshop: A Blended Learning Approach & Teaching Interpretation: Using Text-Based Evidence to Construct Meaning, are speaking at the Literacy for All Conference being held October 23-25, 2016 in Providence, RI. You can also find Dana and Sonja on Twitter at @LitLearnAct and on their Facebook Group called LitLearnAct.

Dana and Sonja’s session at the conference is:

Monday, October 24, 2016

10:30 pm – 12:00 pm- “Flipping Without Flipping Out in Reading and Writing Workshop”  (Grades 5-8)

Read to them…just because…

by Guest Bloggers JoEllen McCarthy and Erica Pecorale, Literacy for All Conference Speakers

Because

Every

Child’s

Awareness and

Understanding is

Strengthened

Every time they are read to.

Read alouds matter. They create opportunities for a vibrant tapestry of rich classroom discussions. They provide pathways to broader thinking and reflection about the world. The empirical research about the benefits of read aloud is abundant, but there is “heart evidence” too.  Books touch our students’ hearts and minds.

Read alouds open up opportunities for gaining new perspectives or different appreciations in ways that only beautiful literature can.  Teachers read aloud… because…“Strong young minds continue to grow, nurtured by the voices of all those authors who send their books out into the world like ships on the sea. Books give a hopeful and comforting message: You are not alone.”  (Matilda by Roald Dahl)

In a fast-paced world where events, images and media are constantly sending messages, our students need opportunities to deconstruct their thinking. The choices we make about the texts we share with our students, convey big messages, strengthen relationships, and promote a greater understanding for ourselves, develop compassion for others and appreciate the diversity of our world.

Teachers understand that the precious gift of read aloud is something we must do just because…of all it offers. Stories must be savored. It goes beyond the teaching of literacy. It is about teaching the hearts, minds and hands of all students. Because our time allotted for read aloud needs to provide examples of  rich diverse literature.

Just because.

We need literature that empowers students through responsive teaching that imparts knowledge, skills and attitudes (Gloria Ladson Billings). Literacy and life lessons are about knowing, feeling, and doing work that matters.

Just because.

Because they promote empathy, like in Lend a Hand, John Frank and London Ladd’s book of poetry celebrating acts of kindness.

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Because they encourage creativity and inquiry, like in The Wonder, Faye Hanson, wondering about the world, with joy and love and imagination for what it possible.

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Because they make us think differently, in Yamada’s companion to What Do You Do with an Idea, exploring problems as opportunities.

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Because they spread love, like in J.J. Austrian and Mike Curato’s Worm Loves Worm. Because “Love is art. Love is education. Love is accountability. And it needs repeating. Love is love is love.” – Brendan Kiely

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Because they take us to new places, where we can deepen our understanding about the world.  Like in Susan Verde and Peter Reynold’s Water Princess we thirst for a future where everyone has access to basic human needs.

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Because awareness and mindfulness call us to action. In Kids Who Are Changing the World, by Anne Jankeliowitch, real issues, inspire real children to pursue their passions and solve problems, while helping others.

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Because they change perspectives and priorities.  Like in Yard Sale, by Eve Bunting and Lauren Castillo, where readers discover that the best things in life aren’t things.

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Because they show us how to be human. In If You Plant a Seed by Kadir Nelson, we are reminded that the way we react to new situations can have strong implications. The choice is ours.

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Read aloud to all students…just because…

“Books can often show us who we are and how we, the people of the world, regardless of race, color, or creed, are all connected at the core of humanity. ”    –Marva Allen

 


Join JoEllen McCarthy and Erica Pecorale to explore more books and life lessons for talking, reading, writing, and reflecting on the diverse world we live in at the Literacy for All Conference  Monday, October 24, 2016 from 1:30-3:00. Their session is entitled, Literacy and Life Lessons (Grades 3-6).

BIOS:

#AlwaysLearning, JoEllen McCarthy, is a lead learner and staff developer who spends her days working collaboratively in schools and districts to support best instructional practices, co-teaching, planning, coaching and supporting the curriculum of children.

As the Educator Collaborative’s Book Ambassador, JoEllen spreads a love and enthusiasm for learning and the role books plays in all aspects of education.  

Erica Pecorale is the Director of Teacher Education and an associate professor at Long Island University, Riverhead.  In addition to her work in preparing future teacher candidates for their educational endeavors, she continues to provide professional development support to teachers, administrators, parents and students in K-8 school settings.