Teach Social-Emotional Skills through Literacy Workshop

by Mike Anderson, 2018 Literacy for All Conference Featured Speaker
LFA2018-Mike-Anderson

Social-emotional learning (SEL) is a hot topic in schools right now—as it should be. It’s increasingly clear that social and emotional skills are the keys to the kingdom—it’s the skill set that employers are seeking—the skill set that’s less likely to be outsourced or automated as our economy continues to shift. Perhaps most importantly, strong SEL skills are correlated with many measures of life-long health and happiness including lower rates of criminal activity and substance abuse and better mental health.

As I work in schools across the US, I hear a common and troubling refrain: more kids are coming to school less school-ready than ever before. Children have a hard time listening to others, making appropriate eye contact, participating in group activities, taking turns, sharing, showing empathy, and making responsible decisions. Many theories are posited by teachers. Parents rely on devices to calm/regulate young children, so they don’t know how to function without a phone or tablet in their hands. Parents themselves may lack key social and emotional skills. In some communities, there are a growing number of children coming from homes where opioids and other drugs are used.

Regardless of the reasons, it’s pretty clear that just as SEL skills are becoming even more important, many children seem to be lacking a solid foundation in these skills. To compound this challenge, teachers are already overwhelmed with all that we have to teach. Many schools are attempting to address the need to teach SEL skills by adopting programs and curricula that emphasize the teaching of SEL skills as an add-on—specific stand-alone lessons and activities to be delivered in addition to academic work. For teachers who are already swamped with too much to teach in not enough time, these boxed curricula can feel burdensome and overwhelming, especially when the required lessons don’t even align with the actual skills needed with a particular group of students!

Wouldn’t it be great if the teaching of social, emotional, and academic skills could somehow come together? What of there was a way to teach these skills as a part of daily academic work instead of on the side?

For those of us who use reading and writing workshops to teach literacy, we’ve already got (at least part of) the answer! There are tons of SEL skills that need to be taught for kids to be successful readers and writers. These are the very skills that they need to learn to be successful throughout school and beyond, and, these are the same skills needed to be successful in most literacy standards! Check out the chart below for a few examples of the overlaps between literacy skills (drawn from Common Core ELA standards), SEL skills, and structures commonly used in literacy workshops.

Literacy Skills SEL Skills Workshop Connections
  •  Read widely and deeply; devote significant time and effort to writing
  •  Focus, attention
  • Self-regulation
  • Setting and working toward goals
  • Building independent reading and writing stamina
  • Choosing just-right books and writing topics of interest
  • Explain the relationships/interactions between individuals in a text
  •  Social awareness
  • Perspective taking
  • Effective communication
  • Book group discussion
  • Reading conference
  • Read prose and poetry orally with accuracy, appropriate rate, and expression
  • Self-awareness
  • Social awareness
  • Reading conference
  • Writing share
  • With guidance and support from peers and adults, develop and strengthen writing
  • Active listening
  • Growth mindset
  • Seeking and offering help
  • Manage stress
  • Perseverance
  • Writing conference
  • Revision/editing
  • Engage in collaborative discussions with diverse partners
  • Empathy
  • Follow social and ethical norms for behavior
  • Control impulses
  • Book group discussion
  • Reading and writing workshops
  • Whole group discussions

A Few Starting Places

Once you start seeing the connections between literacy skills, SEL skills, and the structures of reading and writing workshop, you’ll be amazed at how many start to become obvious. This is both exciting and overwhelming. If every component of reading and writing workshop involves SEL skills that need to be taught (which is true), and if many literacy standards involve SEL skills to be learned (as indeed many do), and if all students need support in SEL skills (and they do), where do you start?

Weave Small Moments of SEL Teaching into Existing Lessons

Each time you’re about to teach a literacy lesson, whether it’s a whole class lesson, a small group strategy session, or a one-on-one conference, consider social or emotional skills that might be involved. Could students use some advice about how to position their bodies effectively for a writing conference? Might they generate some suggestions for how to regain focus on reading after you’ve been distracted? Would some modeling help students better understand how to ask supportive and constructive questions to help push each other’s writing? Here’s a video of a quick discussion I facilitated with a group of third graders as they were about to engage in a series of partner chats to discuss a book they had read. Notice that this is a simple small moment of teaching—something that could easily be incorporated right into many literacy lessons that you already teach.  

Explore SEL Skills in Literacy Standards

This is an activity you might try on your own, with a small group of colleagues (perhaps as a PLC or grade level team), or even with a whole staff at a faculty meeting. First, choose a set of SEL skills or competencies to use. If your district hasn’t already adopted one, you might use the CASEL framework. Another great one is the Habits of Mind. Next, look through your literacy standards or curricula. Make connections between the two. Which SEL skills are required for students to be effective readers and writers? Which literacy skills and structures are great ways to practice the SEL skills kids need to learn? For a more complete write-up of this activity, check out this blog post.

Brainstorm SEL Skills Needed for Structures of Literacy Workshop

This is an activity I tried one summer while teaching a course through the University of New Hampshire Literacy Institutes. We brainstormed common structures used in reading and writing workshop—ones like sustained independent reading/writing, peer and teacher conferences, book groups, read-alouds, whole class lessons, strategy groups, etc. Then, we generated a list of the SEL skills students needed in order to participate effectively in each structure. For example, in order to have good reading conferences, students needed to know how to sit facing their partner, how to make eye contact, how to ask interesting questions, and how to share about a book in a concise way, just to name a few. These lists that we created provided a great starting point for everyone as they considered what to teach, especially at the beginning of the year when setting up these structures.

These are, of course, just a few ideas, but hopefully they’re enough to get you started. I think one more point should be made. Sometimes, teachers worry that they don’t have enough time to teach students social and emotional skills when they already have so many academic ones to teach. The more you explore the integration of SEL in literacy workshop, the more it becomes apparent that SEL skills areacademic. Many are built right into our academic standards and many more are required to participate effectively as a reader and writer in school every day. In the end, I think it’s fair to argue that we don’t have time not to teach social and emotional skills as a part of everyday literacy instruction!

The Importance of Doing the Laundry: Maintenance Matters

by Kate Roberts, 2017 Literacy for All Conference Featured Speaker

A little while ago, I attended a keynote on the importance of innovation in our schools, classrooms, and nation. It was a rousing speech, and I agreed with all of it. Of course, we need fresh, inspiring ideas to help solve some of our most pernicious problems in education. Of course, we want educators who are able to think in new and creative ways about how to best reach and raise our children. I left energized and rearing to go.

Kate RobertsAs I began to implement these innovative ideas, I hit wall after wall of reality. I didn’t have the resources I needed. I didn’t have the experience to truly teach or guide the new ideas I had, so that when my students had trouble, I was not sure where to go. I still had my old, “un-innovative” curriculum to contend with, plus the assessments that seem unmovable, plus the grading system of my school. My foray into innovation gave me a few days of shiny new practices, but they soon gave way to the gravitational pull of normal.

I was tempted to say, “This just doesn’t work.” (Ok, I did say it.)

I was wrong and, at the same time, right. Many innovative ideas can work – as long as we are able and supported in devoting great amounts of labor to them for the long haul.

Innovation needs maintenance. So does normalcy. In fact, without maintenance, the whole thing (our classrooms, our homes, our world) just falls apart. But there are few keynotes given or books written in praise of the need to carry on and keep things going. There are few PD sessions on the power of grinding away at the same old stuff making sure things are working well enough.

But there should be.

In their Aeon article “Hail the Maintainers,” Andrew Russell and Lee Vinsel make a case for the importance of supporting the maintainers in any profession. From the fall of the Iron Curtain to the inequity arising out of Silicon Valley, they point out that while novel ideas are integral to our evolution, these ideas wind up really taking on a very small percentage of the actual work.

Russell and Vinsel argue that the hard (and mundane) work of maintenance opens up the space for innovation to exist:

“…focusing on infrastructure or on old, existing things rather than novel ones reminds us of the absolute centrality of the work that goes into keeping the entire world going. Despite recurring fantasies about the end of work or the automation of everything, the central fact of our industrial civilization is labour, and most of this work falls far outside the realm of innovation.”

I would argue we do not spend enough time talking about and celebrating the labor of teachers – all the maintenance it takes to get great and innovative ideas up off of the ground and into the world. And we do not spend enough time helping each other to find sustainable ways to practice that maintenance and keep it going.

If innovation requires the essential and mundane work of maintenance, we must carve out ways to support and nurture this unglamorous work. Here are a few ways that we can support the maintenance that takes innovation going:

  1. Consider the systems and structures first.

When an innovative idea comes along, create systems in your classroom to maintain and support that idea, keeping it accountable for you and your students. For example, you go to a workshop on student blogging and expanding their intellectual social network. Great idea. Now, how much class time per week will you devote to this practice and when will that happen? Wednesdays for 20 minutes? Every Friday? Without repetition, innovative ideas will stay flashes in the pan.

Next, ask yourself, where will they do this work? What platform will they use and how will you make sure your kids know how to use it.

Finally, what is the expectation for the outcome? How will you hold them accountable?

When creating a system to maintain innovation, lean on the building blocks of reality:

TIME: When will students practice this innovation and how will they be         reminded?

SPACE: Where will students practice this innovation and how will you know?

MATTER:  (Ok, this is a stretch in the science metaphor) How will the work    take shape, as in, what is the accountable expectation in your classroom.

Without these systems in place, any new idea will be a flash of something promising, yet struggle to take root.

  1. Listen when it feels like too much work.

If you are listening to a speaker or reading a book and begin to feel overwhelmed (like, what is being presented is way too much work for you to actually get up and going), then, honestly, it probably is, at least completely. The answer to innovation cannot be that teachers just take on more and more work into infinity. And yet that is often the implied suggestion behind every professional development session, every new idea, every exhortation to “lift the level of …”

I am not suggesting that you shut down when things feel like too much work. But when you feel like you cannot do it, I am suggesting that you pause, step back, and realize that you will not be able to get everything in place – at least not right now. Ask yourself, “which part of this do I feel like I can tackle right now? Which part feels like it will take some work, but not so much work that my sliver of work/life balance won’t be obliterated?”

This way, you can begin.

  1. Focus on what matters and be willing to let go of the rest.

Innovative ideas can often come packaged in ideals. And yet, as often quoted, perfect is very much the enemy of the good. We can strive to always ask ourselves, “what is truly important about this work? What is the heart of it? Often, when we name what the most important work is, it helps us to set priorities or to simplify the work ahead of us. We can always work on perfecting things, but let’s get the good stuff going first.

When I was in my 20’s, it felt like I was innovating my life. New relationships, new jobs, new cities and friends. But with each new huge life changing experience, I noticed things were falling apart around me. Heaps of dirty clothes piled on the floor. Stacks of bills to be paid. Unreturned phone calls. Before long, the new things  – relationships, jobs and experiences – paled in comparison to the need to maintain. I realized then that the only way I could create this new life for myself was to keep up the day-to-day stuff; this behind-the-scenes maintenance helped me create the headlines in the newspaper of my life.

We can be innovative. But in order to do so we must also maintain.

References

Russell, Andrew and Vinsel, Lee. “Hail the Maintainers.” Aeon.com. https://aeon.co/essays/innovation-is-overvalued-maintenance-often-matters-more. (Accessed August 6th, 2017).

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.

Diving in with Ownership

by Guest Blogger Dr. Gravity Goldberg, Author/Educational Consultant and 2017 Literacy for All Conference Featured Speaker. You can reach her on Twitter @drgravityg.

We all know what it is like to be put in situations where we are going to “sink or swim” by being pushed into the deep end of the pool. It can be a terrifying and even traumatic experience. We know that most students do not learn by being thrown into the deep end without having had enough scaffolding and teaching first, and that maybe throwing them in is not so kind.

Gravity GoldbergThe Gradual Release of Responsibility model (Pearson & Gallagher, 1983) helps teachers consider an alternative to “sink or swim” by offering a clear framework for helping students take on more and more responsibility over time. You could picture it as students walking down the steps of a ladder into the deep end of the pool. Rather than offer direct instruction and then “assign and hope” for learning, the Gradual Release of Responsibility Model moves from teacher modeling (I Go), to shared experiences (We Go), to independent practice (You Go). In this model, teachers move along this gradient of doing less over time, based on the pace that their particular students need. When we add student choice to our instructional model our end goal is not simply independent practice that is directed by the teacher, but independent application that is directed and chosen by the student because it is relevant (You Choose To Go).

What if rather than pushing our students into the deep end (sink or swim model), or telling students to walk down the ladder into the deep end one rung at a time (gradual release model), we gave students a choice about whether or not and when they wanted to go swimming (ownership model)? This helps student readers develop excitement about feeling ready to take the leap themselves into the water. Once in the pool they choose if they want to tread, do laps, or float.

Picture1

Figure 1: The Gradual Release of Responsibility Instructional Model Re-imagined with student ownership as the goal

In order for students to make choices about their own reading lives teachers must view student ownership as a realistic and valuable goal, and open up spaces in their classrooms for more student-direction.

Believe in Student’s Ability to Make Choices

The psychology research is clear that whatever we expect from students is what they will demonstrate (Achor, 2010). Positive psychologist , Shawn Achor explains, “the expectations we have about our children-whether or not they are even voiced—can make that expectation a reality.” This is called the Pygmalion Effect and means that if we believe student readers can make wise choices about their own reading lives or that they can’t, we will be proven correct.

I know not every student enters our classrooms knowing how to make choices or being confident in their ability to make choices and this gives teachers the opportunity to teach them how to make a choice. If and when students struggle with making choices about which book to read, which strategy to use, what to talk about with their book buddy, then we can take note and be grateful we now know what to teach them. We can view students’ struggle with choice-making as a necessary part of the learning process.

When we look at the steps of the typical Gradual Release of Responsibility Model we see that student’s independent practice is the last phase. But, what about all of our students who only use strategies when they are told to use them? What about all of our students who are afraid to make a wrong choice so they wait for us to make choices for them? If we believe students can learn to make wise choices about their reading then our classrooms will make space for students to be self-directed.

In my book Mindsets and Moves: Strategies That Help Readers Take Charge (2016) I included several lessons that help students learn to make choices for themselves. The lessons fall into three main categories: how to set goals for yourself as a reader, how to make choices based on your goals, and how to reflect on your learning towards that goal. Just because we believe students can make choices does not mean we don’t also spend time mentoring them in the process.

Open Up Spaces for Students to Make Choices

It is not enough to say we believe student readers can make wise choices, we actually have to create space for them to be able to make them. Let’s consider a typical reading lesson. At the beginning of the lesson are you assigning students a strategy to use that day or reminding them of their strategy choices? We often think we are offering students opportunities to make choices, but in reality all of the reading time is directed by the teachers. I suggest we all study our own classrooms and notice just how much space and time there is for students to actually take charge.

The following chart shows a few examples of what our teacher language might sound like when we are assigning and directing and when we are creating space for students to be self-directed.

Screen Shot 2017-05-09 at 5.00.40 PM

The Benefits of Ownership

There are so many benefits of teaching students to make choices and one major one is the level of engagement and ownership students experience. Rather than having to cajole a student into using a strategy or forcing them to read, they begin to self-initiate and truly transfer learning. Students begin to view instruction as adding to their toolbox and they decide which tool to use when. We can help every student shift from reading on their own to owning their reading. I have seen so many students choose to “jump from the high dive” and find joy in their decision and ultimately find joy in reading.

 

References

Achor, S. (2010) The Happiness Advantage. New York, NY: Random House.

Goldberg, G. (2015). Mindsets and moves: Strategies that help readers take charge. Thousand Oaks, CA: Corwin Literacy.

Pearson, P. D. and M. C. Gallagher, “The Instruction of Reading Comprehension,” Contemporary Educational Psychology, 8, 1983, pp. 317-344.

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.

A First Timer’s Guide to Registering for the Literacy for All Conference

We’re excited to announce we’ve opened registration for the 28th Annual Literacy for All Conference, co-hosted with The University of Maine, and the University of Connecticut. This year the conference will be held October 22–24, 2017 in Providence, Rhode Island. While we know many of you are veteran LFA attendees, each year we have more and more new faces joining us in Providence. Welcome to all first timers!

We have made it even easier to register for the Literacy for All Conference! Simply visit www.regonline.com/lfa2017 and enter your email address to begin your registration process. We’ve put together a little guide to our online registration system to help make the process as quick and painless as possible.

An Important Note

We have created an online registration process that seamlessly guides you through the steps of registration. Please do not use your Internet browser’s “back” button if you want to go back and make a change, as it will cause errors and you will not be able to complete your registration. Instead, if you need to change something, complete your registration and then email us at literacy@lesley.edu, and we will make the changes for you.

Before You Register

First, you should make a list of all the sessions you want to attend. You can find the full list on our website. Each time block is listed with a letter, ie: LCA, LCB, etc. Then, each session within that time block is numbered. So, the full session code will read something like LCA-1 or LCC-4. You can only choose one session per time block, so you should have one LCA, one LCB, and so on.  Please note, that on our online registration system, RegOnline, the sessions are listed with only the code and the presenter name, not the session title, as shown below.

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The only variation is in the In-Depth sessions, which occur either in the C or F blocks. In-Depth sessions are three hours long, not the normal 90 minutes, so if you choose an In-Depth session for your C or F, you will not be able to choose a D or G, respectively, as the In-Depth session will run through that time.

If a session doesn’t appear on the drop-down menu that means it is sold out and you will have to choose another session. Sessions do sell out, so we recommend registering as early as possible to ensure you get all your first choices.

Second, know your method of payment. If your district will be paying for you with a purchase order, you don’t need to know the purchase order number to register. If your district will be paying for you with a credit card, you can still register yourself. When you get to the checkout screen, simply choose “Pay with Purchase Order” and then have your district call us with the credit card number, or fax or email us the PO within ten business days of registering.  Please note, if you are paying with a purchase order (PO), we require that you submit a copy of your PO to secure your registration.  If your PO has not been received by the opening of the institute, you will be required to provide a credit card in order to attend the institute.

We recommend that all attendees register themselves. The process begins with an email validation– you’ll receive an email with a secure link, which you’ll need to click on in order to continue your registration. Forwarding these emails can sometimes be tricky, so we recommend you register yourself to avoid confusion.

If someone else has to register for you, we recommend that you choose your sessions ahead of time and give the list of sessions, including session code and presenter name to the person registering you.

When entering in your personal information, please note that there are separate spaces to enter your school district and your school name, as shown below. When entering your district, please don’t use abbreviations like RSD or UFSD– if the district has a separate name (ie: Oxford Hills School District) please use that; alternately, please spell out the words Regional School District. This will help us keep uniformity in printing name badges, and help match up registrants to purchase orders when we receive them.

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Confirmation

When you’re done registering, you will see a screen confirming that your registration is complete. If you don’t see that screen, you haven’t finished registering yet! Once you get to that screen, be sure to read it thoroughly, as it contains details about which sessions have required readings and materials, a list of conference policies, your own detailed agenda based on the sessions you selected, and other helpful links.

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In addition to the confirmation page, a confirmation email will be automatically sent to the email address you provided. If it doesn’t appear within an hour of you registering, check your spam and junk folders, as some email providers mark emails from RegOnline as spam by mistake. In the past, many were not able to receive RegOnline emails, because many schools block emails from RegOnline, so if you have a personal email address, we encourage you to use it, instead of your school email, when registering.  If you don’t receive your confirmation email at all, please email literacy@lesley.edu and we will re-send it to you.

Please help us be environmentally conscious! Do not print out your confirmation message to mail in with your check or PO. Instead, just make sure your full name and district are written on the PO or in the item line of the check. That’s all we need to match up your payment with your record in the system.

Conference Events, Exhibit Fair, and Other Information

The conference registration desk hours are as follows:

  • Sunday, October 22, 2017: 10:00 am–6:00 pm
  • Monday, October 23, 2017: 7:00 am–5:00 pm
  • Tuesday, October 24, 2017: 7:30 am–9:00 am

The conference help desk will be open 7:00 am – 6:00 pm each day.

Literacy for All also includes an exhibit fair with booths showcasing classroom services and products for all grade levels and subjects. Exhibit hours are 4:00-6:00 on Sunday, 10:00–6:00 on Monday, with the Exhibit Fair from 5:00–6:00; and 7:30–3:30 on Tuesday. During the Exhibit Fair on Monday, you can enter to win something from our prize raffle, and get books signed by some of our featured and keynote speakers.

Please visit the conference website, www.lesley.edu/literacyforall, for information on hotels, parking, attendance policy and certificates of attendance, and sessions with required readings/handouts/materials.

Have questions? You can contact us anytime at literacy@lesley.edu or by phone at 617.349.8402.

Looking forward to seeing you all in October!

Making Joy a Reading Standard

Mary Anne Buckley - low res

by Guest Blogger Mary Anne Buckley, Literacy for All Conference  Featured Speaker

I was on an interview a few years ago and the final question was a wordy jumble of educational buzzwords and teacher-ese lingo that left me questioning if I actually knew anything at all about literacy instruction. So I asked the panel to repeat it and when they did I was able to tease out their real question… what did I consider to be an essential component of a literacy program? Without thinking I answered, “Joy” and thought that would wrap up the interview and the job. The bemused chuckles and blank stares made me realize I had some explaining to do.

I went on to describe how Read Alouds can promote fluency and reading rate, how Shared Reading can delve into word families and sentence structure, how Interactive Read Alouds can deepen prediction, inferring and comprehension strategies. I described how literacy workshops can reach all the benchmarks and standards of the Common Core, the DRA, the F&P, but without joy they won’t develop enthusiastic, independent, discerning readers.  It may, to quote G.M. Trevelyan,  “…[produce] a vast population able to read, but unable to distinguish what is worth reading.”

Today reading instruction in many classrooms has a narrow approach focused on checking off strategies and skills within specific book levels. These checklists then determine when a student can move forward in their reading and even what books they are allowed to read!  Teachers may mean well in following these programs but the formulas, the checklists, the assessments overtake their judgment and they lose sight of the bigger picture. When we put those directives aside for just a moment and focus on our students we discover something new. We see Carlos choosing books from several different levels and genres.  We ask why Anna loves chapter books as she organizes her post it notes and we listen to Ben and Simeon question each other as they read Open Wide: Tooth School Inside we find the purpose of our instruction. We find joy in reading and then we balance that with thoughtful, systematic, explicit instruction. This begins the development of readers who take risks, contemplate thoughtfully and question independently.

Joy is reading Leonardo the Terrible Monster by Mo Willems. It is a delightful tale that brings our classroom community together in silly joy. And when we look deeper and explore the tenderness Leonardo feels when he chooses to hug Sam instead of “scar[img] the tuna salad out of him” an opportunity is created for students to share times when they have offered kindness to someone and how it changed the situation. Or when they accepted kindness from a peer and how it changed them. As readers we begin to look for compassion in other characters, to find connections of compassion across genres and discover compassion in real world news.

Another joy is holding March Reading Madness this past year. Eight books were placed in a bracket and every Thursday three classes gathered together to read and vote for a favorite.  As a group we examined the cover art and made predictions, we paused and discussed the problems and possible solutions, and we shared out favorite quotes by referring back to the text. After the ballots were cast one class would tally the votes and announce the winner for that week. The final pairing was held in the auditorium with great fanfare and popcorn!

One class extended the learning by writing persuasive paragraphs about their book choice; another made short video book reviews. Some children made their own brackets with books from their reading bags. They read with great enthusiasm to one another attempting to convince the other that the cunning ways of Jack and Annie were superior to that of Nate the Great.

When our class read A Chair for My Mother by Vera B. Williams the children wondered why Rosa and her mother used all the money to buy a chair. After all a chair is a chair, right?  We read the book with a second grade class  and after many readings and discussions the students came to see how each one of them had a precious object that offered them safety and comfort. Together the students created posters of both the chair and their individual objects. The joy of the poster activity strengthened the students’ understanding of why we reread books, why we ask questions when we are confused, why we share ideas.

We read a slew of books about the power of words – Martin’s Big Words by Doreen Rapport, Trouble Talk by Trudy Ludwig, Sit-In: How Four Friends Stood Up by Sitting Down by Andrea Davis Pinkney, Mr. Peabody’s Apples by Madonna, Wangari’s Trees of Peace by Jeanette Winter and spent time thinking about the words we use and how they affect people. Then we brainstormed words that we could use to help make our community and the world a more peaceful place. As readers we began to discover the thoughtful and purposeful word choices authors make when describing a character, a setting, a gesture. We discussed words that carried powerful peace within them and wanted to be a class that spread peace.  We hung our mural in the hallway and students and adults alike stopped to read and enjoy our joy.

Joy is in listening to and being moved by words and joy is in crafting words that move others. Joy is in recognizing ourselves in characters as well as challenging ourselves to see things from a different perspective. Joy is connecting and reflecting with one another.  I wrote that I answered the last question from the interview panel without thinking but in all actuality I’ve been thinking about that answer for years. When we remember our own personal joy of reading and infuse that into our instruction the lessons themselves become joyful.

Focus on the journey, not the destination. Joy is not found in finishing an activity but in doing it.

– Greg Anderson


Mary Anne is speaking at the Literacy for All Conference:

Monday, 10/24

1:30pm – 3:00 pm- Friendship Workshop: How to Integrate Social, Emotional and Literacy Learning (Grades K-2)

Tuesday 10/25

10:15am – 11:45am-  Friendship Workshop: How to Integrate Social, Emotional and Literacy Learning (Grades K-2) (repeat session)

1:00pm – 2:30pm- It’s Not Education If It’s Not Mindful (Grades PreK-2)