Singing: A Joyful and Meaningful Bridge to Literacy

by Renee Dinnerstein, 2017 Literacy for All Conference Featured Speaker

Renee Dinnerstein“Look Renée, it stopped raining!” Akhira pointed to the window and twenty-four pairs of eyes followed her finger. Sure enough, the incessant rain had stopped and we could, at last, have outdoor play. But for my kindergarten children the ceasing of the rain also meant that at our morning meeting we would all happily sing Blue Skies.

Singing together infused my classroom with good feelings. When Vicky had a problem separating from her father one morning, we all solemnly sang our Comfort Song – “What should I do if my best friend is crying? What should I do? I don’t know what to say. I take my friend in my arms and I hold her.” Of course the children then wanted to continue singing verses for their daddies, mommies, uncles, aunts, sisters, cats and puppies. Eventually Vicky too forgot her separation anxieties and joined in the singing.

I believe that singing is a powerful tool for building community, and not only in classrooms. During the civil rights movement, in the 1950’s and 1960’s, group singing helped freedom fighters hold onto their courage in the most difficult of circumstances. “The freedom songs are playing a strong and vital role in our struggle,” said the Reverend Martin Luther King, Jr., “they give the people new courage and a sense of unity. I think they keep alive a faith, a radiant hope in the future, particularly in our most trying hours.”

Community building in the classroom is probably our first goal as teachers. When we form a cohesive, caring community, class rules seem to easily fall into place. Children help and support each other, bullying becomes practically a non-issue and maintaining discipline is not the teacher’s priority.

Before I continue writing about the importance and joy of singing with children, I must address the issue of voice. Many teachers have told me that they really cannot sing in school because they don’t have good singing voices. Truth be told, my voice is somewhat flat and I have difficulty carrying a tune. However, that never seemed to bother the children in any of my classes.

We sang every day and for many different purposes. As we studied bridges, we sang Love Can Build a Bridge, which led to an interesting discussion of metaphors. Maggie described a kiss as the bridge of lips between two people and Nils noticed that a rainbow could be a bridge from our earth to the sky. During the years that I co-taught with Connie Norgren, combining her first grade class and my kindergarten class each day for Choice Time, Inquiry Studies and group sings, Connie, a wonderful guitarist and folk singer, taught us many ecology songs (Think About the Earth; The Garden Song), freedom songs (Ain’t Gonna Let Nobody Turn Me Around; Rosa Parks; This Little Light of Mine) and songs from different cultures, (Des Colores; Que Bonita Bandera; Santa Lucia)

Many literacy skills can grow out of the joyful experiences of singing together. Here are but a few of them.

Phonemic Awareness

When children sing and clap out songs, they are also playing around with sounds. They segment them and then put them back together again.  They tap and clap out rhythms. Consider the song Baby Beluga where the rhythm spaces the song into syllables, “Ba-by Be-lu-ga, in the deep blue sea” or the chant Miss Mary Mack:  “Miss Mar-y Mack, Mack Mack. All dressed in black, black, black. With sil-ver buc-kles all down her back, back, back.”

Rhyme

Because there are so many rhyming songs it’s almost difficult to know which ones to highlight. For starters there’s Down By the Bay, Jenny Jenkins, and This Old Man (which is also a counting song). Singing songs that mix up initial consonants such as in Willoughby, Wallaby Woo bring out lots of giggles but also involve children in thinking about the sounds of the consonants in addition to the rhymes.

Alphabetic Awareness

Besides the old standby of the ABC song, don’t forget about A You’re Adorable. My class loved to sit in a circle and write the letters on each other’s back as they sang. Then they rubbed their hands across the back that they wrote on to erase the letters, turned around and re-sang the song as they wrote in upper case! It was a non-threatening way for children to practice writing the alphabet and it gave me the opportunity to casually walk around the circle, singing and noticing who was still having difficulty with letter formation.

Phonemic Awareness and Spelling Patterns

A song that opens up opportunities for the engaging activity of going on hunts for spelling patterns is I Can’t Spell Hippopotamus.  After we’ve had many opportunities to sing that funny song and come up with some simple spelling patterns (can, man, pan or bet, let, set) children set themselves up in partnerships, get sticky-notes and pencils, and peruse the classroom looking for spelling patterns on charts and in books around the room. Then we get back together and sing again, incorporating their notes into the song. It’s a game, it’s a song, it’s a spelling lesson, and it’s fun!

One to One Word Recognition

After children know a song really well (“by heart”), put the lyrics on a chart and the children will begin making connections between the words that they have been singing and the words that are written on the paper. Children can then take turns being the teacher and, with a wooden stick (I’ve used a chopstick), point to the words as the class reads and sings along. Children might take turns looking for sight words on the song chart and underlining them. Then they might put circles or boxes around words in the song that keep repeating. The key importance here is to wait until the children have internalized the words of the song aurally before making them visual. When you do that, the print is meaningful to the reader.

In June, I often celebrated our year of singing by recording the children singing together, making copies of the tape (would it be a CD today?) for each child and adding a sing-along songbook.  I recently met a former student, now a college graduate, who told me that for years after kindergarten she listened to the tape and that the family played it when they went on long trips so that they could all sing along together, karaoke style!

I like to keep in mind the words from an African spiritual that encourages us to “sing when the spirit says sing,” and to bring spirit and joy into each school day. Joyful singing can become a bridge to many joyful literacy learning experiences!

 

Renee Dinnerstein is a featured speaker at our 2017 Literacy for All Conference, October 22-24th.  She will be presenting on Monday and Tuesday of the Conference.  Click here for detailed information on all of our workshops.

Student Choice – Building Mindful Confident Learners

by Mary Anne Buckley, presenter at the 2017 Literacy for All Conference

At an early Parent / Teacher conference Jacob’s mom was telling me how much he liked art and science but he what really loved this year was writing workshop. Jacob’s dad then chimed in, “And I’m sure you know you get “Best Teacher” points for letting him sit wherever he wants.” I was a bit taken aback by the somewhat accusatory tone, as if it was purely an egocentric act on my part to not assign seats. I stumbled through a quick explanation of student choice but felt pressed to cover the other, more typical topics of conferences.

Mary Anne Buckley - low resThe comment stuck with me and I spent the next hour ruminating about parent conferences and why I don’t assign seats. Typically parents ask, “Is she making good choices during reading?” or “Is he making good choices with his friends?” We all want our children/students to “make good choices.” Learning HOW to make “good choices” is an essential component of education and it takes time, mindful observation and patience. I happily realized the rest of my conferences could completely revolve around how choice drives our K/1 multi-age classroom!

Often we confuse student choice with lack of “teacher control”. Teachers have shared with me the panic they feel if a student doesn’t choose an “easy” topic for non-fiction research so…they control the topics. They feel frustrated when Grace sits next to Joshua and talks the whole time so…they control the seating chart. A typical worry is that student choice will throw off the Pacing Guide so…they keep the students’ discussions focused on an “logical path”. (Personal Pet Peeve sidebar: try to remember folks, it’s a GUIDE.)

As educators we have an enormous amount of outside demands placed upon us. Standards that seem to change yearly (even though they don’t really change at all), progress reports, benchmark assessments, allotted time frames for language and math instruction – sometimes it feels like I’m barely keeping my head above water from November to May! And it’s easy to fall into thinking that more control will ease that overwhelmed feeling. I thought imposing more control on my class would gain me time but the contrived compliance (or lack of it!) only increased my frustration and created a sense of distrust with my students. Now to I stay sane by nurturing student choice.

Control belongs in our classrooms when it means nurturing students to gain control over strategies in reading or developing conversational control during math share or gaining self control on the playground. The goal of control needs to be for students to become more independent, more mindful and more invested in their learning. We want students to make choices, evaluate outcomes and make adjustments in reading, writing, math, science – all academic arenas. We can only get to those higher levels of control if students are given opportunities to practice them in real life situations.​ When we provide social and emotional choice opportunities and explore them through explicit discussions and instruction students begin to trust that their school cares about them, the adults respect their feelings and listen to their concerns. And after building that relationship we can extend choice opportunities to our academic endeavors.

​Here are some ideas for exploring student choice in the beginning of the school year:

Try starting with no seating charts – not at desks or tables, not on the carpet, not at snack. And then watch what happens. There will be favorite spots and favorite friends, there will be giggles and disputes, collaborations and hurt feelings. And this provides fabulous opportunities for establishing what it means in your community to make choices. Use these real moments to discuss with the whole class what it means to “include” and “exclude” people. Read a book about Martin Luther King Jr. or Jackie Robinson or Trudy Ludwig’s ​Invisible Boy​ or ​Red ​ by Jan de Kinder. Students easily identify with being left out but the discussion can also lead to admitting to being the one who left someone out. This discussion, in early September, instantly raises the trust factor in your classroom.

Next try to loosen the reins of your Reading Workshop control for two weeks. Open the library all at once and tell them, “Stuff your book box with any book you want.” And then watch what happens. There will be favorite books and favorite topics. There will be focused reading buddies and there will be jokesters avoiding work. Use these observations of student choice to discuss with your class what reading ​really​ is. Every class is different and by involving them honestly in developing their reading community you build trust and respect. (Looking back on my first years teaching I see that without these real life classroom examples my anchor chart of “Reading Workshop Is…” should have really had the title: “Do What I Want So I Can Teach.”) Try the picture book ​Reading Makes you Feel Good​ by Todd Parr or Patricia Polacco’s ​Thank You Mr. Falker​ to start the conversation about why we read and how we can help each other love reading.

Recess is next. Ahhh, the sigh of relief that is released when we get to the playground – by kids and teachers! It can be easy to let go of control here and let kids be kids. And they need that. There will be negotiating, debating, collaborating, disagreeing, arguing and compromising. Recess is filled with tremendous opportunities to help students develop the skills of learning HOW to make choices. Use the incidents on the playground to exchange ideas on what is a “real tag” or how to tell a friend you don’t want to play with them today. ​Recess Queen​ by Alexis O’Neill or Mo Willems’ ​A Big Guy Took My Ball​ are great books to open up deliberations on playing fairly.

Our students face tricky and weighty social and emotional choices every day and when we explicitly teach them the tools of HOW to make choices the skills will carry over into our academic conversations and problem solving activities. ​Ultimately teachers are the decision makers in many ways. Deciding to keep the essential learnings our focus, we can pose questions, provide choice opportunities, and step back to watch our students learn HOW to make choices, find answers, and share their learning with confidence and joy. It’s then we know we’ve made a good choice.

Mary Anne Buckley is presenting at our 2017 Literacy for All Conference, October 22-24th.  She will be presenting on Tuesday a session titled “If We’re Not Mindful, It’s Not Education (Grades PreK-8)”.  Click here for detailed information on all of our workshops.

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.

The Illusion of Change

By Guest blogger, Dr. Anthony Muhammad, Author and Leadership Consultant.  He is the keynote speaker at our Complimentary VIP Leadership Summit event hosted by the Center for Reading Recovery and Literacy Collaborative. This event is being held on May 15, 2017. This invitation only event will offer an opportunity for school leadership to discuss transforming school culture to build teacher leadership and improve student outcomes. Please email literacy@lesley.edu for more information.

Anthony MuhammedChange is a very difficult process, but it is the catalyst to continuous improvement.  It tests our ability as professionals at many different levels.  Sometimes, when things get too challenging, we tend to look for short-cuts or we quietly surrender.  We live in a political climate that demands that we change, whether we choose to or not, but I have found that some organizations are good at creating the illusion of change, rather than being fully involved in the process of change.  There are a three key phrases which clearly indicate that an organization is not fully committed to the change process.

Phrase #1: “We are having conversations”

This phrase is a code for; “we have a lot of opposition to this idea and we are afraid to make people too uncomfortable and release an onslaught of political and social opposition.”  I recently worked with a school that has been involved with the implementation of the Professional Learning Community (PLC) process for three years.  They have created collaborative teams and they have designated time for those collaborative teams to meet.  They have created district-wide formative assessments that are administered four times per year.  These milestones were reached in the first year of the process.  So, I asked about PLC Questions #3 and #4 which address systems of student intervention and enrichment, and the room got very quiet.  When people finally began to speak, each answer began with the phrase “we are having conversations.”  If your district is “having conversations,” the change process has stalled.

Phrase #2: “We are in different places”

This phrase is code for; “we don’t have a universal system of accountability, and people who understand the intrinsic value of what we propose have embraced it, and those that are averse are allowed to disregard it until they ‘buy-in’.” Schools and systems that use this phrase are engaged in what I call “accountability light.” This is a diet version of universal professional accountability where group expectations and coherence are the norm.  Healthy school cultures make collaborative decisions and they hold each other mutually accountable for full participation.  When shared commitment is not achieved, a tiered-system of commitment emerges where implementation is based upon personal preference.  Partial commitment is the same as no commitment.

Phrase #3: “District initiatives”

This phrase is code for; “there is a huge philosophical divide between school practitioners and central office which has led to a stalemate.”  I have had the pleasure to work with thousands of schools on the change process and whenever practitioners refer to the change process as a “district initiative,” it is never good.  In essence what they are expressing is a feeling of imposition.  In the mind of the school practitioner, they are confronting real world issues and they have their fingers on the pulse of the needs of the school; and central office lives a world disconnected from reality and their priorities are unreasonable and unnecessary.   This is a clear indication of poor communication and professional disconnection.  If your district has a lot of “initiatives,” effective change is probably not on the horizon.

Bringing Back Some Teacher Control to Reading Instruction

Thumbnail- Wiley Blevins

by Guest Blogger Wiley Blevins—Author (A Fresh Look at Phonics) and
2016 Literacy for All Conference speaker

As teachers, we know our students better than anyone else. Yet in some schools, teachers are given curriculum and told to follow it with fidelity—meaning, do exactly what the teacher guide says and never veer. To compound this issue, principals and district personnel visit these teachers, observe their teaching, and criticize or punish them when the lesson hasn’t been followed verbatim.

This happens for a variety of reasons that are important to understand. A district reading coordinator, for example, is responsible for the academic growth of all the students in the school system. She purchases a packaged curriculum with research data to support its efficacy and believes that this program will have a strong, positive impact on student growth. She devotes a great deal of time and money to select, purchase, and train on the use of these new instructional materials and practices. So, it makes sense that the district administrator would want these materials used properly and implemented well. When principals and district-level personnel visit classrooms for observations, some have reading expertise, others do not. So, what do they do? They pick up the lesson and follow along as the teacher teaches. Of course, any deviation from that plan will be noticed. Over time, teachers begin feeling like these observations are increasingly punitive and decide it’s best to just “follow the plan.” In some instances the result is teachers who are going through the motions. It’s fear-based teaching and it’s the most disheartening thing I see in classrooms. So what do you do?

In some school districts I’ve worked with, I’ve recommended using an 80-20 principle of instruction. I didn’t make this up (I wish I had); it was something used by one of my principals back in the 80s and something common to high-tech companies today. Here’s the basics behind the 80-20 principle. Workers devote 80% of their time to the assignments given them by their managers. The other 20% of their time is theirs, time in which they can innovate to create new product ideas and grow and develop. This creates a situation in which the company is getting the work they need from their employees, and the employees are respected and highly engaged because they have time to be creative, use their training, and possibly create breakthrough ideas.

How does this apply to the teaching of reading? What this means is that 80% of the time teachers use the district approved materials and resources (including tools for differentiation). 20% of the time, teachers examine their student needs and use their own creative ideas and best practices to meet those needs. This can occur in many different forms.

In one district, teachers followed the curriculum 4 days a week (80% of the time). The 5th day was called a “Flex” day. The teachers could meet the stated learning objectives in any way they saw fit. Some teachers would “bank” their flex days for a month and have a “Flex Week” in which they would do an author study, book study, or larger project-based learning mini-unit.

In another district, they built in places in the lesson plans each day where teachers had choices. Some were simple places, such as the selection of the daily read aloud. The district’s curriculum only provided a read aloud for one day each week, yet students need to be read to every day. So, the district created a list of books from collections they had purchased, books available in the school library, and other recommended titles that the teachers could choose from related to the unit’s theme. The teachers could also choose any book of their own that they liked. The teachers were given a generic read aloud protocol (routine for selecting a book, identifying vocabulary words to highlight, writing text-based questions, etc.) to use with the books they chose. Teachers loved this freedom and the amount of reading aloud increased in the classrooms. That’s a simple fix.

In other places of the lesson, teachers were asked to think about the formative assessment data they had collected throughout the lesson or week and make decisions about what to do next based on their students’ needs, rather than what the curriculum suggested. For example, on the last day of an instructional cycle in any reading program (generally Day 5), teachers are given a series of review activities, one per main skill taught that week. In classrooms where teachers felt punished for not following the curriculum, they would simple march through these (often simple and boring) activities without regard to whether or not their students needed them. In an 80-20 situation, teachers instead look at which skills their students need reinforcement on (and which students need what), then select from the activities provided, a list of additional more-engaging activities provided by the district, or create their own activities to use. This is so much more fun for teachers and more purposeful for students! If a district observer entered the classroom and picked up the lesson plan, they knew this was a place the teacher was thinking about her students’ needs and innovating using her wealth of experience, resources, and expertise.

Another example of bigger choice involved the use of novel studies. For the last unit of the year (in which the district really wanted to reinforce the skills taught during the year in a longer text than those provided in basal reading anthologies), teachers could choose to do the unit provided in the basal or replace it with a novel study. The specific novel used was selected by the teachers after several were distributed for review and a vote taken. (Teachers must have a say in some of these decisions.) A few master teachers then worked together at the district level to create a lesson guide including some support for vocabulary selection and instruction, text-dependent questions, writing experiences, etc. However, teachers were asked to evaluate their students’ growth on all the major standards for the year and focus on those that students still needed work on. That means teachers could innovate on the plan provided. Additional support readings were provided to supplement the novel. These were often short, informational text pieces so those skills could be addressed, too.

We need to put systems in place like these in which teachers are respected, highly engaged, thinking professionals with the necessary support tools. This involves a system in which district level administrators also know that their efforts (time, money, expertise) are being utilized and publishers are comfortable that their materials are being implemented with enough efficacy to ensure their success. But remember, a textbook or instructional resource is only a tool. And no one tool will be perfect. You want to find and use the best tools possible for your students. But you and only you can take that tool to the next level by adjusting it to your students and their specific needs.


Wiley Blevins is speaking at the Literacy for All conference on:

Monday (10/24) from 10:30 am – 12:00 pm– The Key Characteristics of Strong Phonics Instruction and the 10 Common Causes of Failure (Grades K-2)

Monday (10/24) from 1:30 pm – 3:00 pm, Navigating Nonfiction (Grades 3-6)

Tuesday (10/25) from 1:00 pm – 2:30 pm– The Key Characteristics of Strong Phonics Instruction and the 10 Common Causes of Failure (Grades K-2) (repeated)

Are You Teaching or Testing Comprehension?

irene_fountas_photoby Irene Fountas, Author and Founder/Director of the Center for Reading Recovery and Literacy Collaborative at Lesley University

All too often, successful comprehension has been regarded as a student’s ability to answer a teacher’s questions (which is one way of assessing comprehension), but it does not enhance the reader’s self-regulating power for processing a new text with deep understanding. Think about how your teaching moves may be focused on testing when you continually pose questions, or how you can shift to teaching or helping students learn how to comprehend texts for themselves.

Teaching for comprehending means supporting your students’ ability to construct the meaning of the text in a way that expands their reading ability. You can help them learn what to notice in a text and what is important to think about, how to solve problems when meaning is not clear, and provide scaffolds to develop their in-the-head systems for working through the meaning of the text. These abilities are generative, so students will be able to transfer what they learn how to do as readers before, during, or after reading to a variety of increasingly challenging texts in every genre.

Introduce the text to readers

When you introduce a challenging text to your students, be sure to help them notice how the writer constructed the meaning, organized the text, used language and made decisions about the print features. Help them know how the book works and get them started thinking about the writers’ purpose and message and the characteristics of the genre.

Prompt the readers for constructive activity

As students read orally, interact very briefly at points of difficulty to demonstrate, prompt for, or reinforce effective problem-solving actions that they can try out and make their own. Your facilitative language is a call for the reader to engage in problem-solving that expands their reading strengths.

Teach students how to read closely

Take the readers back into the text after reading to notice the writer’s craft more closely. Select a phrase, sentence or paragraph, or focus on helping them notice how the writer organized the whole text. Revisiting the text calls the reader’s attention to particular features.

Engage students in talk about texts

Talk represents thinking. When students talk about a text, they are processing the vocabulary, language and content aloud. This enables them to articulate their understandings, reactions and wonderings. When they learn to be articulate in their talk, they can then show their ability to communicate their thinking about texts in their writing.

Engage students in writing about texts

Writing about reading is a tool for sharing and thinking about a text. When students articulate their thoughts in writing, they confirm their understandings, reflect on the meaning and explore new understandings.

Testing is a controlled task for measuring what students can do without teacher help. Teaching is the opportunity to make a difference in the self-regulating capacity of the learner. Reflect on your teaching moves and engage in a discussion with your colleagues to shift from testing to teaching. When students focus on meaning-making with every text they read, they will be able to show their competencies on the test.

For more information about the Lesley University Center for Reading Recovery and Literacy Collaborative’s events and trainings, visit http://www.lesley.edu/crr

Literacy for All: Professional Development for Administrators

by Eva Konstantellou, Center for Reading Recovery and Literacy Collaborative, Lesley University

Have you heard Andy Hargreaves talk about how to transform your school into a culture of collaboration and shared responsibility?

3d598a1d2c73ee18837641ad059fbc41_400x400Join Andy Hargreaves to hear his keynote and breakout sessions at the Literacy for All conference, which celebrates its 25th anniversary this year.  Professor Hargreaves’s keynote address on “Collective Responsibility for the Success of All Teachers and Students” will present the case for collective professional responsibility as the key to school improvement.  In his first breakout session, “Collective responsibility in action,” Professor Hargreaves will discuss ways of schools working together to improve performance. In his second breakout session, “Collective Responsibility in Business, Sports, and Education,” Professor Hargreaves will highlight school communities in which the role of school leaders is to nurture the teachers’ passions and inspire and uplift their teams’ performance.

Past participants have embraced the Literacy for All Conference as the premier professional development event in the northeast.  This year’s sessions and pre-conference workshops offer a wide range of topics that will support and lift the learning of all participants.  Administrators and school leaders are invited to attend a number of sessions that have been designed with their needs in mind.  

In addition to Andy Hargreaves’s sessions, the sessions listed below explore various powerful themes and will help school leaders think deeply about comprehensive literacy, systemic change, and the continuous improvement of teaching and learning.  Here’s a sample of themes explored in administrators’ sessions:

  • Fostering strong teacher-coach-principal relationships
  • Implementing powerful, research-based models of authentic literacy
  • Helping schools or districts monitor and improve their literacy implementation
  • Building understandings of best practices
  • Sharing the nuts and bolts about making RTI a reality
  • Supporting and sustaining systemic change
  • Developing and implementing a comprehensive literacy plan paying special attention to the role of interventions
  • Principals and coaches working together to improve student achievement and meet the Common Core Standards

LFA Brochure CoverThe following eight sessions will address the above themes:

PC-2- From Reading Specialist to Literacy Coach: Examining Essential Shifts (Grades K–8) Irene Fountas, Author and Professor, Center for Reading Recovery and Literacy Collaborative, Lesley University and Gay Su Pinnell, Author and Professor Emeritus, The Ohio State University

In many school districts across the nation, reading teachers are spending increasing amounts of time in the role of coach to support the professional learning of peers and improve whole school achievement. What will it take to grow professionally, from previously providing direct service to students, to supporting collegial learning? Topics in this institute will include: re-envisioning your role, building relationships with colleagues, anticipating challenges, using language that fosters teacher reflection and teamwork, developing systematic observation skills, identifying essential areas of new learning, helping colleagues re-envision their roles as team members, and working with your school principal to improve student achievement and meet the Common Core State Standards.

LCB-11- Triangulated Literacy Coaching: Fostering the Teacher-Coach-Principal Relationship (Grades 3–6)
Jennifer Felt, Literacy Coach, Oxford Hills School District
Margaret Emery, Principal, Oxford Hills School District
Haley Saurman, Classroom Teacher, Oxford Hills School District

Relationships are the foundation of successful literacy coaching; however, for student progress to be accelerated and continual, it’s imperative that the teacher-coach-principal relationship is strong and maintained. In this session, you will learn ways to develop and strengthen the relationship of key stakeholders in their schools through a systematic coaching model. We will provide examples of scheduling, data collection, and staff development, which has led to seamless coaching experiences and increased student achievement.

LCB-15- Improving Student Achievement and Elevating Teacher Expertise through Literacy Collaborative (Grades PreK–8)
Jess Sherman, Primary Literacy Collaborative Trainer, Lesley University
Heather Morris, Intermediate and Middle School Literacy Collaborative Trainer, Lesley University

Learn about a partnership between your school or district to implement a powerful, research-based comprehensive model of authentic literacy that demonstrated 32% improvement in student achievement in three years. Establish coherent instruction through the teamwork of classroom teachers, specialists, content area teachers, the principals, and the training of literacy coaches.

LCD-9- Using Inquiry As a Tool For Continuous Improvement (Grades K–2)
Alice L. Ensley, Primary District Trainer for Literacy Collaborative, Dalton Public Schools
In this session, we will explore a model that can be used to help schools or districts monitor and improve their literacy implementation. You will learn how to propose a hypothesis, gather soft and hard data to examine the hypothesis, set goals based on this data, and design and implement a plan for meeting these goals. We will use an actual case study from a Literacy Collaborative school district as a model for this session. You will have time to explore the needs of your school or district, and receive feedback about the kinds of data you could collect to begin your own inquiry study.

LCE-4 In-Depth- What Principals and Literacy Leaders Need to Know About Teaching and Learning Writing (Grades K–8)
Ruth Culham, Author/Consultant, The Culham Writing Company
As we enter the era of the Common Core State Standards, writing has never been more important. Teachers are hungry for leadership and support in making their writing classrooms places where important learning takes place every single day. In order to provide this support, principals and literacy leaders need an understanding of the best writing practices so they can be active participants in discussion about how to improve writing instruction. This workshop will address the four Ws– Writing Process, Writing Traits, Writing Modes, and Writing Workshop– and how to organize the school year around them.  It will provide hands-on experiences with tools to use in collaboration with teachers that promote discussion, track improvement, provide feedback, and inspire the changes that the Common Core State Standards are challenging educators to meet in today’s writing classrooms. This workshop is sponsored by Scholastic, Inc.

LCF-15- Meeting the Needs of All Readers: Making Response to Intervention a Reality (Grades K–6)
Clare Landrigan, Staff Developer, Teachers for Teachers
Tammy Mulligan, Staff Developer, Teachers for Teachers
Tom Morris, Principal, Franklin Public Schools
Jodi Fortuna, Assistant Superintendent, Hudson Public Schools
Marcia Uretsky, Principal, Newton Public Schools

Very few people disagree with the premise of Response to Intervention, but how do we make it work effectively in schools? Join our roundtable discussion as several administrators and staff developers share the nuts and bolts of how they make RTI a reality. Hear ways different schools create effective schedules and coordinate instruction between classrooms and interventionists. Learn more about designing small group and individualized lessons, monitoring student progress, and enhancing professional learning.

LCG-6- Systemic Change: A Literacy Journey in Rural Maine (Grades K–8)
Kelly Burns, PreK–8 Literacy Coach, Regional School District #19, Maine
Mary Graybill, Classroom Teacher, Regional School District #19, Maine
Jan Morse, Director of Instructional Improvement, Regional School District #19, Maine
Jane Stork, Principal, Regional School District #19, Maine

Systemic change occurs when all stakeholders are committed to student learning, student achievement, best practices in Tier 1, and professional growth. We will highlight the benefits of whole school collaboration, instructional coaching, common language, and common practices. We will discuss and explore our literacy journey within the Maine Partnerships in Comprehensive Literacy, and each presenter will discuss her role in supporting and sustaining systemic change. Small group activities, video clips, and discussions will be used to engage participants.

LCG-14- Implementing Comprehensive Literacy (Grades K–2)
Wendy Vaulton, Senior Researcher, Lesley University
Carolynne Beless, Reading Recovery Teacher Leader, Dennis-Yarmouth Public Schools
Michael Buonaiuto, Reading Recovery Teacher Leader, Cambridge Public Schools
Kevin Depin, Principal, Dennis-Yarmouth Public Schools

Developing and implementing a comprehensive literacy plan can be challenging. This panel discussion will explore the factors associated with successful implementation of comprehensive literacy, paying special attention to the role of interventions in creating success for all students.