My First Favourite Year

By Allyson Matczuk, 2018 Literacy for All Conference Featured Speaker

As the school year moves into first term, I have been thinking about my all time favourite year of teaching.  Over coffee with a couple of close colleagues it all came back and I felt that pleasant rush of excitement as I walked home later.
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We had a district early years team with one or two reps from each school.  The meetings rotated from school to school and were held after school hours with a pizza dinner served. Even though I had four children at home, my husband was accommodating enough to take over and give me that one evening a month free to indulge my appetite for all things “teaching”. Our early years team got to visit each other’s teaching environments and every meeting opened with a little “tour” of the classroom we were meeting in.  While the equipment and the organization of the room was always of interest, the ‘why’ of the room looked as it did was a richer conversation.  We all had the “same stuff” but how it was used and why we had made the decisions we had was fascinating.  We found that we were able to personalize our contexts so that others could understand that what mattered about the experiences we created for the individual children we worked with.  The team from my school consisted of myself and my teaching colleague.  We carried the things we had discussed at the team meetings back to our own school where we couldn’t stop talking about the possibilities.  It led us to arrange to do recess supervision together — twice the amount of time on the playground but also twice as much time to talk with each other and with the children.  We found that our plans about how to implement the curriculum were coming from what we knew about our context… our students.

In a radical move, we proposed a change to the principal.  We would combine our classes and our classrooms and teach together. My classroom was a blended first- and second-grade and my partner’s was a blended second- and third-grade class. We were convinced that we would more than double our enthusiasm for teaching and not double the duties each of us had.  Much to our shock, he agreed and the next year we were a team with open doors between our adjoining classrooms.  The next year was my first “favorite-year-of-all-time”.

During that “favorite year” one girl in first grade stands out.  Within the first day or two of school she informally demonstrated she could tell tall tales better than anyone…ever! Rather than stifling her enthusiasm for story-telling by suggesting she was making things up and grumbling about her sense of honesty, my teaching partner and I embraced her skill and built our plans around it. The year revolved around stories of tall tales, legends, and fantasies.  By contrasting them with narrative non-fiction and informational texts, the students learned to distinguish reality from make-believe and everyone had a favorite they liked to think and talk about. They may have been in grade one, but they had taught each other about genre. We all were fanatical about reading and writing in different genres and trying new ways on for size. First grade students were able to classify the little stories they heard, wrote and read.  The older students motivated the younger ones to read more, to listen more, to write more, and to find others who enjoyed the same types of text as they did or suggest different texts to each other. All the while, they were all having fun and the amount of time-on-task was amazing!

As we welcome new students into our schools, I wonder how much we still are able to do that.  Are we able to wrap experiences around the students? Do we greet the new immigrant student, or a student whose home life has changed, or a student who has just moved across the country, or a student who is differently abled with the same respect for their individuality, their diversity and their hidden expertise as my partner and I did with the students in my first favorite year of teaching?

As P. David Pearson says, “Children are who they are.  They know what they know. They bring what they bring. Our job is not to wish our students knew more or knew differently. Our job is to turn each student’s knowledge and diversity of knowledge we encounter into a curricular strength rather than an instructional inconvenience.  We can do that only if we hold high expectations for all students, convey great respect for the knowledge and culture they bring to the classroom, and offer lots of support in helping them achieve those expectations.”  I’ve had other favorite years since, but I’ve learned that harnessing the power of diversity makes teaching my “favorite” thing to do!

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Making Space for Play: Tapping into Children’s Play Personalities

LFA2018-Christine-HertzBy Christine Hertz, 2018 Literacy for All Featured Speaker 

Teaching children to read, write, spell, communicate and think critically is challenging work, but it is doesn’t have to be serious work. Teaching and childhood are messy, unpredictable, complex, and inherently steeped in curiosity, wonder and joy. As literacy teachers, we can get caught up in planning responsive lessons, delivering rich instruction and meeting benchmarks. Sometimes, we get so caught up that we temporarily lose sight of the children that are right in front of us.

Last year, while teaching a group of first graders a word study lesson on the silent e rule, I watched as a child carefully placed the letters T-A-P-E on the magnetic board in front of her. Next, she picked up her magnetic E and twirled it through the air. She leaned in close to the rest of the word and then pretended that the E was whispering to the magnetic A. A big part of me wanted to say, “Just go ahead and make the word, please.” But instead I, too, leaned in close and asked, “What’s that E saying to the A?” She looked up at me and said very slowly, “Time to be lonnnng.” We both cracked up. In just the first few minutes of the lesson she had invented a playful narrative that helped her remember the spelling pattern and cultivate tiny moments of joy and spark in her learning.

Stuart Brown, author of Play: How it Shapes the Brain, Opens the Imagination, and Invigorates the Soul writes, “Play seems to be one of the most advanced methods nature has invented to allow a complex brain to invent itself.” Brown has found that there are very distinct ways people like to play.  He calls them play personalities. Identifying your students’ play personalities (or having them identify their own) is as simple as identifying the things that bring them the most pleasure, when they seem to lose time, and they can feel their creative juices flowing. Knowing your students’ play personalities can help you empathize with their very powerful human drive to play. They need play to feel happy, safe, and challenged– to feel like they belong.

Here are Brown’s eight play personalities and some ideas for incorporating them into your classroom:

Stuart Brown’s Play Personalities In the Classroom
Joker: The Joker loves to make people laugh. Their play “always revolves around some kind of nonsense.” (66) Find opportunities to give the jokers in your class time to make you all laugh. You could offer “open mic” moments in morning meeting, ask for silly sound effects during a read aloud, and provide unstructured times when jokers can entertain, laugh and be silly.
Kinesthete: This player “find themselves happiest moving.” (66) This isn’t just athletes, either, this can be the person who thinks best when walking. Incorporate a love of movement into the day with dance, yoga, flexible seating options and plenty of space for big movement. You might offer your writers a quick walk to generate ideas or weave whole-body movements into read alouds or shared reading.
Explorer: The explorer loves discovering new things: mental, physical, and emotional.(67)

 

Engage with your students over a shared sense of wonder. Incorporate opportunities for inquiry and exploring the community into their learning. Offer as much student-driven choice in reading and writing workshop as possible. Teach strategies for reflection to celebrate moments of learning and discovery.
Competitor: This player loves to turn everything into a game, and to win! (67)

 

Tap into the competitor’s love of challenge and drive to win by creating a game out of even the most unremarkable tasks, strategizing about what reading and writing moves would be most effective, and (always) encouraging good sportsmanship. You could also have them help organize a March Madness of favorite books or a class story slam.
Director: “Directors enjoy planning and executing scenes and events.” (67) Use the director’s love of organizing and planning to help orchestrate special events, units, and experiences for your class. You might have your directors plan end-of-unit celebrations, class bulletin boards, student-led book clubs, or open house events for families.
Collector: The collector enjoys the act of gathering, collating, organizing, and admiring objects and experiences. (68) Focus this passion for collecting on your classroom community. Have students document the year in photographs, curate a treasury of beloved stories, and keep portfolios of their work. You might have them use apps such as SeeSaw to digitally collect memories of the year or put them in charge of curating a shelf of the class’ favorite books or books that align to current units of study.
Artist/Creator For the artist, “joy is found in making things.” (68) Carve out time to make things not just for but with your students. You might have your students co-construct bulletin boards and charts or experiment with different genres of writing and ways to express their ideas.  You could even teach your students new art habits and practices (or have them teach the class!) just like you would writing lessons or reading strategies.
Storyteller:

 

The storyteller uses their imagination in all things, and also loves reading and watching movies. (69) Leverage the love of story to bring play and imagination into every area of the day. Invite storytellers to retell inspiring moments from the classroom or beloved stories and use their imaginations to inspire fellow writers. You might help them remember strategies and skills by incorporating little stories into your lessons.

As the new year begins and you start to get to know your students, take the time to investigate their play personalities. Chances are each individual student is a combination of the personalities listed above. If your goal is to make our lessons as engaging and as successful as possible, play is the perfect means to do so. Brown writes, “Play is like fertilizer for brain growth. It’s crazy not to use it.”

If you’re interested in more ways to incorporate play and child-centered teaching into your practice, check out my new book with Kristi Mraz, Kids First From Day One, and Kristi’s book, Purposeful Play, co-authored with Cheryl Tyler and Alison Porcelli.

Here’s to a school year filled with joy, wonder & play!


Brown, Stuart and Vaughan. Play: How it Shapes the Brain, Opens the Imagination, and Invigorates the Soul. Penguin Group/ New York (2010)

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).

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.

Poolside PD: Time for a few great reads

by Cindy Downend, Assistant Director, Primary Programs at the Center for Reading Recovery and Literacy Collaborative

cindy-downendThe dog days of summer are upon us here in New England.  That means it’s the perfect time to grab a lounge chair, a cool beverage, and a good professional book to enjoy some poolside PD!  Here are a few suggestions to refresh and renew your passion for teaching just like a good dip in the pool can revive your body and soul.    

HeartHeart! Fully Forming Your Professional Life as a Teacher and Leader by Timothy D. Kanold – I’m reading this book slowly to savor the inspirational message that the writer provides.  The purpose of this book is to serve as a guide to reflect on your journey as an educator.  Kanold introduces the idea of a heartprint which he defines as the distinct impression that we leave on students and colleagues.  He challenges us to think about what we can do to make a positive difference in our school cultures.

joy writeJoy Write by Ralph Fletcher – As the title indicates, this quick read by one of the “greats” will reinvigorate your teaching of writing.  Fletcher leads us through an exploration of a concept he calls “greenbelt writing” which helps students experience the fun of writing and develop a passion for it!  Fletcher discusses how “low stakes” writing can lead to high levels of growth and help students to identify as writers.  This book is skinny, but it will leave you thinking deeply about your current work.  Perfect for an afternoon at the pool or on the patio!

Simple StartsSimple Starts: Making the Move to a Reader-Centered Classroom by Kari Yates – This book looks like a practical guide for creating a classroom environment in which children in grades K – 2 can become highly engaged and motivated readers.  Kari shares the essentials to help teachers: foster the love of reading in children; provide time for reading and discussion; and nurture independence through choice. Kari will be speaking at our annual Literacy For All Conference in Providence, Rhode Island on October 22 – 24th and I want to be sure to read her text before I have an opportunity to learn from her in person!

Powerful Book IntroductionsPowerful Book Introductions: Leading with Meaning for Deeper Thinking by Kath Fay, Suzanne Whaley and Chrisie Moritz – Written by our fabulous Literacy Collaborative colleagues in Fairfax, VA, this new text will be available from Stenhouse Publishers on July 29th.  This book takes a close look at the purposeful planning that goes into preparing meaning-driven guided reading book introductions.  This text promises to help you think about what to address in your book introductions and how to present that information to the readers.

What are you reading this summer? Please share some of the professional texts that you’ll be reading as you relax and rejuvenate on your patio or by the pool.

 

The Buzz About Phonics and Word Study From Spelling Bees to Classrooms – Sparking Students’ Interest in Words

by Jillian Fountain, Intermediate/Middle Literacy Trainer, Lesley University Center for Reading Recovery and Literacy Collaborative

Jillian FountainLast month, ESPN aired the 90th Scripps National Spelling Bee.  You may have watched some of the contestants as they asked for the etymology of a word, the pronunciation again, or the familiar question, “Can you please use it in a sentence?”  The contestants certainly appeared nervous, but if you looked closely, you would also have recognized the moment when a child’s eyes glimmered, the corner of her mouth ticked up just a bit, and she allowed herself to exhale.  The expression on each contestant’s face in that moment of recognition made me realize something.  We, as educators, craft belief statements about literacy instruction, but often we leave word study out of these written proclamations.  Yet, learning about words and how they work impacts all aspects of literacy.

I am in awe of how much interest the spellers in the Scripps National Spelling Bee have in words and how they work, and I began to think about what I might begin to put in a belief statement about phonics, vocabulary, and spelling.

Students will develop curiosity and excitement about words and how they work.

When children feel excited about something, it drives them to discover more about it.  Students who are curious and excited about words will notice new words and share them with classmates, talk about favorite words, and use words or parts of words learned in various instructional contexts in their own reading, listening, speaking, and writing.  The energy they exhibit becomes infectious.

Students will use what they understand about words to expand their knowledge.

Phonics, spelling, and vocabulary are complex concepts that require many years to develop.  As adults, we continue to grow our understandings of words and how they work.  We also know that learning builds on learning, meaning that broad understandings get refined as students participate in reading, writing, speaking, and listening over time.  If during a word study minilesson, a class learned that adding the suffix –al to a noun makes it an adjective, meaning “related to,” the next time they encountered a word like chemical, the students would notice it and refer back to their previous learning.  In writing, if a student wanted to describe something that happens over and over again, he could think about how it is a cycle, and use his knowledge of the –al suffix to call it cyclical.

Phonics_Event_PhotoStudents will recognize relationships between words.

Words are closely connected with one another.  Synonyms, antonyms, homophones, homographs, words that have similar meanings that are not exactly the same, multiple meaning words, words that share the same base word, etc., turn language into a puzzle.  If students can spend time thinking about how words are related, it will deepen their understanding of words and how they work, as well as help them more quickly recognize words and their meanings, and more rapidly access words to use in talk and writing.

Students will use their knowledge of words to more clearly understand, and more precisely communicate. 

Ultimately, the point of teaching phonics, spelling, and word analysis strategies is to develop students’ proficiency as readers, writers, speakers, and listeners.  If students internalize word-solving strategies, they can quickly and without much effort, accurately read books, articles, letters, and other pieces.  They can also produce a large amount of writing to create readable stories, poems, essays, and other pieces.  If they know a lot about parts of words and relationships between words, they can understand what the writer of a piece or a speaker is trying to communicate.  They can also consider the same information when deciding how to say or write something to get across the message they are hoping to convey.  Think of the power that lies in understanding and communicating precisely.

The Scripps National Spelling Bee occurs once per year, but what I learned from watching this year’s event will stay with me.  As I continue to help teachers think about word study instruction, and how to support students’ understandings of how words work across the school day, I hope teachers see the value in this work.  A curiosity and excitement for, and a depth of knowledge of words will help students throughout their lives.

For more information on our Phonics, Vocabulary, and Spelling in the Reading/Writing Classroom K-3 course August 7-11, 2017 in Cambridge, MA, click here!