Three Things Thursday

three-things-thursdayI’m a big fan of reading for pleasure.  And while I think that is incredibly important for everyone, I also believe we need to read to grow and to be challenged in our profession.  As educators we influence the lives that sit in our classrooms.   It is our responsibility to make sure that influence is positive.

We’re also busy.

Hence, the idea for Three Things Thursday.  I’m putting in one place three things I’ve read during the week I thought were worth sharing and, hopefully, worth taking a few moments to read.  To make us better.  Together.

#1: The Heinemann Podcast: Cornelius Minor on Building Your Teacher Team

So designing the time requires great sacrifice. So the first thing you’re doing as a team after you’ve identified your superpowers, is you’re actually making a sacrifice together that we’re gonna commit to a specified amount of time together, and here’s how that time is gonna go.

I’m a huge fan of Cornelius Minor.  I highly recommend listening to all his podcasts, following him on Twitter, reading his blog, and generally stalking him.  No shame here.  This particular podcast struck me as super important as professional learning communities are back in the educational spotlight.  The best teams I’ve ever seen are the ones who like each other, do life with each other, and support each other in the work in honest ways.

#2: Promoting the Pleasures of Reading: Why It Matters to Kids and to Country by Jeff Wilhelm

Pleasure reading is more powerful than parents’ educational attainment or socioeconomic status. This means that pleasure reading is THE way to address social inequalities in terms of actualizing our students’ full potential and overcoming barriers to satisfying and successful lives.

Many of us are champions of choice reading and pleasure reading.  This blog post helps us articulate the research showing the power of what we know is right for kids.  It also helps us think about how to be more intentional in our teaching using pleasure reading.

#3:  How to Teach a Young Introvert:  interviews Susan Cain

…the idea is just to maximize choice.  … The same kid who might not raise their hand in class might write something really interesting into some kind of classroom app or blog.

As I read this, I thought how many of the idea Cain discusses, such as working in partnerships, are very much a part of the reading and writing workshop model.  It also made me think about the quiet kids who were in my class and wonder if I provided enough option in my class to meet their needs.

The Family Legacy

Thanksgiving week I received the following text from my cousin, Katie:

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My grandmother, Betty Wall, was an amazing woman. She lived a life of servitude. People often remark how my grandmother made them feel like they were the most important person when they were with her. That’s because, to my grandmother, they were. She knew little things matter.

So my cousin’s comment is true. All of Betty Wall’s children and grandchildren find that there are ways in which we are our grandmother. She lives on through her family, through the things we do.

23c049c900000578-2861606-the_finish_this_is_a_team_this_is_a_family_this_is_target_he_con-m-1_1417744063359Recently Omeleto posted this video of a manager who clearly understands motivation is important–especially right before your retail doors open on Black Friday. As I was showing this video to a group of teachers, this manager’s use of the word family stuck with me. While this clip is the only glimpse into his leadership style I have, I would guess he has instilled a sense of family with his workers, and his enthusiasm and sense of purpose–we are doing something important–lives on in the way his employees treat customers and each other.

fullsizeoutput_42caThis is our first week back to school since NCTE. In the three days I’ve been at work, I can’t tell you the number of times I’ve referenced something from the conference—a quote from a presentation, an author who shared, a text that was mentioned, a challenge that issued, Kwame Alexander’s amazing library scarf… My extended NCTE family lives on through my work in my small part of the world because of how so many of them let me in their lives through their writings, presentations, tweets, videos and more.

And my small part of the world is where I can make a difference.

So I wonder: What of me is living on through my professional family? I say a lot of things are important (and I’m sure they are), but what do I do that will be passed on to others?

This is my first year as a system literacy coach and out of the classroom. I wonder what do the students who sat in my classroom do that if they thought about it would say, “That is Ms. Wall to the max.” Would it be something that makes me smile from pride? Would it be anything at all? What about my newly inherited family of teachers I work with now?

img_2842What am I passing on?

My grandmother didn’t get to leave a list of the things she would like for us to do so her legacy would live on, but I’m pretty sure she would be proud of my cousin, Katie, and the other things our family does that is grandmother to the max. I want the same to be true of my life and my educator legacy.

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Teacher Toolkit Party!

Conferrinimg_2394g is one of the most important parts of our class period. Research is overwhelming on the benefits of real time feedback. And while I believe in the power of research, I was really sold on conferencing when I saw the difference it made my students. It is one of the most powerful moves I can make to help my students grow in reading and writing.

As I’ve learned more about conferring, I’ve come to understand that the teacher and student tools I use must be purposeful and strategic. After professional development opportunities–particularly with Teacher’s College, some friends and I decided we needed timcwsb2jowaaao0l3e to build the tools together.  So our district organized a 6-12 grade teacher toolkit party!

The goal of this party was to gather resources for teacher tools and give time for teachers to work together building toolkits.  We had around 30 teachers join together on a Wednesday from 3:30-5:00 pm to work together.  It was amazing!

We were particularly grateful to Jennifer Serravallo and Kate and Maggie Roberts for not only all their published resources, which are without a doubt some of the best out there, but also for taking time to send us some advice for our party.

cwsnauuxyaarh3fSince our main goal at the party was to create tools and toolkits, I did not give as much introduction to conferring and the use of tools.  Teachers were all in varying places with conferring work, so I’ve added more information for those who would like it.  Below is what we used at our party, as well as the additional resources (with links!) for conferring work.  Or you can view the informational Sway.

I would love share ideas from others who do something similar to toolkit parties.

Conferring Toolkit Basics

“Conferring is not the icing on the cake; it is the cake.” -Carl Anderson, aka Conferring Carl

“Real time feedback is the number one thing that is going to close the achievement gap.” Cris Tovani

Why confer?

  • Conferring with students is the heart of workshop.
  • It allows teachers to give timely feedback to students.
  • It allows teachers to build relationships with the readers and writers in their classrooms.
  • It builds community in the classroom among students.
  • It helps give students the tools they need to lift the level of their reading and writing immediately.

Types of Conferences:

  • One-on-one (teacher and student)
  • Partnership (teacher and two students or student and student)
  • Table (teacher and students sitting together in one group)
  • Small Group (teacher and strategically pulled group of students)

Conferring Resources:

What is a teaching tool?

Tools …

  • improve our students’ work*
  • help our students build agency and independence*
  • make teaching clear by answering:  how do readers and writers actually do that?*
  • help organize and bring clarity to the strategies in your classroom*
  • keeps strategies front and center and allows students to refer to them even after the lesson is over*
  • they help learning stick*

Tools …

  • are visual*
  • make the abstract concrete*
  • encourage repeated practice*

Tools are not …

  • simply handouts
  • worksheets
  • too wordy

*taken from Kate Roberts & Maggie Roberts, DIY Literacy

Types of effective teaching tools…

  • Charts
  • Demonstration Notebooks
  • Micro-progressions of skills
  • Bookmarks
  • Model Notebooks
  • Mentor texts
  • Student writing
  • Tips/strategies to leave with student
  • Mini-charts
  • Student tools

**Some of these overlap and some can be housed within notebooks.

Teaching Tools Resources:

What is a toolkit?

A toolkit is where you house your teaching tools. Teacher toolkits will have different tools depending on the teacher’s goals. There is also a lot of flexibility in how the teacher decides to house the tools.

Another toolkit that might be used is a student toolkit. This would be where you house tools for students so they can easily access them.

What might go in your toolkit?

  • Color code (with sticky notes) a page of text to know what to use or lenses (green—sentence structure; pink—craft moves; yellow—structure of text; blue—example of a try it)
  • Color code an essay (green—structure; purple—craft; black—grammar)
  • Craft cards in bags
  • Prompts to leave behind
  • Checklists
  • Progressions—broken into sections like leads, elaboration, evidence, etc—points with a sticky note of examples
  • Marked up mentor texts (student text, professional text, teacher text)
  • Demo writing at different level
  • Mini-charts
  • Leave-behinds (prompts, reminders…)
  • If/then pages
  • Assessment items (rubrics, checklists, etc)
  • My reader/writer notebook
  • Sticky notes, highlighters, markers, etc.
  • Anchor texts

How could a toolkit be organized?

  • Categories—Structure, elaboration, craft, conventions
  • Writing Process Stages—generating, developing, drafting, revising, editing
  • Folder system, binder with page protectors, sketch book, pony folders

**Tools can be housed electronically, as well. Suggested resources: Evernote or OneNote

Toolkit Resources:

We will be posting examples we’ve made on Twitter and Instagram with the hashtags #hocoela #toolkit — keep checking to see if your toolkit or tool has been featured!

Twitter: @hocoela and @WallChristie

Instagram: @elacoachwall

Recap of GCTE in Tweets

IMG_9156.JPGThis weekend I got to spend time with some fabulous Georgia educators at the Georgia Council of Teachers of English conference at gorgeous Lake Lanier. Learning with a community of passionate educators is inspiring and revitalizing!

As our conference was ending, the Dublin Literacy (#dublit) conference was beginning. Kylene Beers, one of the keynote speakers, started with praising Twitter as one of the best free professional developments out there. I know this because I saw it on Twitter.

So in that spirit, I’m recapping GCTE with my top ten tweets and the top ten tweets of other attendees.   I hope you find some inspiration as well as something that makes you reflect and question.  And maybe you’ll find some innovative educators to join in the Twitter community as I have.

Tweets are in no particular order.  You can view more by searching #gcte16.

My Top 10 Tweets from #GCTE16

  1.  Celebrate diverse authors bc they write from rich tradition & provide uniqueness to landscape of Am lit – not just bc of the “month” #gcte16
  2.  Diversity does NOT mean a diverse character used for “decoration” in story. Look for complex, central diverse characters-Dr Flowers #gcte16
  3.  Find what’s alive on the page. That’s what you keep. Dr. Judson Mitcham, GA Poet Laureate #gcte16IMG_9159
  4.  I can’t wait to tell my Ss that the GA Poet Laureate has been working on a poem for over a year! #gcte16
  5. Students can’t develop style, voice, or craft if the only writing they do is a major paper once every 6 weeks. @cwatersELA #gcte16
  6. Change in education can’t happen w/o Ts in the classroom. No ivory tower posses this power, only Ts have that power. @cwatersELA #gcte16
  7. By focusing on writing, Ss will have to read for deeper understand bc u can’t write on it unless you’ve read it deeply. @cwatersELA #gcte16
  8. Use film as an intro to teach Ss to ask why the author/director does what s/he does? w @spruillschool #purposeful #authorscraft #gcte16
  9. Film in class is text and should be purposeful. @spruillschool #gcte16
  10. If we don’t teach Ss to critical evaluate visual literacy, we are doing them a disservice. -Kyle Jones #gcte16

 

Top 10 Tweets from Awesome Attendees of #GCTE16

  1.  Dr. Sylvia Spruill ‏@spruillschool:  “Poetry Props” w/@susanclaireb “It’s ok to walk away from a poem with questions.” She encourages us not to kill poetry for our Ss! #gcte16
  2. Dr. Sylvia Spruill ‏@spruillschool:  “We can’t ask students to leave who they are at the door. If we do, we’ve lost the battle.” Powerful reminders @GCTEnglish conf! #gcte16
  3. Dr. Sylvia Spruill ‏@spruillschool:  “All language is anchored in a moment.” – Darren Crovitz #gcte16
  4. Julie Rucker ‏@jrucker8:  Poetry reading is a performance… Provoking a desire in listener to experience the poem in silence, on the page–Judson Mitcham #gcte16
  5. Julie Rucker ‏@jrucker8:  What is important is that somehow, writing can be learned.–Judson Mitcham @GCTEnglish #gcte16IMG_9169.JPG
  6. Julie Rucker ‏@jrucker8:  “English teachers, you are necessary, you are valuable, you are doing vital work!” Judson Mitcham GA poet @GCTEnglish #gcte16 @ncte
  7. Steven Landry ‏@horsesandwhales:  “Remixing is writing. Writing helps students share the silence of their voice.” – Ana Martinez @GCTEnglish #gcte16
  8. Krista ‏@englishkunkle:  #gcte16 @ncte Addressing needed skills will spark a fire students didn’t know they possessed.
  9. Susan Barber ‏@susanclaireb:  Sometimes you have to do what’s wrong if it’s what’s right for students @ncte #SusanHouser #gcte16 #studentsbeforepolicy
  10. Marla ‏@MarlaDelores:  When teachers give each other supp help &love they grow in their ability to change not only the lives of students, but their own too #gcte16

Bonus Read:  YOU MUST READ THIS POST!  Jennifer Serravallo totally nails it with her powerful post, Supporting Independent Readers and Independent Reading.  She challenges us while providing practices to support readers with independent reading time.  YES to everything in this post!

Please, please, please. Enough with the multiple choice quizzes. There are other ways to check in with readers in ways that holds them accountable while also supporting** them and making them more excited about reading. Instead of outsourcing this to a computer program, teachers can regard independent reading time as instructional time. -J. Serravallo