Archive of ‘Teaching Reflections’ category
These are the Woodson books I got Thursday night! They’re all good.
It wasn’t quite over the river (though I did drive over a few bridges) and through the woods (more like empty fields), and it wasn’t to go to grandmother’s house, but last Thursday I braved the cold and snow roads to drive down to IUSWP’s “Authors as Artists” series. Learning from Jacqueline Woodson was a bright flame in a week filled with cold and snow.
In addition to sharing from her books, (I’ve got to find a copy of Show Way because she stopped before we got to the end), she shared her perspective on writing and life and even got us writing. This is a woman who does not believe in writer’s block even though she may be my equal in procrastinating. She says writer’s block is just fear getting in the way. Her advice for overcoming the fear for us and our students? Just tell yourself that no one has to read your first draft.
The we got to write (and no one has to read it). We picked an age from childhood to write about. I chose age 10 and started making a list of everything I could remember about being 10. Before I knew it, that list turned into the beginning of a story about a sick little girl who wanted nothing more than to play in the biggest snow she’d ever seen. No, you can’t read it yet, but I want to finish that story today.
Someone asked how many unfinished books she had lying around. I was surprised at the answer–just the current story she was working on. Then she shared her thinking: Every story has a point where it falls apart and nothing works. That is when the writer has to make a decision to work through the hard part or abandon it. Her advice is to work through it. The story may turn into something else entirely, but if you start abandon one story, it will be too easy to abaondon all the rest because they all fall apart at some point. Hmmm…I think that means I need to dig out that retelling of Little Red Riding Hood that fell apart because I have no idea where to go next.
I jotted down a few words of wisdom that I want to take back to my students (if we ever get back into the school routine again). There were many, many more, but these three struck me:
- “Writing is so much about listening.”
- “Writing is powerful and empowering even when it’s hard.”
- “Everyone has a story.”
If I can share these truths with my students and give them the tools and voice to tell their own stories, I will have accomplished something good.
P.S. It is the season for nominations for the Summer Institutes for the National Writing Project. If you have never taken part in this incredible professional development opportunity, find the closest site to you and apply. It will change your life.
Today in class I asked my students the unthinkable: as they got ready to write their blog posts, I told them they had to write at least 150 words. (I don’t like assigning a word or page length to writing. My usual answer to “How long does it have to be?” is long enough to do the job).
Some students were listening to lessons on developing or elaborating on ideas and were starting to write better blog posts, but too many were writing status updates of just a sentence or two and were content to write no more no matter how many questions I asked or how hard I pleaded with them to “tell me more.”
Today I had students start to get the concept of elaborating on an idea. Once they wrote their first thoughts down, we looked at the writing together. Where can you add an example? Where can you explain what you were thinking? Is there a place to add sensory detail? No, adding ten “verys” to each sentence does NOT count.
Other students, though, were ready to give up before they started. “I can’t write 150 words,” one said.
“Can you start by answering the questions in the prompt?” I replied. That worked for some, but others were still overwhelmed.
Underneath these conversations, I kept thinking about two articles I read about failure and success over the weekend. Katherine Sokolowski challenged herself (and me) to try to bring in the attitude gamers have toward failure into the classroom. When a gamer dies in a game, he or she doesn’t give up, but goes right back to the game to try again and again. Each failure is an opportunity to learn for the next level. A columnist in our local paper reviewed David and Goliath by Malcolm Gladwell. He shared an anecdote from the book which illustrated the point was that hard work rather than inborn talent is the key to success, and that hard work is the rarer quality.
So many of the students I teach think that you have to be born with the ability to read and write well (as well as many other things like athletics and music). How can I convince them that hard work makes the difference, not natural ability? I know they can and do work hard. Just this morning, a students shared with me what he did over break. I didn’t understand all of it, but it involved dropping an engine out of truck, making repairs and putting it all back together. He saved birthday and Christmas money for years to buy the equipment he needed. He assured me it was easy.
Those students who couldn’t even think about writing 150 words? After class they became involved in an animated conversation about the latest video games they got for Christmas. You got it–they talked about they ways they died and how to overcome each obstacle they encountered.
How can I get students to connect their passions and the things they are good at with their reading and writing? I invite students to choose books that connect with their interests and to write about what they know and love. How can I assure them that “failure” in school is not the end of the game but an opportunity to learn?
I’m taking part in the weekly Slice of Life Challenge sponsored by Two Writing Teachers, where teachers write and share each Tuesday. Join in yourself or head over to check out what’s happening with other slicers. If you’re taking part in the SOL, leave a link to your post. I’d love to read it.
Over on the Centurions Facebook Group (yep, we’re a group of rabid readers who devour and share books every month), Mindi asked us to look back on our reading year as well as share our titles for December. Where have we been as readers? How have the books we’ve read changed us as readers? What trends have we noticed in our reading?
The flipping of the calendar to a new year seems to be a good time to stop and reflect on where I’ve been and where I’m headed in my reading life. I paused last January as well to set goals for the year in Reading Resolutions and More. How did I do?
- Last year, Donalyn Miller got us thinking about book gaps–those genres that we tend not to read, that aren’t our favorites. I wanted to read more nonfiction and graphic novels and catch up on some classics I missed. I rocked the nonfiction, finishing 40 nonfiction books, including professional development titles, nonfiction picture books, adult nonfiction, and mostly YA nonfiction. Some of them I’m still thinking about, like The Immortal Life of Henrietta Lacks. I still have more titles I want to read, too. I read 17 graphic novels and enjoyed most of them. As for classics, I did reread The Great Gatsby before watching the new film, and I’m now halfway through Les Miserables (English translation). I still haven’t read Catcher in the Rye, but I still want to. What are the must read/must have graphic novels for a middle school classroom library?
- As always, I work to put the right book in the hands of the right student at the right time. Sometimes I succeed, and sometimes I don’t. I struggle to find the time in our 46 minute periods to include book trailers and book talks. I did have my students create book trailers, but I haven’t found time to show them all. Maybe I’ll start showing them before school and during passing period as well as during class. In addition to me sharing books, I’d like my students to give book talks on their favorite books as well. I am also cooking up an idea for an awesome bulletin board and hallway display. Slowly, with the help of other teachers and our awesome librarian, we are promoting a school culture that prizes reading.
- My last goal was to develop my PLN on Twitter. I started off last year with a bang, but as life got busy, my time on Twitter dwindled. I did find other online communities to take part in through the Slice of Life and Make Learning Connected MOOC. I love the connections and support of these communities (The Nerdlution haas got me back exercising and feeling great), but sometimes I do get overwhelmed. I definitely want to continue in these communities, but find the balance that works for me.
It’s been a good year of reading for me. I always have been a reader, and I always will be. I am thankful for all the reading brings to my life and the community of readers that I am privileged to be a part of. I am looking forward to another year of reading as I continue to explore new titles and authors. My goals remain pretty much the same. I would like to read more picture books and poetry and more adult fiction and nonfiction for me. What titles would you suggest?
The tree is trimmed, the stockings are hung, the goodies are baked, and the presents are wrapped. I’m ready for Christmas and for the chance to dive into the piles of books that have been stacking up faster than I can read them throughout the school year. Thanks to Donalyn Miller for sharing the #bookaday challenge, I just might make a dent in some of the piles of books!
On the day of our last library visit before Christmas break, I shared with my students the stack of books I was planning on taking home to read. You should have seen their eyes get big when I shared my plans to read a book every day. I reassured them that I didn’t expect them to keep up with us in the Nerdy Book Club, but I did expect them to read. Despite scoffing from a few, most loaded up on books to take home. Our awesome librarian had trouble keeping up with the demand for wrapped mystery books under the tree. Students could take a wrapped book home to read, but they couldn’t unwrap it to know what the book was until they got home on break.
I read all kinds of books in all kinds of ways to read a book a day. Two of the first books I finished (I actually started them earlier) were on electronic devices.
- Son of Sobek by Rick Riordan is on my Kindle as that is the only format available. An oversized alligator wearing a magic necklace wreaks havoc on a suburban neighborhood. Both Percy and Carter show up to fight the monster. Once they realize they are probably on the same side, they make a formidable team. Will they unite in more books in the future? We’ll have to wait and see.
- Carter Finally Gets It by Brent Crawford has gotten me through many workouts and wrapping the last of the Christmas presents yesterday. It is a funny look at Carter, who fifteen and just trying to survive his freshman year of high school. I may now know more than I ever wanted to about the inner workings of the mind of a teenage boy, but Carter is a pretty good guy despite his screw ups.
I have quite a few graphic novels in my stack as well. My students can’t get enough of them, and my classroom library is low. I can’t wait to add these to the ones I already have. I’ve already finished Hope Larson’s adaptation of A Wrinkle in Time, and I hope it leads a new generation of students to one of my all-time favorite stories.
The rest of the books in my stack are ones I’ve picked up through book orders and the book fair. Most of them I’ve been hearing about for some time, and I know each one will unwrap its own treasures as I journey into another world. I’m looking forward to each of them as well as new books I might get for Christmas. Even if I don’t meet the #bookaday challenge, I can’t lose with all these good books to read.
What are your reading plans over the holidays?
I slid into the pew of a new church Sunday afternoon and glanced around. Greenery and candles and a nativity celebrated the coming Christmas season, but my eyes kept returning to the grand piano cased in dark walnut wood. The ivory and ebony keys waited patiently for the sometimes trembling fingers that would soon show off the hard work of practice and lessons the past few months.
As I listened to the parade of students celebrating their mastery of Christmas songs and carols, I couldn’t help but make connections with the work of writers in my classroom. Not many people can sit down and play a new piece of sheet music without practicing first. Likewise, good writing also takes practice. Both music and writing deserve celebrating when the practice and hard work are done. And I suspect both musicians and writers are nervous when they share their performance and final drafts.
The younger (and new) students played simple pieces where one had picked out the familiar melody and the second hand occasionally played a chord in harmony. For many of the pieces, the music teacher sat beside the pianist and even played duets. For those students who played solo, the teacher was nearby offering support by turning pages of music or giving encouragement and praise. As students advanced in age and experience, the music became more complex. I know from listening to my daughter that hours of practice went into each song. During practice there were plenty of false starts, hesitations, do-overs, and repetition. (I am hearing some of that practice now as I type. Now that one recital is over, she is already practicing new music.)
These are the same things I want to provide for my students. Some of them I have been giving. Others I want to improve. I want to write beside my students just as the music teacher sat beside and played with her students. I want to give my students writing opportunities that match where they are while pushing them to learn more. I want my students to feel safe while practicing their writing–free to explore false-starts and do-overs and even repetition. Even more, I want to take more time to celebrate what each of my students have learned on their journey through literacy.
I’m taking part in the weekly Slice of Life Challenge sponsored by Two Writing Teachers, where teachers write and share each Tuesday. Join in yourself or head over to check out what’s happening with other slicers. If you’re taking part in the SOL, leave a link to your post. I’d love to read it.
I knew today was going to be a good day. After all, I was looking forward to taking my classes to the library all day long to find and check out books. And it is the book fair. The only forseeable problem I could think of was spending too much money on books. I just didn’t know how good they day would start.
As students filtered into class to begin first period, one of my students held out two books to me: the second and third books in the Michael Vey series. Michael Vey: Prisoner of Cell 25 is one of our Young Hoosier books this year, and I haven’t seen it on the shelf since I brought it in. Students keep passing it hand to hand.
I asked the student if she had read the books yet, but she just kept grinning while holding the books out to me. I finally caught on. “Are you giving these books to our classroom library?” I asked.
She nodded. Then several of the students nearby caught on, too. I found myself at the center of a swarm. “Can I read it first?” echoed through the classroom. That is music to my ears.
I’m taking part in the weekly Slice of Life Challenge sponsored by Two Writing Teachers, where teachers write and share each Tuesday. Join in yourself or head over to check out what’s happening with other slicers. If you’re taking part in the SOL, leave a link to your post. I’d love to read it.
I’ve been growing more and more concerned with the discussions roiling around literature and reading with the coming of new Common Core State Standards. Voices are clamoring that students engage in close reading (not a bad thing–as long as it’s not the only kind of reading students engage in) and that teachers increase the rigor (Do we really want more rigidity in schools?) of their classes. In the debate over how much nonfiction versus fiction students should read, the whole idea of reading for pleasure seems to be forgotten or outright rejected.
If we reject reading for pleasure and teach in such a way that turns students off of reading all together, we are making a grave mistake. As Mark Twain is credited with saying, “A man who doesn’t read has no advantage over a man who cannot read.” Encouraging students to read for pleasure is crucial in getting them to choose to read, even long after they leave our classrooms.
The good news for those who champion increasing rigor and accountability is that reading for pleasure has definite advantages. It only makes sense. How can you get better at doing something if you don’t practice it? Students are much more likely to practice reading if they enjoy it. Several studies have come out recently that illustrate the academic benefits of reading for pleasure. Scholastic published a study done in the UK that links reading for pleasure with increases in reading and writing attainment, text comprehension and grammar, and breadth of vocabulary as well as increases in general knowledge, understanding of other cultures, and insight into human nature. Jeffrey Wilhem and Michael Smith echo these findings in their study of fourteen eighth graders, reported in The Atlantic.
I am constantly enticing my students to read: I talk with them about the books they are reading. I share with them the books I am reading. I book talk books and share book trailers. I get to know my students so I can match their interests to books they just might love. I give students opportunities to talk with each other about the books they are reading.
I also challenge my students to read more than they ever thought possible. I borrowed the 40-book challenge from Donalyn Miller’s The Book Whisperer. (No, I haven’t yet read Reading in the Wild, but I hope someone will get it for me for Christmas.) I still have former students come back to me and brag about reading 40 books in one year–and they are still reading. I have students this year who are already surprised that they have read 10 or more books before Thanksgiving. Check below for the updated totals so far this year.
I also borrowed the reading homework from Penny Kittle’s Book Love. It helps me keep track of what my 120 students are reading, and it reinforces for them that reading needs to become a daily habit. The record keeping is fairly simple (no more signed reading logs!) Every Friday, students read for 10 minutes and record their starting and ending page. They do some simple math to determine a reading goal for the week. It looks like this.
- Subtract the beginning page (10, for example) from the ending page (15). That means the student read 5 pages during the 10 minutes.
- Multiply the number of pages read in 10 minutes by 6 to determine how many pages could be read in an hour (5 x 6 = 30).
- Multiply that answer by 2 to determine how many pages could be read in two hours (30 x 2 = 60).
- The student’s reading goal for the week is to read 60 pages.
- I figure the students’ grades based on what percentage of their goal they reach. If the goal is 60 pages and the student reads 60 pages, the student earns 100%. If the goal is 60 pages and the student reads 30 pages, the student earns a 50%.
I love that this individualizes the homework for each student. Slower readers aren’t “punished” by having to spend twice as long on an assignment. Faster readers are challenged to keep reading. Neither are students penalized for attempting to read a more challenging text.
Each day in class I pass around a sheet listing each student and the title of the book they are reading. Students simply write down what page they are on while they are reading. I can scan the sheet to see who is nearly finished with a book and who is bogging down in the middle or having difficulty sticking with a book.
By reading just 15-30 minutes a night for homework, along with the in-class reading, students are reading more than they thought possible. Just check out the totals so far:
- 1st Period: 24 students have read 220 books, for an average of 9.2 books per student.
- 2nd Period: 19 students have read 185 books, for an average of 9.7 books per student.
- 3rd Period: 21 students have read 228 books, for an average of 10.9 books per student.
- 4th Period: 19 students have read 200 books, for an average of 10.5 books per student.
- 6th Period: 20 students have read 198 books, for an average of 9.9 books per student.
- 7th Period: 15 students have read 105 books, for an average of 7.0 books per student.
That’s a grand total of 118 students have read 1,136 books, for an average of 9.6 books per student!
I don’t know about you, but I think that’s an impressive amount of books to read before Thanksgiving! What have been your favorite books so far?
Yesterday, I introduced my students to their first literature circle experience. We read, took notes on, and discussed two of my favorite poems–both about reading poems. First I modeled my reading and thinking with Eve Merriman’s “How to Eat a Poem.” After students had a chance to write their own thoughts and questions about the poem, we used their comments as the starting point of our discussion.
Then it was their turn to read and think about Robin Hirsch’s “You Enter a Poem.” (If you haven’t read these poems, definitely click on over and read them. I’ll wait.) I love watching my students react to this poem: Why is this poem about a bathroom? What kind of bathroom has a sofa in it? I just tell them, “That’s a great question. Write it down to share in your discussion.” A few students get it, but most are so blown away by the bathroom that they have to work to figure it out. And as they talk together and go back to reread the poem, they do figure it out. I love seeing the light bulbs come on once they figure out what the poem says.
Today students got to read a longer text, “Amigo Brothers” by Prir Thomas. This story has a little bit for everyone–lots of boxing action and competition between friends. I underestimated how long it would take students to read the story, so most will be finishing it tomorrow. I could tell when someone did finish the story because they invariably protested out loud about it. It’s one of those endings that drive me crazy, but I bet they have lots to say about it in their discussions. Based on the questions and comments I saw students write today, I can’t wait to hear their conversations about the story.
My favorite moment of the day came from one of my students who reads aloud quite fluently, but struggles with comprehension. The student motioned me over and said as she pointed at her notes, “This is really working for me. I should try this when I read all the time.” Yes! Many of my students are making the connection between reading and thinking as the prepare for discussions and then talk about what they are reading.
I’m revising tomorrow’s lesson to build on what we did and need to finish from today. We’ll be talking about what kind of questions lead to the most interesting conversations.
I’m taking part in the weekly Slice of Life Challenge sponsored by Two Writing Teachers, where teachers write and share each Tuesday. Join in yourself or head over to check out what’s happening with other slicers. If you’re taking part in the SOL, leave a link to your post. I’d love to read it.
One of my former middle school students is now in college working toward a degree in education. For one of her classes, she asked to interview me about my literacy history. I loved thinking about my past experiences with reading and writing and seeing how those experiences shaped the teacher I am today. I asked (and she gave permission) for me to publish the questions and answers. I hope you enjoy my memories, too.
1) Describe your earliest memory with reading or writing. Is there a particular book or piece of work that first sparked your interest in reading and writing?
When I was in first grade, I would ask my teacher if I could bring home my reading book to finish the story we were supposed to have read in class. I had finished the story. My goal was to read the entire book. I’m not sure why she continued to let me bring home the book because she was on to me. She called my mother to ask her to stop me from reading the entire basal in one evening, so I just locked myself in the bathroom to read it.
2) What is your favorite genre of literature, and how did that come to be your favorite?
I love fantasy. I love being able to escape to a new world where anything at all can happen. I fell in love with fantasy when I first entered Narnia with CL Lewis’s The Chronicles of Narnia. I hospitalized for several days when I was in the fifth grade. A friend brought me her boxed set of the Narnia books to cheer me up. Traveling to Narnia with Lucy, Susan, Peter, Edmund, Eustace, and Jill beat lying in a hospital bed and worrying.
3) How does literacy affect your everyday life outside of work?
I am constantly reading and writing. I read newspapers, magazines, websites, books. I write everything from lists to letters. I cannot imagine life without literacy. Reading and writing make my life richer and more connected.
4) Who most influenced your literacy experiences?
I have always been told I was just like my grandmother. We both loved to read and read constantly. Sometimes the comparison was made with pride. Other times it was made with frustration (such as when getting lost in a good book caused dinner to burn or not get made at all.) My grandmother had a house full of books she loved. I now have a house and a classroom full of books to read and to share. We both are English teachers who love middle schoolers. My mother also made sure that I had books growing up, whether they were stacked on my own shelves or borrowed from the library.
5) When did you first decide that you wanted to pursue a career in language arts education? What or who influenced that decision?
I started lining up my stuffed animals and dolls and little brother for class when I first started school. I can’t remember not wanting to teach. Once I entered college the first time around, I majored in English, but explored ministry options instead of education. A few years after graduating, I went back to school to earn my teaching license. I couldn’t stay away from teaching.
6) How have your personal experiences with reading and writing affected how you interact with your students?
Many of my students tell me that they have never had a teacher as passionate about reading as I am. I love sharing my love of reading and of particular books. There is nothing like creating a run on a book where my students are clamoring to read it. Even better is seeing my students transform from a dormant reader into a passionate reader. Already this year I had a student who first told me that he didn’t’ like reading. A few weeks into the year, I overheard him telling his classmates, “I don’t like to read, but this is really good book. You should read it.” The next week he danced across the room when I handed him a book that was about a topic he is passionate about. I love when students come up to me before school or between classes to share what they’ve just read. Each year I challenge my students to read 40 books during the school year. Most of them think I’m crazy, but many of them meet and exceed this challenge. Even students who don’t meet the 40 book challenge, read more than they ever thought possible. I am as proud of the student who reads 10 books (from zero the previous year) as I am of the ones who read 40 or more. I also share examples of my own writing with my students to use as mentor texts. I let them see the messy process I go through to complete a piece of writing so we can share what we learn as writers together.
7) Can you give me some examples of pieces of literature that have changed the way you think or live?
I have a very short list of books that I call my “required reading for life” list. These are books with powerful themes that contribute to my understanding of what it means to live. They also address issues that continue to impact children and adults throughout time through the truth of story. These books are The Outsiders by SE Hinton, Speak by Laurie Halse Anderson, Wonder by RJ Palaccio. As a child, I was deeply affected by the Chronicles of Narnia by CS Lewis. Professional books that have changed the way I teach include In the Middle by Nancie Atwell, The Book Whisperer by Donalyn Miller, Book Love by Penny Kittle, and Readicide by Kelly Gallagher.
8) Do you have a particular piece or type of your own writing that you are most proud of? What made that piece special?
It’s hard to narrow it down to just one piece of writing. Ever since my daughter turned six (she’s now 15), I have written her a poem for her birthday. I treasure each of those poems that capture a slice of her life for that year. I hope that she treasures them, too. I suspect she does since she always asks for her poem if I’m late getting it written. I also wrote a memoir about failing my driving test when I was sixteen that I share with my students as a mentor text for memoirs. I am proud of the humor that I was able to incorporate into that piece.
9) How has your literacy experience changed as technology changes?
My literacy experiences have grown richer and deeper with technology changes. I started blogging several years ago. In addition to creating a resource for my classes (class assignments, links to homework help, spotlight on student work, etc.), I blog about the books I read. Through blogging and joining Twitter, I have connected with authors I admire. How cool is it to see a Tweet from David Lubar thanking me for being and teacher or having Lois Duncan leave a comment on one of my student’s blogs. I have been able to connect my students with authors as well through Skype visits. They are able to ask authors questions about their books and the writing process.
10.) How do you continue to improve your reading and writing skills outside of your classroom?
I take part in the Advanced Institute of the National Writing Project each summer. For that week, I develop and share lesson plans and personal writing. I also take part in the Slice of Life Challenge sponsored by Two Writing Teachers. During the month of March, the challenge is to write and post every day as well as read and comment on the blogs of other participants. Through the year, the challenge is to write, post, and share on Tuesdays each week. I also find Twitter to be a valuable resource.
What experiences have shaped your literacy history?
I’m taking part in the weekly Slice of Life Challenge sponsored by Ruth and Stacey over at Two Writing Teachers, where teachers write and share each Tuesday. Join in yourself or head over to check out what’s happening with other slicers. If you’re taking part in the SOL, leave a link to your post. I’d love to read it.
Life Challenge sponsored by Ruth and Stacey over at Two Writing Teachers, where teachers write and share each Tuesday. Join in yourself or head over to check out what’s happening with other slicers. If you’re taking part in the SOL, leave a link to your post. I’d love to read it.
One of the things I have always resisted adding to Writing Workshop in my classroom is having students come sit in a common meeting area. It sounded great for elementary students, but it seemed like too much for middle school. Where would I find the room with all the desks and bookshelves crammed in the room? Wouldn’t it take too much time to move to the area and then back to desks to work? Why not just have everyone stay in their desks?
After reading Day by Day by Ruth Ayres and Stacey Shubitz, I decided to give a meeting area a try. I rearranged the desks in my room before school started and made an open space in the center. The stage was set. Now would the students go for it?
The first day of school I explained that we would be having a short lesson on reading or writing while we sat together on the floor. Any student who is uncomfortable sitting on the floor can sit in one of the front desks and still be part of the circle. The circle needed to include everyone. Finally, students needed to bring their binder, notebook, and a pen or pencil.
I am amazed at what a difference coming together makes. I like being able to see everyone, and that everyone can see everyone else on the same level. Check out the great responses I had to our first lesson responding to a Joseph Addison quote. I like the transition it gives between different parts of class. I would like to work with my students on getting into the circle more quickly, and some classes may need assigned spots in the circle. As we get more into our writing workshop, I am looking forward to coming together in our meeting area.
