Last Class--Post Here if Attending on August 3rd

Please post your name below if you plan to attend our breakfast on August 3rd.

Last Class-Post here if attending on August 2nd

If you plan to attend our breakfast on August 2nd, please post you name below.

UPDATE Regarding Last Class and Projects!

Hello Everyone!
We hope you have been enjoying your summer (even though we know you've really spent the whole time working on your projects!) haha! Just kidding! Anyway, we wanted to update you on the last class date and how it will "work".


Since Christy and I taught two summer institutes, we are allowing you to choose which day you want to turn in your project. The time has not changed, but the location has--we will be meeting at the Lizard's Thicket in Irmo at 9:00 on both the mornings of August 2nd and August 3rd. We will have a room reserved so that we can enjoy breakfast together while we celebrate, reflect, and talk about your upcoming school year! If you'd like to submit your project electronically, you may send it to either Christy's or my email-- cmartin@lex5.k12.sc.us  or  rdhinson@lex5.k12.sc.us  Of course, you may also bring your project with you to the breakfast! If you submit it electronically, we must have it prior to the morning of the breakfast.


Also, and this is very important--please bring with you a self-addressed envelope for us to return your projects and journey stories to you. If you want us to return it to you via district mail, that is fine. However, if you want it mailed to your home, please include proper postage.


Regarding course evaluations, it is our understanding that CCU sends a letter to you letting you know that you have a Web-mail account with CCU.  THEN, an email is sent to your Web-mail which will have a link to the Evaluation site.   There are no more paper copies of evaluations,  it is all done through CCU's web mail. If you did not receive any such letter, please contact Nancy Williams at the District Office.  Your course evaluations are very important to us!


We look forward to seeing your smiling faces on the mornings of either August 2nd or 3rd!!


Becky and Christy

Become an "Expert at Smartness"

"Expert at Smartness" - I think this is so cute and isn't it what most children think of their teachers. They expect us to have all the answers. Therefore, we have to be continous learners. We should model what we teach. If we want our students to have a thirst for learning that is what we should do. I love going to conferences and workshops. It refreshes my energy for something I may have been doing for a long time. Fellow teachers are also a great inspiration for me. To see what works and doesn't work for them.

I thought it was interesting in this chapter to talk to your Principle about the programs we use and the changes that we as teachers may see as needing to be changed. We may notice teaching practices that are not effective and may be able to do things in a way that will help the children better than the program advises.

Create an "I Can Do It" Learning Environment

TRUIMPH changes everything! - I love that. That is so true. Think about times in your life when you thought you could not do something but some how and some way you were able to. Didn't make your confidence soar?
We have to help the students discover the possibilites- they can be anything they want to be.
We need to help all voices be heard through encouraging participatation (this includes the child in the back who seems to fade into the background).
We have to demonstrate the power of writing and teach the children they can accomplish something with writitng.
CELEBRATE! - cheer the students on even for small accomplishments " I can really tell that you worked hard on that!" "Wow, what a wonderful idea!". Our students need to know that we believe in them.

Look Beyond What You See

I found it encouraging to have a reminder to assume that each child is capable of learning to read and write. Sometimes we do set our expectations too low because of certain limitations we see the child has having. I have meet parents who will tell me that "Oh, my child can't do that! He is a terrible writer!" The expectations for the child have already been set so as not to expect much. We have to set high expectations for our students and then find the tools to get them there. I know with my own children, I have seen them believe that they can not meet a new challenge and then when they realize they have support and tools to conquer the challenge their confidence rises. The conquest of a task that they did not believe they could achieve leads to a rise in confidence in other areas of their lives. Let us always set our expectations high and help children believe they can do it!

Poetry and Poets

Post your favorite poems and/or poets here. Remember to include:
1.) Title and Author
2.) Ideas for using poem
3.) Content possibilities

Ex: Here is a great poem to use at the beginning of the year. You can use it to teach high frequency words for 2-3 grade and also as a transition poem. Author is unknown.

Many friends
Many hearts
Different places
Different starts
Take my hand
You will see
How much stronger
We can be!

Good Read Alouds

Share your favorite read aloud books here. Remember to include:
1.) Title and Author
2.) Possible Lesson Ideas/Strategy focuses

Professional Books

Share any professional books here that you love and recommend others reading and loving too.
Remember to include:
1.) Title and Author
2.) Annotation (brief description of what it is about/topics covered)
3.) Are you willing to lend this book to someone who wants to read it?

Elementary/Middle Strategy Suggestions for Independent Reading

Share any and all suggestions for goals that you would give to an upper elementary or middle school reader to work on during independent reading.

Primary Reading Strategy Suggestions for Independent Reading

Share any and all ideas you would use as goals for primary students to work on during independent reading.

Minilesson Ideas

Post your ideas for minilessons here and remember to include the topics and resources necessary for each lesson.

Websites

Post your fabulous websites here and tag them with what categories they will be helpful for.

Ex. http://hill.troy.k12.mi.us/staff/bnewingham/myweb3/
This is Beth Newingham's site (3rd grade teacher). It has lots of great downloadables for reading and writing workshop. Great pictures too to see what it looks like.

Books to Use for Teaching

How do you organize and categorize your teaching books in order to have them handy when you need them and also know the many different lesson opportunities within each of them.

Scheduling and Organization

If you have ways that you have found to set up your schedule for the components of Balanced Literacy to make it seamless, post them here. Also, any suggestions and tips for organizing your room and your "stuff" for teaching, share those here too!

Record Keeping Ideas

Post your brilliant ideas here!

Shared Reading - Reading With Children

This article was very informative. I liked the step by step illustrations. It was an easy read and easy to understand. It was a good article to refresh your memory.

Favor Needed

Hey ladies,
I am currently finishing my last semester of graduate school at Columbia College this summer, and I have to do a presentation of my action research project. It has to be 20 minutes long and include technology. I was wondering if 5 or 6 of you would be willing to stay after class next Monday or during lunch even and let me present my research project to you. All you would have to do is fill out a brief evaluation of my presentation. The research project is about building vocabulary awareness to improve reading comprehension. Please let me know! I will ask again in class tomorrow! Thanks for your consideration. :)

CES Friends, unfortunately this can't include you since you have already seen it.

Homework: Coaching and Conferring with Readers

This article reminded me of a Literary Guru I saw a few years back whose main statement to children when conferencing with them was " How's it going?" I think that is even the title of his book( I can't remember his name??? Carl Anderson -I think??) Nonetheless, I like the idea of the conference being nothing more than a conversation between teacher and student, with no pressure, no judgement, etc. I feel it is extremely important to make each student feel comfortable with you before,during and after conferencing. I liked how the article gave you an example of conferencing and then from there moved to show you just how many teaching points can come from just a small amount of time with a student. The article further discussed how to narrow it down- which I appreciated.

The idea of not interrupting the reader was GREAT because as an adult I know I hate it when someone interrupts me when I am at a good part of a book and lose my train of thought but the for-warning of knowing that you still have a few minutes to spare before the conference begins is a GREAT idea. I think it also reflects respect between teacher and student.

The idea of setting reading goals is GREAT. I like the idea though of leading the child to being able to set their own goal and being able to self evaluate that goal. I also liked the prompts that were presented from reading recovery and can definitely see this as being a useful tool. I see how students could even create their own running lists of what they think or have learned to do to help themselves as they read. This list would be something they could refer to as they came to areas where they need assitance.

The quote I loved best was " Our wisdom, our experience, and our teaching are too valuable to run untapped within us. Just as each book, well read, makes children better readers, each conference, well taught, makes us better teachers. Our children deserve our best selves."

Homework Article: Shared Reading

This article was a GREAT step by step how to implement/ "do" Shared Reading. I found this extremely helpful in reminding myself on the intent and purpose of shared reading. I also liked the photos- I am a visual learning and find it helpful to see things in action not just read about them. I think this article solidifies for me what we learned in class today.

Fans of Katie Wood Ray!

As I read your responses to Katie tonight, I couldn't post this information fast enough for you! To those of you who have never heard Katie speak, I strongly encourage you to take a look at the information below and consider attending. Not that you haven't given up enough of your summer, but this is an opportunity to see/hear Katie for FREE--food included!! ;) This mini-institute is what Christy and I were referring to when we were looking at our last class date.

There is still time to sign up if you're interested--you have until July 24th. However, due to the fact that it is free and provided by the state, I wouldn't wait to sign up if I were you! I know I plan to be there! In order to sign up (it can be a little confusing), you have to create an account using the link to Miko Group below. Once you create an account, you will receive an email giving you a link to all of the institutes they sponsor across the country. Scroll down until you see this one, and click to register. You will then receive a confirmation email letting you know you are registered!

Hope to see some of you there!

South Carolina Reading First Early Childhood Institute II

Promising Practices in Early Literacy

August 3–4, 2010

South Carolina Reading First (SCRF)’s second summer institute will be August 3–4, 2010, and is for educators interested in early childhood instruction and practices. Katie Wood Ray and Matt Glover will be the keynote speakers and the facilitators both days. Registration for this institute will begin daily at 8:30 a.m. with the keynote address starting at 9:30 a.m. The conference will end at 4:00 p.m. each day. Lunch will be provided to all attending. Recertification credit will be available to participants.

The conference will be held at the Hyatt Regency Greenville. The hotel is located at 220 North Main Street, Greenville, SC 29601. The phone number for reservations is 1–888–421–1442. Please specify the conference name to secure state rates when making reservations for staying overnight. Reservations must be made by July 24, 2010, to receive state rates.

There is no registration fee for the institute. However, registration for the conference is required. Please register on-line with MIKO at http://www.mikogroup.com/events/.

KEYNOTE SPEAKERS AND DAILY FACILITATORS

Katie Wood Ray—After leaving Western Carolina University where she was an Associate Professor of language arts education for eight years, Dr. Katie Wood Ray is now a full time writer and researcher of the teaching of writing. With a particular focus on the study of writing craft, she leads teacher workshops and summer institutes related to the teaching of writing. Her professional background includes both elementary and middle school teaching experience and two years as a staff developer at The Reading and Writing Project, Teachers College, Columbia University. She has published numerous articles and books, and is the former co-editor of the journal Primary Voices K–6, a publication of the National Council of Teachers of English. Some of her more recent published works include About the Authors: Writing Workshop with Our Youngest Writers, Study Driven: A Framework for Planning Units of Study in the Writing Workshop, and Already Ready: Nurturing Writing in Preschool and Kindergarten.

Matt Glover—Matt is a full time educational consultant and author. He is the coauthor (with Katie Wood Ray) of Already Ready: Nurturing Writers in Preschool and Kindergarten (2008) and the author of Engaging Young Writers, Preschool—Grade 1 (2009). Matt is a frequent presenter at conferences and in school districts on topics related to nurturing young writers and supporting children’s intellectual growth and development. Matt has been an educator for over 20 years as the principal and instructional leader of Creekside Early Childhood School, a school of 900 preschool, kindergarten, and first grade students. Before becoming a principal, Matt taught first grade.

Reading Aloud--Wondrous Words

Oh, Katie Wood Ray!! Oh, I'm really going to have to restrain myself. I love Katie Wood Ray. I went to one of her sessions at NTCE two years ago, met her, and promptly burst into tears. I think I was trying to tell her something along the lines of, "Thank you for giving me the courage to do what I know is best for students even when everyone around me was telling me I was "doing it" wrong."

Up until I saw Katie, I didn't realize that I had pushed those first two years of teaching--the two years I literally spent in the principal's office because of "see me" notes--far far far into the back of my memory. During those miserable two years, other teachers had reported that I wasn't "using Vocabulary Workshop books" or "teaching Treasure Island packets" or even "reading the The Acorn People." Of course I wasn't reading The Acorn People, I said. It was too depressing and poorly written. And no, I said, I can't teach the Treasure Island packets because they bore me to tears. We're making room-length timelines trying to figure out flashbacks and sequence of events. We're making dictionaries to cover all the words we don't know in the all but archaic language that dominates classic literature." I defended myself poorly back then, because I didn't have the language to name what it was I was doing. All I knew to say was "Katie Wood Ray" says or "Nancy Atwell writes" and lean heavily on a master's degree from USC that gave me some credibility as a teacher. The book Wondrous Words literally saved me. I stuck to the curriculum I “had” to teach but I filled it with books I wanted, not to “teach,” but to TALK about. I spent the required 9 weeks on Treasure Island but I also threw in author imitation assignments to allow students to read aloud and imitate in writing their favorite authors. I completed Vocabulary Workshop lessons but I also made a Wondrous Words Wall, so that I could fill the walls of my classroom with words the students brought to me from their reading—words like “boondoggle” and “flabbergasted” and “flummoxed.” So it's no wonder that I cried when I met Katie Wood Ray in person, but now at least I understand why—I would not have survived those first two years without her.

As I read this chapter of Wondrous Words for the 3rd, 4th, 5th? time, I still respond to it with the same joy I felt the first time I read it. I could crawl into this book, this chapter, and live here. Katie just reminds me, as always, to have the courage to do what I know is right in my classrooms. I CAN spend 20 minutes reading aloud of a 90 minute block. It IS important. I can PROVE it. I CAN savor the language. I CAN. And I WILL.

Reading Aloud: Filling the Room with the Sound of Wondrous Words

Respond to the excerpt from Wondrous Words by Katie Wood Ray here.

Record Keeping

Respond to the School Talk article here.

Reading Aloud

R & W Workshop and Watching/Listening To Children Read

Fell asleep last night reading. . . . not bored, just sleepy! So, just now blogging!
“School Talk,” article was a super review for me. I appreciate the “Literacy Workshop Across The Day” summation at the end. Regrounds me.
I loved and will reread, “Watching and Listening Children Read.” This article/paper offers some very practical thoughts on making reading real for children. I also appreciate the practical thoughts on everyday/everywhere assessments and the huge amount of info to be derived from such.
Thank you for sharing!

Reading and Writing Workshop

This article was a good summary for me of the elements of readers and writers workshop. I noticed that they included shared reading and interative reading in the same heading.

I realized that I have already been doing write alouds and shared writing and independent writing in my science classes already. When we watch a United Streaming video, I ask the students to take one bulleted note for each 2 minutes of video (independent writing). After the video is finished I ask students to share their best notes with the rest of the class so that other students who may have missed something (or are just not proficient at watching a video and taking notes at the same time) have a compolete set of notes. As students share, I type their notes on the smartboard for all students to copy. This helps me ensure they have notes for all of the salient point on the video, and that they have a chance to review what they have learned. We work together on the grammar, spelling and semantics of the bulleted notes as I type them on the board. I even occasionallyt have student volunteers check a dictionary to make sure we are spelling things correctly.

Reading and Writing Workshop

Like Sarah, I noticed that I put a lot of "I already do this" or "I need to always do this" in the margins of this article. I loved the reminder to all of us that reading and writing workshop needs to happen in a large block of protected time. It is not always possible for this to happen, but it is crucial. Children have to have time to practice what we have modeled in class, and this needs to happen in the same block, not hours later. I appreciate that our principal feels very strongly about this matter. Another component of the article that really spoke to me was the part about sharing. I have made this a must in my classroom. I feel this is easily accomplished during writing instruction. There is no better way to make a child feel worthwhile. I love to walk around the room with my "I LOVE YOUR WRITING" clipboard and catch students in the act of awesome writing. Sometimes I take a picture to put on the Smartboard, sometimes I let the student share their thinking on the document camera, and sometimes I just let them chart a great idea, hook, or strategy they used during writing. I also like the point made about having routines in reading and writing worksop. This is so powerful. Routines are so improtant. I have a special signal in my classroom to let students know that reading or writing workshop has begun. When the lighted Palmetto tree comes on,it's time to read. When the light goes off...it's time to come to the floor to share. To signal writing workshop the Flamingo light comes on and all students come to the floor for a mini- lesson. I also think it is valuable to have a special signal, sign, or reminder that I am having individual conferences with students. I have found it helpful to keep a visible reminder sign that states that conferences are being conducted.
I feel these routines in my classroom have given my students predictable structures to learn in.

My Think-Writing; 6-14-10 Homework

I truly enjoyed reading both Reading and Writing Workshop and Watching and Listening to Children Read.

Because I have always been a firm believer in writing and reading workshops (thanks to USC’s master’s program and Nancy Atwell!!) a lot of School Talk’s Reading and Writing Workshop reaffirmed the way I already structure much of my 90 minute class. I actually take “status of the class” each day after my 20 ELA minutes (in which students can read or write independently while I conference with other students). Sometimes, we need to adjust due dates or I need to review material—such as research logistics like MLA format. Some days I learn that my students are procrastinating on a project I have assigned, and I need to listen to them in order to evaluate whether students are avoiding work or whether they don’t have the necessary skill set to get started or move on. In many places I wrote, “I do this” in sections of this article. And in many places I wrote, “I need to remember to do this.” The article was a nice refresher for me.

In Watching and Listening to Children Read I was fascinated by the many ways to judge what students know about treading. I particularly loved the philosophy behind kidwatching. Watson writes, “Good kidwatchers make it a point to see the student’s strengths first. This does not mean that problems are ignored. It simply indicates that teachers need to build their reading programs on what students are doing right, not on what they are doing wrong” (121). I like this because it allows the teacher and student to focus on the positive. I also like this technique because it is something I can do informally, every day, to get a view of how many students are conducting themselves as readers. It also gives a name to something I do instinctively—and it is yet another researched-based reason why I do not need to give several “pretests” to determine student’s reading ability. In fact, this article actually demonstrated exactly how such pretests can be faulty, and therefore detrimental to planning student instruction. Watson writes, “…when proficient readers are presented with interesting, well-written text they look like what they are—good readers reading good discourse. If these same readers are presented text that is unpredictable, lacks cohesion, is conceptually inappropriate, and holds no interest, the students will appear to be poor readers—their potential diminished by poor text” (116). Now, I can just say I am looking at a “transactional view” of reading to defend my methods of kidwatching and textwatching as I help students with reading instruction. It’s simply a matter of giving a researched-based name to what I am already doing in my classroom.

Finally, WOW to all of you who have always known about and conducted formal miscue analysis and ERRQ!!!! I was absolutely riveted by the section—I’ll admit to reading it twice. And I’m hoping to gain a better understanding of both tomorrow, but as of right now (if what I’m understanding is correct) the possibilities are endless for how I can utilize these methods in my classroom. I don’t want to write more on this subject because I don’t think I have a full grasp of how to fully analyze the results of miscue analysis, but I’m thinking along the lines of using these methods as a way to make students aware of their own reading processes—an activity in metacognition for my middle schoolers as readers. So, until I learn more, I’ll just say I’m pretty excited!

Watching and Listening to Children Read

Let's do the same with this article so all the thinking and responses are centrally located! :) See you in the morning for more brain food in Balanced Literacy.

School Talk Article

In order to make responding to the article easier, I thought it would be nice to make one post where we could all respond with comments and aha's from the reading. Hopefully you will all agree that this works well and respond here.

Chapters 7 & 8--My thinking on this book

Promise: This will have a positive ending! J

First of all, a confession: up until these chapters, I have not liked the tone of this book. And that confused me a bit, because I inherently agreed with the philosophy and content behind Routman’s research. Granted, I have not read anything else by Routman, but in the first couple of chapters of this book she appeared to me to have a negative attitude towards teachers. “What I didn’t see then was how their teacher’s narrow vision would permanently impact each child’s life,” (3). “I have never been in a classroom or school where the expectations are too high. In fact, I continue to be stunned at how little is expected from students” (10). “Everywhere I teach, I find that students’ voices have been silenced” (20). This list could go on.

In addition, I have a hard time recognizing an expert in education when that expert is really no longer in the teaching capacity; yes, Routman is a coach, and yes, she is a teacher-researcher, but all of her case scenarios seem to be focused on a sample lesson (Norman comes up quite a bit) which runs for the same amount of time. One week. And while the research does have the consistency of approach, The Optimal Learning Model, and therefore does validate the practice, I had a hard time reading about Routman coming in and saving the day for well-meaning, but sub-standard, teachers, especially when so much of her advice directly contradicts what we are told to do by our superiors. “Stop while the kids’ energy is still high” she says—but our evaluators are looking for “bell to bell” instruction (41). It is easy to take one idea and one lesson and “wow” students and teachers for a week, especially when you stop when the energy and enthusiasm is high. It is much harder to be in the classroom, day in and day out, live with successes and failures, and still press on to find a way to reach each student.

This is what I believe about teaching: most teachers go into teaching with a passion and love for the profession. We are well-meaning, but we are also well-educated and dedicated to continuing education for ourselves and our students. We grasp at good ideas, we change direction on a dime if what we were doing isn’t working, we ask for help when we need it. And what is that called? We say that we “beg, borrow, and steal.” Again our own “professional jargon” makes us sound little more than magpies…desperate for someone to come in and save the day.

Yet in later chapters, Routman talked about empowering teachers. She says we must be advocates for our students. So, Routman understands that teachers are the only hope for educational success, and yet she considers very few teachers competent? By her own admission, she comes back to the schools she visited and notices that nothing has changed. She writes, “I have rarely seen coaching in a school or district that, after a few years, impacts student achievement” (115). So…what does this mean? In the last chapter, I finally understood where Routman’s beliefs (and attitude/tone!) coincide exactly with mine. She writes, “I have been teaching long enough to know I don’t have the power or the right to change anyone. Second, lasting change happens from within. My work, at best, is a catalyst” (127).


I think Routman put into writing something very brave, and very, very powerful. The only people capable of initiating a school-wide pedagogy change are teachers. The rest—the principals, literacy coaches, curriculum coordinators—they need to be the catalysts and then resources to help teachers change. They need to empower teachers to research, to observe, to change, to grow. In fifteen years we may have a new educational model we are encouraged to follow, and inevitably it will be up to teachers to determine whether or not that new model works. And so Routman concludes that attaining and maintaining high student achievement depends, not on an “expert” coming in and doing a residency for a week, but “on all teachers being knowledgeable and effective…there must be a core group who keep things going” (123). I think Routman pursued a venue of education that allowed her to see many schools, many teachers, and many students. I believe that she is knowledgeable in her craft. But in the end, I think that she understands that her research is meant to give teachers the voice they need to stand firm in advocating for students and for the teaching profession. She acknowledges that teachers need to “simplify” instruction, “have more fun” in the classroom, and work smarter, not harder. All these things I believe teachers know inherently, but we get bogged down with all the rest. We need someone to remind us. Routman quoted Arthur Miller when he said, “the longer I worked the more certain I felt that as improbable as it might seem, there were moments when an individual conscience was all that could keep a world from falling.” I believe that she referenced this specific quote because Routman knows that all meaningful, quality instruction begins and ends with the teachers who have the endurance and the passion to stay in the classroom to plan, assess, and work for all students, all the time. And so I believe Routman when she encourages us, as teachers, to “rise above the distractions and regulations and naysyers. Focus on the children in front of you, and create genuine hope for their futures. They deserve the best of what you have to offer. They are counting on you" (131.)

We can do it.

What to bring tomorrow!

We are looking forward to our time together tomorrow!

Things to bring:

• Your calendar
• Your syllabus
• Your "Teaching Essentials" book

An open mind and an eager spirit!

Oh, and don't forget your brains...we may have left ours behind in Holden Beach (Christy) and Texas (Becky)! haha!

Becky and Christy

Understanding Vocabulary

Understanding Vocabulary

Gotta quickie concerning vocabulary….When it comes to direct teaching of vocabulary and strategies to figure out vocabulary what do you do when:
You’re reading a story that will become an old friend and revisited numerous times to focus on different skills/strategies/standards but that story has gobs of rich colorful language and unfamiliar vocabulary??

One story that comes immediately to mind is Once There Was A Tree (can’t remember the name of the author). Fabulous story for a variety of reasons. However, it was an extremely difficult story to read the first few times because of the amazing vocabulary and language. I almost abandoned reading the story because of the high level vocabulary usage. I am still not sure how to read a story that has so much vocabulary that needs explaining. It becomes a chore as a reader and certainly as a readee. What I’ve done is to end up simplifying the language the first couple of times I read the story so as to be able ensure that the children understand the meaning of the text. Then, I add the new vocabulary a little at a time.
Any suggestions??? Help!

Meaning First and Plan wthte End in Mind

Meaning First and Plan with the End in Mind

Many of you remember “New Math!” New Math drove my dad nuts! Why change the way math is taught when “Old Math” was just fine?? 2+2 still = 4, so why the paradigm shift?? Dad went to his grave resistant to the big change and thinking that Mrs. Mayer must’ve been a communist incognito!

Well, I didn’t intend to drive the parents of my students nuts, but I think that sometimes change can create chaos! So, lots of peanut butter was made this past year! I spent a lot of time smoothing out the nutty parents as I attempted to lay the ground work for my Future Readers and Writers of America club.

None of my children came to me concentrating on pictures first. They absolutely stiffened when I covered the text in our big books. They wanted to read the words~~~rather, they wanted to sound out the words and call it reading. After all, isn't that "school reading?" Well, challenging doesn’t even come close to the word used to describe the chore of teaching the children and reteaching the parents to think about meaning first, not sounding out first. One of my main “Ends In Mind” was to guide the children to constantly think while reading or being read to~~~to listen to be sure the text made sense, sounded right. We worked on various strategies to attack unfamiliar words. The last strategy to be used was to sound the word out. The children created a list of things to do to figure out unfamiliar words. First, look at the picture!!!!! Next, bump the unfamiliar word and keep reading the sentence. Go back and reread the sentence asking what would make sense in the space. Does that word fit? Does it look right? Eureka!

It took a little while, but eventually the parents bought into “New Reading!”

Riley said it best when I asked her how in the world she was able to read a book she was proud to have just read to me.
“Well, I wooked at the pitures first. Then, I finked and finked. Then, I just read it!!”

My children left me at the end of the year knowing in their bones and bodies that reading is meaning, and readers think while they are reading!

What a Celebration!!!

Put Schoolwide Coaching into Practice : Chapter 7

While reading this chapter I began to fully understand and appreciate the job and responsibilities of not only a Literacy Coach but of the job of the teachers within a school as part of an ongoing always progressing literacy team. Now that our Literacy Coach is being cut:(( due to the budget), it will become essential to as Regie did, to coach each other and build the trust needed to progress and grow in literacy. I know it is important to be open and trusting to positive and negative feedback/ suggestions from colleagues. This sometimes can be extremely hard for me ( I am a softy), especially if that trust and/ or respect is lacking and how the feedback is worded. I definitely agree with Regie by starting with the positive, then ask the teacher what she thinks she could have done differently and go from there. This is much more conducive and welcoming in my opinion. I also like the idea of taking the time to self reflect and self evaluate. A lot of times, I feel so rushed that I sometimes don't do this after every lesson but is something I would like to improve upon.

I think that the Looking at Your Teaching chart will be extremely helpful for me to use to evaluate my personal teaching, to build my confidence and help me to better reflect, so that I can make the appropriate adjustments where needed. In the end I like what Regie says, " While a school-wide coaching partnership is a challenge to implement,the payoff is huge: increased collaboration, more effective teaching, higher student achievement. These benefits help lessen the pressure of being observed and remind teachers and administrators of the larger purpose: celebrating successes, getting new ideas, refining teaching and assessing and keeping a focus on students." I am looking forward to all of this, the increase in my confidence and the success of my students and school:)!

Teach Responsively and Provide Feedback

This section of Chapter 5 really spoke to me because it reminded me of my Responsive Classroom training. If we are to create a safe environment where students feel comfortable taking risks, then we have to use responsive teaching. When students are able to have a deep and thoughtful conversation during the lesson, the teacher can use that information to plan for future teaching or make changes to the lesson while it is going on in order to clarify misconceptions. Our challenge then is to not get lazy and resort back to the "telling teaching" because we are so pressed to cover standards. We have to be okay with not getting to everything that we planned in our lesson because the conversation ran long. I liked Regie's list of requirements for responsive teaching and was challenged to remember that I should not repeat what students have said in order to show respect for what they have said and also to encourage students to listen to one another.

Another part of teaching that often gets put on the back burner during the standards covering frenzy is feedback, and I am guilty of this. Too often I give the praise or advice responses instead of providing them with constructive information that they can use to improve their quality of work. So again, I will be challenging myself to use more effective feedback in an effort to make them accountable for evaluating their own learning and work so they become self motivated, independent learners.

Did any of you feel the same way?

Just Some Thoughts After Reading A Little

First of all, I do not like posting my picture!

I love the passion that Regie still has for literacy and children even after 40 + years of being in the field. I know, in the most passionate way, that all of my children are capable of greatness in the areas of reading and writing. I struggle with the element of time. I have searched and can’t find two extra seconds to rub together during the school day. Therefore, I must learn to make the absolute most or even more than the most out of the precious time I have. As I reflect on the year just completed, I ache for the children for whom I feel I have short changed. I see the faces of the little K-5ers that needed more support than I gave them. I definitely need support in this area of my development.

Another struggle that I face each day is in writing. When working with emergent writers, I find that many are capable of putting their thoughts down onto paper in a way that I can decipher their thoughts. However, often times when the author of a piece attempts to read his writing, he is unable to read his own piece. In discussing this dilemma with other professionals, they, too, have had the same experience. Is this a “normal” developmental stage for emergent writers? How do I help that child/ren be able to cross that bridge more effectively?

In reading the passage about “doing more writing for valued audiences and purposes,” I had a thought. Kindergarten children seem to love writing because it is novel and “a thing” that grownups do. Therefore, writing is so very cool to the five/six year old child! I have worked with a few kindergarten children who are reluctant writers. I am thinking of one child in particular, that I shared with our Reading Interventionist this past year, who just shuts down. His primary language is English. He does exhibit a strong control of the language and of vocabulary. He knows how “stories” work. He just shuts down. He is very artistic and does a beautiful job drawing his stories, and he has demonstrated that he is ready to begin putting words to his pictures. He has control of letter/sound match and is able, with assistance, to sound-blend words. Some thoughts that I have on how to encourage all writers, but especially the reluctant writers, is to have Pen Pals…..I know….this is not a new idea at all. However, for a tiny little K-5er, to write to and receive replies from various people in the school, such as administration, custodians, cafeteria folks, teachers that a child knows via siblings, just might give these reluctant writers a reason to compose.

Student Dependency?

As I was reading this section of Chapter 6 I continued to question myself as an educator- How can I do a better job of teaching students to be more accountable for their own learning? Students need to be taught how to evaluate themselves as learners. This is a skill that for some is easy- some students are naturals at this skill. They have a critical eye, they have the ability to see the big picture- the end result. There are those students who really need more guided practice- I love when Regie talked about "hand holding". It is not necessarily a bad thing- some students require much more "guided practice". How can we expect students to do this "on their own" if they are not confident in their own abilities. They gain confidence by lots of practice.

Teach For Independent, Self Directed Learners

Teach For Independent,
Self-Directed Learners
I love what the little third grader said after a Regis residence. “My brain hurts from all the thinking because I never think, but now I’m getting smarter.” Later she even said that her brain felt bigger, and that she had knowledge in her head and that she felt great. Wow! She was a struggling reader too.
We need to quit fixing up all the writing for them. If you teach children to monitor and evaluate their own work and direct their revision process right from the start, they can shock you with what they are capable of. We want our students to be independent problem solvers directing their own learning and setting their own goals. We can't do it for them!
When reading this chapter, I was very interested in what Regis said about using scaffolded conversations. They are so powerful. I love how she did the thinking out loud while helping a student pick out a writing topic, also offering help developing the topic. I, too, like to jot or capture students’ ideas by putting them on sticky notes and attaching them to their paper. This paper trail will remind them that their ideas are important, and later it will encourage or remind the learner what to do. This record of their thinking will give them the courage to work independently.
I really enjoyed reading the part about teaching students to self-monitor and self evaluate. I love the part when Regis talked about even young readers can check their own work if we teach them how and provide the necessary support and expectations. I hope for all teachers to believe this. If we tell them what we expect and hold them to it, usually it will happen. I like the fact that Regis will not accept a paper at all that has not had the basic editing completed. She just hands it back to them. All students can do the basics of editing.
Preparing for testing is so important. Testing is a genre in itself and needs to be treated that way. As a third grade team, this year, we also rewrote the third grade writing rubric. We came up with great demonstrations to put in our frontloading lessons and let small groups practice with writing samples by noticing, talking, sharing, rereading, and explaining their thinking. We were so excited when our students finally took the writing test, because we felt they were much better prepared. A lot of frontloading, guided practice, group practice, celebrations and major hand holding are some of the ways we helped prepare our students for state testing.

Embed Assessment in All Teaching

Embed Assessment in All Teaching
I agree that embedding assessment is a challenge. Having no script can be a little scary. I do feel though it is very important. We do have to really pay attention to the learners in front of us to be able to move them forward. We have to listen, observe, notice, rethink, and be risk takers. We need to remember we are the professionals, and we have to trust our decisions.
If we do not feel comfortable about thinking on our feet, valuable instruction time will not be lost.
I enjoyed the part of chapter 5 that discussed teaching responsively. I especially think that all teachers need to be reminded to validate all student responses. It is so easy to try to do the talking for the child, because you usually feel rushed to “cover” the material. I think rephrasing student responses to nudge them to think more deeply is so smart.
Skillful questioning is so important across the curricular areas. I think it helps me to actually post the deeper level questions in my plan book or even in my classroom to remind me to use them. I actually try to have examples of higher level questioning in my textbooks, near my conferencing table, and when I’m at my computer as a constant reminder. It is so easy to fall back into the surface level questioning, I need a constant reminder.
Feedback is crucial! I have found that taking pictures with my camera of children doing something well is a powerful tool. Sometimes I show the entire class what the child accomplished, and often I have the picture up on the SmartBoard or projector as the students enter class. This idea really works well in Writer's Workshop during editing and revising. Seeing what is done well, and correctly in print, creates a very powerful picture. This also shows the students and the rest of the class that their work is validated.
Another part of chapter 5 that intrigued me was the part about grouping students. I agree with what Regis said about grouping. I know that students do learn so much from each other. I also agree that we should continue to use small guided groups that are flexible. I learned while reading this part, that I need to do a better job of assessing what students accomplished within that small group. I need to have a better system to remember how well each student actually comprehended what we were learning. I think having a few questions to answer at the end of a lesson is one good way to check for understanding.
I really enjoyed this chapter, and I plan to rely on the Ongoing Assessment Framework to guide me in helping students check for understanding before, during, and after instruction.

Great Conversations!

I just wanted to check in and say "hello"! I'm really enjoying the conversations you all are having regarding Regie's book! I'm glad you are getting so much out of it--and we haven't even begun class yet!

We are really looking forward to meeting everyone Monday morning! (In person, that is!)

Becky

Plan with the end in mind!

I have been out of the classroom for several years. This was my first year back in a special ed classroom. I have been able to have many "Aha's" while reading this. I have been able to connect the dots with what I learned this year in the classroom. I've also had moments of "clarity" when reflecting on the years of teaching I had done in Florida and in Lexington 1. I only wish I had this book to guide me way back then!
Flexibility rings through this discussion about planning instruction- start with the student, build on strengths. Another point that jumped out at me was to shift from a deficit model (find out what is wrong and fix it) to begin by building on the strengths of students. Teach for understanding! I loved the exampled Regie gave about trying to learning something technical.. How many students leave their grade having felt the same way- yes- I might have "covered the material" but did my students really make that understanding leap.
This leads into teaching responsively. It is so important that we teach our students how to assess their own learning-to "really" know what you know and know what you don't- that is so powerful!

Advocate for Your Students

Something that I have always valued very much is teaching as a profession. I'll never forget my interview with Chapin Middle. Someone asked me where I saw myself in 10 years. I said, "teaching." That's because I do not recognize a higher calling than teaching; I do not believe that there is a profession above it or even a position above it. I've never viewed teachers as "grunt workers" or the "bottom level' of the education profession. Rather, I see teachers as the backbone of education--where the rubber meets the road. I believe that it doesn't matter what mandates come down from district or school level--in my classroom, I am responsible for the education of my students. I am free to determine how that is best achieved.

As a new teacher, my eyes were full of ideals and Utopian school systems. Recently, however, I have become discouraged with how it appears teachers are viewed in our district and in our state. I see teaching as the epitome of the educational system; others appear to view it as a demotion. That's way I was overjoyed to read this section by Routman: "Renowned educational researcher Richard Allington advocates that we examine our state's code of ethics for teachers...and use that code to disavow unprofessional practices. He goes so far as to recommend that we say, "Please put in writing that you want me to violate the state code of professional ethics." To me, this implies that it is our duty as teachers to stop bad methods and practices before they become common place. It says that we don't have to "roll with the punches." I believe Routman expressed this as taking ourselves, as teachers, OUT of the role of the victim and into a role of empowerment, for ourselves and for our students.

This all goes back to what Routman was saying about common sense. Since when aren't teachers the experts? We need to believe in ourselves as professionals, and not be afraid to say, "NO. That is not in the best interest of students." This is not to say that I don't believe in change or experimenting with new practices; I do. But let's face it: we all know that doing one thing--one initiative, one strategy--well would far better benefit our students than adopting several initiatives poorly.

Routman gave a personal experience in this chapter that I also feel is important for administrators to understand about teachers. Routman described a situation in which a teacher asked her opinion of her word wall. At the time, that particular teacher was not looking for criticism, and Routman restrained herself from providing it--constructive or otherwise. Later, when the teacher came back and asked for constructive criticism, she was receptive when Routman provided it. This is huge: we can only handle what we are ready to handle. Good teachers want to master one thing before we jump into something else; sometimes we know something can be revised for the better but we have to experiment first to figure out what works for us and what works for kids. Those two things work hand in hand: no method, no matter how proven, will work for a teacher who does not believe in it. That's why all our classrooms can look so different and yet all be productive--traditional, edgy or otherwise. Good teaching comes from the teacher--the methods may vary.

Focus on Meaning First: Chapter 4

This chapter was like a refresher chapter for me. I have been teaching the core subjects of Science and Math for the past 2 years and will be teaching all subjects next year. The chapter had a lot of refreshers for me that I think will help make my teaching more explicit and meaningful. I LOVE the reinforcement of the whole part whole teaching and staying away from teaching things in isolation. This sometimes to me can seem harder to do but the whole part whole is most beneficial for students and makes learning more meaningful.

I liked the idea of begin reminded to set a relevant purpose the "why" we are doing what we are doing. This always seems to engage my students more and gives them ownership in their learning when they see the importance. I just have to make sure that I am explicit in sharing/creating the why with my students.

The idea of incorporating the following questions as Regie mentioned " What's most important to teach now? What do they know and need to know now?" , will help conserve time and make my teaching more explicit. This also goes along with Regie's idea of being able to teach more in less time, which literally jumped out at me as I read it. I know this upcoming year, I will try harder to teach multiple skills simultaneously, as she mentioned, to better benefit my students and keep those key questions in mind as as I plan for instruction.

"Start with the student and not the standards" spoke to me. I really feel like sometimes we are so standard and test driven that we sometimes, as Regie says, need to remember to " think globally and focus on embedding the skills and standards in meaning." I definitely like the end part of that quote, "in meaning". This statement as a whole will definitely help me as I plan for next year. The idea of making the curriculum challenging by keeping Regie's questions in mind, " What can they do? What do they know" and then go from there, I think can only enhance my instruction and make sure I meet the needs of ALL of my students.

I also liked the idea of teach first and then label. This is something which I admit I have trouble doing. I always like to label first. Regie's thoughts on this really made sense to me and is something I would definitely like to change for next year.

Over all, this chapter had A LOT of key points. I have only touch on a few of them. What were some points that stuck out to you?

Roll Call

Hi! I am Barbara Coffman. I am taking this class to renew my certification. I have been away from teaching for the last 12 years. I spent 3 and half years staying home raising my twin boys and the last 8 and half years running a business with my husband. I am very excited to come back to teaching as it is my true passion.

I am confused. I see the posts that others are making about the readings. Was this book something that I should have recieved in the mail? All I have received so far is my receipt for the class.

"I Can Do It!!"

W-O-W! I have loved reading this book! It has renewed my own "I can do it" spirit! While reading chapter 2 my "Aha Moment" was I can do more writing as a way into reading!...but will add a more valued purpose. This is so important with struggling readers!
When the "Why" is big enough the "how " always comes!

I have not tracked my own reading, as Regie suggested. This is something I will be starting for my own personal growth. Interesting- anyone else track what you read?

Teaching Essentials

I received Teaching Essentials in the mail yesterday and jumped right into reading the first two chapters. I love the tone of this book. Reggie respectfully welcomes her students to the learning community with high expectations and tenderness as they in turn take risks and became active learners. The constructive way she poses a mix of questions, the positive approach used to self correct, and the resulting celebration of the students’ writing is exciting to read and watch in the videos. Reggie demonstrates an incredible bond with her students; that connection comes through the process and power of writing. Now I understand all the excitement created by Regie Routman at NRES.

Raise Your expectations

Ok, the blogging is now for me. I am going to give it a shot. I know that I am to reply to a roll call someplace but have not found it yet. I too am out of town and have limited signal for my computer, hopefully it will last. I have taught math and science for two years after returning to teaching from staying home with children. I am excited about teaching language arts next year as I myself love to read. In reading chapter 1 of Regie's Teaching Essentials, I highlighted some things that really stood out to me. One that really made an imprint in my mind was ...being that we as teachers have to work smarter and teach ALL children HOW to learn so that they can go on learning. I know that I somtimes get caught up in the "what has to be learned" rather than focusing on the teaching my students how to learn so that they can go on learning. I feel that this is so important for all students today. If taught to how to learn, think for themselves and be problem solvers this only grows them as learners and contributes to their successes.

Align Your Beliefs with Your Practices

This year our staff went through the process of evaluating and aligning our beliefs about teaching reading and writing and it was a very valuable experience for us. I really appreciated Regie's quote on p. 37, "Because common beliefs create a coherent vision that in turn drives coherent teaching practices across the grades. Without that synchronicity, it's like hearing an orchestra warming up as opposed to playing a Stravinsky symphony.

Unfortunately, many teachers get caught in the rut of teaching the same way they have been teaching for many years even though they have been through extensive professional development that tells them it is no longer best practice. I did agree with Regie that it is partly because we are overstressed and a lot is put on our plates, but that can't continue to be an excuse. I also agree that it is our job to use our common sense and judgement when implementing new practices, materials, and procedures into our teaching. As Regie says, "we need to be the gatekeepers for sane and sensible practices."

Finally, we MUST conserve our time and energy if we are ever going to continue and thrive in education. By asking these essential questions, we can save ourselves a lot of struggle and exhaustion:
1.) How is what I am expecting student to do helping them become more proficient, confident, and independent learners?
2.) What are students learning? How do I know?

By becoming strong leaders and and advocates for our children, we can revolutionize the education system and change students' lives for the better.

Become an "Expert at Smartness"

This chapter really spoke to me as it seems that the suggestions Regie made are the direction my school Chapin Elementary is headed. We have been doing a Regie Routman in Residence study this year which goes right along with this text. We as a staff have also looked at our school wide beliefs of teaching which was a HUGE task but a meaningful and eye opening one. We have even investigated the idea of creating and implementing Professional Learning communities within our school and have begun to look at how we can more effectively plan for instruction as grade level and leadership teams.

I agree with Regie that having common school wide beliefs that are shared as a WHOLE school and the idea of working effectively as a team are the core to any school and are essential to student success. I also think however, it is important as Regie states," Keep an open mind. Be willing to change your views when research and experience warrant it." We have to remember that as professionals, we are continuously growing and changing too.

I also enjoyed some of Regie's ideas on how to conserve time and energy as it seems we never have have enough time. I liked the idea of stopping when kids' energy is still high- which I admit I sometimes don't do but see now the benefit of this philosophy and will definitely be trying this. I also liked Regie's caution on the use of technology and agree that authentic materials such as books still have a place in our schools.

What were your thoughts?

Advocates for Children

As I begin my reading, I am reminded of how important it is that we, as educators, provide rich literacy experiences for our students. It is true that more and more children enter school lacking many of the basic early literacy experiences that we would expect them to have been exposed to. And so, it is even more vital that we provide opportunities that immerse them in quality literature on a daily, ongoing basis.

We must also keep in mind that as we advocate for children, we must keep our expectations high and believe that all things are possible. Let's not start off another school year checking and chatting over each other's class rolls to "warn" others about students that we share. Let's give ourselves and our students the opportunity to demonstrate and discover strengths within our learning communities from the very start of the school year.

Loving It

Okay, I am on a youth retreat in Myrtle Beach with students from Riverland Hills Baptist church and I have having technical difficulties, so I am attaching my post to this until I have better connection and can sign up for the blog correctly. See below for my first post:As a lovers of all things Regie, I have thoroughly enjoyed reading the first two chapters and the beginning of the third. I always appreciate that Regie is an advocate for teachers and students and also sets high expectations. I especially appreciated this quote, “I am passionate about making life easier for teachers and students everywhere while at the same time increasing achievement and raising expectations for what is possible.”The way that Regie requires teachers to move beyond their low expectations for children and see that all students are capable. It must be a team effort of all resources working together in order to support struggling readers and writers, but that isn’t always the case in every school.Creating an “I Can Do It!” environment reminded me of Robin Cox’s phrase, “Believe them into being.” It is our job as teachers to help students believe that they can do anything they set their mind to through raising the expectations set for them. In order to do that, we must use choice words, proper tone of voice and body language in order to provide a welcoming and safe environment for students to feel comfortable taking risks. We also must treat each other, as professionals, this way as well. Through constant celebration of the small things that students accomplish, we CAN “believe them into being.”Finally, having teachers who are more confident and more knowledgeable about the content in which they teacher is crucial in order for us to see test scores and student achievement improve. Only through school wide professional conversation and collaboration can this happen. When teachers show their students that they are life long learners themselves and share that learning with the students and their co-workers, the knowledge base and confidence of the staff can improve.I am looking forward to reading the rest of the book and growing deeper in my knowledge base and confidence. I CAN do it!
June 7, 2010 8:33 PM

Videos

Thanks to Tiffani for reminding us of the videos that go along with our book. You can find them by clicking on the link below!

Regie Video Link

Blogging!

Hello Everyone!

I'm really enjoying reading your posts so far! I just sent email invites to all of you inviting you to create your own blog posts on the site. If you do not receive an email, please let me know--some of you are not on district email, so if this is the case, send me an email so I will have your address!

Keep reading...and blogging!!

Becky

Create an "I Can Do It!" Learning Environment

I had several "Ah-ha" moments while reading this chapter. One, in particular, was doing more shared reading from shared writing texts. Many weeks I am on the hunt for poems and/or big books to use for shared reading when all along I've had an endless number of shared reading material in our shared writing and the students' writings. The idea of turning their written texts into Readers' Theatre scripts is a bonus! I can't wait to use this idea with my students!

I went to Regie's website and watched her videos for this chapter. I highly recommend you watch her video with Antonio. She was fabulous in supporting him as he worked on creating a story about his new baby sister.

Was there anything in this chapter that made you all say "Ah-ha"? If not, what do you think of her video with Antonio?

Look Beyond What You See

After reading this chapter, I realize that I am guilty of being that teacher who shows sympathy for certain students and their unfortunate situations. My expectations for these students are lower and this is something that I realize I need to change as a professional.

Regie also makes a great point when she states that "literature is one of the most powerful ways we educators can connect to our students." I need to make a conscious effort to add more books in my classroom library where my students encounter characters that are much like themselves.

What are some points that stuck out as you all read this chapter?

Hi and welcome to our blog! We are looking forward to hearing from you...

Christy Martin
Literacy Coach
Chapin Elementary

Roll Call

Hi Everyone!
Please reply to this post by introducing yourself. Tell us your name, school, and grade you teach!

I will start!


Becky Hinson
Nursery Road Elementary
Literacy Coach

Welcome!

Hello and Welcome to our Blog!
We will be using this blog to engage in conversations about our pre-institute reading of Regie Routman's Teaching Essentials. As you read each chapter, please post your thoughts and reflections here.