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.
The majority of my years teaching have been in self contained LD. Read alouds became the way in which my students were able to:
ReplyDelete1. Hear what a strong, fluent reader sounded like, what it looked like and what it felt like.
2.It also became the way in which I modeled reading strategies and
3.For many, this was the only time my students would get to "read" on grade level.
Never rush a good book!
WOW Sarah!! I commend you for sticking to your guns and staying true to what you believe in. I love that you take the time to read to your 7th graders. I agree with what you said today about just reading a book for the purpose of enjoyment.
ReplyDeleteThere need to be more teachers like you at the middle school level. Thank you for taking the time to understand the process through which students learn to read and are assessed before they come to you. It speaks highly of your professionalism and integrity. Also, I applaud you for being an advocate for best practices instead of conforming to what "has always been done". I read Treasure Island at CMS in 6th grade...sure there has GOT to be more currently literature that can be used! :)
ReplyDeleteI agree with Maria.. I don't remember being read to in middle school or high school. It wasn't again until college where I heard another read aloud! I love how passionate you are about something and aren't afraid to try!
ReplyDeleteI am enjoying all the comments that people have been writing about their own experiences and their experiences as it pertains to the readings. I wish I could be that creative. Sarah, you are an inspiration! I admire all that you say in class and your willingness to speak up for yourself.
ReplyDeleteLike I told you today Sarah...I would have loved being in your 7th grade class. You bring reading and writing alive in the classroom. You also value and believe in what you do. As and educator, I applaud you for standing up and doing what's right for children.
ReplyDeleteThanks so much Sarah for sharing your story and sticking up for what you believe in!! Your are a GREAT leader and influence for us!!
ReplyDeleteIn this article, I liked the emphasis on listening like a writer and using the read aloud and/or shared reading as a mentor like text for writing. The idea of assigning a "read aloud" as homework was interesting- I know we tell the students to read for 20 minutes BUT I think intentionally changing it up and having them read aloud could/ would have a GREAT outcome and help grow the reader so much more. I also liked the emphasis on reading aloud well and the statement " You're not reading aloud well if you switch too quickly from your teahcing voice to your read aloud voice." This statement to me was very thought provoking and made me really reflect on whether I do this. I too aree that read aloud must be meaningful to students and selection is KEY.
Sarah - I love the passion in which you express yourself. It is a joy to read!
ReplyDeleteSchool Talk - Record Keeping
ReplyDeleteThis article was very informative and had a great list of ideas of how to keep records. If one is not working in your classroom, there are many others to try from the list. It was agood refresher for me. It is interesting to see how different teachers keep their records.
I wish you had been my English teacher!
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