My new favorite TCRWP staff deveopers: Eric Hand and Hareem Atif Khan
If you are ever at TCRWP and have a chance to attend one of their workshops, DO!
I feel like I hit the jackpot because Eric was teaching about a medium he loves and has loved for years. He shared this page from “Eric the child’s” notebook where he drew covers. His comic book collection served as a perfect mentor text for his cover designs!
And Hareem is so organized and so clear in her instruction. Plus, she even dresses as a graphic novel writer!!
I treated myself to this mini-three day institute because my 6th graders LOVE the medium of graphic novels. And I knew if I learned more about this medium from my favorite place to learn (TCRWP), I would leave loving it too. And I did!!
How did they do it?
As with all learning at TCRWP, they explain the WHY so clearly. Then they guide me through the steps to do the work – in this case, how to read a graphic novel as a mentor text and then how to write my own graphic story.
* Our kids love this medium and as their teacher, I need to value what they like to read and write.
* Our 21st century world is so visual. As teachers, we need to empower our students to understand how to read visuals in order to be informed consumers.
* This medium is perfect for ELL learners due to the picture support.
Also, I learned the history of comics. I had no idea that in 1954 there was a Congressional Hearing which reported that comics were the cause of juvenile deliquency in the country and comics were considered evil and were banned and only something read underground. (No wonder as I attended school in the 70s, comics weren’t a thing.) Today, the medium is gaining acceptance but it is helpful to understand its history.
Step 1: Immersion. LOTS of graphic novels of ALL levels were in the room to look at. I noticed the FEATURES in the graphic novel and then thought about So What? My t-chart listed features like sound words, close-ups, panels with text, speak bubbles, etc. I learned vocabulary like gutters and emanata (lines used to show emotions).
Step 2: Doodling!! Just as narrative writers get ideas by thinking of people, places and objects and the small moments related to those people, places and object, I was encouraged to just doodle to get ideas for a character and then doodle another and another. “See where the pencil takes you!”
Step 3: Story Arc ; Then I used all I know about the story arc and made a timeline of the events of my story. (This unit will be out in the Fall, 2019 and Eric and Hareem say it is meant for grades 4-8 at the end of the year. It is a perfect unit to try after the students have already had a narrative unit and now they can transfer the skills into a graphic novel medium.
Step 4: Book Map: Eric and Hareem taught me next to make a BOOK MAP. We used post-its and layed them out to see which 2 pages would face each other in the graphic novel booklet.
Step 5: Thumbnails: Then we sketched thumbnails of each page. On the thumbnail I got to pick how many panels and the size of the panels. I decided who was talking and what details to add to each panel.
Step 6: Drafting: Finally, I got blank paper and got to draft lightly in pencil and then go over using a black flair pen.
Because this institute was only 3 days, I got a taste of each step but still need to work on my finished product. However, I am proud of what I was able to produce!!
Eric also suggested 3 lens to use when having a conference with a graphic novel writer.
Lens 1 – Story Arc – Is there a challenge the character is trying to deal with? Is the resolution believable? Is the setting clear? Does the character change?
Lens 2 – Visual Story – Has the writer decided on number, shape and size of panels? Do decisions match the story? Are the characters distinguished? Would it help to zoom in or zoom out?
Lens 3 – Balloons – Can reader read the words in the speech bubbles? Is the writer using bolding to help reader know how to read the words? Does the font match the mood and tone? Are the balloons in the right order so the talking by characters is in the right order?
Tuesday’s Keynote was Francoise Mouly, the art director of The New Yorker, an iconic magazine. WOW! She showed the process that a cover goes through. My favorite cover she showed was this:
I AM is grounded. I have is blowing in the wind. I DO shines brightly. What a cover!!
She also is the publisher of TOON books! Because of her, our students now have access to brilliantly crafted graphic books at four reading levels. Be sure to check out her TOON WEBSITE.
Tuesday ended with one of the Toon authors, Kevin McCloskey. He blogs HERE and can be found on twitter @kevinMcWho. He came dressed for the day!
He kindly signed my books and though I teach 6th grade, I plan to have my students read and make a book much like his for a younger audience so we can have fun being graphic novelist!
On Day 3, Eric showed how to do a read-aloud of a graphic novel using 300 Words, a short story in Comic Squad: Recess. Now I feel confident in replicating read-alouds using this medium. I just needed Eric to model it for me.
I trained home to VA Wednesday evening with a bagful of new graphic novels to share with my students, with a new love for the medium of graphic novel/comics and with the confidence to keep writing my graphic story and guide my students to give it a try too.
It’s clear to me why my two new favorite TCRWP staff deveopers are Eric Hand and Hareem Atif Khan!
What a great week I had, thanks to TCRWP (and my daughter who housed me in Brooklyn)! Here are many highlights (sorry, it is lots to scroll down through but my week was filled with such great learning!)
Lucy’s Opening Keynote – My Favorite Ideas / Lines…
* Because the information of our world doubles EVERY 2 DAYS now, Tony Wagner says, “knowledge is like air” and because of this, our role as a teacher is different in the 21st century. Now a teacher’s main role is to help students gain access and critically think about the info. What can I do with this information?
* Because of Social Media, kids are on an emotional rollercoaster. Seeing others having fun and getting or not getting “likes” is emotionally hard. We must give students vehicles to make meaning. Writing can be that vehicle!
* Writing is a tool to take the traumas of our lives and make meaning.
* We don’t want to be alone in the hardest parts of our lives. Lucy illustrated this point so well through a touching story about her father waiting alone for help to arrive and then together they checked to see if his wife was still alive after a stroke. He didn’t want to check while he was alone. (She is OK and they are 98 and 95 pictured below!)
* Be with people around things that matter.
* She gave a shout-out to a fav of mine – Congressman John Lewis! he reminds us: when you see something, speak up and speak out. (You might want to watch his 2018 Commencement Speech at Harvard!)
* Writing Workshop should allow writers to take risks so they can grow. Even the good writers should grow from very good to great.
* When you first start workshop work, it can feel like pulling teeth (Level 1). Then the good teacher leads and the students comply (Level 2). The goal is Level 3 – ALL IN Writing Workshop which is filled with intensity, passion, vulnerability.
* How do we get to Level 3? Students write about topics that truly matter to them. Teacher shares their writing notebook, their real writing with their students. And move from the story that anybody could write to making it YOUR OWN story. Also, provide time for LISTENING and SHARING to build community!
* Teach students to listen through the topic to hear the truth. Lucy quoted a line from a poem (I didn’t get the author) “It’s all in the pleats” . I like that image!
* Don Murray says, “Listen so I will hear what I have to say.”
Lucy ended with sharing her writing process as she prepared to give the toast at her son, Miles’s, wedding that occurred two weeks prior. A lovely toast full of meaning and truth because she generated ideas, drafted, revised, and followed the essay structure of reason and evidence. I felt honored to hear her process and the toast! Cheers!
Mary’s Session on Revision through Strong Partnerships
Mary Ehrenworth first taught my friend Marilyn and I as we sat in the front row at Lerner Auditorium at my first Institute during the summer of 2009. Together Marilyn and I sat again and learned SO much from this amazing educator. She has kept learning so I keep coming back to learn more and more. The topic this week was all about how to build powerful partnerships. She stored resources we accessed and created on this padlet.
I loved writing and following a process to set myself up for a great conversation with my partner which resulted in a much better draft of a story!! But Mary didn’t stop there. She had asked us to bring a notebook and post-its and colored markers. She then had us reflect on all the steps she led us through and make a Process Chart to remember these steps. By making it, I began to own this process. I could replicate it again because it was in my long term memory and also right here in my notebook!!
What was powerful was taking a Museum Walk and seeing ALL the ways others made their process page. A table was from Montreal and of course, their work was in French!
I teach Reading this year so I’ve been reflecting on ways to transfer this to instead of narrative story writing, to writing about reading. I’m excited to guide my 6th graders in being strong partners in Reading Workshop as we write about our reading, reflect on our goals and build reading volume.
Mary shared about the book How Kids Succeed by Paul Tough and mentioned that when he studied top kids, they had strong notebooks, had study partners and did more related to their school subjects outside of school. As a teacher, I can share this info as justification for partner and notebook work!
Mary said we need to help kids make their own charts so they learn to outgrow always relying on the teacher giving it to them. The charts should have enough detail to remind me how to do it through words and visuals and make you want to do the work!
Today Mary had partnerships choose from and discuss:
* teacher written story (found in Pathways) – read, notice, annotate/code it – This tool could be helpful to me by….
* Student written story (found in Pathways or samples a Teacher can collect) – Read – Notice – Code it – Try it
* Pathway Checklist – pick a few things on the checklist and try it
With my partner, we discussed: Where in our writing can we do this work?
Day 3: Process Tool Page
Mary reminded us that if we make our own chart, we will story in our long-term memory how to do this process.
So I made this page:
Mary suggested the analogy of a good partner like a Pit Team member (instead of a cheerleader). The pit team does all they can do to get the race car back on the road quickly to win the race. A good partner does all they can to be positive and keep their partner writing!
Day 4: Mentor Text!
My partner and I read the amazing short story, Gate A-4 by Naomi Shihab Nye. We individually annotated it, trying to name the techniques and goals by this author. Then we talked. Then Mary gave us just 10 minutes to add to our notebook and I created this.
We ended with time to have a Book Club discussion around the mentor text. Such a good idea to connect the reading and writing work!
Day 5: A treat!!!!! Mary invited Marjorie Martinelli to teach us how to sketch. If you don’t know Marjorie, check out her Smarter Charts book and her blog, Chart Chums
Marjorie two tips: “If you can’t do a quick sketch, the writing is not clear.”
and “Drawing is looking.”
Here’s what I was able to draw, following Marjorie:
Mary then had us get into grade level groups and brainstorm where this new work we did fits into the Units we are already teach. She stressed that we can’t just insert and make the unit longer. We can substitute a session or remove Bend 3 and add these lessons learned this week. The Publishing date must stay the same so find a way to fit it in!
I will continue to reread this notes and reflect on ways to transfer this writing partnership work to my Reading Workshop with my 6th graders this year. If you have Reading Workshop Partnership ideas, please share them with me!
NEED SOME INSPIRATION? Check out my PADLET!
During the August Writing Institute, I took photos and all summer long, I’ve saved images I liked from twitter and then posted everything to this padlet. I also posted some of my favorite videos. Padlet makes it so easy to share as it is an electronic bulletin board. Lots to take in! Take a peek to be inspired!
MIKE OCHS’ ESSAY SESSION
Day 1: Mike opened his session with something to watch. He said since it had already been a busy morning, this could help us “clean the pallet!” As I watched, I decided this WAS a visual essay! Art Teacher by Rufus Wainwright
He shared THIS PADLET of Resources with us (which I’ll post as soon as I find the link?? It isn’t showing up on my SHARED page of my Dashboard?)
Thin-Slicing of Data: He gave us student essay writing and had us look quickly at it and place it in a LOW/MEDIUM/HIGH group. Then we picked one from each pile and NAMED what they WERE doing (as opposed to seeing all that is missing). My NAMING LIST looked like this:
He reminded me of the power to name all a writer IS doing. Then in conferences and small groups, I can use this thin-slicing of data to guide my instruction.
Then Mike got me writing ideas for essays. I thought about books I’ve read and the issues in the book and I thought about my world and the issues I see in the world. I drafted about issues related to jails after reading Kate Messner’s newest book Breakout. Thinking about the world, I wrote some about gun violence, immigration, too much screen time and my changing neighborhood.
We orally rehearsed one idea with a partner (this helped me think of MORE to write) and he shared elaboration prompts to grow an idea, too.
For homework, we were to start reading an essay from those he posted to the padlet to be ready for essay book club discussion on Friday and to pick ONE essay topic.
Day 2: First we practiced orally rehearsing an essay with the following CLAIM and REASONS and orally added evidence – lists and microstories.
Then we got busy writing. First we stated our TOPIC. Then we wrote a CLAIM. Then we thought of LOTS of reasons using different prompts from Mike. He modeled with the topic of SHOES.
Finally, he showed us this visual as a help to structuring the basic essay.
Then he had us write our CLAIM with REASONS down and hand in. He suggested this is a great way to ensure writers are on track. If you don’t check in , they may get too far along a path that isn’t clearly structured and then it is harder to start over. Mine looked like this:
Day 3: After setting up our own essay using either a booklet or folders, we switched gears from Personal Essay to Literacy Essay. Mike had us view the Panyee FC video (5th grade Literary Essay Unit lesson) and I focused on characters and theme and easily drafted an essay using this claim: The Panyee FC learns that a dream can be reached through collaboration. This is shown at the beginning….in the middle…Finally, at the end. He also made the point that a comparison essay could be written between these boys and the boys stuck in the cave this summer.
Day 4: Mike showed us a fun way to use post-its and a printer to help notice craft moves in a mentor text.
Then he gave us time to make a TOOLKIT PAGE specifically related to essay writing predictable problems. Here are photos I took during the Museum Walk (love Advance Sections because of all the smart people in the room doing work!).
Day 5: On day 1, Mike had shared essays. I read James Balwin’s Notes of a Native Son. With 2 others, we discuss favorite lines, favorite parts, as well as Balwin’s craft moves. I had never read this author and now want to read more by him. Mike shared a little about the Up The Ladder books he co-authored. As a MS writing teacher, I think I’d buy these and use them since students come to MS not having Workshop in ES. Then we got in small groups and shared the essays we wrote as a celebration! Always inspiring and moving!
Dwight on Writing Notebooks – biggest take-away for me is that MSers like celebrities. So show them video clips of celebs talking about their writing process. (Since I teach Reading, I plan to look for celebs talking about books they are reading!)
Cornelius Miner on Literacy and Social Justice – WOW!!
“Literacy makes us unfit for oppression. It creates the possibility for freedom.”
He believes we can help students tranfers how they learn a skill in academic literacy, like writing to learn a skill to help them with social literacy.
For example, elaboration is a writing skill. There are many strategies to follow to elaborate (be honest with kids – not 1 strategy – lots – they can pick!). One strategy is to answer why questions. Now, to do this strategy, name how you do it, step by step. For example. I write down what happened. Then I ask Why did that happen. I answer in my head the why. Then I write it down, as a way to elaborate.
Cornelius suggests we can follow this same process to build strategies for freedom, based on people who are proficient at freedom. He asked us to wirte down names and I wrote down Congressman John Lewis. Others in the workshop named: James Baldwin, Robin Diangelo, Bryan Stevenson, and Ijeoma Oluo (made me realize I need to learn about these people!)
What did ______ do to support freedom?
For example, Bryan Stevenson is known for supporting freedom by helping to shift perspective. This is a skill he had. His strategy was to name how a topic affects you and the world to get the listener to change their idea.
Using this skill, Cornelius asked us to try to change our partner’s perspective. Partner A does not like bees. Partner B sees a value to bees in the world. As we discussed, we channeled Bryan Stevenson’s skill of shifting perspective.
In closing, Cornelius reminded us that Freedom Heroes are real people who can be studied. They that study can help teach social literacy. It is a systematic way to promote freedom.
Final quote by Thomas Jefferson, “Our greatest protection against tyranny is public education.” (he wrote this in his notebook!)
Cornelius reminded me that I have SO much more to do. First, I started by learning about and reading an essay by James Baldwin.
Eric Hand on Informational Text – Anytime I have a choice, I’ll pick Eric!! He is such a clear and well prepared presenter! Eric shared FOUR THINGS TEACHERS CAN DO TO HELP INFORMATION CRAFT WRITING.
1. Teachers need to grow their knowledge of the qualities of info writing. Read and annotate. Get familiar with the progressions. Get familiar with the pages in the back of the If-Then book. Have Technique/Goal Pages in two colors, laminate or cut up and use as talking about an Info piece.
2. Expose Writers to Well-Crafted Text – like books by Kevin McCloskey. He read us this and it is so simple but such a great info book!
3. Show your love of Info Writing – find a topic and write!
4. Open Up Choice and keep kids writing info!
Tim Steffen on Historical Fiction – he ran through specifically how to teach the 4th grade HF Unit. One take-away was when he had us “read” a primary source image and questions to ask with the image. I could see replicating this work in Reading Workshop.
Carl Anderson – he shared LOTS about his newest book coming out soon. He reminded us to, instead of seeing what is missing in a student’s writing, to see the beauty in their writing. To notice what is there and what they are doing or at least approximating. He ended by showing a video called Monkey Business Illusion and said it was a metaphor for our work, a reminder to really look and see what is there. His daughter is now grown and dis the illustration comic-like heads and in the speak bubbles is an optimistic statement and a pessimistic statement. He hopes we remain POSITIVE as writing teachers to help keep kids writing!
Matt di la Pena – second time I’ve heard him speak at TC. I will admit that I was exhausted (afternoon of Day 3) so I sat and enjoyed his stories. A few lines I jotted down:
* You can’t be a good writer without being a great reader.
* Reading became his secret place to feel.
* His first book to help him feel – The Color Purple. (still need to read it)
* The book he gave his dad – One Hundred Years of Solitude (still need to read it)
* He ended by reading aloud his book, Love.
Peter Brown– author of:
and he signed my book!
He does so much research to write and draw his books! Very Inspiring!
5th Grade Connection Group arranged by Ryan Scalia
This is another reason why I keep coming back to TRCWP – the people who attend are so great! Ryan invited other 5th grade teachers to meet up with him after the Keynote on Tuesday and a small group met. I came because I knew Ryan from other Institutes and had taught 5th grade writing a few years ago. Ryan created a folder to share notes and on Thursday we grabbed dinner together. It is fun and motivating to find like-minded teachers and share!
I attended this amazing TCRWP Saturday Reunion October 21st for the first time as a 6th grade reading teacher. My lens for the day was how to support my 6th graders during Reading Workshop. Of course, ALL my needs were met and then some because I got to spend the day with the smartest literacy leaders on the planet! Here are some of my take-aways.
Workshop #1 and #2 – Mary Ehrenhart
(I stalked her and learned from her over 2-hours!)
* MS may have been the time a teacher taught a book a quarter. Instead of teaching a book, plan to teach students as they read many books. Give them choice in what they read and teach them how to read this genre. Use “the book” as you model the teaching points.
* Have accurate expectations of the students. Don’t dumb it down for the new 6th graders to a 6-7-8 Middle School. Instead, take time to find out how they were taught in 5th grade (visit feeder ES in June) and keep expectations high.
* Tell them WHY they are in RW – by being a strong reader, all other subjects will be easier and their stamina to read for long periods of time with grow, allowing them to handle longer state/national test. Also, people who read are different – more empathetic and tolerant and open-minded so read to be a better person!
* Suggested having students pick a Course of Study to keep them reading lots, by picking a genre and series within that genre and reading LOTS and then another and another, studying within this course.
* Have an inviting classroom library with books arranged more like bookstores! Take time to Book Talk books and share book trailers.
* Bands of Complexity is something to study and teach into. Explain the characteristics of Bands of Complexity and help readers move from one band to the next.
* This was an example of how a RN page might look as you are working on RST character work. By using the removable post-it notes, the reader can move the character traits to rank them or change them in different parts of the book. I liked the way she shared this flexible way to share one’s thinking.
*Mary reminded me that as I do my read-alouds, I need to also be adding to my notebook! Duh! But something I haven’t been taking the time to do…YET! I needed Mary’s nudge.
Workshop #3 – Laurie – Raising the Level of RN – Move from Reacting to Analysis
too much time is spent writing, taking time away from reading which does more harm than good. The RN is the place to practice skills, get feedback and always have the choice as how to place thinking on the page of the NB. Model the TIME so reading time stays strong!
Not having a book to think about in their RN – Use Course of Study to get them into a favorite genre or help them find a series at their level or allow a struggler to read the book I am also reading to the class or put students in Book CLubs to have the support of their club.
Kids not excited about books – do book talks, have authors visit, make my library look more like a Book Store’s display, do book swaps, hang laminated book covers and then kids can write on it their name that they read it or their review of it, use padlet to share book ideas.
Kids don’t know what to put in notebook – show and model LOTS of ways RN pages can look / gallery walks to get more ideas.Charts, sketches, color, poems (give the character a poem!), #jots – lay them all out and ask SO WHY these hashtags and write about that.
GIve them a Menu to choose what to write about. This is a blurry photo but the idea is to offer choose and the last column is a MUST DO – include text evidence!
She ended with having us watch a video, one I hadn’t seen before called SNACK ATTACK. (Click on title to view it!) I loved the process she had me do to write about the reading of the video. She played the first part where the old women is trying to get the snack from the vending machine. Then she paused it and said, “Write a jot about the woman, but make it your worst jot. So I wrote, The old lady is hungry. She is mad when food gets stuck. Then she said, “Watch to make a better jot.” She played the middle part of the video where old lady is sitting on the bench. Then she paused it and said, “Now write a better jot about her.” I wrote – Old lady is strong willed and assertive when she thinks that something that is hers and when what she worked hard to get is being taken away. Then she played to the end of the video and I added to my jot – In the end, she realizes her mistake and shows she does have a heart and feels remorse. My partner wrote – The old lady is like a villain while appearing like the victim – definitely higher level thinking! I loved this process!!! It helped me to start out simple and it easily pushed me to be more complex. I can’t wait to try this with students!!
Workshop #4 – Hannah – Making the Invisible Visible
Writing About Reading is better if only 10% of the time is spent on it – so if they read for 30 minutes, writing about it is 3 minutes. It helped to have her name just how few minutes get spent on this to ensure reading time doesn’t get hijacked.
Writing About Reading is better when you help push the reader past their 1st thought to a 2nd thought. Ex: Take a jot – now expand on it – this helps the writer go deeper.
Writing About Reading is better when you help them move between the 2 ends of the Ladder of Abstraction, remembering that we don’t write to prove but instead, we write to think! Ex: big ideas –> detail —> detail —> big idea
BIGGEST TAKE-AWAY – “The RN is not to just be a house for your jots” Instead, model ways to lift the thinking in it to be deeper thinking work.
In the Beginning of the Text –
Consider many different ideas – questions you are asking as the reader, the setting, the characters – make a list of all of them and their traits
Goal – not to prove anything yet. Instead, stay flexible, notice lots, it is the beginning so play around with ideas
In the Middle of the Text –
Decide on lines of thinking worthy of pursuing and set up ways to hold on and track this thinking. As you read on, question ideas in light of new evidence, moving past snap judgments.
Goal – set up a system to gather ideas with this lens so that what you continue to notice can help you grow a theory.
In the end – solidify your ideas, draw conclusions, reflect on theme/theory, write with claims and evidence.
As a reader, I can take notes as I read. However, the true job of the Reading Notebook is that it is a place to take ideas about your reading and now analyze them and show strong, deep, complex thinking work.
MODEL!!!! As I read-aloud, model how to write about reading in the beginning, middle and end of the book.
Help students create a Daily Work Plan – Where are they in their book? How many chapters/pages today? Will they use a tool? What is the thinking work they are doing?
Introduce Thought Prompts and model using them:
Use Learning Progressions to help readers set goals. Model how they can go back and revise this work to raise it – more thinking at this level or move toward next level.
I am so grateful that I could train up to NYC to learn from these amazing educators. I did have to watch the clock as I had to rush out to meet up for a family dinner in CT so I couldn’t hear Lucy’s closing Keynote:( But on the train to CT, I read tweets posted about it. Two stuck with me – Send 4 gratitude emails a week and Take risks in the company of others).
Thank you Mary, Laurie and Hannah. Thanks to your generous sharing, this VA teacher is energized to help my 116 6th graders do stronger work in Reading Workshop this year and many more kids in the years to come!
What are YOU and YOUR students doing in their Reading Notebook? Did you read an idea here that YOU might try?
I am truly lucky that I get to live near the Nation’s Capitol where annually (since First Lady Barbara Bush started this) children’s authors come to town and hour after hour, I can sit and listen to a variety of the best writers. My TOP EIGHT:
1. R.J. Palacio – “We can’t stop showing kindness.” Movie release is Nov. 17th!
2. Madelyn Rosenberg and Wendy Wan-Long
They co-wrote a HF book set in the 1980s called This is NOT a Test
3. Chris Van Dosen
He is the illustrator for the Mercy Watson books.
He just published Hattie and Hudson – first book with a girl character and first that doesn’t rhyme.
4. Kate DiCamillo!!!!
5. Letters About Literature Contest – Due Dec. 7th…maybe I help kids enter!
6. Carmen Agra Deedy – The Rooster Who Would Not Be Quiet – This book encourages us to USE our voice, a message so important in 2017
7. Cokie Roberinson – Library of Congress named her a Living Legend!
She was upset that US History left women out so she started writing about Founding Mothers. Her newest book is about other women who helped to build our country and make it great.
Her next project – a book about the women who helped women vote in USA because 2020 is the 100th Anniversary of the vote.
8. Reshma Saujani – Girls Who Code founder. She is an inspiring speaker! I left ready to start a Girls Who Code Club at my Middle School!
Favorite quote: “You cannot be what you cannot see.”
I also later wathced her TEDtalk about how girls are taught to be perfect and boys are taught to be brave but this is something we can/must change.
“Why was this Institute so great?” my family asked. It really did feel like the BEST one I’ve attended and this was my 12th Summer Institute so I have many to compare. After reflecting, I think it was the balance of intense learning in my small group sessions with sheer entertainment at the end of each day. “It was because of the daily ending Keynotes! I ended each day listening to amazing storytellers share and all of them did it humbly out of love for teachers. I felt appreciated and so entertained!!”
Tuesday: Author, Katherine Paterson
Favorite Things She Said:
~ This speech is my thank you to all of you teachers. You do the hardest work without much applause.
~ I write to do what the Secret Garden did for me.
~ Rather than events, my stories are the emotional memory of my childhood.
~ Reading books allowed me to eavesdrop on another’s soul.
~ When I was signing books at a prison where inmates had read Gilly, I asked if any had been in foster care. ALL raised their hands.
~ When signing an inmate’s book, he said, “It’s not for me. It’s for my daughter, Angel.”, I knew now her inspiration for naming the main character in Same Stuff As Stars, Angel!
** I closely read Same Stuff As Stars this summer and worked to understand the characters and their motivations. At the end, I pushed myself to write long about possible themes explored in the book. I so enjoyed Katherine Paterson reading aloud from this book during her keynote. If you haven’t read it, DO. If you haven’t seen the movie, The Great Gilly Hopkins, DO. There is a cameo appearance by Mrs. Paterson and Kathy Bates plays a superb Maime Trotter!
Wednesday – Poet and Playwright, Daniel Beaty
As I watched Daniel perform, I truly felt like I was watching a genius. He performed the beginning of the one-man play he wrote called Emergency where he plays 43 different characters/voices. It is about a slave ship raises out of the Hudson in present day NYC! I was mesmerized as his voice changed from the news announcer to a 74 yr old grandma to a 14 year old girl and her boyfriend. And through all these characters, a strong message came through! If you ever have the chance to see Daniel perform live, do it! Until then, here are some links:
Seeing him live was a treat. Hearing his childhood story was inspiring. “I was saved by my 3rd grade teacher who went above and beyond for me. He clearly is the author of his own story and he inspired me to think the same and to believe we can transform pain to power. To learn more about him, go to his website.
Thursday, Storyteller and Author, Carmen Agra Deedy
My favorite quote from her story came right as she, as a 5th grader, was bullied into pulling the fire alarm as a 5th grade class prank. She said, “The first five minutes of sun is awesome.” !!
This was my fourth time hearing Carmen and it was so entertaining. She really knows how to tell a great story!
Thursday, Author Kwame Alexander presented his newest book, Solo at Bank Street Auditorium and I sat in the front row as his guitarist, Randy, his co-writer, Mary Hess and he read aloud with music in the background. It was so excellent to listen to him read the poems that tell his newest story and also get a sense of how his personal life is weaved into this story.
When talking about the music in the book, he said he came to love rock and roll in High School. He admitted that he wasn’t very cool. “But the music helped us feel cool.”
He met Mary, his co-writer, three and a half years ago. She is in his writing group. She suggested writing a book set in Kenya at first. Then it became a book about Ghana. They both wrote and wrote. Then, like a puzzle, they put the pieces together.
My 2nd Advanced Group at the August Writing Institute was entitled Making, Finding, and Tapping the Power of Mentor Text (3-6) given by Hannah. I knew Hannah already because she is the staff developer who worked with my Arlington, VA school this past year with Reading. At the Institute, I got to spend an additional 5 days with her! Here are some brilliant highlights, all related to using Mentor Text in Writing Workshop.
Why Mentor? We all need someone who inspires us to do better than we know how. We watch a mentor, listen, name what they do and then try to do it. If someone wanted to get better at skateboarding, they would watch youTube videos of better skateboarders and then try it. Learning from a mentor text follows the same steps. Teach it well and remind students that interacting and learning from mentor text is a life-long skill.
When? Find time to teach this routine in introduce a writing unit. As a whole class, work on reading as a writer with a shared mentor text. Then try writing like that writer did. Then push toward independence by show how to find own mentor writing.
How to Choose a Mentor Text
1. Fall in love after reading book like a reader
2. Ask “is this a good fit?”
3. Now fall in love with the craft moves by reading it again
4. Read with writer eyes, noticing and naming out specific craft moves
She modeled these steps using Down the Road by Alice Schertle
Steps to Read Like a Writer
1. Notice someting about the craft of the text
2. Talk about it and make a theory
3. Give it a name – Writers so …by…
4. Think of other text you know where you have seen this move. Writing really isn’t unique – read lots to see craft moves more!
5. Try and envision using this craft move in your own writing.
We ended with a Write Around – she passed out xerox pages from Down the Road. We wrote on the chart paper around the text the craft moves we noticed. We moved from table to table noticing 3 different pages. Then we returned to see what was added to chart we started at. This exercised helped me to better complete this sentence stem:
One way this writer _________ does the craft move called ______ is by _________.
As I get ready to start another school year, I want to keep these questions in my mind so I create a classroom culture of independence.
1. How can I support students to choose mentor text that further their writing?
2. How do I get them to interact more with books so they have more books to choose?
3. What routines need to be in place so kids independently choose mentor texts?
Hannah had us do 2 events to experience books: a book tasting and book speed dating!
For Book Tasting, she placed a handful of books by these authors on each table group: Jane Yolan, Jacqueline Woodson, Cynthia Rylant, Soto, Naomi Nye, Cisneros, Eve Bunting, Patricia Polacco, Kate DiCamillo and Ralph Fletcher, Then we simply went from table to table to “taste” the book. She modeled a way to take notes using 3 columns –> author, title, reflection. Keep this question in mind – Be looking for writing that will improve your own writing. She also placed a biography of the author. I think I’d also add a photo of the author so students know this is a real person and get a sense of their age and gender.
Tips for a good Book Tasting:
1. Include a variety of authors
2. Have choice – move when you are ready to find another book.
3. Provide ways to notetake but make it a choice Tips for Book Speed Dating:
1. All pick a book to share
2. Sell that book – can use these stems:
The reason I love this book is because ____.
One way this author, ____, pushes me to write ____ is by ____.
If you are the kind of writer who is _____, you might like to check out this text, ___.
Other ways to encourage kids to read books to then try out as a mentor text:
1. feature a spot in the room
2. have a designated mentor text shelf
3. have a padlet where kids can add mentor text they are using
4. kids make iMovie trailers about books and share
5. Mock Caldecott / Newbery
6. March Book Madness book bracket
7. Participate in Global read-aloud
8. Morning Meeting – share a beautifully crafted line from a book
9. Reread a read-aloud as a writer, naming craft moves
10. make experts in the room – kid who writes like an author and hang student writing and mentor writing up on chart paper.
Hannah reminded us that most of my time teaching with Mentor text will happen in a conference or a small group. The units of study only have a specific lessons written in but I need to be ready to teach using mentor text outside of the mini-lesson.
Hannah gave us time to practice using the Writing Pathways Checklist when marking up our mentor text. She suggested using difference colored post-its for different parts of the checklist. EX: pink=structure / blue=development / green=convention
As she demonstrated this, I liked her sentence stems:
Watch me as I figure out a craft move.
What is the author doing here?
The author in this piece is ____.
How would it sound in my writing?
I’m writing ___ and will try ____.
Hannah also shared TCRWP Goal and Technique cards for narrative, opinion and nonfiction found in the 6-8 Units of Study. One example of the goal card is found on their website here.
Suggested stem: The author’s goal is to ______. The author does this by ______(name technique). I need to add these to my toolkit and have them ready to use in a conference and small group!
One Day4, Hannah modeled a way to have students be exposed to mentors through centers. Here are the center direction cards:
I can easily see adding center cards like this to Google Classroom so writing partnerships can choose to study mentors. Hannah also suggested that the whole book does not need to be looked at – it could just be a xeroxed page from a book. The goal is to get kids in the habit of having LOTS of exposure to text and to be on the look out for text that they can independently use to raise the level of their writing.
Digital Mentor Text – I had fun watching the nonfiction text and opinion text and naming the craft moves done by the person in the video. All the videos we watched are on this padlet Hannah also created this 2nd padlet for us to add to with more digital links related to teaching with mentor text.
I personally can say that I used many mentor texts while working on my writing with week. And it made, in my opinion, my writing better!! I look forward to using Hannah’s ideas to help my students do the same! Finally, Hannah makes great anchor charts! Here are a few she made and hung in our room as we worked together all week.
Five days learning with other teachers not newbies to Writing Workshop! Five days learning from the best – Mary Ehrenworth! Each day of the TCRWP August Writing Institute, I was part of this advanced group. The title of our section was: Cultivating Skills and Habits that Grow and Connect Across a Year of Writing Workshop (3-8).
As a newbie in 2009, Mary was my large group writing teacher. Back then, she helped me to understand that I am a writer. She modeled with her “Lisa stories” and coached me to try writerly moves. Back then I worked day and into the evenings on my writing story. I still remember my story – making a quilt for Bridgit to take to college and I proudly shared it in my small group (led by Leah) on day 5. I know why I can recall that summer so vividly. I was invited and embraced into the TCRWP community by the best – Mary. Now, eight summers later, Mary is still the best and has so much new stuff to teach as she is always honing her craft. I felt privileged to be in the room with her again Below is a summary of some of what I learned personally as a writer and reader through her brilliant teaching. Ultimately, it is what I plan to now teach to my students, this year with 6th graders. This information feels too valuable to keep all to myself, so share it here.
As I review my notes from the week, here are 5 Big Ideas:
1. Writing Moves – Mary got me to write right off the bat. I was used to using these strategies on the chart to generate a story idea:
a. Generating Ideas: She shared this new strategy by making 3 columns –> trouble/feeling/issue …. people….moment. Then she started to add a person and a moment and add the issue of this moment and then pushed herself to think of another moment related to the same issue and add it across the 3 columns. Then add another person., etc. Soon, she had a chart filled with story ideas. When I tried it, I got 4 ideas.
She also shared another 3 column strategy –> comment made by someone….your response….emotion felt; Think of the roles: the victim of the remark, the bystander, the perpetrator. After watching her, I thought of one more story idea.
On Day 2, she shared a great way to ensure that more story ideas were in our notebook before we chose one to draft. I vividly recall the reality of students not having lots of ideas in their notebooks on the day we picked one to be drafting day. I’ll use this technique the next time on the day before draft day. First, we reviewed the repertoire of writing strategies and made a plan to try out one or two we haven’t used yet (I picked PLACE – Brooklyn Bridge and STRONG EMOTION – election night story). Pick one and write for 5 minutes. Now draw a line, pick other and write it for 5 minutes. Now I have 3 stories tried out. Amazingly, I was just going to work on my Mexico story from Day 1 but now I’m drawn to these stories too. So glad Mary pushed me to do more. I need to do the same for my students!
b. Expand Kinds of Story I share – Mary mentioned she realized she tells mostly trouble stories and never a sports story. She suggested we reflect on the stories we are sharing with our students by thinking about:
* emotional range – trouble as well as “holding onto beauty” stories
* kinds of topics – “don’t be too feminine – include “fart” stories, too”, action, sports,
* representation – who is visible in my story? what is missing? Try to add or include a mentor text that shows differences
This list got me thinking about how I can actively expand my range of stories shared my me in the classroom.
c. Read mentor text of other genres and see how narrative writing is still used – Mary asked our table to “elect a table leader who was quick and efficient” and they got our table 6 mentor text. A memoir with a reflection that included narrative, a lit essay that included a personal narrative, an college essay that revealed info about writer through a narrative. We were to read ours, mark it up by adding narrative craft moves we notice, and be ready to tell table group about ours. On the last day, we did a similar activity. Mary read aloud Little Things are Big by Jesus Colon.
*** Here’s is the text. I also noticed there is a video of this text. I could see sharing this as a choice for students to be inspired to do the same with another piece of text.
2. Partnerships – Mary had us work in partnerships and by living it, I see it’s value. I will NEVER teach without students working in partnerships again.
– “Great partners aren’t born. They are made.”
– She asked us to find a partner, as well as, ensure all in the room have found one. We are a community that doesn’t just look out for ourselves but looks out for all in the room – this is a mantra I also want to use this year as I teach!
– a partner’s job is to encourage and she showed us these sentence stems:
As we left on Day1, Mary told us to exchange phone numbers with partner so we could send a text to encourage our partner to spend 10 minutes writing tonight. After dinner, I looked over my notes and sent mine a text and then wrote so I’d have something to show her. All week long, knowing I had a partner who was encouraging me, made my writing happen and it felt more and better. Such a little thing which reaps BIG rewards!
On Day 2, Mary modeled how to give a tour of my notebook to my partner. Show where we generated ideas and where we tried out a story and where we jotted our goal down. I like the idea of using the notebook to guide our partnership conversations.
A partner can be: 1. a friend – when doing something risky like writing, feel safer doing it with a friend 2. a mentor – ex: can put a strong, organized writer with an unorganized writer and encourage the organized one to check in on the other (her son had this and the partner would call her house in the AM to remind him to bring his notebook to school!)
3. same writing level – high writers together and then give that partnership a different higher-level mentor text 4. same content – ex: two kids writing about divorce Additional things to consider when making partnerships: She suggested keeping for a unit and then changing if needed. Also notice them in other settings (PE/Recess) to see their social bonds, notice their personality (introverts/extroverts), their language skills and their life outside of school.
3. Teacher Moves – Mary modeled what the teachers can do as the students write.
a. Notetaking – as I wrote stories during Day 1&2, Mary was going around, writing on small post-its her observations. She researched so she could plan future conferences. She also would look at On-demands, listen in to partner talk, and look at notebook volume. All help her to form partnerships and plan future small group conferences.
b. Share the Unit Pacing with the students explicitly so they know how long they have for each part of the process. Rehearsing/Generating/Collecting – 4-6 days. Drafting – 1 day, Revising – 5-8 days, Editing – 1-2 days, Publishing (public but not perfect) – 1 day!
c. Mini-lesson tips when using your own writing in the lesson – Mary showed masterfully a 10 minute lesson on adding dialogue to tell about the character speaking. She read us her story. It ended with a beautiful dialogue that was an example of the teaching point. Then she showed us 2 places at the beginning where she did not have dialogue but it could have it. “Turn and tell your partner what that dialogue could sound like”. Then she added it before ending the ML.
Mary reviewed and gave tips for the Architecture of the Mini-lesson:
Connection – 3 kinds:
1. I’ve been thinking about you and the work you are doing and it seems you are ready for…
2. Review – We’ve done A and B. Today I want to show you C.
3. Metaphor Story – EX: Yesterday I had a conversation on the phone that did not go well. Later I wished I could revise that conversation. You can’t do that with a phone call but you can do it with writing.
Teaching Point and Demo – show HOW. Did you see how….
Active Engagement – You try it – It’s your turn…
Link – Let’s review our choices – you can do A,B,C. Give me a thumbs up if you will try A? B? C? Off you go!
Then Mary gave us 10 minutes to plan a mini-lesson using our own writing in the demo. “You should spend the same amount of time planning as you spend teaching it. No more. Plan quickly!” Amazingly, we did it in 10 minutes!! And it was a good lesson using my Mexico story. We taught that setting can set a tone. Story started calmly with setting of Caribbean Sea and one character sitting on beach. But no extra details added to set a tone. Then it ended with a scarier tone (one character was missing) and the water looked darker, etc. I liked writing my story to teach a ML teaching point. Mary modeled well and now I am ready to do the same! NOTE: I also realized that 30 minutes is spent by a teacher during WW having conferences and small groups so 30 minutes should be spent planning for this. Having the time as a guideline will help me in the future to spend time proportionally. (Big talk-away for me because I haven’t been spending that time.. YET!!)
d. Storytelling our stories – Mary had us with our partner do the following: Pick another story idea and be ready to tell it to your partner in under a minute. As you tell it, be thinking about the unexpected thing that happened in this moment. Go! I went first and told about the first time I swam backstroke. Then Mary told Partner B to raise the level of this work by thinking about your voice intonation, vary your tone to match the story tone. Use hand gestures – it helps to get story into long-term memory and the motions help ELL learners understand the story. NOW I had another story. I also realized the importance of telling my story well as I teach a unit. Mary suggested practicing oral storytelling in a mirror. Use gestures. Think of it as a performance! Be like Daniel Beaty (our Day3 Keynote – more about him in a future blog post!) Each unit, I need to be prepared to storytell stories well as I coach my students to generate writing ideas. Mary made me realize the importance of planning this out and practicing it ahead of time so my performance inspires the writers in front of me to write!
4. Tools to help Set Goals:
a. Checklist – illustrated one and non-illustrated one; Ask What are you doing? What aren’t you doing. Tape it into notebook and write a goal
b, Student writing found in Pathway book – read it like a mentor text noticing what this writer does. Then be inspired to try to write like this student writer. Tape it into notebook / folder and write a goal.
c. Annotated Writing found in Pathway book – this let’s students see what it really looks like! Tape it in the notebook/ folder and write a goal.
We look at one of these tools, made post-its noting what I am not doing yet and setting a goal. Then we took a gallery walk to see all the ways these 3 tools were used by all the writers in the room:
5. Sharing Expertise to build community – Mary spent the first 10 minutes of our valuable time together to share her expertise of living in NYC. I realized by Day 3 how this not only gave me lots of insider information on this great city, it also build community. One thing we all had in common is that we were in this city for 5 days. Her technique was to click on images in google of a place and tell about it in 30 seconds. I plan to share in this way with my students and then empower them to share with the class. Building community through shared expertise will be a goal I carry into my future classrooms thanks to Mary’s modeling. To view the list I made of her shares, click here.
34 countries, 42 states, 1,300 teachers and me, lucky enough to be attending this, my 15th Institute!
Sitting in the awe-inspiring space of Riverside church, I heard Lucy command the following (stated below is a humble summary of her inspiring keynote):
* We need to help kids know that their lives are filled with things to write about
* Narrative writing is the foundation of all writing
* It is a big deal to teach students to listen to their life and write it
* It is what we do with our life that matters, not what happens to us
* Sadly we are a nation that struggles to make meaning – addiction and suicide rates are high / 80% of workers are disengaged from work
* Why write? To make sense, writing helps us to author meaning
* Accept how it goes, as writing can be hard. It WILL be hard. Understand that the writing process itself is a story about a character (the writer) who has big motivations (to find something to say) and that the character runs into trouble.
* Writing being hard isn’t a mess-up. Writers are suppose to have trouble. Feeling like I have nothing to write IS part of the writing process.
* Then the writer grows AS she writes and meaning is found as the story is resolved.
As a teacher, be sure to:
1. Create a safe place where students writes.
2. Help students to see that writing affects others.
EX: Kinders holding their writing, parading around school and chanting:
“2-4-6-8- Our pieces are really great; 1-2-3-4- Can’t wait to write some more.”
3. Don’t be afraid to push/nudge students into the land of where there is trouble; push them to do more and
EX: don’t just add one word, push to add 2 pages!
William Faulkner said, “I discovered that my own little postage stamp of native soil was worth writing about and that I would never live long enough to exhaust it.”
Lucy said, “Emptiness is the starting point of writing.”
Martin Luther King said, “Only in the darkness can you see the stars.”
Lucy said, “We don’t make the wrongs right but we do make them precious.”
This is just an overview glimpse of Lucy’s thoughts today as she opened the August Writing Institute. Embracing struggle is a big theme I will reflect on as I continue to learn this week and teach during the school year.
Happily, I also get to learn from Mary Ehrenworth and Hannah Kolbe all week long in my Advance small group sections. Check back (but probably not until the weekend) to read my notes about both of my advance section learning from these amazing staff developers. Now off to write a narrative story. I am ready for it to be hard but meaningful!
Keynote – given by Drew Dudley, founder of Day One Leadership which helps individuals and companies to increase their capacity to lead. (We found out at the closing, he was a speaker that Kathleen Tolan wanted). In his very popular TEDTALK , Drew tells a “Lollipop story” which becomes a metaphor for moments when a person makes an impact on another’s life, maybe not even being aware of the extent of the impact. He shared how four people: a 7 year old, a man with a 6th grade education, the custodian at his high school and a swimmer are four leaders who he thinks of as great leaders in his life. A leader by his definition doesn’t have anything to do with salary, power, or title. Instead, you are a leader when you live a life that makes people smile when they think of you. He also commanded that we don’t lessen who we are as a leader. Don’t say, “I’m justa teacher”. Respect your normal. And instead of thinking I have to change the world, think about changing one person in the world. He remined me that my job is to create my own “lollipop moments”. (When at the closing when Lucy mentioned Kathleen wanted Drew to speak, I thought Kathleen truly led according to Drew’s definition of a leader.)
Lindsay Mann – Using Digital Tools to make learning stick – 4 principals:
1. Children Learn Best What They are Ready to Learn – She suggests a way to know where a reader or writer is, to have a recording studio in the classroom. Schedule kids to record what they are able to do. EX: they record themselves reading and the teacher can view and know next steps to teach them.
2. …when they are engagement – Use tools to allow for ongoing self-reflection EX: have partners record how their partner helped them. OR take a photo of writing and use skitch app to annotate writing moves they made. 3. …when Given Physical Representation of learning – it can be the teacher making a video and flipping it or students that are experts on something can make a video to flip 4. ….when given lots of Repetition – kids need routine and repeated practice
WHERE can you put your recording studio in your classroom? outside in my hallway or since each has an iPad, can’t it just be anywhere! HOW will kids share it with me? maybe I create a padlet for videos to be posted to, need to check to see if there is a limit to length that can be uploaded.
She ended by reading us a simple picture book called Wait – a good message to remember in this digital age, where everything goes so fast!
Hannah Kolbe – A birds eye view of 3rd grade Reading Units and Readers (Discovery ES’s staff developer!!!) Hannah went through each unit, book by book and shared the major learning progression skills of that unit and then the anchor charts. I found it helpful to see all 5 units shared in one hour, to view the year curriculum and the big ideas of each unit. This summer, I want to review this and think about how the notebook and/or padlets can be used to support each unit, as well as what bookmarks could I make and share with students and how best to display the anchor charts.
Shana Frazin– No Money for Books / Don’t let that stop you! She shared 4 minutes of Linda Sue Park’s Tedtalkand asked us to watch it with the lens to listen for words/phrases that resonate with me. WOW!! Seeing this and watching the whole 12 minutes on the train ride home, I am thinking I want to use it as part of a presentation with parents. It is a powerful video that asks, Can a book make a person a better human being?
She also shared howGene Luen Yang, our National Ambassador For Young People’s Literaturehas a great challenge. His platform is called Reading Without Walls and it is explained on his website: As National Ambassador, I issue you a challenge! I challenge you to read without walls in one of three ways: 1. Read a book about a character who doesn’t look like you or live like you. 2. Read a book about a topic you don’t know much about. 3. Read a book in a format that you don’t normally read for fun. This might be a chapter book, a graphic novel, a book in verse, a picture book, or a hybrid book. If you really want to go for the gold star, read a book that fits all three criteria!
Right now, my students are doing the March Book Madness (thanks for sharing this idead with me, Erika!). This can be my next book challenge!! So glad Shana shared this challenge with me!!
Then she booktalked these 12 books, books to have!! 1. I Dissent 2. Stef Soto Taco Queen 3. As Brave as You Are by Jason Reynolds 4. Full of Beans by Jennifer Holms 5. The Seventh Fish by Kate Messner 6. Raymie Nightingale by Kate DiCamillo 7. Pax 8. Save Me a Seat by Sarah Weeks 9. Two Naomis 10. Pack of Dorks 11. Wild Robots 12. Rollergirl
Colleen Cruz– she has a new book coming out in the Fall! It is 50 paired lessons to teach writing by looking at reading and teach reading by looking at your writing. (Corwin Press). We got to peek at some of the lessons!!
Closing – Lucy A heartfelt tribute to Kathleen. “First Saturday in 25 years without Kathleen…unimaginable loss for us at the Project and the world.” “Mentor of all mentors – Teacher with a capitol T” Her parents mentioned that they knew Kathleen was a good teacher but were floored by all who came to the wake/funeral and all who said, “I’m the person I am today because of your daughter.” She was described as a titan, a weather storm. She was complicated. She showed great love. She also told you honestly what she thought. She had a belief in sky-high potential. Nothing stood in her way to get the high expectations met. She’d tell a teacher that they taught that like a mist. Next time, do it to leave a mark.She named it and always pushed.
Then Lucy told us to take a little of Kathleen with us today. Can you think of one thing you can do on Monday? Can you think of something transformational that you can do? DO IT!! What would you say if you only had one year left? What would you do? If you had just 3 months left, what would you do? What would you teach? Have the courage to see the unbelievable potential in your students and push them to do even more!
She also talked about the health of a school and said, “The health of a school equals the number of elephants in the room.” Then she commanded: Have the courage to talk about them.
I walked out of Riverside church, after a day of learning for 6 hours, a bit on overload. As I walked, I kept hearing Lucy inside my head: What are you waiting for? Be the change!
Advanced Small Group led by with Kelly Boland
Using Learning Progressions and Performance Assessments to Increase Students’ Skills and Independence (3-5)
I will admit that before this week, I had not opened the Pathways Reading book. I do use the Writing Pathways book. I have given the Performance Assessment, Abby Takes a Shot. I have used the 3rd grade, Building a Reading Life book a little. Kelly helped me to see in just one week how powerful the Pathways Reading book! As with everything at TCRWP, this brilliant staff developer had me DO the work that I will eventually have my students do. Because I did it, now I can teach it!
She started with a read-aloud. She told us we needed 2 post-it notes. Then she matter-of-factly stated, “Teaching is a political act. I chose this book.” And then she began reading One Green Apple by Eve Bunting. (So interesting, I thought, in light of the 2016 Presidential Election issues at the current time to read this book. As I pondered her statement about teaching, I had to agree. So often, I share issues in the public realm at school in order to discuss more. It seems like that is my job as a teacher, too.) After a few pages, she stopped and asked:
“What ideas are you having about the characters so far?” Jot it on one post-it.
She read on. Then she stopped again and asked:
“What life lessons or themes seem to be starting to be important in this story?” Jot it on 2nd post-it note.
Then we were asked to get in groups of 4-6, read each character jot and place them in order from GOOD to BETTER to BEST and be able to name WHY we put them in that order.
This was her introduction to helping us see the mindset of Where am I? and What might my goal be if I am here? This was her introduction to using the Pathway Learning Progressions.
All week with Kelly we spent time reading fiction and immersing ourselves in the Fiction Progressions. To unpack a strand, we did three things:
Study the difference between the levels within a strand.
What is the big shift?
What is the key work of this level?
Put the strand in our own words by pulling out the key words.
Imagine how this would look for a student to do while they write about their reading (or for some strands like Fluency, actually read with teacher listening)
Together as a class, Kelly picked the Character Strand on page 183 and we did the 3 steps.
At Grade 2, the character’s feelings are named. Farah is sad.
At Grade 3, character traits are named. Farah is shy. She has no friends.
At Grade 4, characters are complicated, more than one way. On the one hand, Farah is shy. She has no friends. But on the other hand, Farah is strong because she helps make the apple cider.
At Grade 5, add quotes as evidence On the one hand, Farah is shy. She has no friends. “I am tight inside myself”. But on the other hand, Farah is strong because she helps make the apple cider.”I am strong. I can help.”
At Grade 6, add other character traits….
Suggestion: She said to show Step #3 with very little change from the prior grade level expectation. This helps! It helped me to see the difference from one grade to the next and I see how clearly it will be for the students, too! I left Day 1 motivated to immerse myself in ALL the progressions and have this guide my reading work this coming school year!
Time for gradual release! To offer strong support, Kelly gave our small group an envelop with a question from the Grade 4 Performance Assessment and the suggested response (this is found in Pathways). First she asked us to decide which was Grade 3, 4, 5, and 6.
Then she modeled how to use these responses to look at our jot from yesterday. Which is mine most like? NOW set a goal. Name what I need to do to move on the learning progression. NOW even try to echo write a revised post-it. I could do this!!
Then as a group, we picked different strands and Kelly gave us anchor chart paper and time to make a learning progression. If we got stuck, she reminded us to use the writing from the prior activity and echo write. My group created this chart related to the strand, Characters Response to Change.
Day 3 – Kelly walked us through a suggested way of giving the Performance Assessment. Give it on Day zero of the Unit. Then give it back to the class on Day 3 either scored already OR if teacher didn’t have time, for them to score with your guidance. But give it back on Day 3 so the students get quick feedback and can set a goal right away based on the reader they are right now.
Kelly modeled by saying:
Today I am giving the scored assessment back to you so you can set a goal. I will show you how I scored it. You will think about why your response got that score. Then you will set a goal. Use these questions:
* Which level does my work match?
* Am I missing any parts?
* What could I have done that I didn’t do?
Write your goal on a Post-it and add it to the Post-It Parking Lot:
Then Kelly emphasized how on Day 4 of the Unit, the teacher can use these goal jots to work with Small Groups for the next few days. (Using the Progressions to guide Small Group work is brilliant!! I can’t wait for school to start! Kelly has helped me plan it out my first unit so purposefully!)
Day 4 – Kelly modeled how to plan Read-alouds with the Learning Progressions in mind. Using a progression lens, her questions sounded so focused on strong reading work:
I wonder why the author decided to have Farah tell the story. We only see it from her perspective. Tell your partner what you think about this.
I’m learning so much about all the characters, so many details. What are you learning?
What does Farah really want? On the one hand….on the other hand…
How does this part fit with the other parts of the book? What is the bigger idea? Let’s carry that idea with us as we read on.
I know small actions can have a big meaning. What is this small part showing us?
Then after lots of practice, she pushed us to now be the teacher. On the page where they are drinking cider, she asked us to decide on the prompt for the Character Responds to Change. Use your progression chart and write a prompt for Grade 2 and for Grade 5.
Grade 2: How is Farah different here? How has she changed? How do we know?
Grade 5: What do you notice here? A shift seems to be happening inside her? Talk about it.
Kelly had us bring a read-aloud we would be using during the beginning of school and had us read it now using the lens of the Learning Progression to plan out a read-aloud. I loved having time to use what I was just taught! And I’m ready to read-aloud Come On, Rain! to my 3rd graders in September!
Last Day – Kelly asked us to DREAM BIG! If your classroom is ultimately the BEST independent reading classroom, what will you see. Jot down your response. I jotted: My 3rd graders are lost in a book. Students do take time to respond to text and work with a partner, having strong conversations around the reading goals they have named.
Then Kelly shared lots of examples of reading notebook work and videos of kids talking about their reading work. Then she asked us to reflect on our take-aways. I wrote:
“My take-away is that I will use the performance assessment which will lead me to using the Learning Progressions for the first time with my 3rd graders in Arlington, VA. Together, we will co-author a rich, reading life!”
Thank you Kelly for an amazing week of learning. Truly Transformative!!
I also was glad to tell Kelly in person how wonderful the 3rd grade writing unit, Changing the World that she wrote, is. I shared where I wrote about it HERE with her. So glad I could give her positive feedback on the great unit she wrote!
NOTE: I will be posting my notes on Close-Reading of NF led by Kate Roberts, too as well as the other Keynotes and workshops. What a week!! I am always amazed at how much learning TCRWP can squeeze into one week!!