What’s missing from your reading instruction?

As the rest of you are settling into summer, my new school year is getting started. I work in one of two elementary schools in the state of Missouri to implement an extend year calendar. We go to school 30 extra days of year. Our new year always start in June, a few weeks after the previous year ends.

At a recent PD session when preparing for the new year we took a hard look at our reading data and the goal that our students would make a years growth. We did not do as well as we hoped with this goal. We took time to consider individually and then as a group why this may be happening and what we could do to improve.  We took a look the effect sizes of 250+ items that influence student achievement.  Transfer strategies were labeled with an effect size of 0.86. This is a large effect size. I started reflecting on how teachers are often encourage to model and isolate out skills and strategies without taking the next steps toward transferring and connecting the skills and strategies with texts the students want to read and are choosing to read. We cannot stop at modeling alone. We have to teach for transfer. Modeling a strategy in 1 or 2 mentor texts does not teach students how to transfer that strategy to their own books or any unfamiliar text. They have to practice doing the thinking!

It was mentioned in the PD session also that we have to do more than cover the curriculum. I was glad to hear that. We have to do more than model a reading strategy or skill. We have to do more than confer with a student using the same text we model from or a mentor text that students have already been exposed too many times. When you do this and only this students do not get a chance to think for themselves in texts of their own choosing or texts they have never read before.

Students have to be given the chance to practice with us beside them in texts of their own choosing, that are new, if we expect them to do it on assessments. Students have to have time to practice, refine and even alter the skills and strategies we teach for themselves. They have to authentically experience them, to own them. They have to believe in the power of reading and that being well read, well spoken and well written can change the trajectory of their lives and the community they live in. We have to believe that as well. We have to help our students create opportunities for themselves, across the curriculum, not just cover the curriculum. These threads are woven all through the book We Got This by Cornelius Minor (@MisterMinor).

We Got This

In the opening section of part one he talks about how he first became aware of superhero’s. He talks about hiding in a bathroom to read his hand-me-down copy of Spider-Man. He says, “I read quickly, voraciously. I did not savor the words and images. Time and fear of sister Jones would not allow this. Even so, I knew that this book was powerful.” Now he was talking about the power of the superhero origin in our society, and my mind was getting that, but it also thought about how he described the reading experience. He wanted to read the comic book and knew it was a powerful story, but he was probably not reading it with the depth and full understanding we want our readers to do. Striving readers would probably not comprehend a lot reading in that rushed fashion. He was distracted by his fear of being caught and because he didn’t have much time to completely immerse himself into it. Think about your striving reader as well as your high readers and what they could comprehend with distractions echoing in their minds. What are the students in our classrooms distracted by?

They get distracted by many things. Emotions and experiences they bring to school with them, that weigh them down. Or distracted when asked to use a strategy or skill they may not be ready for or being asked to use it in the way that may hinder and slow down their thinking because they have already mastered it. Frustrated might be a better word in this case. Are they being distracted from reading when asked to complete reading tasks. Like creating charts and diagrams that take up a huge chunk of time to create, that leave little time for reading and thinking through a text and carrying ideas through a text while changing them as the author gives them more information.

I am only on page 4 of part one, of Cornelius’s book but had to stop and reflect. I am excited to continue reading. I love how Minor states change is participatory. I say this is a true statement for students and teachers alike. We have to give students more chances to read and practice strategies in their own books for them to change as readers and transfer strategies. They have to participate in the instruction not just see it modeled or have it over-scaffolded for them. They have to do the thinking work of reading that is messy and evolves over time. Modeling alone during the focus lesson is not enough.

We have to believe in our students, to help them believe in themselves.  We cannot  do the thinking for our kids and overuse mentor texts without searching for and finding new ones that will represent  our current group of students. We have to know our classroom library and be willing to read along with kids to get to know books. We cannot say, I can’t confer with students in their own books because I have not read them or do not know them enough. Get to know each class and bring in new books each year as you read them, and yes take time to read the books and introduce them to kids.  If you do not have books that interest and represent your students they will not want to read.

We cannot mute our students voices. We have to celebrate their own thinking, and experiences, not just rely on our own when it comes to reading instruction.  We cannot mute or regulate their voices by limiting their book choices to certain genres or texts that you know have a place where a particular skill or strategy can be practiced and controlled. Transfer will not happen until we release that control.

Using the focus lesson along with recommended mentor texts that can be brought to a conference is only the beginning and a bit limiting. Doing that and then giving an assessment is covering the content not teaching it for transfer. Students need practice in their own books and books they have not experienced yet and want to discover to try out strategies, where they have to authentically figure out and and what to do for themselves after we model. It cannot be limited to what was introduced in the focus lesson either.

Often times this is where you wonder why your students didn’t do as well as you had expected on an assessment. You note that they were able to verbalize an acceptable answer when you conferred with them in a familiar text. Well of course! But don’t stop there!  Our students will struggle in unfamiliar texts unless we give them the time and space to try out what we teach and model in our focus lessons. If they can utilize the skills and strategies within books of their own choosing then we know they will be able to do well on assessments.

Our modeling and focus lessons are just the beginning. We must be there with our students conferring with them in their own books and supporting them as they try out what we modeled, shifting it it slightly to fit the text and their thinking at that point and time, which will be vastly different experience for them because we are an experienced reader. We have to help them create opportunity for themselves in their own books. Picking and choosing when and where to use specific strategies or skills as we notice and takes notes on what they attempt and their thinking. We have to get them to engage in books that we have not read for them, or modeled the most difficult thinking for them.

We have to listen more and ask our readers to describe more of their own thinking after modeling, not leave it at that. Transfer does not happen by us doing the work. When students engage and take ownership of what we have taught and make it work for them, in their own books then transfer will start to happen.  When you confer with a student in their own book you need to be assessing the strategies and skills that you notice and note the students using or attempting to use at that time. Authentic reading is taking place without you providing preconceived thinking. Then you can make suggestions and nudge them in the right direction if needed. You do not always have to try and assess the skills or strategy that you just modeled. If it happens great, but you have to meet the students where they are, not always where you are in the curriculum. Limiting students book choices also limits their thinking and growth.

We must be there to notice and name what we see them doing. Then we make appropriate suggestions and help students make connections to thinking they have already done across the curriculum and from past conferences. If appropriate lead them back into a discussion about the focus lesson. If not the same day’s focus lesson, then another day’s. You will eventually be able to assess students in their own books over all the strategies or skills you teach after using mentor texts to model and introduce. This takes a little nudging through book talks and reading aloud the first few pages of books as you acquire new ones and place them into your library. We can nudge readers into books, without limiting their choice.

We need to be keeping a living document for note taking where we can quickly look back and help students remember when they used a skills or strategy, or when they were able to talk about the thinking process they went through to answer a question or explain their thinking. When keeping notes electronically in a living document you can scroll back and find your notes from last week or 2 weeks ago. I go back and show them words they solved or sentences they shared their thinking about. I am using an app called Notability on my iPad to do this.

As I continue to read Cornelius’s book  I am reflecting upon how reading is taught in my building. I am also reflecting upon Ellin Keene’s book Engaging Children and Vicki Vinton’s book Dynamic teaching for Deeper Reading.

Unknown51vLk92FYEL._SX410_BO1,204,203,200_

I am thinking about what I have learned from all of this great people and how I can use it to help move my own teaching forward and that of all the teachers in my building to impact our students.

I will be conducting some action research this school year implementing what I have learned from these 3 educators and continue to learn day by day as I experiment and adapt my instruction.  I am excited to help classrooms teachers in my building implement some changes also.  I am not going to go about this action research simply trying to replicate what I have read. I am doing some deep reflecting and considering what can be implemented within my school and have the greatest impact with our students. We will figure out together what will work for our students and grow our own practice. We will have to rely each other and others for support and ideas as we move forward. Isolation and ignorance cannot be an option.

 

Troy

Culturally Responsive Teaching

On this Mother’s Day as I reflect on the mothers that have helped shape me and helped form the culture that I call my own I am thankful. As I look back upon my childhood, I see how strong, and loving my mom truly was. Where my dad fell short she was there at least trying to fill that void.

I am also reflecting on how the culture I grew up in shaped me. The rural community I grew up it had a culture much different from metropolitan areas. Different from the small community down the road, Nicodemus, Kansas.  This was a community of black people in the middle of white, midwestern America. The story of Nicodemus is very interesting if you want to pursue it history. Different cultures have always been a part of America before the white mans culture dominated.

The culture we grow up in shapes us as they shaped our parents. Our culture silently influences us as much as it does more outwardly.  The culture reflected on TV growing up closely mirrored the one that surrounded me. The books in my towns library and my schools libraries mostly reflected me or people who shared a very similar culture as my own. That was not the case for other children. And is still not the case for many children today. I took for granted that children everywhere saw reflections of themselves in the books they were reading and was ignorant about what was being broadcast on TV.

Through social media and the shrinking of our world because of the internet and immigration from all corners of the world, kids are aware of more diversity then I ever was growing up. With this comes a great responsibility. Ignorance cannot be accepted so easily anymore.

As a teacher in one of the most diverse elementary schools in the state of Missouri I can not afford to be ignorant. I am reading a book called Culturally Responsive Teaching and the Brain by Zaretta Hammond.

Culturally

Take this quote from her book and reflect upon it.

“As I said earlier, culturally responsive teaching isn’t a set of engagement strategies you use on students. Instead, think of it as a mindset, a way of looking at the world. To often, we focus on doing something to culturally and linguistically diverse students without changing ourselves, especially when our students are dependent learners who are not able to access their full academic potential on their own.

The true power of culturally responsive teaching comes from being comfortable in your own skin because you are not a neutral party in the process. You can never take yourself out of the equation. Instead, you must commit to the journey. This means we each must do the “inside-out” work required: developing the right mindset, engaging in self-reflection, checking our implicit biases, practicing social-emotional   awareness, and holding an inquiry stance regarding the impact of our interactions with students. “

We have to be aware of our own culture and own it, biases and all Hammond’s says, before we truly understand another how another persons diverges. The culture I was immersed in as a child was not an evil one, but it was not the only one as it was often portrayed to be or the most important or superior as it still is portrayed to be by some. We just can’t do culturally responsive teaching to students. Just like we can’t constantly ask students to do reading tasks and not do any real reading.

As I stated earlier I lived a short drive away from Nicodemus, Kansas. A town that had a very difficult culture from my own. I found out about its history on my local PBS station. I did not grow up with cable or satellite TV. We have many cultures within our country as I do within my school.  I have to do more than just acknowledge them by briefly talking about some of their holidays or traditional foods. I have to know my own culture and its biases so I can curb them as I observe, interpret and evaluate my students behaviors with me and each other.

Being aware and owning your own culture does not mean forcing it on others. Acknowledging your own culture can help you identify differences it has from others.  We have to teach ourselves observe and describe culturally and linguistically diverse students behaviors before we react to them, keeping in mind how they separate from our own. Not react first.

At the same time she acknowledges that we cannot let cultural differences stop children from becoming aware and adapting their behaviors to fit different situations they encounter at school and will in public for the rest of their lives.  We can still hold them accountable while helping them be true to their culture, by not reacting first.  I have only just began this book and can’t wait to get deep into it.

I am very inspired by what a young lady by the name of Marley Dias has done. I belief she is now only 14 years old. She stated the  #1000BlackGirlBooks campaign. Check out this video of her talking about why.

https://www.youtube.com/watch?v=6H_PoqzX8q8&feature=youtu.be

She has made it her mission to find books she can see herself in by authors that are black and often women. We need to find more books from authors writing about their own cultures , not someone of one culture writing their interpretation of another culture. This is being referred to #OwnVoice stories. Check it out: https://www.literacyworldwide.org/blog/literacy-daily/2019/05/07/ilachat-why-students-need-ownvoices-stories

I am making it my mission to provide my students access to books they can see themselves in.  As I am reading more #OwnVoice stories, I am experiencing and understanding more and more about my students lives. I owe this to my students and my school.

Here is another resource: https://www.literacyworldwide.org/blog%2fliteracy-daily%2f2019%2f05%2f09%2fownvoices-resources

Troy

Engagement and Assessment

I am teaching a book study for my district using Ellin Keene’s book Engaging Children: Igniting a Drive for Deeper Learning K-8.

51vLk92FYEL._SX410_BO1,204,203,200_

One of the class activities was to participate in a Twitter chat. My district holds weekly Twitter chats over the school year. I wanted my class to chat about what they had been learning about engagement from Ellin’s book and how their thinking had changed about engagement or had not. A theme of assessment had already been chosen for the twitter chat of the month in question, but I was able to come up with some questions relating engagement and assessment together.

NKCchat 1

I want to thank @EllinKeene for jumping in on a few questions.

As I reflect back on the chat and what I have learned from the book myself and my peers taking the class, I have come to a several conclusions. First engagement is something you have to be talking about from the beginning of the year. Secondly, I think you have to ask students to draw on their personal experiences outside of school when first talking about engagement. Once you have established what engagement is and feels like together you can ask students to notice and think about activities they have been engaged in at school.

Then you can discuss times when you have been engaged and lost that engagement, or times when you do not feel the desire to engage in an activity but do so anyway, and end up absorbed in it wanting more. I think acknowledging these feelings happen to all of us is important. Then you can discuss how to reengage yourself into an activity, or how to choose to open yourself up to the possibility of engagement eventually occurring. Now this will obviously look different at different age levels.

You can then talk about choosing to be open to engaging in specific times when you have noticed students’ engagement lagging. Assessment could be one of those times.

     I know when students become aware of something, like engagement, they will be more willing to hold themselves accountable. When students become aware of something then they can start to assess themselves and think metacognitively about it. 

     I think you could create a self-assessment where students keep track of their own engagement all year long. Then they can visualize and verbalize goals and strategies that may help them engage in the areas where engagement has consistently been  weak. This is a tool that will look different at each grade level and possibly year to year within your own classroom.

Then, when it comes to engagement during district and state assessments towards the end of the year, you have evidence to fall back on and will have, already had conversations about engagement. This should help students recognize when they start to get restless and their mind wonders. They should be able to bring it back because of that awareness, with a little redirection.

I think another key ingredient for engagement during testing is for students to establish themselves as flexible thinkers. This can be done through modeling and talking about experiences. Being flexible is a mindset. Once they are flexible with their thinking students focus on being problem solvers. Students have to have a desire to figure things out and understand that they will be required to solve problems and look at tasks with an open mind. This needs to be established as an everyday expectation. In our classroom you will be challenged daily and often. You will have to be open to changing your thinking as you learn. And let them know you will be there to help them as they go and that you will be learning together. Let students know that in this classroom we will struggle sometimes and that we will pick ourselves back up and figure it out.  Students must aspire to figure tasks out and have a mindset to not give up as they wrangle with it.

Engagement will come and go for our students, so we have to give them the language and tools to notice and chose to engage or reengage when they sense they are losing focus. I think it should be an ongoing and adaptive conversation of modeling and discussion all year long. You need to center discusses around those intrinsic feelings that engaged people feel while immersed in an activity, not the extrinsic rewards they may get after the activity. I want students aware of what it feels like being in the action of deep thinking and engagement.  The have to know and be able to verbalize what learning feels while engaged. The know what it feels like when they are not!

These are a few quick thoughts on engagement and assessment. Hope you can find them useful. I would love some feedback! Troy

Engagement and Understanding text beginnings.

I have a group of 5th grade readers who often struggle to fully engage in reading. It is often a choice they are making because they feel like the text may be to hard or they may not like the content or may be districted by any number of reasons. I  know this group of readers has a hard time recognizing information that is important at the beginnings of texts. To help overcome these struggles I have started to read the first 1-2 pages of a text to them as they follow along. I select a stopping point that should leave them with lots to think about. I read enough to peak the students’ interest with the text. I want them to get their feet wet with the topic or story line. I want them eager to know more about the characters or topic. If I pick the right spot, they will feel a need to read on, to find out what happens or what the writer might inform them of next. I do not want students thinking impeded by language structure, vocabulary or word solving at that time. We will tackle those as they arise when I confer with them individually as they read. With this group of students comprehension is where they struggle more. Before they can dig into the type of thinking required with in the graphic below, they have to understand the basic information and recognize what information they do not have or do not understand.

readingcomp

            I believe it is my job the help entice kids into texts they may have never chosen to read on their own. I believe we can get kids to choose to engage in a text they may not want to at first and to expose them to many different types of texts they may not pick up on their own.

Kids choose to engage and re-engage in activities all day long. I have seen multitudes of students over the years not want to engage in a text for various reasons and then choose to engage with the text after hearing another student read a section they struggled with or overheard a conversation between two students or a student and the teacher. There have been times when I have not wanted to give a text a try and regretted it later.  I have started texts and not finished them, regretting the choice it when I hear about information I missed out on thinking through and discovering for myself. Or I missed a great story that I realize now I would have enjoyed and maybe learned something about human behavior from.

For this group of 5th graders who are already reluctant to come with me for reading support because they are fully aware of their struggles, this approach has worked. My text choice is intentional as much as the stopping point is. I make sure to choose a text that will help my mumble reader want to figure the words so he can find out what happens.

I know that in guided reading students are asked to do all of the reading. I also know that guided reading is designed to meet readers where they are, to meet their needs and to still be able to adherer to the curriculum.  If I am teaching the reader and know these readers struggle with engagement and with understanding the basics of texts at the beginning, then I will adapt my instruction to meet those needs.

I can also have real conversations with them about my own regrets with texts I didn’t start or finish. I can model how to slow down at the beginning of texts. How to attack a text from the beginning and read with the intent of figuring out what the writer might be wanting me to feel and think about the topic or characters. What pieces of information has the writer given me in the first few pages that I may have not given enough thought to, or skipped over because it was an unfamiliar word or phrase? I have to make sure my students understand that information given at the beginning of texts may seem boring or unimportant, but it should not be considered so. They need to understand writers use beginnings to set readers up to understand the rest of the text. There is often information that seems insignificant at first that we know may become important to understand later. We know this as experienced readers, I need to show my students this who may be very inexperienced readers.

So, I believe there is a time and place where it is Ok to read part of a text aloud to students in guided reading groups. I do so with a pre-planned purpose however. It is often a muti-layered purpose like I have been describing.  I want to make clear that I am not doing any thinking for them, or telling anything. I suppose I am providing a scaffold for them, but not a scaffold that is taking away the thinking work of reading for meaning.

I will share some of what I feel are the best strategies to help kids who struggle with text beginnings and the basic information the writer shares in some of my next posts. I will also share what I do next with this group of students to make sure they are doing the thinking work after I have read aloud.

We are your thoughts and experiences?

 

Troy

When Modeling Strategies can become Problematic?

strategy (1)

I was working on lessons plans for my 5th grade guided reading group and was thinking about a strategy to teach or review for the book I had chosen. A lesson I had taught earlier in the year came to mind where a student eagerly got started writing down some details, she felt were important from the text and changing a few words so that she followed the directions of putting them into her own words. Was this student doing what was asked? Yes, but she was not really thinking about what the writer wanted her to understand. She was writing down a few things here and there as she read. Actually she had filled up a whole page, but had read very little with an intent to understand. She could not talk about the book with any depth or deep understanding. She was not synthesizing information into new understanding.

I recalled a different student who eagerly underlined parts of a text he felt were important but could not put the underlined information together into an idea.  These students were doing a strategy without putting a whole lot of thought into it.

When it came time to have a discussion and dig deeper into thinking about what the writer’s words on page 4 could mean when put together with the paragraph on page 6 the first student struggled. Students often repeat writers’ words, but do not use them to help them create their own thinking, opinions and feelings. Or try to figure out what the writer might be implying but not directly stating. Striving readers and even high performing readers can get stuck doing strategies without putting much thought into them and staying on the surface level with their thinking.

I know you have experienced this in your classrooms. So, what can we do about it? David Person the creator of the gradual release of responsibility model says, “We could begin a sequence by asking students to try it on their own, offering feedback and assistance as students demonstrate the need for it.” Modeling of strategies have their place, but it does not always need to be first. When students have not realized they need a strategy or that meaning has broken down then teaching a strategy is often a futile task.

struggle

After a student has had a chance to experience some struggle, they may be more prone to understand the value of a strategy.  For transfer to happen students have to figure out some of the why, where, and when of strategy before internalizing and using it on their own. Students will be more willing to accept the feedback and support once they have experienced some struggle with the text. If they struggled making meaning they will view the strategy as something that is helping them make meaning, not as something to do to be compliant.

strategy

Why not begin by letting students read a piece of text that we have planned for or are familiar with and then jump in and offer feedback or model a strategy after they demonstrate a need for it. By observing students reading and asking the right questions, you can use the student’s own ideas to help them realize a way to help themselves.  Making this shift could help you do more than just cover the curriculum and take the learning deeper.

A sequence like this is harder to show evidence for but needed to help readers get beyond only doing strategies. I am starting to question the effectiveness of strategies when we ask students to physically create a graphic organizer or write something down without an oral structure built into it when they have not struggled with the text and see a real need for the strategy. Especially striving readers.  These readers often struggle with spelling, sentence structure and neatness. They often find it easier to copy down or underline the writer’s words without thinking. After observing and jumping in when a need is demonstrated by having a conversation and them maybe modeling is another option.

I want readers to be efficient and fluent readers. Are we teaching for that in reading? Or are we teaching students to break reading apart more than put it together in a fluent manner. If we only ask students to do a strategy before they know they experience the need for it, they are just going through the motions. Students need to practice thinking through what they know and believe in their heads.  Put thinking on paper to support the students in visually seeing it is great when they need it, but it should not be the final expectation.

I want a reader to be able to read something the first time when possible and understand it. I do not think we are teaching for that. We mostly teach for readers to read a text multiple times and to break a text down into parts without thinking enough about the whole and how the pieces fit together. We are teaching them a time-consuming process. Students are often told to read fluently with the emphasize on speed when reading out loud, but then to take your time, and reread a text multiple times to dissect at other times. What a mixed message for striving readers.

I want readers engaged in reading. Not doing strategies. Strategies should be tools to use when meaning breaks down. If meaning is not breaking down for a student, then why do they need to use the strategy. If a student is understanding and thinking differently than another student or differently than you anticipated, they may not need the strategy you just modeled.

I must continue to think about my students needs along with the curriculum and reflect on how to meet both and show evidence of both. Teaching is a continuous cycle of planning, assessing, teaching, adjusting, reflecting, and decision making that can never stop. I continue to grow my practice and share it here. Let me know your thoughts. I want to thank Vicki Vinton and Dorothy Barnhouse for influencing my thinking on this.

Troy

 

My Thoughts on Transfer

Goldfish jumping.

I was listening to a Heinemann Podcast tonight while on the treadmill. This podcast featured Cornelius Minor discussing his new book: We Got This: Equity, Access, and the Quest to be who our students need us to be.

Podcast

He starts talking about transferable skills. He wants to make sure kids know that the skills they are learning in the classroom can be used outside of the classroom and must be used outside of the classroom. Teachers need to make sure this happens. I think when we do this we might get kids to engage themselves more in our lessons.  For example students need to know that the skills they are learning while writing an argumentative essay can be used when they need to articulately stand up for themselves outside of our classrooms.

I started thinking about this notion and how I can apply it to teaching younger students to transfer the reading strategies and skills. When we model  strategies in controlled practice situations in our classrooms we need to moved to less controlled academic situations. We need to be teaching for when we are not there beside them.  So bear with me as I write my thinking down. This thinking might be unchartered territory.  These are ideas I look forward to growing, and refining.

I have seen reading instruction over the last several years be broken down into easier taught parts that we can model and have students practice in a very dictated fashion.  I have started wondering if this has been more beneficial for teachers and administrators or students. It allows for a quicker snapshot of learning and can be easily assessed. I feel for a lot of striving readers it causes them to view the reading process as something disjointed and full of isolated steps, where reading for meaning has been pushed aside.

Transfer happens when students take ownership of the strategies and can figure out for themselves what strategy will work best.  They have to do the thinking and be aware of the connections. We need to support that not teach in isolated chunks.

I think when kids transfer skills and strategies into their own reading and lives outside of school that it will not look exactly like how we modeled it. It will not be as neat  as when the kids practiced it in books we chose specifically for the strategy taught. It will be a very messy altered version of the strategy applied to the written text, movie, TV show, podcast, video game or real life situation.

messy

Messy with a purpose and crafted from the foundation we provide so we can help them strengthen their thinking into something articulate,  and meaningful.

When we model strategies we need to put the focus on making meaning and being able to transfer them across many forms of texts. We cannot just teach students to do strategies, we have to teach them the thinking processes they have to be able to go through when meaning breaks down to choose the right one or multiple ones that will work in the situation.

As Cornelius stated in his podcast we have to give students a reason or need to value and want to apply the strategies. For example students have to learn to infer in many different ways and situations academically and outside of school. We need to show kids how the strategies we teach can apply across many texts and situations by crafting them to focus on understanding and thinking about what they can do to help themselves understand, in addition to teaching the strategy itself. We cannot teach all the parts without showing them how the parts fit together and make sense. Transfer happens when things make sense. Some of our kids can put the pieces together, but a lot cannot.

Do we need to see exact replications of what we modeled all the time. No! Do the assessments we give require that? No.  Texts vary and the knowledge students bring to a text varies, so how students apply strategies will vary. They may mix several strategies and skills together using pieces of some of them. When we see them using different pieces of strategies, we can say to them for example, you just used part of the Thieves strategy. You took the step of using the table of contents to help you start thinking like the author may want readers too. Then you moved to the glossary where you checked the meaning of a few words. Then you applied what you read to what you happened when you played the video game. You just used 2 different strategies to help yourself understand.

We can still notice and name different strategies that students mix together in messy ways to help them become aware of what they did, so they can apply them in similar ways to other texts and situations. I think we may need to model this type of strategy use ourselves so students can see it and understand that it is not always going to be easy, but a messy struggle sometimes.  We can still nudge students into using one strategy or another that is more efficient. During a conferring session something like this may occur.

Teacher: “I noticed when we were talking about this part in your book (pointing to the paragraph) that you seemed confused. What can you do to help yourself understand this part? Do you remember when I was reading Fly Away Home to the class and how I had to stop because the part where the boy was saying he felt like the bird in the airport confused me?  What are some of the strategies I used to help myself understand that part? Could you try something similar to what I did to help you understand this part?  Even though you are only seeing one side of the conversation you are seeing that the student is being held accountable for choosing a strategy, not being told what one to use.

Note that this is a very different process from modeling a strategy and then assigning students to replicate it within similar books that you may have specifically selected or limited their choice to choose from. Transfer does not happen when we teach for replication and students cannot be expected to replicate perfectly the use of strategies in the texts of their own choosing without messing them up and trying it out in different ways to make it work for the particular text with the knowledge they have at that particular time. To do this they have to be reading for meaning and trying find answers to their questions, or figure out what the author may be saying about life that they can take and apply to their own life. The strategies they use help them make meaning and understand deeper, they do not become what they are reading to do or tools to help them understand what the writer is saying. To help them think about why the writer chose to say that and what the writer wants readers to think and feel.  We have to put meaning back into our reading instruction. If students are reading to do a strategy then transfer will not happen because they have not been taught to figure out how to try out different strategies until they find one that works in their current situation. They have to be able to take ownership of the strategies and apply them when needed, not simply practice it when told to, without figuring out for themselves what they need to do.

I am very interested to read Cornelius’s book and to continue to think of ways I can can use some of his ideas and apply them for my students and their unique situations and for myself as a reading teacher.  I talk about growing your own practice in a past blog.  Grow Your Own Practice

I think this is a perfect example of trying to grow your own practice. Taking something and making it work for you! That is what we need students to do with transferable reading strategies after we model for them, giving them a foundation to start from and releasing them to try out the strategies as needed in their own reading and lives outside of school and helping them make the connections back to the strategy itself after meaning was made. I think you have to be more flexible when letting students read their own books. We cannot always be asking them to replicate the strategy we just modeled bringing our own texts. This is not teaching for transfer but replication, this is not giving them a chance to try out strategies for themselves, figuring out what works best to help them make meaning of what they are reading, not repeat a strategy they watched you do. Copying a strategy someone else did in a text you didn’t choose or where your choice was limited in choosing a text is very different from figuring out what strategy to use when you notice that you don’t understand something in texts of your own choosing.  

Note these are my current thoughts and I am always reflecting. They will grow and change as I dig deeper in to this! 

Let me know your thoughts!

Troy

Reflections for the New Year

I am looking forward to a healthy, successful 2019. I have seen many posts on blogs and tweets on twitter sharing everyones ideas and thoughts about the new year and how to make it succeful for educators and students personaly and professionaly. I myself seek the continued growth of my own practice and continued growth for my students.

Today I read two blogs that sparked my thinking about growth. One of them was by Vicki Vinton: A New Year with my old friend: some thoughts on my one little word.

In this post she reflects on her choice for her one little word. She like myself chose to keep her word from last year. Her word is “seek.” My word is “reflect.”

Vicki pointed out many ways it resonated with her that I can say, I feel the same about. She talks about seeking out the right images, words and topics for her blog posts, or seeking out the right books for herself and students.

seek

Seek called out to me for those reasons and many more. So much so, I thought about changing my word from reflect to seek. Hmmm?

For two years now as a staff, we have chosen a word for the school year. It can be a daunting task if taken seriously.  🙂

As I stated at the beginning of this post I am going to be seeking out ways to grow my own practice. I am also seeking out ways to be more efficient with my time and seeking ways to eat more healthy, get back on a workout plan. Seeking to spend more quality time with my kids and wife seem like a priorty also. I  plan to seek out time to pick up my camera and explore the word through my different lenses.  I also plan to seek out and take advantage of any opportunities I can create for myself after achieiving National Board Certification.

I am seeking out ways to help the students in my building increase their reading scores on district and state assessments and grow their desire to seek out the answers to their wonderings, questions and thinking as they read.

Vicki said, “I also seek for other reasons. I seek to understand what’s going on in students’ heads as they read—and in the head’s of the teachers I coach. And I sometimes seek without a goal in mind. That is, I seek for the sheer fun of seeking.”

I want know what’s going on in my students heads and I want them to seek things out in their reading and in life for the joy of it, for the desire to know know more, but possibly with goals in mind. Goals to grow their knowledge about life, or a specific topic and to practice reading for meaning and understanding. I do not want them reading for the single purpose of practicing a strategy. I want to help them learn to choose to engage with books and all of their learning and to seek out knowledge. I am reading Ellin Keene’s new book about engagement. It is on my mind a lot lately.

I think students may be bogged down with too many things on their brains to slow down enough, to seek out meaning and understanding beyond the surface level while reding. I am seeking and reflecting on ways to help students read deeper.

Wow! I am seeking a lot of things.

You do not really know what you are driven to seek out for yourself and others unless you do some true reflection however, and set goals and makes some plans. So maybe I should stick with reflect.

The other blog post that got my attention was Colby Sharps: Winning the Day

win-the-day-3

He talks about how he used that phrase to help him stay focused each day, and how winning many days in a row builds up a winning life. He got the idea from a football team winning each day at practice and then in games. I think this is something we can choose to do as teachers: win each day. You can’t just say you are going to do this and try to stay positive however. You have to know and understand how you are going to go about winning each day. You have to do some reflecting, goal setting and planning.  Reflecting keeps coming up!

I found this graphic on a webpage about how to win each day. I would change; review, to Review & Reflect. 

wintheday

So I think I will keep reflect as my word for the rest of this school year.  I will use my reflections to help me seek opportunities for myself, my students and others to help them grow and also try to win each day using small goals and planning to help me do so through my continuous reflection.

Ha! Does that still count? I think so. The purpose of your one word is to help you be focused on something to improve yourself, right? So it works!

Please do read all the way through Vicki’s and Colby’s posts. I think you will gain something from them to reflect on and use for yourself!

 

Troy