tag:blogger.com,1999:blog-166405044708771742024-03-05T09:42:31.277-08:00Gwerica on LiteracyGet your daily dose of literacy here.Anonymoushttp://www.blogger.com/profile/00193436965328014004noreply@blogger.comBlogger42125tag:blogger.com,1999:blog-16640504470877174.post-91359758751259858572019-01-09T08:50:00.000-08:002019-01-09T08:50:04.206-08:00#WhyIWrite: Helping Students To Find Joy In Writing Recently, I finished writing the first draft of my second young adult novel. I spent over two years of my life brainstorming, writing, deleting, rewriting and deleting some more until eventually I wound up with 75,456 words that admittedly still needed a lot of work, but were decent enough that I now felt somewhat confident to share them with a few of my beta readers and submit to the online program AuthorMentorMatch.com for constructive criticism. The writing process was challenging, tedious, painful, and frustrating - but yet, for some reason, I persisted and didn't give up. Because, while writing was definitely all of those horrible things, it was also great; it was rewarding and therapeutic and inspiring.<br />
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Around the same time that I was typing "the end" on my manuscript, National Council of Teachers of English (NCTE) was advertising its National Day of Writing on social media which would be held on October 20th. Teachers and students across the country were using the hashtag #whyIwrite on social media to share out the reasons why they make the choice to put pen to paper. As a person who listens religiously to writing podcasts (<i>Writerly, Keeping A Notebook </i>and <i>Writing Excuses </i>being the three that I never miss), I find it fascinating to listen to experts detail their own writing processes and divulge secrets about the sources of their muse. Reading through the #whyIwrite tweets brought me the same inspiration that those podcasts bring. People talked about wanting to write to share the truth, to understand, to change the world, to work through tough emotional trauma, and to celebrate the aesthetic pleasure that the only the perfect combination of words strung together like pearls on a necklace can bring.<br />
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I bet it doesn't come as any shock to you that not one person - published author, educator, or student - has ever suggested in a podcast or on social media that their inspiration for writing comes from wanting to pass a standardized test or school benchmark assessment. Yet, how many of us only devote time to this type of writing inside our classrooms? Is it surprising, then, that when we focus solely on school-type writing inside schools that our suggestion that today will be a writing day is met with groans, eye rolls, and trips to the bathroom or school nurse?<br />
Does it matter?<br />
I would argue that it does matter.<br />
In fact I think that developing a generation of passionate writers and readers is probably the most important task we have as educators.<br />
If we want students to grow as critical thinkers, change makers, and doers, they must learn how to communicate via the written and spoken word. Writing is a powerful tool, one that all students can benefit from as humans. I don't have to inundate you with the research surrounding engagement. It only makes sense that people tend to spend time on things that they enjoy and brush aside the things that they dislike. Think about a food you despise. When was the last time you ordered it at a restaurant? We don't choose things we hate; if our students hate to write, they will only do it when we require them to do it.<br />
In an age where communities and schools have shined a giant spotlight on raising test scores, I would argue that by doing LESS school type writing and more impassioned and authentic writing tasks, test scores would actually increase. Why? Because students will come to value writing and its many purposes, and when we value something, we tend to focus more heavily on it. That's human nature.<br />
So what might the switch to more impassioned writing experiences look like inside a classroom? How do we focus on authentic types of writing experiences inside my classroom when we am responsible for reporting out on learning targets in a standards based reporting system?<br />
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Let's look at couple of the real reasons people choose to write and connect them to school experiences and even some learning standards:<br />
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<span style="font-size: small;"><b>1. Writing is Therapeutic - </b><span style="font-weight: 400;">In 2002, Bridget Murray discussed the research conducted by the American Medical Association in her article<a href="https://www.apa.org/monitor/jun02/writing.aspx"> "Writing To Heal"</a> that found people with various autoimmune diseases who wrote about their stress for twenty minutes a day for four months showed improved immune function and less than control patients. It is no secret that writing can be a form of stress reduction and even help a person to uncover his or her true feelings about an event. With the push in education to increase socio-emotional learning experiences for all students, daily routine writing experiences in classrooms are a must:</span></span></h4>
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<b><span style="font-size: small;">What might this look like in the English classroom? </span></b></h3>
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<ul>
<li><b>Routine journal writing connected to the day's reading: </b>Giving students a chance to free write, exploring how they feel about a decision a character made or a connection to their own life or current news events, for example, helps them to see that writing can be used to sort out feelings. Not all writing is analytic in nature or needs to be graded. Journal writing offers students an outlet for the things on their mind and gives them a safe place to explore feelings they may be grappling with on their own. <u>Common Core Target:</u> All speaking and listening targets require students to be able to sift through their thinking and share it with others. Many students will feel more comfortable doing this if they've had some time to reflect on topics in writing before having to speak to their peers) </li>
<li><b>Poetry </b>- Poetry can sometimes seem daunting to students, but if they are repeatedly exposed to beautiful pieces of poetry -including modern day song lyrics and current spoken word poetry - students will begin to see poetry for the art that it is. It also offers a creative outlet - devoid of rules - that enables them to explore their feelings which as I've explained earlier, has therapeutic benefits. <u>Common Core Target Connection:</u> Analysis of poetry runs rampant in the Common Core literature targets (especially in 7th grade). Students will develop a much deeper ability to analyze the work of others and the choices they make if they are taught to write and make those choices for themselves first. See <a href="https://www.blogger.com/blogger.g?blogID=16640504470877174#editor/target=post;postID=8408066055235022585;onPublishedMenu=allposts;onClosedMenu=allposts;postNum=1;src=postname">my blog</a> for further thoughts on why this works.</li>
<li><b>Letter Writing </b>- In an age of text messaging, letter writing is quickly becoming a lost art. But giving students an opportunity to communicate with their peer via written conversations as opposed to oral ones can often develop a love of writing as well as help build a stronger community of trust inside the classroom, an essential ingredient if we want our students to grow as learners.</li>
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2. <b>Writing helps us share our unique stories with others.</b> <span style="font-weight: 400;"> </span></span><span style="font-weight: normal;">Reading about others' experiences leads us to want to share our own stories as well. Reading ultimately becomes the inspiration for writing. Wasn't it Stephen King who said, "If you don't have time to read, you don't have the time (or the tools) to write?" If anyone knows what inspires writers, a best selling author who has written over eighty books should. We are fortunate to exist in a time where the literacy world is working to increase the amount of books written by and about people from diverse backgrounds. The #WeNeedDiverse Books campaign has helped to bring stories from talented authors of diverse backgrounds into the hands of kids everywhere. This organization has helped the publishing arena, educators, and librarians alike to recognize that all children should have the experience of growing up and see themselves inside the books that they read. Additionally, grass roots programs like</span> <a href="https://www.booksourcebanter.com/2018/06/25/what-is-project-lit-community/" style="font-size: medium; font-weight: 400;">Project Lit Community</a><span style="font-size: small; font-weight: 400;"> have similar goals and are continually working to provide students with the opportunity to read great books in school that veer from the typical white male canon of the past. Giving students these experiences helps them to see that they, too, can excel at writing. Their stories not only matter, but they are necessary if we want to work to build a future that is empathetic and celebratory of people's unique differences.</span><br />
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<b><span style="font-size: small;">What might this look like in the English classroom? </span></b><br />
<b><span style="font-size: small;"><br /></span></b>
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<li style="margin-left: 1em; margin-right: 1em;"><b>Using diverse books as mentor texts </b>- Nothing inspires great writing more than a great read. As teachers, we can use a piece of a book to teach a skill and have students mimic the author's style with a topic of their own choice. In many of my college level writing workshop courses this skills was called imitation. <a href="http://www.kellygallagher.org/">Kelly Gallagher,</a> author and teacher extraordinaire, has made it famous in his books like <i>Write Like This</i> where he goes into detail on how to teach students to write alongside some great writing pieces in an effort to learn from the experts. This strategy helps strengthen a writer's skill set but also helps them to also better understand the reading on a deeper level while not doing any type of "school writing" at all. Last year, seventh grade teachers in my school held a "Poe or Faux?" Competition in their classes where students tried to imitate Poe's writing after having read some of his short stories. Their classmates then were given excerpts from Poe and classmates and had to determine which was which. </li>
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<ul>
<li><span style="font-size: small;"><span style="font-size: 18.72px;"><b>Book clubs</b> - Provide students with choice of reading materials making sure to offer a variety of diverse authors who offer perspectives that both match and differ from the students in your class. As adults, we would never join a book club if all the books were selected for us. We need to offer student a myriad of options, so that they can find books that speak to them and find that passion that can only come for discovering a great read. </span></span><span style="font-size: 18.72px;"> </span> </li>
<li><b>Independent Reading</b> - While some loud voices in education might lead you to believe that "research" does not support giving student time to read in school, those of us working in schools every day have been fortunate enough to witness first hand the magical that can only come from putting the right book in the hands of a nonreader who finishes it overnight after starting it in class and can't wait to ask "What should I read next?" It's our duty as educators to offer a variety of diverse perspectives for our students. When a student is inspired by a book we might be able to excite them to write fan fiction or other creative endeavors that are not "school type" writing but will ultimately foster a love of writing and create stronger writers as a result. Reading and writing are not separate entities; we need to help students see the connections between the two. </li>
<li><span style="font-size: 18.72px;">C<u>ommon Core Connection:</u> All literature reading and writing targets can be taught as easily inside a choice unit as they can be inside a whole class unit. Smaller shared literature and informational text pieces connecting around a theme could also be used.</span> </li>
</ul>
Ultimately, writing is (like music, painting, and dance) an art and should be treated as such. I could carry on for hours about art for arts sake, but instead I will remind us all that arts help foster creativity and problem solving skills that spill into other arenas of our lives. Our world desperately needs creative types. While school type writing has its time and place in the curriculum, finding ways for students to creatively explore current reads and giving them opportunities to write without fear of "breaking the rules" is the key to creating a future generation that enjoys writing and can communicate effectively into the next century. Words are beautiful. They are powerful. They are so much more powerful than a numerical score on a rubric gives them credit for.<br />
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Anonymoushttp://www.blogger.com/profile/00193436965328014004noreply@blogger.com0tag:blogger.com,1999:blog-16640504470877174.post-84080660552350225852018-05-07T08:16:00.000-07:002018-05-07T08:40:49.266-07:00How To Increase Students' Analytic Writing Skills? Via Narrative Writing, Of course!<br />
<h3>
<span style="font-size: large;">In the beginning.... </span></h3>
As a person who always has enjoyed the creative outlet of writing fiction and poetry, I initially chose to become an educator because I wanted to instill a passion for reading and creative writing in my students. In my early years of teaching, I employed a derivative of <a href="https://www.heinemann.com/authors/109.aspx">Nancy Atwell</a>'s and <a href="https://www.heinemann.com/authors/100.aspx">Tom Romano's</a> reading and writing workshop in my eighth grade Language Arts classroom and watched as the magic ensued. My classroom consisted of mini-lessons using current engaging texts, individual and small group reading and writing conferences, and writing and reading time. Students mimicked the process of real writers: they brainstormed ideas, crafted a plan, wrote rough drafts of comics, novels, poetry, and news articles, and they shared their work with critical friends before revising. Written language of mentor texts and classmates was celebrated. They shared books and recommended them to their friends. One of my students wrote a thousand page sequel to Stephen King's novel <i>The Green Mile. </i>Others collaborated on novels that were written in the letter format that was popular in the early 2000's. Some created graphic novels. Many read more books in a school year than they'd ever read before. While<a href="http://shanahanonliteracy.com/"> Tim Shanahan</a>, one of the pioneers of the Common Core might scoff at my anecdotal data, students were engaged daily in authentic reading and writing tasks. Life was good.<br />
Enter the Common Core State Standards that placed a much heavier emphasis on informational text reading, deep analysis and critical thinking skills, and argument writing. Narrative writing and appreciation for fiction for its aesthetic beauty no longer held as much weight as it once did. The creators of the Common Core argued vehemently that we must prepare students to be College and Career Ready and the standards all reflected these changes. After all, how many students will grow up to become the next Margaret Atwood or Don DeLillo? We, as educators, were in the business of preparing students for the 21st Century workforce. It made sense that less time would be spent on writing fiction.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjb-p08HfatxIRjZG3HV0jzFWrASCErJZjzQsO5KFgOBedL1rlbLOEz_8IFuw1xheQqqahndFtt8oQPET5AvMroibuX_ErSeBLsru16rV01Wc2I07A3CBKGJrTIdEqjo6d1Kyhi4i2CPJk/s1600/501533808.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="408" data-original-width="612" height="213" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjb-p08HfatxIRjZG3HV0jzFWrASCErJZjzQsO5KFgOBedL1rlbLOEz_8IFuw1xheQqqahndFtt8oQPET5AvMroibuX_ErSeBLsru16rV01Wc2I07A3CBKGJrTIdEqjo6d1Kyhi4i2CPJk/s320/501533808.jpg" width="320" /></a></div>
So across the country, narrative lessons on crafting quality characters were squelched and replaced with tasks asking students to analyze how a character change reflected the theme of a text, lessons on adding figurative language and sensory details to a short story were replaced with lessons analyzing the mood and tone of an author's descriptive paragraph, and readers' theater activities that asked students to craft their own additional scene from a play or short story were now replaced with lessons asking students to compare and contrast an old "classic" play with a new modern interpretation. These new lessons, after all, would be more closely aligned to the skills students needed in high school, college and beyond. They were no longer "fluff" activities designed by nerdy English teachers like me who were hoping everyone would leave their classrooms wanting to pen the next great American novel or, at the very least, read it. Maybe you are already noticing the problem of this either/or thinking with the deliberate pairing of my examples. The two really go hand in hand.<br />
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In fact, I would argue that major problems has occurred as a result of this new paradigm shift:<br />
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<b><span style="color: purple; font-size: large;">We have been asking students to analyze deeply the choices that authors deliberately make and the affect these have on the overall written piece, and students' responses often only skim the surface because students' own experience with writing creatively is now limited due to the new emphases already discussed. In other words, by reducing the amount of time spent with narrative writing, we are ensuring that students' analytic writing skills will not be as strong as they could be.</span></b><br />
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Allow me to illustrate my point. Let's say, for example, you are a hoping to teach Common Core Lit Standards 4 & 5: <span style="color: #202020; font-family: "lato light"; font-size: 16.8px;">Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone and</span> <span style="color: #202020; font-family: "lato light"; font-size: 16.8px;">Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.</span><br />
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<h3>
<span style="color: #202020; font-family: "lato light"; font-size: large;">T</span><span style="color: #202020; font-family: "lato light"; font-size: large;">he Current Status of Instruction....</span></h3>
<span style="color: #202020; font-family: "lato light"; font-size: 16.8px;"><br /></span>
<span style="color: #202020; font-family: "lato light"; font-size: 16.8px;">If you follow a backwards design model, you craft your assessment question first and know that you will ultimately want students to be successful with the following task:</span><br />
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<table style="border-collapse: collapse; border: none; width: 468pt;"><colgroup><col width="*"></col></colgroup><tbody>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 12pt; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre;">Directions</span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 12pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;">: Read “</span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 12pt; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;">Drawing Goodbye</span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 12pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;">” (Passage 1) </span><br />
<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 12pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;">and then answer the following question:</span></div>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 12pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;">Analyze how the author uses the </span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 12pt; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre;">extended metaphor</span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 12pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;"> </span><br />
<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 12pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;">in paragraph 7 </span><br />
<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 12pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;">to </span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 12pt; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre;">help reveal the overall theme of the story. </span></div>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 12pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;">Discuss </span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 12pt; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre;">specific words and phrases</span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 12pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;"> </span><br />
<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 12pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;">the author uses to support your analysis.</span></div>
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So you perform a task analysis of the end assessment to ensure that you understand all the subskills students will need to master this rigorous task. You begin teaching by helping students identify figurative language inside texts and what it means. You closely read texts and teach students to annotate for the key moves the author makes connected to figurative language. You make the connect between figurative language examples and the development of the theme. You provide students with opportunities to discuss the text and their ideas about it. You use think-alouds and modeling to teach the analytic writing using similar tasks. You give students sentence starters to help guided their analyses and help them to develop skills to move beyond summary and into the art of inference making.<br />
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And students learn and grow.<br />
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They understand the story and the extended metaphor but still struggle a bit with explaining, on a deep level, why the author chose to include this specific metaphor at this specific part in the story. <br />
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I would argue that the missing link is narrative writing. Don't buy it? For those of you who appreciate a good analogy, consider this scenario. You are an aspiring chef and are attending a famous culinary arts school over seas. Your first class and lesson is on the making of crepes. You watch your instructor demo a lesson. He explains his technique to you as he cooks: He shows you how to gradually add milk and water to the dry mixture. He describes how much oil you should use and how hot you should make the pan. You taste the finished product and are eager to try it on your own. But you never get the opportunity. The next day, you are given a written quiz that asks you a series of questions analyzing the techniques of video clips of other chefs making crepes. Why did the chef move his wrist as he did? Why was this chef's batter too watery? How can this recipe be salvaged after he's stirred too vigorously? Perhaps you will be able to provide a surface level explanation of the reason behind the techniques, but how much better prepared would you be to analyze the techniques of others if you had actually been given an opportunity to practice making crepes on your own first? What if your instructor had given you an opportunity to try a variety of techniques and reflect on the experience before you were presented with this quiz? Would you be more confident and have more to say?<br />
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Similarly, students need ample time to practice writing creatively if they are going to be asked to make inferences about the reasons behind the choices authors make. The answer to deeper analysis cannot be completely found in watching others create a crepe or write a short story nor can it be fully found in the enjoyment of the finished meal or the dissecting of finalized mentor texts. While there is no doubt in my mind that these activities help, in order to truly understand the creative processes, one must immerse themselves in the work. Students are no different than published authors in this regard.<br />
<h3>
<span style="font-size: large;">What Type of Narrative Experience Might Help?</span></h3>
To return to the above example of extended metaphor, let's say that all students have written a rough draft of a short story with a developed theme. Our goal now might be to use a narrative writing lesson and help them to include an extended metaphor in their own story that also develops the theme. Students are great at adding figurative language inside a text, but are they ever thoughtful about which extended metaphor to use and when to use it? Do they consider the words they use inside the metaphor to develop a specific mood? Do they develop this specific mood with character motivation in mind? Real writers consider all these things and more, and if we are asking students to reflect on the decisions made by real writers without giving them the opportunity to practice these skills themselves, we are not preparing our students.<br />
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For the sake of simplicity, let's say that the we have developed this theme in our story: life's challenges often end up being our best learning experiences. We might then model a free-write about any connections that we can make to this theme and the real world. Maybe it is when we've experienced a death of a loved one and realized that we are more independent than we once thought or when little kids struggle on their first day of kindergarten but realize that school could actually be enjoyable, or maybe even when we decide not to follow a friend's poor advice and lose a friend but find ourselves. We could then use a bridge map or another type of organizer to craft analogies to this theme from the character's perspective. Once we've modeled this, we can ask students to try the process with a partner and with our guidance before eventually trying it on their own.<br />
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When we have all come up with a metaphor that not only connects to our story character but also the theme, we can decide where the best place to insert this metaphor would be in the story line. All along the experience, we should make sure students have an opportunity to reflect on why they did what they did. Why does the metaphor fit best after the rising action? What would have been different if we placed it earlier? How will this metaphor change how we see the character? What kind of mood do we want to create with our choice of words here?<br />
<span style="color: purple; font-size: large;"><b><br /></b></span>
<span style="color: purple; font-size: large;"><b>Metacognition during narrative experiences is key to improving writing and transferring these skills over to analytic writing of another author's work.</b></span><br />
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To reiterate, it is my suggestion that by including more narrative writing experiences and not less into the weekly Language Arts curriculum, we should see better results in our students' analytical writing skills. Of course, as the above example indicates, we have to be strategic about the types of tasks and narratives we assign our students if we want to foster deeper analytic skills. By eliminating narrative writing from the bulk of our lessons, we are guaranteeing that the things we have decided to spend more time on will not be mastered by students. Balance is key.<br />
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Now, if you'll excuse me, I have to get back to <a href="https://writingexcuses.com/">The Writing Excuses Podcast,</a> a podcast for writers that not only analyzes the craft of writing but then gives suggested narrative exercises so that writers can fully understand these analyses for themselves. Maybe they are onto something...Anonymoushttp://www.blogger.com/profile/00193436965328014004noreply@blogger.com0tag:blogger.com,1999:blog-16640504470877174.post-3498212159760268142018-02-12T12:43:00.000-08:002018-02-12T12:43:19.715-08:00Diversity, Politics, and Education in 2018As an educator, I cannot fathom how many times recently I've heard somebody on television, on social media, and in my professional discussions utter the sentiment that politics do not belong in schools. People who hold firm to this belief often fall into one of the following two camps:<br />
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1) <b>Some believe complex social issues should be completely avoided in school and replaced with less controversial topic</b>s like "should we serve ice cream in the cafeteria?" or "should we allow kids to listen to music" or the ever-popular-beaten-to-death topic that has been used so frequently, its essays can blanket the world: "should we have uniforms in school?"<br />
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Unfortunately, focusing on superfluous topics like these have some major flaws:<br />
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<ul>
<li>Students don't really care about the trivial; they are smarter than we know. They can spot a teacher-crafted essay in their sleep. They will never spend passion-filled hours searching schools that serve ice cream, completely outraged that some schools offer soft serve on alternating Fridays, when their school only offers Dilly bars.</li>
<li>Students can smell inauthenticity a mile away. Let's say I attend a school where uniforms do not exist. I am able to wear my torn jeans, <i>Stranger Things</i> hoodie, and Doc Martens every single day. What are the odds, even if I were to craft a perfectly worded, logical response to the school uniform essay, that my school's policy would change? Zilch. Zero. Zip. Students will never be invested in a topic that they know is only for test prep, nor should they be. Authentic writing tasks leads to engaged writers which leads to increased learning. Just ask leading literacy experts Kelly Gallagher, Nancy Atwell, or Tom Romano and they'll gladly share the research with you if you don't believe me.</li>
</ul>
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Let's remove these meaningless writing tasks from the table for a moment and consider the other argument that individuals often make when arguing that politics and schools should not mix.</div>
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2) <b>Some believe teachers do not have the right to voice their political viewpoints in front of their students. </b>Thankfully, unlike the first scenario, students have the opportunity to discuss currently worldly issues that they care about with an adult steering the conversation. Advocates of this camp believe teachers should impartially show both sides of an issue. Additionally they believe we should provide instruction on critical reading skills and thinking skills, allowing to form their own opinion about what side of the issue they fall. Up until a few years ago, I probably would've agreed with these people vehemently that teachers personal opinions must never exist inside the four walls of a classroom. In fact, even today, I would argue that it is not my role as an educator to create a roomful of like-minded individuals who see things the way I do. I would also argue that this is not the job of the parents either. However I now recognize that times exist where teachers must step in when these difficult conversations are had and if this behavior is perceived as being political, so be it.</div>
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Imagine, for example, that the teacher is leading a discussion on immigration policies. The teacher's main objective, before all others, should be to provide a classroom environment where <i>all </i>students feel safe and welcome. If students begin making comments when discussing immigration that can be perceived as derogatory or interfere with the sense well being of other students in the room, it is the teacher's duty to step in and remind students when comments do not align with the school's vision that all students are respected. Is this a political decision? Yes, and I would argue a necessary one. Furthermore, when the actions, words, or decisions of people in the news infringe upon the inclusive belief systems of our public schools , educators must join the conversations and make it clear that these actions do not align with the core beliefs we have established as a school system. We cannot allow marginalized voices to continue to be squelched.</div>
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One way to lend voice to those who have not had one in the past is by rethinking what we consider to be a "classic" piece of literature. If I were to ask you to list a few literary "classics," which titles would you give to me? Perhaps you would list off some works that you read years ago in school? Works by artists like Shakespeare, Dickens, Hemingway, or Whitman? How many titles would you give me before a person of color or female made a list? In a recent interview on "The View," thirteen-year-old Marley Emerson Dias discussed her experience with the classics in school, explaining how not being able to see oneself in the texts that were read can affect the self worth and identity of students everywhere. </div>
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Although we are still worlds away from ensuring that all perspectives are equally represented and dignified in schools today, we are making progress. Campaigns like We Need Diverse Books and Own Voices are aiding in the publishing world's quest to turn out literature that is reflective of the diverse population of readers across America. Recently, Nic Stone, author of young adult title <i><a href="https://www.amazon.com/dp/B01N9U3ALR/ref=dp-kindle-redirect?_encoding=UTF8&btkr=1">Dear Martin</a> </i>celebrated her success after visiting a school and serving as a role model to girls everywhere. The more we expose students to a myriad of voices and perspectives in the classroom, the better off we all will be.<div class="separator" style="clear: both; text-align: center;">
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In a recent article titled "No Longer Invisible: How Diverse Literature Helps Children Find Themselves in Books, and Why It Matters" by the National Council of Teacher of English, we are reminded including diverse literature in schools is rewarding for all students because it enables students to learn about the backgrounds of those who are unlike them and develop empathy for their peers and for the world (p. 14). Diversity is not just about skin color but also about "racial, ethnic, and cultural differences...disabilities, sexual orientation, and religious belief" (14). By providing a safe space where all cultures are explored and honored, teachers foster an environment of critical thinkers who are also empathetic about the experiences of others and the world improves as a result.</div>
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Ultimately, we cannot avoid political discussions in schools, nor should we. In fact, I would argue that politics are just as involved in decisions to exclude content as it is to include it. If we opt to discuss whether or not ice cream should be served in the school cafeteria in lieu of timely discussions regarding immigration policies, for example, we are making a political statement. Do we really want to send the message to students that their views or worldly issues are unimportant or not worthy of time to explore them? Do we want to avoid teaching kids how to analyze tough topics in our own nation with a critical eye? Do we want to raise a next generation of adults who are ignorant about the daily ongoings of society? Isn't that how we ended up here in the first place?</div>
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I leave you with a quote from <a href="https://www.amazon.com/dp/B06XSPCKN5/ref=dp-kindle-redirect?_encoding=UTF8&btkr=1">Disruptive Thinking</a> by Kyleen Beers and Robert Probst who remind us that reading helps build informed citizens: "We want to ask kids to be open to the possibility that a text might be disruptive, and it is that disruption that gives them the opportunity to learn and grow. Reading should be disruptive" (61). </div>
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<br />So skip the school uniform lesson and tackle the topics that kids are talking about anyway. Who knows? You just might learn something along with them.</div>
Anonymoushttp://www.blogger.com/profile/00193436965328014004noreply@blogger.com0tag:blogger.com,1999:blog-16640504470877174.post-52609432823863768942017-10-30T08:40:00.002-07:002017-10-30T08:40:40.486-07:00Help! My Kids Can't Find The Theme: One Way to Merge the Ideas of Beers, Probst, Kittle & Lehman As a literacy coach in a middle school, I read a lot of professional books and have found that most books I read have changed my thinking or practices in at least some way. However, few books have transformed the way I instruct as much as <a href="https://www.heinemann.com/products/e04693.aspx"><i>Notice and Note</i> </a>: <i> Strategies for Close Readin</i>g by Kyleen Beers & Robert Probst. This book describes a systematic and scaffolded process to help students independently uncover the important pieces of the text and how they lead to character development, conflict, and theme. Teachers in my district now use these Literary Signposts, as Beers & Probst have dubbed them, daily as a strategy to help students be able to master the Common Core standards. We've been teaching them for a few years now and have even had the lucky experience of spending the day with Beers & Probst to increase our capacity to use the strategies described in their books.<br />
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Teachers follow the process with fidelity. They teach each signpost within the context of a rigorous text, using the <a href="https://www.fisherandfrey.com/">Fisher & Frey</a><i> I-do, we-do, you-do with a partner, you-do independently </i>approach. They model how to locate the signpost, how to answer the anchor question, and how to annotate the text using the anchor question. They ask kids to review and discuss their annotations with the goal of determining the theme of the text. For example, if the students are reading the short story "<a href="http://fullreads.com/literature/the-lottery/">The Lottery"</a> by Shirley Jackson (a story where a citizen is stoned to death each June after an elaborate Lottery ritual is performed) the teacher would help the students how to use the again and again signpost on a second read, and locate and analyze the places in the text where old ritualistic behaviors without purpose begin surfacing. Each time something with this idea would emerge, students would then be expected to answer the anchor question designed by Beers & Probst: <b>Why</b> do I think this idea keeps popping up again and again? Additionally, the Words to the Wiser Signpost also exists in "The Lottery" when Old Man Warner, the town's eldest citizen, speaks the infamous line: "Lottery in June, Corn Be Heavy Soon." Students are then instructed to analyze this piece of the text utilizing Beers & Probst's anchor question: What is the life lesson and how might it affect the characters? While students are often able to recognize the signpost and annotated with appropriate and insightful inferences, when it comes time to connect their thinking together and determine an overall theme of the text, many still falter.<br />
The issue of students struggling to determine a theme is not unique to the story "The Lottery." I receive this same feedback from many English teachers in the district. Students were having rich discussions but often falling short when it came time to determine a theme independently in the text. At the same time that I was observing this data with students in classrooms and receiving similar feedback from teachers, I had just finished leading a book study on Penny Kittle's <i><a href="https://www.amazon.com/Book-Love-Developing-Stamina-Adolescent/dp/0325042950">Book Love: Developing Depth, Stamina, and Passion in Adolescent Readers.</a> </i><br />
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<i><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhSPakH2zAdTG82LN4jhaO83ns7w5akuRHfrlI1SvnfSv2yBLO8SdXRFbhRBSPIek63YzNZfhIUZMUHtCZi565GVFvrnqshX0yJO6e5xy5b5N-evmOvwNYUsXYbrhMrYoUfz8lRrBM1G8U/s1600/Screen+Shot+2017-10-30+at+10.32.00+AM.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="646" data-original-width="518" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhSPakH2zAdTG82LN4jhaO83ns7w5akuRHfrlI1SvnfSv2yBLO8SdXRFbhRBSPIek63YzNZfhIUZMUHtCZi565GVFvrnqshX0yJO6e5xy5b5N-evmOvwNYUsXYbrhMrYoUfz8lRrBM1G8U/s200/Screen+Shot+2017-10-30+at+10.32.00+AM.png" width="160" /></a></i></div>
<i> </i>The purpose of this book is probably the most important one any educator can attempt to explore: how do you develop a passion for reading in your students? Inside this discussion, Kittle describes an activity she did with students to get them started thinking about theme. In her book, Kittle takes us through a modeling process of helping students ask questions that the authors are trying to get readers to think about as they read. She tells students that "most books have questions at the center, and when we stop to think about them, we often understand more" (99). She then allows students to see her own thinking process as she writes with her students about the questions that the author expects readers to explore in the book <i>Making Toast</i> by Roger Rosenblatt.<br />
After reflecting on this idea, a light bulb went off in my head. I started thinking about another book I had read, <i><a href="https://www.heinemann.com/products/e05084.aspx">Falling In Love With Close Reading</a></i>, by Christopher Lehman where he suggests asking students to examine patterns in text <br />
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evidence to determine a theme and central idea as opposed to having kids determine a theme first and then search blindly for evidence supporting their idea. These two books quickly merged together in my mind to provide the missing link between the signpost anchor question and developing the theme. I pulled a teacher into the conversation and shared my idea. From there we created a flow map of steps for students to follow, and have been pleased with the results.<br />
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From SignPosts To Theme</div>
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<b>Step One: Teach The Signposts & Have Students Search For Patterns In Their Annotations</b></div>
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The next time I taught a theme lesson with teachers, after having kids find the signposts and discuss the anchor questions, we asked kids to find patterns inside their annotations for a given signpost, Christopher Lehman style. So, in "The Lottery" that I referenced earlier, students might recognize that their annotations about the lottery events all involve rituals or practices, that people don't know why they are doing the things they are doing, and that these practices were all determined years ago by earlier generations. <br />
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<b>Step Two: Turn These Patterns Into Questions The Author Is Hoping Readers Will Consider</b><br />
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Now, using these patterns, they are then asked to use Penny Kittle's idea and come up with questions that the author might be asking them to consider about life. I tell them that they should use some of the key words from the patterns they found in step one inside their questions. In the case of the lottery, these patterns lead to these questions:</div>
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<li>Why do people follow practices from the past that they don't understand?</li>
<li>What are the problems that occur with an entire society following practices that are old and useless?</li>
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<b>Step Three: Answer These Questions Using Story Events</b><br />
Next, we ask students to answer these questions based on story events. So, in "The Lottery," we revisit Ole Man Warner's Words of the Wiser and think about how a citizen, Tessie Hutchinson is stoned to death at the story's end. These two events together help us to realize that following a ritual may have a bad outcome. And because Old Man Warner talks about how there <i>used to </i>be a saying about having a plentiful crop if the lottery was performed, we can only guess that the town used to feel that human sacrifice once led to a good harvest. But since nobody remembers this phrase or even why they are participating in the events of the lottery, an answer to the question might be something like this:<br />
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<b>Step Four: Turn Your Answer Into A Theme Statement</b></div>
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<li>Following outdated traditions for the sake of traditions may lead to negative results. </li>
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And here lies the theme statement. <br />
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Admittedly , students will still need time and practice and scaffolding to be able to follow this process independently, but we have noticed that even our students who typically struggle with theme were immediately coming up with great questions as part of the process.</div>
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So I would like to end by thanking Beers, Probst, Kittle, and Lehman for sharing their learning with the rest of us. Together, we can get every kid there. </div>
Anonymoushttp://www.blogger.com/profile/00193436965328014004noreply@blogger.com0tag:blogger.com,1999:blog-16640504470877174.post-77630937887263742942016-10-12T14:27:00.000-07:002016-10-12T14:27:00.323-07:00Let Students Read Independently - Part Two: My Response To Tim Shanahan's Rebuttal<span style="font-family: "arial" , "helvetica" , sans-serif;"> </span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;"> What's more controversial than the race for president these days? Get a group of reading teachers together and you just might be surprised to learn that it's the topic of independent reading. If you have been following my blog, you know that recently I wrote an open letter to educational leader Tim Shanahan who had called a teacher "ineffective" in his recent post due to her desire to foster a love of reading via independent reading time. His original letter where he argues that research does not support this practice can be found <a href="http://www.shanahanonliteracy.com/2016/10/does-independent-reading-time-during.html" target="_blank">here</a> and my response to his post where I argue that research (both quantitative and qualitative) does support independent reading can be found <a href="http://d96literacylink.blogspot.com/2016/10/my-letter-to-tim-shanahan-in-defense-of.html">here.</a> Recently, Shanahan decided to respond to my open letter on his own <a href="http://www.shanahanonliteracy.com/2016/10/an-argument-about-independent-reading.html?utm_source=twitterfeed&utm_medium=twitter">blog</a>. </span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;"> Both blogs sparked quite an uproar on social media websites with passionate educators and literacy authors on both pedagogical sides engaged in thoughtful discussions about whether independent reading should stay or go. Are we surprised? I would argue that a large portion of reading teachers became teachers because they both love students and possess a solid passion for reading. It only makes sense that we would want to ignite that same fire for the written word in all of our students, not just the ones that already come with the spark lit. Passionate arguments and even disagreements about independent reading occur because we all, hopefully, have the same goal even when we disagree with how to get there: to increase the literacy skills of our students so that they can become informed readers who not only enjoy reading but enter the world prepared to read and think with a critical eye. </span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;"> After reading <a href="http://www.shanahanonliteracy.com/2016/10/an-argument-about-independent-reading.html">Shanahan's response</a> , where I feel some of my ideas and arguments were misinterpreted, I debated about whether or not I should respond again. Then, as I was bombarded by emails and comments about my response, I considered the teacher who may only read his <b>one</b> blog post and felt obligated to respond and further clarify my original intent. Since we live in and breathe the Common Core these days, I've decided to utilize a few of the 8th grade informational text learning standards while analyzing the effectiveness of Shanahan's rebuttal.</span><br />
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<b><span style="font-family: "arial" , "helvetica" , sans-serif;">COMMON CORE TARGET:</span></b><br />
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<b><span style="font-family: "arial" , "helvetica" , sans-serif;"><a class="identifier" href="http://www.corestandards.org/ELA-Literacy/RI/8/6/" name="CCSS.ELA-Literacy.RI.8.6" style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; box-sizing: border-box; color: #373737; font-size: 11.76px; text-decoration: none; text-transform: uppercase;">CCSS.ELA-LITERACY.RI.8.6</a><br style="box-sizing: border-box; color: #202020; font-size: 16.8px;" /><span style="color: #202020; font-size: 16.8px;">Determine an author's point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.</span></span></b><br />
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<span style="color: #202020; font-family: "arial" , "helvetica" , sans-serif;"><span style="font-size: 16.8px;">How does Shanahan's argument stacks up against 8th grade Common Core Standard 6?</span></span></h4>
<span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="color: #202020;"><span style="font-size: 16.8px;"> Shanahan is successful in relaying his purpose. His purpose is clear. His agenda is to stop educators from providing time for students to read independently in schools, a practice he purports to be wasteful. </span></span></span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="color: #202020;"><span style="font-size: 16.8px;"> Unfortunately, Common Core Standard 6 requires authors to "acknowledge and respond to conflicting viewpoints." Shanahan does not fully address conflicting evidence. He claims that</span></span> research does not support independent reading and that <span style="background-color: white;">"s<span style="color: #434343;"><span style="font-size: 14.85px;">tudies in which DEAR ti</span>me is provided to some kids but not to others have not found much payoff—even when the non-readers were doing no more than random worksheets." He neglects to address the large body of research that suggests otherwise.</span></span><span style="background-color: white; color: #434343;"> In a recent blog post, Stephen Krashen (Professor Emeritus at University of Southern California and author of over 250 articles and books on literacy and bilingual education) refutes several key points in Shanahan's original blog post with cited research studies. Krashen's blog -- which can be read in its entirety <a href="http://skrashen.blogspot.com/2016/10/sustained-silent-reading-effects-are_9.html">here</a> -- refutes Shanahan's claim that SSR does not benefit students by providing the results of a meta-analyses of <i>several studies</i> suggesting that, in fact, independent reading does achieve substantial results for students. He discusses studies that found students made substantial gains on the <a href="https://nces.ed.gov/surveys/pirls/">PIRLS</a> after moving from no independent reading time to an almost daily practice. </span></span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="background-color: white; color: #434343;"> In addition to the studies suggested by Krashen, other research supports the practice of independent reading. </span><a href="http://www.ala.org/aasl/sites/ala.org.aasl/files/content/aaslpubsandjournals/slr/vol3/SLMR_IndependentReading_V3.pdf">The Research Journal of the American Association of School Librarians,</a><span style="background-color: white; color: #434343;"> for example, cites a research study by Ozburn (1995) that found an at-risk group of high school freshman who participated in sustained silent reading along with best practices to earn an average of 3.9 years growth on reading achievement scores. More studies like this one do, in fact, exist.</span></span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="background-color: white; color: #434343;"> Furthermore, in his blog response to my open letter, </span><span style="color: #202020;"> Shanahan chooses to disregard the qualitative data I provide, the detailed stories of at-risk students who found their love of reading after<span style="font-size: 16.8px;"> being given time to read independently in school. Because, really, how can you argue with stories of individual success? </span></span></span><span style="background-color: white; color: #434343; font-family: "arial" , "helvetica" , sans-serif; font-size: 14.85px;"> </span><br />
<span style="background-color: white; color: #434343; font-family: "arial" , "helvetica" , sans-serif; font-size: 14.85px;"> </span><span style="background-color: white; color: #434343; font-family: "arial" , "helvetica" , sans-serif;"> By failing to present and refute the conflicting body of research presented by Krashen and others, Shanahan's argument falls short in mastering this Common Core standard.</span><span style="color: #202020; font-family: "arial" , "helvetica" , sans-serif; font-size: 16.8px;"> I would hope my eighth graders would come to the conclusion that disregarding significant pieces of opposing evidence makes his argument weaker. </span><br />
<span style="color: #202020; font-family: "arial" , "helvetica" , sans-serif; font-size: 16.8px;"> Since the app</span><span style="color: #202020; font-family: "arial" , "helvetica" , sans-serif; font-size: 16.8px;">earance of my first blog, I've had countless teachers across the country share similar stories about students who have changed their minds about reading when given time to read quality titles independently. As I said in my first letter, not everything important can be measured by a pen and pencil test.</span><br />
<span style="background-color: white; color: #434343; font-family: "arial" , "helvetica" , sans-serif;"> The truth is that in education, where a number of variables outside of our control exist, research can be found to support and disprove almost any practice. What we can't do is vehemently deny the other half of the research exists to suit our needs. While some would like to believe that teaching is a pure science, I would argue that it is a delicate balance of science (using data and research to drive instructional practices) and art (building relationships with students --ie <a href="http://visible-learning.org/hattie-ranking-influences-effect-sizes-learning-achievement/">Hattie's</a> research on visible learning-- while using creativity and passion to deliver lessons rooted in best practice). </span><br />
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<span style="background-color: white; color: #434343; font-family: "arial" , "helvetica" , sans-serif;">I've heard teachers argue that independent reading is wasted time -- a time for teachers to sit behind their desks and grade papers while students stare at the ceiling and daydream. In this case, I would agree that the practice is ineffective. Unless any practice is followed with fidelity and delivered in a well orchestrated and engaging way for students, we may dismiss practice instead of choosing to reflect on the causes behind its failed success.</span><br />
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<span style="background-color: white; color: #434343; font-size: 14.85px;"><b><span style="font-family: "arial" , "helvetica" , sans-serif;">Common Core Target:</span></b></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><a class="identifier" href="http://www.corestandards.org/ELA-Literacy/RI/8/8/" name="CCSS.ELA-Literacy.RI.8.8" style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; box-sizing: border-box; color: #373737; font-size: 11.76px; text-decoration: none; text-transform: uppercase;">CCSS.ELA-LITERACY.RI.8.8</a><br style="box-sizing: border-box; color: #202020; font-size: 16.8px;" /><span style="color: #202020; font-size: 16.8px;">Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.</span></span></div>
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<span style="color: #202020; font-family: "arial" , "helvetica" , sans-serif;"><span style="font-size: 16.8px;">How does Shanahan's argument stacks up against 8th grade Common Core target 8?</span></span></h4>
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="color: #434343;"><span style="background-color: #fff9ee; font-size: 14.85px;"> </span><span style="background-color: white;">In Common Core Standard 8, students are expected to examine claims made by authors and analyze whether or not they've provided logical reasoning and sufficient evidence to support their claims. </span></span><span style="color: #434343;"><span style="background-color: white;">In his response to my argument that independent reading practices lead to students who become life long readers (an idea supported by the research of </span></span><span style="background-color: white; color: #333333;">Pilgreen and Krashen, 1993 as and Greaney and Clarke, 1975 as cited by <a href="http://skrashen.blogspot.com/">Krashen</a>), Shanahan writes that "i</span><span style="background-color: white; color: #434343;">f thi</span><span style="background-color: white; color: #434343;">s practice so powerfully fosters 'a love of reading' among kids that lasts a lifetime, then why aren’t years of it lasting even until kids are 12?" He seems to suggest here that if students independently read in middle grades, then that should be sufficient to continue their independent reading practices for the remainder of their lives without any kind of support of such practices by future teachers. This argument falls short in the logic department required of this Common Core Standard.</span></span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="background-color: white; color: #434343;"> Let's say I have an elementary student who struggles with organization. I may work with him to develop a system of organizing his locker in fifth grade and even check in with him every few weeks to see how his organizational progress is going. Should I assume, then, that he will have a spotless locker for the remainder of his school career because I've spent time in elementary school developing this practice? Maintaining any practice -- reading including -- especially with students who are not intrinsically motivated by nature to read -- requires ongoing support and dedication by adult role models as well as peers.</span></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="background-color: white; color: #434343;">Furthermore, t</span></span><span style="background-color: white; color: #434343; font-family: "arial" , "helvetica" , sans-serif;">o understand why students still need to be given choice of reading materials and the time to read them as they age, we need to consider the developing middle school brains. Research by James Bjork as discussed by Emma S. McDonald in her <a href="https://www.naesp.org/resources/2/Principal/2010/J-Fp46.pdf">article</a> "A Quick Look Into the Middle School Brain" reveals that normal brain development leads teens to </span><span style="background-color: white; color: #434343; font-family: "arial" , "helvetica" , sans-serif;">"</span><span style="font-family: "arial" , "helvetica" , sans-serif;">seek
activities and behaviors that either lead
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very little effort." By giving students time to read in class, we are making pleasure reading an activity that requires "very little effort" on the part of the students. Once a student is immersed in a good book, he is much more likely on his own to take that book home and continue the story. How do I know this? </span><span style="color: #202020; font-family: "arial" , "helvetica" , sans-serif;">As recent as 2014, Scholastic coupled with YouGov conducted <a href="http://www.scholastic.com/readingreport/the-state-of-kids-and-reading.htm">research</a> by surveying a national sample of students and parents on their beliefs and practices on pleasure reading. One of the findings from the study was that </span><span style="font-family: "arial" , "helvetica" , sans-serif;">"</span><span style="background-color: white; font-family: "arial" , "helvetica" , sans-serif; text-indent: -13px;">factors that predict children ages 12–17 will be frequent readers include <b>reading a book of choice independently in school, </b>reading experiences, a large home library, having been told their reading level and having parents involved in their reading habits." Although educators can't necessarily control the reading habits of parents or the size of students' home libraries, one thing we can control is providing students time to read in school. </span><span style="font-family: "lato bold"; font-size: 16.8px;"> Why wouldn't we want to give it a go?</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;"> Shanahan is right that different students are motivated by different things. Kelly Gallagher wrote an entire book about this called <a href="https://www.stenhouse.com/content/reading-reasons">Reading Reasons.</a> The research of Gay Ivey has suggested over and over again, however, that student choice of reading materials is pivotal if we wish to motivate our students. And again, as I noted in my first post, Dwek's research reminds us that motivation leads to engagement which translates into increased learning gains. Many of us have experience with students who love to read during class but can't seem to find the time in their overly scheduled lives to read on their own. Other students, who are more intrinsically motivated by nature and may find the time to read outside of school even if they are not provided time in class, still need to be exposed to book-talks and exposure to quality titles that they may not know exist. Different strokes for different folks. Independent reading gives students power over their learning in a way many teacher-structured activities cannot. </span><span style="background-color: white; font-family: "arial" , "helvetica" , sans-serif; text-indent: -13px;"> </span><span style="font-family: "lato bold"; font-size: 16.8px;"> </span></div>
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<a class="identifier" href="http://www.corestandards.org/ELA-Literacy/RI/8/4/" name="CCSS.ELA-Literacy.RI.8.4" style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; box-sizing: border-box; color: #373737; font-size: 11.76px; text-decoration: none; text-transform: uppercase;">CCSS.ELA-LITERACY.RI.8.4</a><br />
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings;<b> analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.</b></div>
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<span style="font-weight: normal;"><span style="font-family: "arial" , "helvetica" , sans-serif; font-size: small;"><span style="color: #434343;"><span style="background-color: white;"> The second half of this Common Core Target requires students to take specific words and phrases and analyze how they impact the tone of the piece, thus ultimately affecting the meaning. Shanahan refers to a specific word that I used in my letter to him, "visceral" and says, "</span></span><span style="background-color: white; color: #434343;">I’d rather that teachers reacted intellectually rather than 'viscerally' to questions about instructional practices." Here he is misconstruing my use of this word. </span></span></span></h2>
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<span style="font-weight: normal;"><span style="font-family: "arial" , "helvetica" , sans-serif; font-size: small;"><span style="background-color: white; color: #434343;"> As a literacy coach in a middle school that has worked hard to earn its second National Blue Ribbon Award this year, I come from an environment where we live and breathe data to drive our instructional practices. Due to our implementation of best practices (included but certainly not limited to independent reading), eighty-five percent of our 8th grade students met or exceeded standards on the PARCC exam in 2015, the first year students were exposed to the new Common Core driven assessment. In fact, nearly one out of every three eighth grade students actually exceeded standards on this already rigorous exam. In my world, researched practices are held with the utmost regard, and I don't believe we'd see students surpassing the high levels of learning they do each day without utilization of best practices. I would never advocate for an instructional practice simply because I had a passion for it.</span></span></span></h2>
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<span style="font-weight: normal;"><span style="font-family: "arial" , "helvetica" , sans-serif; font-size: small;"><span style="background-color: white; color: #434343; font-weight: normal;"> My original comment, taken out of context, was that "</span><span style="background-color: white; color: #222222;"><span style="font-weight: normal;">Although I usually value his opinions and have referenced him several times on my blog, I had a strong, visceral response </span>to his latest piece<span style="font-weight: normal;">." This statement suggests that I responded with deep-seeded emotion to the message he was sending educators about the value of independent reading and not that I was going to make my decisions </span>on instruction<span style="font-weight: normal;"> based on emotion alone as Shanahan implies. One need only to read my earlier explanations regarding the research supporting independent reading to see that although I feel strongly about fostering a love of reading in students, both quantitative and qualitative research exists to support the practice.</span></span></span></span></h2>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Additionally, Shanahan analyzes the impact of tone in my own argument when he writes in his rebuttal that "<span style="background-color: white;"><span style="color: #434343;">There are many statements here evidently aimed at conveying the idea that I’m rude, that I don’t care about kids, and that I pay attention to numbers rather than stories.</span><span style="color: #434343;"> " I think he unfairly misses the mark on this one. No text evidence (CCSS Standard 1) exists in my open letter that would allow a reader to infer that I do not think he cares about students. I would like to think that we can engage in thoughtful discourse with those who disagree with us without getting personal. </span></span></span><span style="background-color: white; font-family: "arial" , "helvetica" , sans-serif;"><span style="color: #434343;"> I said in my first post that I have the utmost respect for Mr. Shanahan and have used his arguments and ideas often in my own blog and in my professional development with teachers. I stand by this sentiment and just wish he would reconsider his unwaveringly rigid stance on independent reading as he reaches a wide audience. And to quote Spiderman's Uncle Ben, "With great power, comes great responsibility."</span></span></div>
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<span style="background-color: white; font-family: "arial" , "helvetica" , sans-serif;"><span style="color: #434343;">Finally, if I were to ask my students to analyze the tone of Shanahan's original post to the teacher inquiring about independent reading practices, I would expect them to pull out specific words and phrases as the Common Core Standard Four demands to determine the implied tone in the piece. Students would most likely find that even the very first line of Shanahan's piece</span><span style="color: #434343;"> </span></span><span style="background-color: white; color: #333333; font-family: "arial" , "helvetica" , sans-serif;"> "I </span><span style="background-color: white; color: #333333; font-family: "arial" , "helvetica" , sans-serif;">think you sound like a nice teacher, but perhaps an ineffective one" already begins to develop his tone. Suggesting that a teacher is "ineffective" is a bold statement to make especially with conflicting evidence in regards to independent reading. As Shanahan moves through his claim, he continues to use a condescending tone by using phrases like "</span><span style="background-color: white; color: #333333; font-family: "arial" , "helvetica" , sans-serif;">If you don’t want kids to love reading, then sacrifice their instructional time to focus on motivation rather than learning" and "use reading to isolate kids." Words like "isolate" and "sacrifice" have negative connotations and suggest that teachers choosing to independent reading are willingly damaging their students. Shanahan concludes his piece by saying, "</span><span style="background-color: white; color: #333333; font-family: "arial" , "helvetica" , sans-serif;">I hope you care so much that you’ll be willing to alter your methods to actually meet your very appropriate goals for them." The use of the word "actually" in this sentence further develops a tone that one could argue is lofty, at least. I guess my visceral reaction to his first blog came from the message he was relaying (Common Core Standards 1-3) as well as the manner in which it was delivered (Common Core Standards 4-6). My attempt to mimic his tone in my open letter response was not well received, but revealed an important point: I believe Mr. Shanahan experienced a visceral response.</span></div>
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<span style="color: #333333; font-family: "arial" , "helvetica" , sans-serif;"><span style="background-color: white;"><br />I leave Mr. Shanahan with one important question: If you do not advocate for independent reading in classrooms, what practices do you suggest to instill a love of reading in students? How, specifically, do we ensure that our students read for pleasure daily in a world full of distractions and commitments?</span></span></div>
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<span style="color: #333333; font-family: "arial" , "helvetica" , sans-serif;"><span style="background-color: white;"> I'm reminded every day as I watch the presidential election draw nearer that it is much easier to shoot down the opposition than it is to reveal a practical solution to the problem. As a nation, I hope we continue to listen to all sides of an argument with open ears instead of simply waiting our turn to prove ourselves right. I know that I've learned a lot myself during this dialogue as it has forced me to research more than I would have and ultimately conclude that more research supports the practice of independent reading than I had even originally thought. </span></span><br />
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<span style="color: #333333; font-family: "arial" , "helvetica" , sans-serif;"><span style="background-color: white;"> And I have you, Mr. Shanahan, to thank for it.</span></span></div>
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Anonymoushttp://www.blogger.com/profile/00193436965328014004noreply@blogger.com3tag:blogger.com,1999:blog-16640504470877174.post-38627280040948004062016-10-06T17:25:00.001-07:002016-10-06T19:58:17.127-07:00My Letter To Tim Shanahan: In Defense of Independent Reading<span style="font-family: "verdana" , sans-serif;"><br /></span>
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<span style="font-family: "verdana" , sans-serif;">Recently, I read the latest blog post by Tim Shanahan where he provides his strong opinions how giving students time to independently read in class is wasteful. Although I usually value his opinions and have referenced him several times on my blog, I had a strong, visceral response to his latest piece (which can be referenced<a href="http://www.shanahanonliteracy.com/2016/10/does-independent-reading-time-during.html" target="_blank"> here</a>). I felt compelled to stand up for the inclusion of independent reading time during the school day. Thus, I crafted this letter. I'm hoping he reads it. </span><br />
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<span style="font-family: "verdana" , sans-serif;">But, more importantly, I'm hoping that teachers who wish to instill lifelong reading habits in their students do not stop with Mr. Shanahan's advice and consider my perspective and the perspective of <a href="https://bookwhisperer.com/" target="_blank">others</a> on this important topic.</span><br />
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<span style="font-family: "verdana" , sans-serif;">Dear Mr. Shanahan,</span><br />
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<span style="background-color: white; color: #333333;"><span style="font-family: "verdana" , sans-serif;">I think you sound like an impolite blogger, and perhaps a misinformed one. </span></span><br />
<span style="font-family: "verdana" , sans-serif;">You've neglected to consider the following important points in your discussion of the value of independent reading.</span><br />
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<span style="font-family: "verdana" , sans-serif;">You claim that time spent independent reading is wasted due to the fact that "even when they have been done well, the "learning payoffs" have been small. By "learning payoffs," I am assuming that you mean students' progress on standardized exams (typically the way reading growth is measured in research studies) does not increase with the inclusion of independent reading time in schools. </span><br />
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<span style="font-family: "verdana" , sans-serif;">Some major problems exists with this claim.</span><br />
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<span style="font-family: "verdana" , sans-serif;"><b>I<span style="font-size: large;">ncreased reading does lead to increased achievement.</span></b></span></h2>
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<span style="font-family: "verdana" , sans-serif;"> <span style="font-weight: normal;"><span style="font-size: small;">Research </span></span></span><span style="font-size: small;"><i style="font-family: Verdana, sans-serif;">does</i><span style="font-family: "verdana" , sans-serif; font-weight: normal;"> support the idea that students who typically achieve higher on reading tests are also those who read more voraciously. Those who score at the lower end usually read less. Since research also shows that the amount of time middle school students typically spend reading outside of class declines as they grow o</span><span style="font-family: "verdana" , sans-serif; font-weight: normal;">lder, finding time for students to practice reading independently in schools is crucial. If we do not attempt to foster a love of reading inside the classroom, how will we help students who have not yet discovered the joy of reading on their own increase their reading minutes? </span></span></h2>
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<span style="font-size: small;"><span style="font-family: "verdana" , sans-serif; font-weight: normal;"> For many students, teachers are their only adult role models who read. As educators, we cannot control anything that happens outside of the school day, but we can control what happens during it. </span></span><span style="font-family: "verdana" , sans-serif; font-size: small; font-weight: normal;"><span style="background-color: white; color: #333333;">Your suggestion to</span><span style="background-color: white; color: #333333;"> "encourage them to build reading into their daily life when away from school" seems an implausible goal.</span><span style="background-color: white; color: #333333;"> </span> Giving all students access to quality texts and time to read them</span><span style="font-family: "verdana" , sans-serif; font-size: small;"> while you are with them</span><span style="font-family: "verdana" , sans-serif; font-size: small; font-weight: normal;"> is the right thing to do. </span></h2>
<span style="background-color: white; color: #333333;"><span style="font-family: "verdana" , sans-serif;"> You mention that summer reading programs are also ineffective. I can see how they could be ineffective if teachers do not take the time to instill lifelong reading habits in their students during the academic year. Why would students read during the summer months when they are not encouraged to read on a regular basis for most of the calendar year? As teachers, we have nine months to build the momentum inside our classrooms so that the enthusiasm can spill over into the summer months. Building enthusiasm for reading looks and feels a lot different than "requiring" students to read -- one of your arguments for why independent reading can fail.</span></span><br />
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<span style="background-color: white; color: #333333;"><span style="font-family: "verdana" , sans-serif;"> </span></span><span style="background-color: white; color: #333333; font-family: "verdana" , sans-serif;">This year in our school district, instead of requiring each grade level to read a specific title, we made our summer reading program more open-ended. We provided book suggestions but also allowed students to veer off this list and read what they wanted to read. We book-talked several different titles and tried to motivate kids to "Read Harder," mimicking the adult challenge placed by </span><a href="http://bookriot.com/" style="background-color: white; font-family: Verdana, sans-serif;" target="_blank">Book Riot.</a> <span style="color: #333333; font-family: "verdana" , sans-serif;"><span style="background-color: white;">Assignments were not attached to this reading. Students pledged to read a certain amount of books -- more than they would typically read in the summer months. </span></span><br />
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjofzpZ414t_7iqYtdaq2LRjJtUUtL2Iv4thPKXmCzKlixCVJzJbzaZ9Exfu-cs3juvx5v59z_JdFHYWs-bbT8a4O3oDtbfZtEFDn5oDIe7ycaIxgRLjDacxl9v6bx1ourWL1LCbFiNPNA/s1600/Screen+Shot+2016-10-06+at+3.52.47+PM.png" imageanchor="1" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" height="291" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjofzpZ414t_7iqYtdaq2LRjJtUUtL2Iv4thPKXmCzKlixCVJzJbzaZ9Exfu-cs3juvx5v59z_JdFHYWs-bbT8a4O3oDtbfZtEFDn5oDIe7ycaIxgRLjDacxl9v6bx1ourWL1LCbFiNPNA/s640/Screen+Shot+2016-10-06+at+3.52.47+PM.png" width="640" /></a></td></tr>
<tr><td class="tr-caption" style="font-size: 12.8px; text-align: center;">6th Grade Summer Reading Survey</td></tr>
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<span style="font-family: "verdana" , sans-serif;"><span style="color: #333333;">I'm not sure what you consider success to be with a summer reading program, but a portion of the survey results of one of our grade levels is detailed above. As you can see, one out of three students in sixth grade reported reading more than they normally do each summer. Many students read multiple titles of their own choosing. Most importantly, less than one percent of our students reported having read nothing over the summer moths. </span><span style="color: #333333;">I would consider this a success. Perhaps even more telling were the comments from students about their summer reading. Overall, students were thrilled to have the freedom to choose their own books and reported that they read some books that were recommended (but not required) they normally wouldn't have read. </span><span style="color: #333333; font-size: 14.85px;"> </span></span><span style="background-color: white; color: #333333;"></span><br />
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<span style="font-family: "verdana" , sans-serif;"><span style="font-size: 14.85px;"> </span>I'm sure you are aware that much research exists linking student engagement (i.e. motivation) to increases in learning. Thus, spending time on increasing student motivation should, in fact, lead to increases in achievement. You advise teachers that "<span style="background-color: white; color: #333333;"> If you don’t want kids to love reading, then sacrifice their instructional time to focus on motivation rather than learning." This argument, although cleverly disguised, is a type we would use with students when poking holes in an argument and is a type of logical fallacy. Your argument seems to suggest that teachers can focus either on motivation or on learning. </span></span><span style="font-family: "verdana" , sans-serif;">Can we not focus on both?</span><span style="font-family: "verdana" , sans-serif;"> If I can focus on fluency and comprehension in the same class period, surely I can find the time to increase motivation and skills as well.</span></div>
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<span style="font-family: "verdana" , sans-serif;"> Have we forgotten that we</span><span style="font-family: "verdana" , sans-serif;"> are teaching students and not robots? So much research exists about how reading literature can increase a students' ability to feel empathy toward others, for example. When we are motivating students to read, we are increasing their social emotional skills and focusing on the whole child. </span><span style="font-family: "verdana" , sans-serif;"> Too many times I've seen the pendulum swing in education from one extreme position to the other when really the middle road is the most logical approach. </span></div>
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<span style="font-family: "verdana" , sans-serif; font-size: large;">Just Because Reading Motivation Is Difficult To Measure Does Not Mean It Doesn't Matter</span></h2>
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<span style="font-family: "verdana" , sans-serif;"> You claim that the motivational impact of independent reading has been "studied less" and with "less payoff." Since motivation is a key reason for including independent reading in a school day, the fact that it has been studied less should be a huge red flag in what researchers deem as important. Let's be honest. It's probably been studied less, because motivation cannot be measured with a paper and pencil test. We can't stick a thermometer in a child's mouth and gauge whether he is more or less motivated to read. We are less concerned with developing life long readers and more concerned with creating strong test takers.</span></div>
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<span style="font-family: "verdana" , sans-serif;"> As classroom teachers, when we spend time instilling a love of reading in our students, we are flooded with qualitative data that is arguably more powerful when it comes to analyzing student engagement. We might not be able to display our evidence on a pretty graph, but our data provides powerful stories about individual children and their immediate reactions to the books they read. We witness first hand how reading for pleasure has the power to change lives.</span></div>
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<span style="font-family: "verdana" , sans-serif;"> I will share with you just a few pieces of this powerful data that I vehemently believe outweighs any effect size that you could ever measure with a fancy math algorithm. I'm sure every teacher has his/her own stories to add to this list.</span></div>
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<li><span style="font-family: "verdana" , sans-serif;">I have witnessed an eighth grade at-risk student who admitted to having never finished a book from beginning to end take a book with her after independent reading time and carry it to each class that day, hiding the book behind her textbooks because she was so engrossed in the story. And the next day, when that same student who 'hated reading' came running into my classroom with fire in her eyes to tell me she'd finished the book and needed a second recommendation, I considered independent reading a success.</span></li>
<li><span style="font-family: "verdana" , sans-serif;">I have witnessed struggling readers groan and complain when independent reading time is over, asking for a few more minutes. You claim that your experience has found that good readers enjoy independent reading time while "the <i>other kids</i> don't enjoy it much since they don’t read very well" worries me. Is perhaps the self fulfilling prophecy at work here? Often, when teachers struggle with the delivery of a lesson or do not buy into a philosophy behind an activity themselves, they struggle to elicit buy-in from students as well. I encourage you to read the research behind Carol <a href="http://www.edweek.org/ew/articles/2015/09/23/carol-dweck-revisits-the-growth-mindset.html" target="_blank">Dwek's growth mindset</a> to analyze where your delivery might have fallen short. Student success is often tied closely to a teacher's belief in them. If teachers believe independent reading time is only for good readers and that "the other kids don't enjoy it much since they don’t read very well," then of course students who struggle will "fake read" as Cris Tovani has coined it. But if we instead find clever and creative ways to drum up excitement about independent reading and believe that all students can become life long readers, then all students (even the "other kids" you refer to) will over time develop a love of reading. </span></li>
<li><span style="font-family: "verdana" , sans-serif;">In reading intervention, I once had a group of struggling readers get so excited to read the <i>Hunger Games</i> after we had modeled a strategy with the first chapter that they begged me to give them the last ten minutes of class time to read the next chapter independently. I would love to say that these same students rushed home that evening like the girl in my last example and finished the <i>Hunger Games</i> on their own. But they didn't. Life got in the way, and as I mentioned earlier, I can only control the time I have with them. These students did, however, come in the next day begging to read more of the novel. It wasn't a part of the lesson plan, but I can tell you that I made sure that I fit it in that day in hopes that at some point, a day would come when they <i>would</i> find time to bring home those books and do some reading on their own time. </span></li>
<li><span style="font-family: "verdana" , sans-serif;">I have witnessed first-hand students swarm the learning center after school in hopes of arriving before their peers to check out books that have just been book-talked by their teachers. You might argue that many of these students are already readers. Perhaps you are right. But if even one student is a non-reader who has suddenly been inspired to read for the first time, the time was well spent.</span></li>
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<span style="font-family: "verdana" , sans-serif;">As Kelly Gallagher reminds us, scarier than a world of illiterates, is a world of aliterates.</span></div>
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<span style="font-family: "verdana" , sans-serif;">Not everything can be measured quantitatively.</span></div>
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<span style="font-family: "verdana" , sans-serif;"><br />Teachers: Please feel free to share your own stories of independent reading success from your own experience. Thank you for all you do to encourage a love of lifelong reading. Keep it up!</span></div>
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<span style="background-color: white; color: #333333; font-family: "consolas"; font-size: 14.85px;"><br /></span>Anonymoushttp://www.blogger.com/profile/00193436965328014004noreply@blogger.com0tag:blogger.com,1999:blog-16640504470877174.post-35725573209291033832016-09-06T14:53:00.000-07:002016-09-06T14:53:42.201-07:00My Teacher Said The A-word (and I hope she says it again)<br />
It is has become the dirtiest word in education. It is the subject of many heated arguments among parents, educators, and politicians. Not a day goes by that I don't see at least one angry meme, blog ranting, or Facebook post by a vehement parent who worries that his/her child has been harmed as a result of it. It is one of major "flaws" in our educational system that homeschooling parents will cite as the reason behind their choice to opt out of public education. The word, of course, is <span style="font-family: "arial" , "helvetica" , sans-serif;"><i><u>assessment</u></i>. </span>These days many parents and educators alike claim that students currently spend too much time taking "lengthy, meaningless tests" that encroach on students' time to learn and grow and think creatively. <br />
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Is their argument valid? <br />
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The honest answer is that it depends.<br />
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<b>The Purpose of Assessment</b><br />
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Let's ignore high-stakes standardized testing (like the <a href="http://www.parcconline.org/" target="_blank">PARCC</a> or <a href="http://www.smarterbalanced.org/" target="_blank">Smarter Balanced</a>) for a moment and focus solely on assessments that are teacher and district created. We know that in a true professional learning community, lessons are planned with the end assessment in mind. This philosophy is known as backwards planning and helps to ensure that teachers are not simply filling their calendars with activities until after they possess a clear understanding the learning objectives they want students to master.<br />
Writing that summative assessment prior to lesson planning enables teachers to understand the vehicle that be used to provide evidence that students can in fact master those standards deemed important. In an ideal world, once summative assessments are crafted, teachers can now plan with their students' needs in mind relying on quick, nonintrusive formative assessments throughout an instructional cycle that enable them to make a myriad of instructional decisions: choosing which lesson is right for which groups of students, determining when it is necessary to switch gears and reteach, analyzing which concepts will take longer for specific students to grasp, and deciding which classroom strategies are most effective for which groups of learners.<br />
If implemented correctly, formative assessments happen as a natural part of learning and are really the catalysts that change tomorrow's lesson. Formative assessments need not look like giant paper and pencil tests but should be more organic in nature, taking on many different forms: individual or group conferencing, exit slips, socratic seminars, and online discussion boards to name a few. Furthermore, if implemented correctly, assessment becomes a natural, fluid part of the classroom environment (as opposed to a stop and test method) and enables a teacher to determine next instructional steps while also differentiating for the various levels of learners in her class. Without these types of assessments, teachers would just be lesson planning in a haphazard fashion -- throwing darts at a dart board and hoping one of them hits the target. Quality assessment is actually what ensures that students get what they need when they need it. Imagine, for example, that you have a horrible cough that continues to linger and without even listening to your breathing, your doctor immediately writes you a prescription for a medication that worked wonders for the last patient who complained of similar symptoms. This is what happens if assessment is not a foundational part of our educational system. What works for one student does not always work for the next. We need to dig deeper into the data to determine next instructional steps.<br />
If the assessment process follows the prescribed plan detailed above, then the arguments of those condemning the time spent on assessment are completely invalid. However, if holes in the system exist and assessment is not used to drive instruction, those memes and angry blogs just might have a leg to stand on. So how do we, as teachers, ensure that assessment maintains its focus on learning and not scoring?<br />
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When using assessment in your classroom, it is important to keep these things in mind:<br />
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<b>1) Pre-Assessments should change what you do in your classroom with specific students.</b><br />
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When my son was in first grade, I attended his fall conference with his teacher who announced happily that he earned a 100% on both the first two unit pre-assessments in math. I smiled back, and said, "That's great. So what did you do differently with him as a result of this data?" She told me that she did nothing. My son received the same lesson plans that she had crafted in July prior to giving him this test or having ever met my son. That the test was just to "measure growth." Was the pre-assessment a waste of instructional minutes in this case? Absolutely. If you are going to take the time to give a pre-assessment prior to teaching specific learning targets, you need to make sure that you look at the data soon enough to do something about it and that you create lesson plans as a result of what you have learned. Even if my son had only gotten half the problems right on those pre-assessments, am I not learning as a teacher that he might already know some of the skills that I'd planned to spend days teaching?<br />
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This might seem like a no-brainer, but if we give a pre-assessment and then do not get to looking at the data until weeks later or only look for trends and not at the individual student level, there really is no point to giving it. Save yourself and students the time it would take to give it. Students will be in another place by the time you decide to do something with it, and the data is no longer relevant. Thus, when you pre-assess, my recommendation is to make the assessment short enough that you can have quick turn around time. <br />
<span style="font-size: large;"> Rather than looking at a pre-assessment (or any other assessment for that matter) with the goal of deciding how to "score" it, look at it from the lens of "what will I do differently with this child tomorrow knowing what he can and can't do?"</span> If this answer to this question is "nothing" because your lesson plan is already written in ink that won't erase than don't give the pre-assessment. Additionally, if we pre-assess but continue to deliver a series of whole class lessons, not differentiating for the various needs in the room, our pre-assessment was for naught.<br />
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<b>2. Use Creative, Real-World Tasks For an Authentic Audience Whenever Possible</b><br />
<a href="http://www.shanahanonliteracy.com/" target="_blank">Tim Shanahan</a>, literacy expert from University of Illinois Chicago, has stated that one of his biggest fears with the backwards planning model that is the backbone of professional learning communities is that he worries that teachers will focus their instruction only on the one task students will need to shine on during that summative assessment and not expose them to other types of tasks that could also potentially hit the same learning target. Backwards planning design definitely runs the risk of this happening and can be why some students and parents feel that assessment seems redundant and unimaginative. Nobody wants to feel like their classroom is a clip of the movie Groundhog Day - an identical replication of the day before. In English class, for example, I know of very few students (even the most voracious of readers and most talented of writers) who can be inspired to repeat the same type of written task for an audience of one -- the teacher-- on a consistent basis. The first purpose of writing (unless it is private, journal writing) is to communicate one's thoughts with an audience. If students are constantly only sharing their thoughts with their teacher for school-type tasks, is it a wonder that they are less inspired to revise their work? If I were crafting this blog today knowing that only one other person might potentially read it, I'd probably care less about the words I use, the examples I share, and the message I send. Students, like adults, need an authentic audience.<br />
Technology today makes it possible for students to communicate safely with others across the world easily via blogs, websites, and the internet. Why not link assessment to authentic tasks? Instead of requiring all students to write the daunting school five paragraph essay about the theme in an author's work for the third time, why not ask students to create their own vlog critique of the author's message and find a safe avenue for students to share their vlog with their peers? The learning target is the same for both tasks, but one has a more authentic purpose and will most likely glean more interest from students.<br />
When he grows up, my eighth grade son is convinced that he will become a famous Youtuber (in other words, he plans to live in my basement for the rest of his life). I'm sure that just by changing the format to a video blog or a website rather than a paper to be viewed only by the teacher, his teacher would definitely see a more engaged student. And we all know, the research is clear on student engagement: engagement leads to increased learning..... <br />
Thus, thinking outside the box in the assessment arena is pivotal to student success.<br />
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<b> 3. Be careful how far in advance you craft your lesson plans </b><br />
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In general, as a group of teachers, we are planners. We like to check things off our color-coded to-do lists and move on to the next item. It feels good to know that we are prepared. We can breathe easier knowing we are ready well in advance for all things life might throw at us. While preparedness is usually a positive trait that yields fabulous results in all other facets of our lives, our tendency to over-plan can also hinder our ability to use assessment data to its fullest. <br />
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When we plan in advance, we tend to put too many things on our calendars. I've heard many teachers repeat this same statement over and over again the first few weeks -- even the first few days-- into the school year: "I'm already behind." What does this mean exactly? This usually means that when I sat down over the summer or the weekend to plan out my lessons for the month, I've included too many activities. In my imaginary lesson planning world where everything runs smoothly (i.e. no unexpected fire drills, no behavior management issues, and no instances where any child didn't get what I was teaching the very first time I taught it), all those activities fit neatly into the twenty minute time segments I've allotted. Then reality hits and real bodies fill those seats in my classroom and things take longer than I expect them to take and I'm teaching Wednesday's plans on Friday and constantly feeling like I need to "catch up." Is it any wonder, then, when children in my room need reteaching and when the data suggestions that I will need to differentiate my instruction for various levels of learners in my classroom, that I am now completely overwhelmed with the fact that I just don't have any time? <br />
If I took a step back for a moment, I would probably see that the burden of feeling behind is 100% driven by my own need to follow my beautifully crafted calendar that may even have worked perfectly last year with a different group of students. The only problem is that I forgot that student learning is often messy and that the first rule in teaching is to expect the unexpected. I'm not saying that planning ahead and having goals is a bad thing -- I'm just saying that leaving some days open on that calendar from the beginning and knowing that they will get filled in as a result of formative assessments might be something to think about unless you want to feel like you are constantly "behind." Nobody likes that feeling. Especially not the list makers. By switching your inner dialogue and reminding yourself that the day you spent reteaching in small groups enabled more learners to move forward toward their goals, you will soon realize that you haven't wasted a single moment. If you took steps to ensure that your learners are moving forward, you can't possibly be behind.<br />
We need to stop our attempts to rush through curriculum and shift the focus from teaching to learning. Even when our lesson is orchestrated perfectly and ninety-five percent of our students master a target, let's celebrate but continue to ask ourselves: what can I do next for those five percent who didn't get it? What new strategy can I use that might help them join the group of mastering students more quickly? I bet your colleagues might have a few great suggestions you haven't tried yet. <br />
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<b>4. Know That State Assessments Help Schools Evaluate What Is Working and What Isn't</b><br />
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If you sat a roomful of parents and educators down and asked them if they wanted students to learn to think and read with a critical eye, to synthesize sources of information and draw their own inferences, and to communicate coherently in both speaking and writing, would anybody really say no? The reality is that these are all skills demanded by the Common Core State Standards and assessed on the PARCC (Smarter Balance in some state) exam. Very few complained about testing when the ISAT test existed, maybe because that test was of low rigor and students could earn much lower than a fifty percent on the exam to be considered "meeting" on this state exam. If there was ever a time when people should have been complaining about standardized exams, it was during ISAT testing. But yet ISAT is gone, yet here we are. <br />
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Now, with the more rigorous tasks and texts on the PARCC exam, a fear exists. For teachers this fear is often the following: do I possess the skills needed to help all my students master these more rigorous tasks? And for parents it should be: how do I help my child to understand that exams help provide evidence about his/her individual strengths and needs? If school systems do what they should with the data they receive from these exams, and parents lend their support, the data from standardized tests will be analyzed by district leaders and teachers in order to make appropriate curricular changes and provide professional development for faculty to ensure that all students receive the best education possible. Again, the time students spend taking the PARCC exam (which is now quite similar to the amount of time it took to take the previous ISAT) is only wasted if parent and teacher support does not exist as this can trickle down to students not doing their personal best. If students don't do their personal best, the assessment won't help schools evaluate their systems. The choice is in our hands.<br />
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<b>Final Thoughts</b><br />
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Assessment is not a big scary monster that is worthy of the intense criticism. If it is used the way it needs to be, assessment is actually what allows all levels of learners to achieve their maximum potential. But if this isn't your current reality, use this list above as a tool to reevaluate current practices and you just might be able to cross off a few items on your assessment checklist. <br />
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Which practice might you want to change for tomorrow?<br />
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What should be added to this list? I'd love to hear your thoughts.....Anonymoushttp://www.blogger.com/profile/00193436965328014004noreply@blogger.com0tag:blogger.com,1999:blog-16640504470877174.post-29356834514823966822016-01-04T05:56:00.000-08:002016-01-04T05:56:57.185-08:00Mentoring Passionate Writers: Avoiding the Educational Pit and the Pendulum (Part Two)<style>
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<b style="mso-bidi-font-weight: normal;"><span style="background: white; color: #4c1130; font-family: "Trebuchet MS"; font-size: 14.0pt; line-height: 115%; mso-bidi-font-family: "Trebuchet MS"; mso-fareast-font-family: "Trebuchet MS"; mso-highlight: white;">What Is The Educational Pit and the Pendulum?</span></b></div>
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<br /></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiGlnGgvt0InXJKKzuRiKfqChSREez8jlMMw8okNkfxbvCdkZpzy3eSQ15fskmgs3zX5C0KtNvpzr5cKIid1gGUeKDbnETxepjrU_3QZhcVcS8v7ZY7cQTnuNoPqX4axd9H3hpUzZ14_K8/s1600/Screen+Shot+2016-01-03+at+5.58.59+PM.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiGlnGgvt0InXJKKzuRiKfqChSREez8jlMMw8okNkfxbvCdkZpzy3eSQ15fskmgs3zX5C0KtNvpzr5cKIid1gGUeKDbnETxepjrU_3QZhcVcS8v7ZY7cQTnuNoPqX4axd9H3hpUzZ14_K8/s320/Screen+Shot+2016-01-03+at+5.58.59+PM.png" width="206" /></a><span style="background: white; font-family: "Trebuchet MS"; mso-bidi-font-family: "Trebuchet MS"; mso-fareast-font-family: "Trebuchet MS"; mso-highlight: white;">Earlier this fall, I wrote a blog about</span><a href="http://d96literacylink.blogspot.com/2015/10/avoiding-educational-pit-and-pendulum.html"><span style="background: white; color: windowtext; font-family: "Trebuchet MS"; mso-bidi-font-family: "Trebuchet MS"; mso-fareast-font-family: "Trebuchet MS"; mso-highlight: white; text-decoration: none; text-underline: none;"> </span></a><a href="http://d96literacylink.blogspot.com/2015/10/avoiding-educational-pit-and-pendulum.html"><span style="background: white; color: #1155cc; font-family: "Trebuchet MS"; mso-bidi-font-family: "Trebuchet MS"; mso-fareast-font-family: "Trebuchet MS"; mso-highlight: white;">the educational Pit and the Pendulum</span></a><span style="background: white; font-family: "Trebuchet MS"; mso-bidi-font-family: "Trebuchet MS"; mso-fareast-font-family: "Trebuchet MS"; mso-highlight: white;"> where I explored the
notion that schools tend to make curricular decisions that vacillate from one
extreme to the other, despite the fact that research solidly supports a middle
ground approach.<span style="mso-spacerun: yes;"> </span>My goal for today's
blog is to to focus on narrative writing instruction and how a middle ground
approach is essential for developing students who can and (more importantly) desire
to communicate articulately and effectively via written discourse.</span></div>
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<span style="background: white; font-family: "Trebuchet MS"; mso-bidi-font-family: "Trebuchet MS"; mso-fareast-font-family: "Trebuchet MS"; mso-highlight: white;"><span style="mso-spacerun: yes;"> </span></span></div>
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<span style="background: white; font-family: "Trebuchet MS"; mso-bidi-font-family: "Trebuchet MS"; mso-fareast-font-family: "Trebuchet MS"; mso-highlight: white;">This November, I experienced life as a</span><a href="http://nanowrimo.org/"><span style="background: white; color: #1155cc; font-family: "Trebuchet MS"; mso-bidi-font-family: "Trebuchet MS"; mso-fareast-font-family: "Trebuchet MS"; mso-highlight: white;"> NanoWriMo</span></a><span style="background: white; font-family: "Trebuchet MS"; mso-bidi-font-family: "Trebuchet MS"; mso-fareast-font-family: "Trebuchet MS"; mso-highlight: white;">
participant for the first time in my writing career. NanoWriMo, which began in
1999, is a web-based writers' group (among other things) that encourages
participants to start and finish an entire first draft of a novel during the
month of November. The annual contest boasts many success stories via published
works that started as NanoWriMo projects, including titles by popular YA
authors Rainbow Rowell and Marissa Meyer. Although I didn't "win" the
contest as I accumulated only half the required 50,000 words in a single month,
I wrote more than I ever had in thirty day's time.<span style="mso-spacerun: yes;"> </span>More importantly, I<span style="mso-spacerun: yes;"> </span>was reminded of the inspiration that comes
from interacting and sharing ideas with a community of enthusiastic
writers.<span style="mso-spacerun: yes;"> </span>This realization led me to
think how every day classrooms across our country have the opportunity to build
passionate writers or to cultivate students' misconception of writing as a
cumbersome chore.</span></div>
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<span style="background: white; font-family: "Trebuchet MS"; mso-bidi-font-family: "Trebuchet MS"; mso-fareast-font-family: "Trebuchet MS"; mso-highlight: white;">Hence, I'd like to examine closely some of the obstacles that
instructors face when it comes to standardized tests and their potential to
negatively impact curricular decisions.<span style="mso-spacerun: yes;"> </span></span></div>
<div class="normal">
<br /></div>
<div align="center" class="normal" style="text-align: center;">
<span style="mso-no-proof: yes;"><br /></span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="background: white; color: #4c1130; font-family: "Trebuchet MS"; font-size: 14.0pt; line-height: 115%; mso-bidi-font-family: "Trebuchet MS"; mso-fareast-font-family: "Trebuchet MS"; mso-highlight: white;">What Standardized Testing Has Done to Writing
Instruction</span></b></div>
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<span style="background: white; font-family: "Trebuchet MS"; mso-bidi-font-family: "Trebuchet MS"; mso-fareast-font-family: "Trebuchet MS"; mso-highlight: white;"></span></div>
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<span style="background: white; font-family: "Trebuchet MS"; mso-bidi-font-family: "Trebuchet MS"; mso-fareast-font-family: "Trebuchet MS"; mso-highlight: white;"></span></div>
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<span style="background: white; font-family: "Trebuchet MS"; mso-bidi-font-family: "Trebuchet MS"; mso-fareast-font-family: "Trebuchet MS"; mso-highlight: white;"></span></div>
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<span style="background: white; font-family: "Trebuchet MS"; mso-bidi-font-family: "Trebuchet MS"; mso-fareast-font-family: "Trebuchet MS"; mso-highlight: white;"></span></div>
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<span style="background: white; font-family: "Trebuchet MS"; mso-bidi-font-family: "Trebuchet MS"; mso-fareast-font-family: "Trebuchet MS"; mso-highlight: white;"><span style="mso-spacerun: yes;"></span>Let's first begin by assuming
best intentions on the part of government officials who have mandated written
assessments for students on high stakes tests.<span style="mso-spacerun: yes;">
</span>Their reasoning for including written tasks for students is to ensure
that all students will be taught how to write fluently and be held to the same
standards. I am guessing that anxiety probably plays a role here as well:<span style="mso-spacerun: yes;"> </span>if students are not assessed in the area of
writing, some schools and teachers may fail to focus enough of their
instruction on writing and more on the skills that are being assessed
instead.<span style="mso-spacerun: yes;"> </span>I'm sure that at least some
truth probably exists in this fear, unfortunately.<span style="mso-spacerun: yes;"> </span>After all, this is where the notion of
backwards planning lives and breathes.</span></div>
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<br /></div>
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<span style="background: white; font-family: "Trebuchet MS"; mso-bidi-font-family: "Trebuchet MS"; mso-fareast-font-family: "Trebuchet MS"; mso-highlight: white;">So are standardized tests inherently evil?<span style="mso-spacerun: yes;"> </span>No.<span style="mso-spacerun: yes;">
</span>While I never really believed in the logic behind the "guns don't
kill people, people kill people" mantra as an argument to explain why gun
laws shouldn't be made stricter, I think that this analogy makes a lot more
sense when we apply it to the relationship between standardized tests and
writing instruction.<span style="mso-spacerun: yes;"> </span>Standardized tests
don't kill students' passion for writing;<span style="mso-spacerun: yes;">
</span>however, what educators sometimes choose to do to "ready" their students
for these standardized tests do.<span style="mso-spacerun: yes;">
</span></span></div>
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<br /></div>
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<span style="background: white; font-family: "Trebuchet MS"; mso-bidi-font-family: "Trebuchet MS"; mso-fareast-font-family: "Trebuchet MS"; mso-highlight: white;">Despite even the best of intentions on the part of the mandators and
creators of standardized assessments,<span style="mso-spacerun: yes;">
</span>the effects of assessing students on a high-stakes standardized test via
a written task often translate into detrimental curricular decisions that
influence students daily. By no means am I suggesting we shouldn't assess
students' writing.<span style="mso-spacerun: yes;"> </span>However, I am
suggesting that we need to recognize common curricular pitfalls that
standardized assessments inevitably bring about in order to provide our
students with quality writing instruction. I don't think anyone would disagree
that students need to be solid readers and writers to obtain success in college
and beyond.<span style="mso-spacerun: yes;"> </span>If we wish for this goal to
come to fruition, students must first value the art of writing as a way to
creatively communicate their viewpoints to others. In order to help students
value writing as an art form, the following potential pitfalls must be
addressed.</span></div>
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<h2 style="margin-bottom: 4.0pt; mso-pagination: widow-orphan; page-break-after: auto;">
<a href="https://www.blogger.com/null" name="h.wz87tpk41w1v"></a><b style="mso-bidi-font-weight: normal;"><span style="background: white; font-family: "Trebuchet MS"; font-size: 11.0pt; line-height: 115%; mso-bidi-font-family: "Trebuchet MS"; mso-fareast-font-family: "Trebuchet MS"; mso-highlight: white;">Authentic Writing Is Never Timed Whereas Standardized Tests Always Are</span></b></h2>
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<span style="background: white; font-family: "Trebuchet MS"; mso-bidi-font-family: "Trebuchet MS"; mso-fareast-font-family: "Trebuchet MS"; mso-highlight: white;">Why is this a problem?<b style="mso-bidi-font-weight: normal;"><span style="mso-spacerun: yes;"> </span></b>Well, if our goal is t<b style="mso-bidi-font-weight: normal;">o </b>develop authentic writers, we are
definitely holding our students to a higher standard than we do published
authors.<span style="mso-spacerun: yes;"> </span>In an</span><a href="http://www.scholastic.com/teachers/article/interview-j-k-rowling"><span style="background: white; color: windowtext; font-family: "Trebuchet MS"; mso-bidi-font-family: "Trebuchet MS"; mso-fareast-font-family: "Trebuchet MS"; mso-highlight: white; text-decoration: none; text-underline: none;"> </span></a><a href="http://www.scholastic.com/teachers/article/interview-j-k-rowling"><span style="background: white; color: #1155cc; font-family: "Trebuchet MS"; mso-bidi-font-family: "Trebuchet MS"; mso-fareast-font-family: "Trebuchet MS"; mso-highlight: white;">Interview with Scholastic</span></a><span style="background: white; font-family: "Trebuchet MS"; mso-bidi-font-family: "Trebuchet MS"; mso-fareast-font-family: "Trebuchet MS"; mso-highlight: white;">, J.K. Rowling, for example, has admitted
that the quickest she has ever written a Harry Potter novel is a year.<b style="mso-bidi-font-weight: normal;"><span style="mso-spacerun: yes;"> </span></b>Of
course you might point out that we are asking students to write much smaller
pieces than Harry Potter during timed experiences, so comparing a novelist's
experience to that of a timed narrative essay isn't necessarily fair. To make
it fair, let's examine typical word counts. </span><a href="http://flavorwire.com/193101/weird-writing-habits-of-famous-authors/4"><span style="background: white; color: windowtext; font-family: "Trebuchet MS"; mso-bidi-font-family: "Trebuchet MS"; mso-fareast-font-family: "Trebuchet MS"; mso-highlight: white; text-decoration: none; text-underline: none;"><span style="mso-spacerun: yes;"> </span></span></a><a href="http://flavorwire.com/193101/weird-writing-habits-of-famous-authors/4"><span style="background: white; color: #1155cc; font-family: "Trebuchet MS"; mso-bidi-font-family: "Trebuchet MS"; mso-fareast-font-family: "Trebuchet MS"; mso-highlight: white;">Ernest Hemingway</span></a><span style="background: white; font-family: "Trebuchet MS"; mso-bidi-font-family: "Trebuchet MS"; mso-fareast-font-family: "Trebuchet MS"; mso-highlight: white;">, for instance, boasted that he could
write 500 words worth salvaging in a day (not, in a timed single hour of the
day as expected of students, but in a full day from sunrise to sunset).<span style="mso-spacerun: yes;"> </span>My point is this:<span style="mso-spacerun: yes;"> </span>if a Nobel Prize winning author could only
spit out a meager 500 quality words after a full day's work, why are we
surprised when even some of our most talented students struggle to compose a
masterpiece in an eighty minute setting? <span style="mso-spacerun: yes;">
</span>I know, personally, it takes me at least a few days to map out an idea in
my mind before I can even think about sitting down in front of a keyboard.<span style="mso-spacerun: yes;"> </span></span></div>
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<br /></div>
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<span style="background: white; font-family: "Trebuchet MS"; mso-bidi-font-family: "Trebuchet MS"; mso-fareast-font-family: "Trebuchet MS"; mso-highlight: white;">Thus, as educators, we need to help students understand that two types
of writing exist:<span style="mso-spacerun: yes;"> </span>writing for
standardized tests and pretty much everything else.<span style="mso-spacerun: yes;"> </span>While we need to give students opportunities
to practice writing within a strict time constraint so that they are confident
in their abilities to do, we need to focus the majority of our time helping
them to value that authentic writing involves a process<span style="mso-spacerun: yes;"> </span>It is messy.<span style="mso-spacerun: yes;">
</span>It doesn't always follow the brainstorm--pre-writing--outlining--first
draft--revising--editing-publishing steps as illustrated on those beautifully
laminated posters hanging on classroom walls.<span style="mso-spacerun: yes;">
</span>It might include throwing out the entire rough draft and starting over,
changing the wording throughout a piece to reflect a different tone or mood, or
editing a rough draft only to realize that it needs to be revised yet
again.<span style="mso-spacerun: yes;"> </span>As a first step toward this goal,
we need to talk through the pieces we are working on ourselves and detail the
struggles we are having.<span style="mso-spacerun: yes;"> </span>As</span><a href="http://www.kellygallagher.org/"><span style="background: white; color: windowtext; font-family: "Trebuchet MS"; mso-bidi-font-family: "Trebuchet MS"; mso-fareast-font-family: "Trebuchet MS"; mso-highlight: white; text-decoration: none; text-underline: none;"> </span></a><a href="http://www.kellygallagher.org/"><span style="background: white; color: #1155cc; font-family: "Trebuchet MS"; mso-bidi-font-family: "Trebuchet MS"; mso-fareast-font-family: "Trebuchet MS"; mso-highlight: white;">Kelly Gallagher</span></a><span style="background: white; font-family: "Trebuchet MS"; mso-bidi-font-family: "Trebuchet MS"; mso-fareast-font-family: "Trebuchet MS"; mso-highlight: white;"> often reminds us, we need to show our
students that writing is a struggle for everyone.<span style="mso-spacerun: yes;"> </span>But that it is also rewarding.<span style="mso-spacerun: yes;"> </span>It is not a high speed sprint with the winner
being the one to cross the finish line first.<span style="mso-spacerun: yes;">
</span>Instead, it is a cross country endurance run with many twists and turns
along the way<b style="mso-bidi-font-weight: normal;">.</b></span></div>
<div class="normal">
<br /></div>
<h3 style="margin-top: 14.0pt; mso-pagination: widow-orphan; page-break-after: auto;">
<a href="https://www.blogger.com/null" name="h.5qc2s6o7aa4x"></a><b style="mso-bidi-font-weight: normal;"><span style="background: white; color: windowtext; font-family: "Trebuchet MS"; font-size: 11.0pt; line-height: 115%; mso-bidi-font-family: "Trebuchet MS"; mso-fareast-font-family: "Trebuchet MS"; mso-highlight: white;">Authentic Writing is About Rewriting And Not for A
"One and Done" Experience </span></b></h3>
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<span style="background: white; font-family: "Trebuchet MS"; mso-bidi-font-family: "Trebuchet MS"; mso-fareast-font-family: "Trebuchet MS"; mso-highlight: white;">Just this week, famous YA author</span><a href="https://twitter.com/megcabot"><span style="background: white; color: windowtext; font-family: "Trebuchet MS"; mso-bidi-font-family: "Trebuchet MS"; mso-fareast-font-family: "Trebuchet MS"; mso-highlight: white; text-decoration: none; text-underline: none;"> </span></a><a href="https://twitter.com/megcabot"><span style="background: white; color: #1155cc; font-family: "Trebuchet MS"; mso-bidi-font-family: "Trebuchet MS"; mso-fareast-font-family: "Trebuchet MS"; mso-highlight: white;">Meg Cabot</span></a><span style="background: white; font-family: "Trebuchet MS"; mso-bidi-font-family: "Trebuchet MS"; mso-fareast-font-family: "Trebuchet MS"; mso-highlight: white;"> tweeted the following: " Day 2 of the New Year.<span style="mso-spacerun: yes;"> </span>Are you a writer?<span style="mso-spacerun: yes;"> </span>Do you hate the book you're writing?<span style="mso-spacerun: yes;"> </span>Good, that's normal.<span style="mso-spacerun: yes;"> </span>Get back to work."<span style="mso-spacerun: yes;"> </span>Probably one of the biggest lessons we want
our students to learn is that in first drafts never a finished product make. As
I write this blog, for example, I am already rearranging sections in my head,
knowing that I will have to go back through each portion many times with a
fine-toothed comb before I publish it and allow the world to judge the quality
of my ideas. In standardized testing situations, students' first drafts are
their final drafts. How many popular books or news articles would have never
made it to publication if their authors had submitted their first drafts? To
quote Hemingway: "The first draft of anything is sh*t." Yet, on
standardized tests, we not only expect students to craft exceptional pieces of
well organized writing, but we are also sending the unnerving message to
students that writing is a one and done experience. If all of our writing
assignments mimic the experiences of the standardized tests, students will never
learn to internally value the revision component of process writing.<span style="mso-spacerun: yes;"> </span>Recently, too many teachers have expressed to
me that students these days think that revising is simply changing the font or
applying spell check to their writing.<span style="mso-spacerun: yes;">
</span>They tell me that when students write their first draft, they assume
they are finished; the hard work is over.<span style="mso-spacerun: yes;">
</span>Do we own any of this responsibility for their misconception?<span style="mso-spacerun: yes;"> </span>I know that in my personal experience with
writing that revision is probably the most rewarding part of the whole
experience.<span style="mso-spacerun: yes;"> </span>It's where the real magic
happens.<span style="mso-spacerun: yes;"> </span>If students do not currently
recognize revision as rewarding, we need to stop and wonder about what we can
do to change their mindset.<b style="mso-bidi-font-weight: normal;"> </b></span></div>
<div class="normal">
<br /></div>
<h3 style="margin-top: 14.0pt; mso-pagination: widow-orphan; page-break-after: auto;">
<a href="https://www.blogger.com/null" name="h.bcggm7woosfw"></a><b style="mso-bidi-font-weight: normal;"><span style="background: white; color: windowtext; font-family: "Trebuchet MS"; font-size: 11.0pt; line-height: 115%; mso-bidi-font-family: "Trebuchet MS"; mso-fareast-font-family: "Trebuchet MS"; mso-highlight: white;">Authentic Writing Is Written for A Real Audience And
Not For a Computer of Scorer<span style="mso-spacerun: yes;"> </span><span style="mso-tab-count: 1;"> </span></span></b></h3>
<div class="normal">
<span style="background: white; font-family: "Trebuchet MS"; mso-bidi-font-family: "Trebuchet MS"; mso-fareast-font-family: "Trebuchet MS"; mso-highlight: white;">Although we write for a myriad of purposes in the real world, we rarely
write something that we don't intend to share with others. With the exclusion
of journal writing (although I might argue that even this type of writing has
the author as its authentic audience), we write to entertain or inform or
change the viewpoints of others. We write to communicate our ideas and to help
others a glimpse into the way we view the world.<span style="mso-spacerun: yes;"> </span>We write to understand ourselves and the world
around us. If every time I wrote something my final product was only assessed
on a four point scale,<span style="mso-spacerun: yes;"> </span>I am pretty sure
I would grow to despise the act of writing.<span style="mso-spacerun: yes;">
</span>And if I were writing this blog only to know that a computer was
eventually going to determine the merit of my words, I definitely wouldn't put
my heart and soul into revising.<span style="mso-spacerun: yes;"> </span>Thus,
the way teachers choose to give feedback to students in class is pivotal.<span style="mso-spacerun: yes;"> </span>The reality is that most students will never
read those lengthy comments you laboriously detailed onto their essay at
Starbucks last Saturday (this should be good news as I have just given you a
giant portion of your life back).<span style="mso-spacerun: yes;"> </span>They
respond much better to small group mini-lesssons and individual conferencing.<span style="mso-spacerun: yes;"> </span>Stop and think:<span style="mso-spacerun: yes;"> </span>when was the last time you halted class to
share with everyone a beautiful line that a student had just crafted?<span style="mso-spacerun: yes;"> </span>If you can't remember, do it today.<span style="mso-spacerun: yes;"> </span>And tomorrow.<span style="mso-spacerun: yes;">
</span>And the day after that.<span style="mso-spacerun: yes;"> </span>While
students may not remember whether they met or partially met on the PARCC
examine ten years from now, they will remember classroom moments like these for
a lifetime.</span></div>
<div class="normal">
<br /></div>
<div class="normal">
<b style="mso-bidi-font-weight: normal;"><span style="background: white; font-family: "Trebuchet MS"; mso-bidi-font-family: "Trebuchet MS"; mso-fareast-font-family: "Trebuchet MS"; mso-highlight: white;">Authentic Writing Exists
For a Variety of Purposes Whereas Standardized Tests Too Often Assess the Same
Task Again and Again</span></b></div>
<div class="normal">
<br /></div>
<div class="normal">
<span style="background: white; font-family: "Trebuchet MS"; mso-bidi-font-family: "Trebuchet MS"; mso-fareast-font-family: "Trebuchet MS"; mso-highlight: white;">To me, this is probably the most disconcerting worry when it comes to
standardized testing. With the shift to the Common Core, the PARCC exam now
assesses narrative writing very differently than the Illinois Standardized
Achievement Test had previously. In the past, when the state actually had money
to include and assess a written task, the ISAT test would ask students to write
a personal memoir that focused on one specific moment in their lives. Often,
the ISAT may have required students to describe a moment when they learned a
lesson from recent experience they had. With a shift to the Common Core, the
narrative task is now exclusively assessed in conjunction with the fiction
texts that students read. The actual sixth grade narrative task from last year's
test was</span><a href="https://prc.parcconline.org/system/files/6th%20Grade%20-%20Narrative%20Writing%20Task%20-%20Item%20Set.pdf"><span style="background: white; color: windowtext; font-family: "Trebuchet MS"; mso-bidi-font-family: "Trebuchet MS"; mso-fareast-font-family: "Trebuchet MS"; mso-highlight: white; text-decoration: none; text-underline: none;"> </span></a><a href="https://prc.parcconline.org/system/files/6th%20Grade%20-%20Narrative%20Writing%20Task%20-%20Item%20Set.pdf"><span style="background: white; color: #1155cc; font-family: "Trebuchet MS"; mso-bidi-font-family: "Trebuchet MS"; mso-fareast-font-family: "Trebuchet MS"; mso-highlight: white;">released</span></a><u><span style="background: white; color: #1155cc; font-family: "Trebuchet MS"; mso-bidi-font-family: "Trebuchet MS"; mso-fareast-font-family: "Trebuchet MS"; mso-highlight: white;"> </span></u><span style="background: white; font-family: "Trebuchet MS"; mso-bidi-font-family: "Trebuchet MS"; mso-fareast-font-family: "Trebuchet MS"; mso-highlight: white;">by
PARCC and required 6th graders to write the following after listening to an
audio recording of part of Alice and Wonderland: "Imagine Alice has
returned from her journey down the rabbit hole and is retelling the events to
her sister. Write a story from Alice's point of view, in which Alice explains
what happened to her after she reached the bottom of the rabbit hole. Be sure
to use dialogue to show how Alice's sister responds to the story. Use details
from the audio recording in your response."</span></div>
<div class="normal">
<span style="background: white; font-family: "Trebuchet MS"; mso-bidi-font-family: "Trebuchet MS"; mso-fareast-font-family: "Trebuchet MS"; mso-highlight: white;"><span style="mso-spacerun: yes;"> </span></span></div>
<div class="normal">
<span style="background: white; font-family: "Trebuchet MS"; mso-bidi-font-family: "Trebuchet MS"; mso-fareast-font-family: "Trebuchet MS"; mso-highlight: white;">This is where the educational Pit and the Pendulum again chooses to rear
its ugly head. I would vehemently argue that <b style="mso-bidi-font-weight: normal;">both types</b> of writing tasks are essential to a students' growth and
success with written discourse. The ISAT prompt asks students to delve into the
world of personal memoir, to write from the heart, to reflect on one's own life
experiences and to detail these experiences in a creative way that intrigues
others.<span style="mso-spacerun: yes;"> </span>Speaking from personal experience
for a moment, the year 2015 has been one of my toughest yet.<span style="mso-spacerun: yes;"> </span>I've learned lessons about myself
and human behavior that I probably should've learned sooner.<span style="mso-spacerun: yes;"> </span>And creative writing became the vehicle
through which I learned these things.<span style="mso-spacerun: yes;">
</span>I'm pretty sure I wouldn't be in the place I am today if I hadn't
allowed my writing to take me there.<span style="mso-spacerun: yes;"> </span>We
need to show our students how creative writing can be therapeutic and lead them
toward self discovery.<span style="mso-spacerun: yes;"> </span>Reflecting on our
experiences and thoughts enables us to grow in ways that we wouldn't be able to
do so otherwise.<span style="mso-spacerun: yes;"> </span>Therefore,If you've
allowed the pendulum to swing fully in the direction of PARCC-like tasks, only
asking students to craft writing attached to texts, your students are missing
out. </span></div>
<div class="normal">
<span style="background: white; font-family: "Trebuchet MS"; mso-bidi-font-family: "Trebuchet MS"; mso-fareast-font-family: "Trebuchet MS"; mso-highlight: white;"><span style="mso-spacerun: yes;"> </span></span></div>
<div class="normal">
<span style="background: white; font-family: "Trebuchet MS"; mso-bidi-font-family: "Trebuchet MS"; mso-fareast-font-family: "Trebuchet MS"; mso-highlight: white;">Similarly, if your students only spend their time writing based on
personal choice and their own life experiences, they are also missing out. The
PARCC task is just as valuable as the previous ISAT task for different
reasons.<span style="mso-spacerun: yes;"> </span>The PARCC task requires
students to read as writers, examining the craft and style of a mentor
author.<span style="mso-spacerun: yes;"> </span>Students must imitate the
setting or characters developed by the mentor and incorporate them into their
own piece.<span style="mso-spacerun: yes;"> </span>By mimicking the style of
expert writers, students continue to add new techniques to their toolboxes and
understand the texts they've read on a deeper level. In his books, Kelly Gallagher describes several tricks to help students utilize mentor texts to grow as writers. A great place to start if this is a new concept for you.</span></div>
<div class="normal">
<span style="background: white; font-family: "Trebuchet MS"; mso-bidi-font-family: "Trebuchet MS"; mso-fareast-font-family: "Trebuchet MS"; mso-highlight: white;"><span style="mso-spacerun: yes;"> </span></span></div>
<div class="normal">
<span style="background: white; font-family: "Trebuchet MS"; mso-bidi-font-family: "Trebuchet MS"; mso-fareast-font-family: "Trebuchet MS"; mso-highlight: white;">So if standardized assessments test essential writing skills, what is
the problem? The problem occurs when we make curricular decisions based solely
on the latest standardized test and ONLY asking students to do one type of task
or the other. Let me ask you a question:<span style="mso-spacerun: yes;">
</span>if you were an educator in Illinois prior to Common Core, did you
require students to write to tasks similar to those on the PARCC? Or were all
of your students' written experiences more personal or openly creative in
nature?<span style="mso-spacerun: yes;"> </span>Similarly, if you are teaching
now in the age of the CCSS, how many opportunities have you given students to
write about their own life experiences, to create their own characters and
worlds, or artistically express themselves via the written word? How many
opportunities do your students have to dabble in poetry writing?<span style="mso-spacerun: yes;"> </span>In blogging about topics they love?<span style="mso-spacerun: yes;"> </span>Students need a myriad of experiences, and
we cannot let the task of a standardized assessment dictate our every
curricular move.</span></div>
<div class="normal">
<span style="background: white; font-family: "Trebuchet MS"; mso-bidi-font-family: "Trebuchet MS"; mso-fareast-font-family: "Trebuchet MS"; mso-highlight: white;"><span style="mso-spacerun: yes;"> </span></span></div>
<div class="normal">
<span style="background: white; font-family: "Trebuchet MS"; mso-bidi-font-family: "Trebuchet MS"; mso-fareast-font-family: "Trebuchet MS"; mso-highlight: white;"><span style="mso-spacerun: yes;"> </span>I would further argue that those
creative opportunities for students to craft memoirs and their own short
stories are probably the most essential types of tasks. After all, what is the
first piece of advice given to aspiring writers by the experts:<span style="mso-spacerun: yes;"> </span>write about what you know.<span style="mso-spacerun: yes;"> </span>Since all of our students are diverse and
bring unique experiences to the table, they will not necessarily see themselves
reflected in the characters inside the stories they read in class. <span style="mso-spacerun: yes;"> </span>Writing about themselves gives them an
opportunity to share their culture with others and learn about themselves while
doing it. It is where student engagement is alive and strong.<span style="mso-spacerun: yes;"> </span>By including creative writing into your
curriculum, you are developing a student's passion for writing.<span style="mso-spacerun: yes;"> </span>We know that research supports the idea that
the engaged student achieves higher.<span style="mso-spacerun: yes;"> </span>Thus,
creative writing is definitely not a waste of instructional time by any means
because it engages students in the art of writing. </span></div>
<div class="normal">
<span style="background: white; font-family: "Trebuchet MS"; mso-bidi-font-family: "Trebuchet MS"; mso-fareast-font-family: "Trebuchet MS"; mso-highlight: white;"><span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span></span></div>
<div class="normal">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEghG5hwLwDaMmVihWMsCM1JO3oxLXeBtlmcemNigRulrGoWbf-gmpmvLzp0jqhvOAEbNWL8FfcoifJpRB9izB9-DxCIx3-8MVeXggfBEin1Mj_TP1OoHTjt32LbKPTjKmrevEdyAGGcYlc/s1600/Screen+Shot+2016-01-03+at+5.57.36+PM.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="130" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEghG5hwLwDaMmVihWMsCM1JO3oxLXeBtlmcemNigRulrGoWbf-gmpmvLzp0jqhvOAEbNWL8FfcoifJpRB9izB9-DxCIx3-8MVeXggfBEin1Mj_TP1OoHTjt32LbKPTjKmrevEdyAGGcYlc/s200/Screen+Shot+2016-01-03+at+5.57.36+PM.png" width="200" /></a><span style="background: white; font-family: "Trebuchet MS"; mso-bidi-font-family: "Trebuchet MS"; mso-fareast-font-family: "Trebuchet MS"; mso-highlight: white;">To illustrate my point, consider the following scenario.<span style="mso-spacerun: yes;"> </span>You are about to travel cross country with a
toddler and desire to get there as soon as possible.<span style="mso-spacerun: yes;"> </span>You know that stopping to have your toddler
use the bathroom and gather up his favorite DVDs and toys for the road will delay your initial departure. You also know that this is time well spent as it<span style="mso-spacerun: yes;"> </span>guarantees that you will have to stop less frequently
along the way and avoid many hours of incessant whining that might result if
you didn't take the time to grab that <i style="mso-bidi-font-style: normal;">Despicable
Me </i>DVD on your way out the door.<span style="mso-spacerun: yes;">
</span>Such is the case with creative writing.<span style="mso-spacerun: yes;">
</span>Yes, it will take initially take time away from some of your curricular
objectives, but in the end, students will arrive at the final destination and
objective mastery sooner, and they will have had a much more pleasant experience
along the way.</span></div>
<div class="normal">
<b><span style="mso-no-proof: yes;"><br /></span></b></div>
<b>
</b><br />
<div class="normal">
<b><span style="background: white; color: #4c1130; font-family: "Trebuchet MS"; mso-bidi-font-family: "Trebuchet MS"; mso-fareast-font-family: "Trebuchet MS"; mso-highlight: white;">How Do We Avoid the Educational Pit and The Pendulum
and Allow Students' Creative Talents to Flourish? </span></b></div>
<div class="normal">
<br /></div>
<div class="normal">
<span style="background: white; color: #4c1130; font-family: "Trebuchet MS"; mso-bidi-font-family: "Trebuchet MS"; mso-fareast-font-family: "Trebuchet MS"; mso-highlight: white;">What can we do inside our classrooms to ensure that
students write for more than a grade on a rubric?<span style="mso-spacerun: yes;"> </span>How do we develop that passion that we have
about writing?<b style="mso-bidi-font-weight: normal;"><span style="mso-spacerun: yes;"> </span></b><span style="mso-spacerun: yes;"> </span></span></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjBAV5BzPoeTqZJEZUEKeMCdCRdcztArYw_yIw4mM3p1YjPRTXToJAbzR9WRbXnpIaDwGBOh-g7mK4fb19N332O3nUXxReoSnTzZ2Py-__0YSLQpWJZULnrybUwyxTkZcyyBlrVwWNF-ZI/s1600/Screen+Shot+2016-01-03+at+5.53.33+PM.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="133" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjBAV5BzPoeTqZJEZUEKeMCdCRdcztArYw_yIw4mM3p1YjPRTXToJAbzR9WRbXnpIaDwGBOh-g7mK4fb19N332O3nUXxReoSnTzZ2Py-__0YSLQpWJZULnrybUwyxTkZcyyBlrVwWNF-ZI/s200/Screen+Shot+2016-01-03+at+5.53.33+PM.png" width="200" /></a></div>
<div class="normalCxSpMiddle" style="margin-left: .5in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;">
<span style="mso-list: Ignore;">●<span style="font: 7.0pt "Times New Roman";">
</span></span><span style="background: white; font-family: "Trebuchet MS"; mso-bidi-font-family: "Trebuchet MS"; mso-fareast-font-family: "Trebuchet MS"; mso-highlight: white;">Find opportunities for students to write about things that matter to
them by giving them choice and options in their writing opportunities. </span></div>
<div class="normalCxSpMiddle" style="margin-left: .5in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;">
<span style="mso-list: Ignore;">●<span style="font: 7.0pt "Times New Roman";">
</span></span><span style="background: white; font-family: "Trebuchet MS"; mso-bidi-font-family: "Trebuchet MS"; mso-fareast-font-family: "Trebuchet MS"; mso-highlight: white;">Explore all types of writing with students (blogs, poetry,
advertisements, wikis, websites, infographics, fanfiction etc) with
"scholastic writing" being just one type of writing students do.</span></div>
<div class="normalCxSpMiddle" style="margin-left: .5in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;">
<span style="mso-list: Ignore;">●<span style="font: 7.0pt "Times New Roman";">
</span></span><span style="background: white; font-family: "Trebuchet MS"; mso-bidi-font-family: "Trebuchet MS"; mso-fareast-font-family: "Trebuchet MS"; mso-highlight: white;"><span style="mso-spacerun: yes;"> </span>Make sure that students have
ample time and opportunities to revise pieces that matter to them.<span style="mso-spacerun: yes;"> </span></span></div>
<div class="normalCxSpMiddle" style="margin-left: .5in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;">
<span style="mso-list: Ignore;">●<span style="font: 7.0pt "Times New Roman";">
</span></span><span style="background: white; font-family: "Trebuchet MS"; mso-bidi-font-family: "Trebuchet MS"; mso-fareast-font-family: "Trebuchet MS"; mso-highlight: white;">Prior to revising give them time share them with others, and teach them
how to give feedback to their peers.<span style="mso-spacerun: yes;"> </span></span></div>
<div class="normalCxSpMiddle" style="margin-left: .5in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;">
<span style="mso-list: Ignore;">●<span style="font: 7.0pt "Times New Roman";">
</span></span><span style="background: white; font-family: "Trebuchet MS"; mso-bidi-font-family: "Trebuchet MS"; mso-fareast-font-family: "Trebuchet MS"; mso-highlight: white;">Have them reread their first draft and final draft days after completing
the final draft and reflect on the effectiveness of each.</span></div>
<div class="normalCxSpMiddle" style="margin-left: .5in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;">
<span style="mso-list: Ignore;">●<span style="font: 7.0pt "Times New Roman";">
</span></span><span style="background: white; font-family: "Trebuchet MS"; mso-bidi-font-family: "Trebuchet MS"; mso-fareast-font-family: "Trebuchet MS"; mso-highlight: white;">Create a classroom environment where students feel comfortable sharing
their thoughts and collaborating with classmates.<span style="mso-spacerun: yes;"> </span></span></div>
<div class="normalCxSpMiddle" style="margin-left: .5in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;">
<span style="mso-list: Ignore;">●<span style="font: 7.0pt "Times New Roman";">
</span></span><span style="background: white; font-family: "Trebuchet MS"; mso-bidi-font-family: "Trebuchet MS"; mso-fareast-font-family: "Trebuchet MS"; mso-highlight: white;">Provide meaningful feedback to your students.<span style="mso-spacerun: yes;"> </span>Spend time talking to them about their
writing rather than marking their papers up with comments (Isn't this one
liberating????)</span></div>
<div class="normalCxSpMiddle" style="margin-left: .5in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;">
<span style="mso-list: Ignore;">●<span style="font: 7.0pt "Times New Roman";">
</span></span><span style="background: white; font-family: "Trebuchet MS"; mso-bidi-font-family: "Trebuchet MS"; mso-fareast-font-family: "Trebuchet MS"; mso-highlight: white;">Invite published writers into your classroom via email, twitter, skype,
or author visits.<span style="mso-spacerun: yes;"> </span>Ask them about their
writing practices.<span style="mso-spacerun: yes;"> </span>Ask your students
about their own.</span></div>
<div class="normalCxSpMiddle" style="margin-left: .5in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;">
<span style="mso-list: Ignore;">●<span style="font: 7.0pt "Times New Roman";">
</span></span><span style="background: white; font-family: "Trebuchet MS"; mso-bidi-font-family: "Trebuchet MS"; mso-fareast-font-family: "Trebuchet MS"; mso-highlight: white;">Yes, give students timed experiences periodically to relieve their
anxieties on standardized test day, but explain to them why they are being
timed and that they can always go back and revise after time is up.</span></div>
<div class="normalCxSpMiddle" style="margin-left: .5in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;">
<span style="mso-list: Ignore;">●<span style="font: 7.0pt "Times New Roman";">
</span></span><span style="background: white; font-family: "Trebuchet MS"; mso-bidi-font-family: "Trebuchet MS"; mso-fareast-font-family: "Trebuchet MS"; mso-highlight: white;"><span style="mso-spacerun: yes;"> </span>Become a writer yourself.<span style="mso-spacerun: yes;"> </span>You cannot teach something that you do not
fully understand.<span style="mso-spacerun: yes;"> </span>Start projects and set
your own deadlines.<span style="mso-spacerun: yes;"> </span>Share your successes
and stumbling blocks with your students.</span></div>
<div class="normalCxSpMiddle" style="margin-left: .5in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;">
<span style="mso-list: Ignore;">●<span style="font: 7.0pt "Times New Roman";">
</span></span><span style="background: white; font-family: "Trebuchet MS"; mso-bidi-font-family: "Trebuchet MS"; mso-fareast-font-family: "Trebuchet MS"; mso-highlight: white;">*<span style="mso-spacerun: yes;"> </span>Join twitter and follow the
famous authors you enjoy.<span style="mso-spacerun: yes;"> </span>Look for
contests and other opportunities for students to share their work publicly and
we awarded for their efforts.</span></div>
<div class="normalCxSpMiddle" style="margin-left: .5in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;">
<span style="mso-list: Ignore;"><span style="font: 7.0pt "Times New Roman";">
</span></span></div>
<div class="normalCxSpMiddle" style="margin-left: .5in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;">
<span style="mso-list: Ignore;">●<span style="font: 7.0pt "Times New Roman";">
</span></span><span style="background: white; font-family: "Trebuchet MS"; mso-bidi-font-family: "Trebuchet MS"; mso-fareast-font-family: "Trebuchet MS"; mso-highlight: white;">Most importantly, MAKE.<span style="mso-spacerun: yes;">
</span>WRITING.<span style="mso-spacerun: yes;"> </span>FUN. ( Otherwise,
instead of a bunch of happy<i style="mso-bidi-font-style: normal;"> Despicable Me
</i>watching minions frantically waving their final drafts in your face, you
could end up with a bunch of disgruntled Calilous on your hands.<span style="mso-spacerun: yes;"> </span>Don't say you weren't warned)</span></div>
<span style="mso-list: Ignore;"><span style="font: 7.0pt "Times New Roman";">
</span></span><br />
<div class="normalCxSpLast" style="margin-left: .5in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;">
<span style="mso-list: Ignore;"> <span style="font: 7.0pt "Times New Roman";">
</span></span><span style="background: white; font-family: "Trebuchet MS"; mso-bidi-font-family: "Trebuchet MS"; mso-fareast-font-family: "Trebuchet MS"; mso-highlight: white;"><span style="mso-spacerun: yes;"></span>I leave you with a true story
that occurred last year while I was administering the PARCC examine to a group
of 7th grade students for the first time last year.<span style="mso-spacerun: yes;"> </span>The narrative writing task had just ended,
and a student who I had only met that day came up to me with a look of intense
passion on her face.<span style="mso-spacerun: yes;"> </span>She told me she had
just written the best story of her entire life.<span style="mso-spacerun: yes;">
</span>She desperately wanted to save the story to share with her teachers and
friends.<span style="mso-spacerun: yes;"> </span>Since saving work is against
the standardized testing rules, I had to deny her request with a heavy
heart.<span style="mso-spacerun: yes;"> </span>However, had I been her classroom
teacher and had she had just written a story in<span style="mso-spacerun: yes;">
</span>a class setting with that same passionate reaction, I would've
reconfigured my lesson plans on the spot and found a way to provide this
student with an audience for her new found passion.<span style="mso-spacerun: yes;"> </span>Be on the lookout for little moments like
these and capitalize on them.<span style="mso-spacerun: yes;"> </span>Your test
scores will<span style="mso-spacerun: yes;"> </span>thank you<span style="mso-spacerun: yes;">. </span></span></div>
Anonymoushttp://www.blogger.com/profile/00193436965328014004noreply@blogger.com0tag:blogger.com,1999:blog-16640504470877174.post-68532738364819523822015-10-23T10:54:00.000-07:002015-10-23T10:54:56.377-07:00Say What? Speaking and Listening Boot Camp <div class="separator" style="clear: both; text-align: center;">
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As a student, I rarely spoke in class. I was simply too afraid to share my ideas in what I perceived as the hostile environment of my classroom. What if I was wrong? Would the teacher embarrass me? Would another student challenge my answer? I’m pretty sure during a typical week of school, I could go from Monday to Friday without uttering a word in class. As an adult, I’ve gotten better about voicing my ideas. I’ve picked up on some key “conversational moves” through my day-to-day adult interactions, such as navigating through heated discussions with a coworker, working out a compromise with my husband, or negotiating curfew with my daughter. But, to be honest, my conversational moves are not very smooth. And when I think about all the time I spent in class watching my teachers prompt and pull kids through a series of prescribed questions for which there were one right and several wrong answer, I can’t help but wonder if my moves could have been better had I practiced the art of conversation in the training ground of my childhood classrooms. Unfortunately for me, there was never time for authentic, student-centered discussions in my classes. As a student, I was simply too busy taking lecture notes, listening to teacher talk, and freaking out about being called on to really notice that something big was missing from my life at school.<br />
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In his book <i><a href="http://www.amazon.com/Best-Interest-Students-Staying-Classroom/dp/1625310447/ref=sr_1_1?ie=UTF8&qid=1445609108&sr=8-1&keywords=kelly+gallagher">In the Best Interest of Students: Staying True to What Works in the ELA Classroom</a></i>, Kelly Gallagher urges educators to place our students’ needs rather than test preparation at the forefront of our instruction. Gallagher argues that “hitching instruction only to what is being tested can be harmful to the overall development of our students” (161). In the previous years of <a href="http://www.isbe.net/nclb/">No Child Left Behind</a>, speaking and listening skills have typically been neglected from high stakes exams, leaving many teachers to place little emphasis on them in their classrooms. But talk matters in education and in life. <a href="http://www.corestandards.org/">The Common Core State Standards</a> recognize the need for students to “have ample opportunities to take part in a variety of rich, structured conversations—as part of a whole class, in small groups, and with a partner—built around important content in various domains” (CCSS). They’ve dedicated an entire strand of standards to Speaking and Listening arguing firmly that “high school graduates will depend heavily on their ability to listen attentively to others so that they are able to build on others’ meritorious ideas while expressing their own clearly and persuasively” (CCSS). Nevertheless, whether or not speaking and listening skills are valued in the Common Core State Standards matters little to Kelly Gallagher. He has chosen to place more emphasis on speaking and listening in his classroom “because these skills are foundational to becoming literate human beings” (161). <br />
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<b>Talking Helps us Learn</b><br />
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The person talking is the person learning. As Bryan Goodwin’s research confirms, students who participate more frequently in class are more likely to be high performers, and those who remain quiet (like elementary school me) tend to do less well (2014). <br />
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According to Fisher and Frey, the amount of student talk directly correlates with their achievement. For example, in a study of classrooms with high-achieving students, teachers talked through about 55 percent of the instructional minutes; whereas in classrooms in which students were identified as low achieving, teachers talked through 80 percent of the instructional minutes. If we aren’t giving students opportunities to talk and think, then we are essentially asking students to sit back and relax as passive observers in their learning. We all know the traditional game of school in which the teacher asks questions to which she already knows the answers, kid answers the question, and the teacher evaluates the response as either right or wrong. In this learning environment, “discussions” simply devolve into question and answer session involving the recitation of facts. Thus, people like me learn to accept the role of quiet observer, fearing the public humiliation of getting the wrong answer.<br />
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But think about those classroom discussions that weren’t simply conversation with the teacher, but instead gave students a chance to co-construct knowledge, to think critically and collaboratively (Fisher & Frey). During these discussions, students listen to and react to each other’s ideas and further contribute to a group’s reasoning. “Quiet” classrooms don’t mean good classrooms anymore. Teaching and learning hinges on productive student talk.<br />
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<b>So Why Aren’t Students Talking?</b><br />
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Breaking away from the well-established, traditional roles of teachers and students can be scary. The teacher feels as though she is giving up some of her control and, to a greater extent, her valuable class time, and students, to be honest, haven’t developed the conversational moves needed to engage in productive classroom discourse. In other words, classroom conversations can be painful experiences for both teachers and students. So we might have good intentions when we engage students in a graded discussion or a Socratic seminar. We might even circle up the chairs and throw out a deep-thinking, juicy question—a question that kids would need to talk over, chew on, and work out an answer together. But, unfortunately, these discussions often get us nowhere because we’ve neglected to teach effective speaking skills first. We assign speaking, but we don't teach speaking.<br />
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If we expect students to learn to speak, we need to teach them how. This requires teachers to provide daily opportunities for students to speak, combined with explicit instruction about the “conversation moves” good speakers make as they talk.<br />
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<b>Speaking and Listening Boot Camp</b><br />
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At Twin Groves Middle School in Buffalo Grove, Illinois, Communications teacher Mark Weiland has developed a speaking and listening boot camp where students learn, develop, and practice the conversational moves needed to initiate a discussion, build off the ideas of others, provide feedback, and assert their own opinions. As every teacher knows, getting kids to engage in productive talk is not easy. Nevertheless, through trial and error and lots of research, Mark has transformed his room into a training ground where productive and “accountable talk” is the norm (Fisher & Frey 2012).<br />
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<b>Mark’s Boot Camp Routine</b><br />
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<b>Provide Meaningful Tasks:</b><br />
When we began training students for structured class discussions, we quickly realized the importance of choosing meaningful, interesting, and relevant topics for discussion. We didn’t want to overwhelm students with new content during the beginning stages of training, so instead, we focused on questions that would get kids talking without the fear of getting a “wrong” answer. To facilitate these discussions, we turned to Dr. Spencer Kagan and his research on cooperative learning. For the past couple of years, our school district has begun implementing Kagan’s cooperative learning structures to help increase student engagement and promote a deeper understanding of content. As part of this program, teachers are encouraged to provide opportunities for team building to help create the “enthusiasm, trust, and mutual support” needed for effective collaboration (1999, p. 3). To help facilitate our team building activities and get kids talking, we used several of Kagan’s higher-level thinking questions designed to “stretch students’ minds” and “release their natural curiosity about the world” (1999, p. 3). Using the cooperative structure of Fan-N-Pick, we prompted groups of four to take turns asking and answering these higher-level thinking questions. For this structure, Student #1 fans out a stack of question cards and asks Student #2 to “pick a card.” Student #2 picks a question cards and reads it aloud to the group. Student #3 takes a few seconds of thinking time and then answers the question. Student #4 praises and paraphrases the thinking that went into the answer. After each round, the students switch roles so that everyone has the opportunity to answer questions and respond to each other. Some of the questions that we use for this training activity include the following: If you could have dinner with anyone living or dead, whom would you choose? What qualities do you look for in a best friend? If you could travel to any place in the world, where would it be and why? <br />
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Not only do students enjoy answering these questions, but the questions also provide an opportunity for students to learn more about each other. After a few rounds of this getting-to-know-you style Fan-N-Pick, we brought the full class back together again and began integrating explicit teaching of a key speaking and listening move: respectfully disagreeing.<br />
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<b>Explicitly Teach Conversation Moves:</b><br />
According to Fisher & Frey (2014), in highly productive student-led conversations, “members make claims, offer evidence for those claims, seek clarification, offer counterclaims, and reach consensus or identify points of disagreement.” When students work together on a task or to solve a problem, they are going to disagree; nevertheless, we can teach them to disagree respectfully, or in other words, to “disagree without being disagreeable” (Fisher & Frey, 2014, p. 21). For this task, Mark brainstormed with students a list of sentence starters that students could turn to when they needed help framing their ideas in a less negative and more inviting way. For example, instead of simply telling another student that his ideas are wrong, a student could show that he is willing to listen and learn more about the issue by stating, “I see your point, but please provide another example to help me understand” or “While you make an interesting point, I have another way of looking at the situation. Let me explain . . . .” <br />
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Once Mark familiarized students with examples and models of how to disagree respectfully, he put students back in groups of four to practice their new conversational move by once again using the Kagan cooperative learning structure of Fan-N-Pick. For this session, students follow the same format as before; however, instead of having Person #4 praise and paraphrase the thinking that went into the answer, Person #4 must respectfully disagree with the answer by using one of the sentence starters. For this activity to be most effective, the question cards should include topics that lend themselves well to a debate. Here are some of the questions we used: Should students get paid for getting good grades? Should cell phones be allowed in school? Should the school day be lengthened? <br />
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Another critical conversational move is the ability to agree with someone while keeping the conversation moving along. Through his past experience observing student-led discussions, Mark noticed that often when students agree with each other, their conversations simply come to a halt. For example, when discussing whether or not students should get paid for good grades, a student might claim, “Giving kids money for grades ruins their motivation to do well.” In response, another students might simply nod his head and say, “Yes, I agree,” offering nothing more to advance the conversation. This student has essentially killed the discussion because he lacked the conversational moves necessary to helped him build off an idea, ask probing questions, or elicit further evidence. These are skills that require some serious finesse; nevertheless, with practice kids can get there.<br />
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Again, Mark worked with students to brainstorm a list of sentence frames to help scaffold their responses when agreeing with another student and furthering the conversation. Here are some of the sentence frames we used: <br />
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I was thinking about your idea that _______, and I was wondering what if _____ <br />
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I agree with your idea that ________, and I would like to clarify by adding…<br />
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What you said about ________ made me think of…<br />
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Mark turned to the Fan-N-Pick cooperative learning structure once again to give students an opportunity to practice their new moves. For this session, Student #4 had to agree with the ideas of Student #3 and keep the conversation flowing. <br />
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The Fan-N-Pick cooperative learning structure helps students to develop the habits of effective speaking and listening—but it does so with a heavy amount of teacher scaffolding. As Mark’s students began improving their moves, Mark began weaning them off of the teacher scaffolds by changing up the cooperative learning structure to allow for more student-controlled interaction. For example, using the Kagan cooperative learning structure of Talking Chips, Mark had students engage in a small group discussion in which teammates place a “talking chip” in the center of the team table each time they talk. Students may not interrupt each other and therefore must practice how to listen respectfully. Once students run out of chips, they may not talk again until all teammates have used their chips. This structure regulates discussion, holding all students accountable for participating while keeping at bay those students with the tendency to dominate the conversation.<br />
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<b>Use Fishbowl Discussions:</b><br />
Through Mark’s careful planning, modeling, and scaffolding of speaking and listening moves, students graduate into fishbowl discussions in which an inner circle of students works together through a topic or question while an outer circle of students observe, listen carefully, and offer feedback. For these discussions, Mark uses many of the suggestions from <a href="https://www.paideia.org/">Paideia Active Learning</a>, which promotes Socratic seminars, such as Mark’s fish bowl discussions, as a rigorous approach to instruction “designed to improve students’ critical thinking and communication skills.” Before each fishbowl discussion, Mark pairs a member of the fishbowl with a partner from the outer circle. The partners help each other prepare for their discussion by sharing their questions, thoughts, and evidence and bouncing ideas off of each other. During the discussion, the outer circle partners jots down comments on a list of discussion look-fors, such as making sure students talk directly to other students rather than the teacher, stay focused on the discussion, invite other people into the discussion, and share air time equally with others. After the discussion partners, have time to reflect with each other on their speaking and listening moves, using the look-for sheet to help guide their debriefing.<br />
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<b>Build a Speaking and Listening Community:</b><br />
The students in Mark’s communication class have developed some pretty smooth conversational moves. This is due in part to Mark’s explicit teaching of speaking and listening skills but, more importantly, because he built a speaking and listening community in his classroom. Students soon realized that they were all responsible for helping each other become smooth talkers. If one student struggles with a move, the class works together to help guide that student as he masters the new speaking skill. Unlike my elementary school experiences, the students in Mark’s classes don’t compete with each other to get the right answer, raising their hands for the teacher’s attention while secretly hoping the kid who does get called on gets it wrong (we all have to admit to resorting to this type of behavior at some point—we can’t help it! Most traditional classrooms promote a competitive climate). If I had the opportunity to work on my conversation moves through the guidance and support of my teachers and fellow students, I think school would have been a much different, more engaging experience for me.<br />
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<span style="font-family: Times, Times New Roman, serif;"><span id="docs-internal-guid-460ded22-9529-8309-eb02-4326c67efbbb"><span style="color: #323232; vertical-align: baseline; white-space: pre-wrap;">References</span></span></span></div>
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<span style="font-family: Times, Times New Roman, serif;"><span id="docs-internal-guid-460ded22-9529-8309-eb02-4326c67efbbb"><span style="color: #323232; line-height: 1.2; white-space: pre-wrap;">Common Core state standards initiative. (n.d.). Retrieved October 23, 2015.</span></span></span></div>
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<span style="font-family: Times, Times New Roman, serif;"><span id="docs-internal-guid-460ded22-9529-8309-eb02-4326c67efbbb"><span style="color: #323232; line-height: 1.2; vertical-align: baseline; white-space: pre-wrap;">Fisher, D., & Frey, N. (2014). Speaking Volumes. </span><span style="color: #323232; font-style: italic; line-height: 1.2; vertical-align: baseline; white-space: pre-wrap;">Educational Leadership,</span><span style="color: #323232; line-height: 1.2; vertical-align: baseline; white-space: pre-wrap;"> </span><span style="color: #323232; font-style: italic; line-height: 1.2; vertical-align: baseline; white-space: pre-wrap;">72</span><span style="color: #323232; line-height: 1.2; vertical-align: baseline; white-space: pre-wrap;">(3), 18-23.</span></span></span></div>
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<span style="color: #323232; vertical-align: baseline; white-space: pre-wrap;">Fisher, D., & Frey, N. (2012). </span><span style="color: #323232; font-style: italic; vertical-align: baseline; white-space: pre-wrap;">How to create a culture of achievement in your school and classroom</span><span style="color: #323232; vertical-align: baseline; white-space: pre-wrap;">. Alexandria, Va.: ASCD.</span></div>
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<span style="color: #323232; vertical-align: baseline; white-space: pre-wrap;">Gallagher, K. (n.d.). </span><span style="color: #323232; font-style: italic; vertical-align: baseline; white-space: pre-wrap;">In the best interest of students: Staying true to what works in the ELA classroom</span><span style="color: #323232; vertical-align: baseline; white-space: pre-wrap;">.</span></div>
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<span style="color: #323232; vertical-align: baseline; white-space: pre-wrap;">Goodwin, B. (2014). Research Says Get All Students to Speak Up. </span><span style="color: #323232; font-style: italic; vertical-align: baseline; white-space: pre-wrap;">Educational Leadership,</span><span style="color: #323232; vertical-align: baseline; white-space: pre-wrap;"> </span><span style="color: #323232; font-style: italic; vertical-align: baseline; white-space: pre-wrap;">72</span><span style="color: #323232; vertical-align: baseline; white-space: pre-wrap;">(3), 82-83.</span></div>
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<span style="color: #323232; vertical-align: baseline; white-space: pre-wrap;">Kagan, M. (1993). </span><span style="color: #323232; font-style: italic; vertical-align: baseline; white-space: pre-wrap;">Higher-level thinking questions: Personal and social skills</span><span style="color: #323232; vertical-align: baseline; white-space: pre-wrap;">. San Clemente, CA: Kagan.</span></div>
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<span style="color: #323232; line-height: 1.2; white-space: pre-wrap;">Paideia. (n.d.). Retrieved October 23, 2015.</span></div>
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<br />Anonymoushttp://www.blogger.com/profile/09906138821551255982noreply@blogger.com0tag:blogger.com,1999:blog-16640504470877174.post-5196461299541230392015-10-08T16:13:00.001-07:002015-10-08T16:13:28.453-07:00Avoiding the Educational Pit and the Pendulum (Part One): Putting the Reader Back Inside Our Reading Lessons<br />
<span style="font-family: Verdana, sans-serif;">When you hear the word <i>pendulum</i> what thoughts or feelings immediately come to mind? I would argue that your response to this question depends on your life experiences. </span><span style="font-family: Verdana, sans-serif;"> Because my perspective is that of former middle and high school English teacher turned literacy coach, the first thing to pop into my mind is the classic tale by </span><a href="https://www.youtube.com/watch?v=8Jo6zL08GRI" style="font-family: Verdana, sans-serif;" target="_blank">Edgar Allan Poe: "The Pit and The Pendulum."</a><span style="font-family: Verdana, sans-serif;"> The story, which is set during the </span><a href="http://history.howstuffworks.com/historical-figures/spanish-inquisition.htm" style="font-family: Verdana, sans-serif;" target="_blank">Spanish Inquisition, </a><span style="font-family: Verdana, sans-serif;">finds the narrator stuck inside an unlit cell awaiting a morbid, torturous death. Later, after losing consciousness, he awakens only to discover that he is tied to a board with a razor-sharp pendulum swinging above him, slowly moving closer and closer to his body with every swing. The narrator describes the pendulum as "massy and heavy, tapering from the edge into a solid and broad structure above. It was appended to a weighty rod of brass, and the whole hissed as it swung through the air." Thus, for me, the word pendulum immediately connotes negative feelings and emotions as a I think of anxiety this narrator must feel as he attempts to concoct a plan to survive.</span><br />
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<span style="font-family: Verdana, sans-serif;"> If you are an educator who is unfamiliar with Poe's story, the word <i>pendulum</i> may still cause you to experience feelings of despair and helplessness but for different reasons. The word may instantly bring to mind that trite pendulum-swinging metaphor that has been used to describe every paradigm shift occurring in the last thirty years. Imagine yourself being strapped to a board, the ceiling pendulum in Poe's story drawing nearer to your own restrained body with every shift: The shift from phonics to whole language. Hisssssssss<i>...</i>. Basal reading instruction to guided reading back to whole class instruction. <i> Hisssss.....hisssss....</i>hissss<i>. </i>Leveled text instruction to scaffolded instruction using grade level text. <i> Hissss....</i> Touchy, feely reader response theory lessons to sterile, formulaic text-dependent question lessons. Hissssssssss..... and the pendulum continues to swing. Can we really fault the experienced educator who has been around the block a while when he feels cynical and distressed as the latest educational buzzword starts blowing up social media? If this were the 90's and I were still interested in making text to text connections, I might suggest that these senior educators may be experiencing similar emotions as Poe's narrator does while the pendulum closes in on him: "a hideous dizziness oppressed me at the mere idea of the interminableness of the descent.</span> " <span style="font-family: Verdana, sans-serif;"> Alas, though, the 90's have passed, so I must forego these text to text connections and - in true PARCC fashion - compare the themes of the selections instead: similar feelings of impending doom can result from both physical and creative restraint. </span><i style="font-family: Verdana, sans-serif;">Hisssssss.....hissssss.</i><br />
<span style="font-family: Verdana, sans-serif;"> Please do not misconstrue my message to mean that I am not an advocate of change. On the contrary, I am a firm believer in the philosophy of <a href="http://www.biography.com/people/maya-angelou-9185388" target="_blank">Maya Angelou</a> who once said, "When you know better, you do better." Many of the swings of the pendulum have been the result of passionate educators recognizing current flaws in the educational system and desiring to change them for the better. A commendable effort. In a constantly evolving world flooded with technology and new literacies, it would be irresponsible and even naive of me to suggest that our own instructional practices remain stagnant. </span><br />
<span style="font-family: Verdana, sans-serif;"> My point, however, is this: in education, we often throw the baby out with the bathwater. Perhaps subconsciously, as a system, we at times neglect to keep the good parts of what we are already doing when we shift to a new paradigm. Let's consider for a moment, the current shift from reader response theory to those CCSS <a href="http://achievethecore.org/dashboard/300/search/1/1/0/1/2/3/4/5/6/7/8/9/10/11/12/page/752/featured-lessons-list-pg" target="_blank">exemplar lesson</a>s consisting solely of text dependent questions. </span><span style="font-family: Verdana, sans-serif;">Why must one replace the other? A few years back, a professor of mine hit the nail on the head when she reflected that the research surrounding what quality reading instruction should look like hasn't really wavered in the past fifty years. The research usually supports the middle. Students need a little of<i> this</i> and a little of <i>that. </i>What school systems do with the research, however, is often where the problem lies. For example, while whole language theorists are strong proponents of helping students to acquire whole words at once versus first learning sounds in isolation, they have never advocated for the complete removal of decoding and letter-sound instruction that were once key components of phonics instruction. Instead of blending the best of both approaches and teaching down the middle, many systems chose to swing the pendulum in one drastic move, eliminating phonics instruction entirely in favor of what they believed to be the new whole language approach. Although this abandonment of phonics was never the intent of the whole lang</span><span style="font-family: Verdana, sans-serif;">uage approach, day to day practices in many schools proved otherwise, resulting in negative reactions to those whose children survived the days of anti-phonics classrooms. </span><i style="font-family: Verdana, sans-serif;">Hissssssssss.</i><br />
<span style="font-family: Verdana, sans-serif;"> Instead of a swinging pendulum, what if educational leaders across our nation elected to take more of a middle-ground stance? What if we cultivated classrooms that valued the reader and their visceral responses to a text as much as we valued a student's ability to analyze the structural choices the author has made in her piece? </span><br />
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<a href="https://images.duckduckgo.com/iu/?u=http%3A%2F%2F3.bp.blogspot.com%2F-BpHGSg1_K34%2FUVDAz488fNI%2FAAAAAAAAAQA%2FiMd1xP4fHUY%2Fs1600%2FNoFun1.jpg&f=1" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="200" src="https://images.duckduckgo.com/iu/?u=http%3A%2F%2F3.bp.blogspot.com%2F-BpHGSg1_K34%2FUVDAz488fNI%2FAAAAAAAAAQA%2FiMd1xP4fHUY%2Fs1600%2FNoFun1.jpg&f=1" width="200" /></a><span style="font-family: Verdana, sans-serif;"> Even better: what if we helped students to discover that through their analysis of the author's craft and structure they are more able to appreciate and respond to a text on a personal level? If we don't do this, I fear we run the risk of committing what </span><a href="http://www.kellygallagher.org/" style="font-family: Verdana, sans-serif;" target="_blank">Kelly Gallagher</a><span style="font-family: Verdana, sans-serif;"> has dubbed </span><i style="font-family: Verdana, sans-serif;">Readicide: </i><span style="font-family: Verdana, sans-serif;">the unfortunate slaughtering</span><span style="font-family: Verdana, sans-serif;"> of quality texts . Nobody wants to watch beautiful language being mauled to death via over-analyzation or witness the homicide of texts students once found enjoyable via a relentless barrage of text-dependent questions.</span><br />
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<span style="font-family: Verdana, sans-serif;">No matter how vehemently the writers of various Common Core State Standards exemplar lessons work to remove the reader response element from instruction by limiting the types of questions the teachers asks to only the text-dependent variety, readers will continue to play a pivotal role in the the experiences they have with text. </span><span style="font-family: Verdana, sans-serif;">The unique experience of readers is what requires those of us who write about literature to use present tense, the idea being that the experience is happening in the here and now for each reader each time a text is read. </span><span style="font-family: Verdana, sans-serif;">In fact, it is because of these unique experiences readers bring to the same text that allow book club members who have all read the same book to engage in passionate yet contentious discussions. It is because of unique reader experiences that the same poem -- or even lines from a poem -- can be interpreted by readers to mean entirely different things with not one idea being more "correct" than another. For instance, in a discussion of Frost's poem </span><a href="https://www.poets.org/poetsorg/poem/road-not-taken" style="font-family: Verdana, sans-serif;" target="_blank"><span style="color: black;">"<span style="background-color: white;">The Road N</span></span><span style="background-color: white;">ot Taken</span>," </a><span style="font-family: Verdana, sans-serif;">John Green points out that Frost's intended tone was meant to be frivolous, poking fun at the indecisive. Green explains that most people, however, choose to read the poem more seriously; thus, they alter the theme. Neither reading of the poem can be considered superior as both are grounded in the text. Thus, people's unique experiences shape the text.</span><br />
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<span style="font-family: Verdana, sans-serif;"> Reader response is alive and much needed, despite the current trend in education to squelch its existence. It is the reason why we are drawn to texts in the first place, why we react emotionally to the experiences of made-up characters and why we desire to engage in discussion with others who have read the same text. And while text-dependent questions are certainly crucial to the development of essential literacy skills of students in our classrooms, we have completely missed the mark if we begin and end with those types of prescriptive questions without also engaging in a conversation about how our students now feel about the world or even how their perception of life has been altered having had a new experience through text. Don't believe me? When was the last time your book club got together and asked questions that began with "Cite text evidence to prove that...." or "Explain how the author developed the conflict..." My guess is that you would quickly excuse yourself and find a new book club if these questions were the crux of the conversations. </span><br />
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<span style="font-family: Verdana, sans-serif;">The Common Core State Standards shift has brought with it an array of good: more explicit instruction of Tier 2 and 3 vocabulary, an increase in rigor of both texts and tasks, vertical alignment of standards, and a focus on developing critical argument skills in both speaking in writing that will enable students to communicate their viewpoints effectively to others both in school and in the workplace. Students are synthesizing texts of multiple modalities to support their arguments and evaluating the credibility of the viewpoints of others instead of simply accepting them at face value. The Common Core, when implemented well, is a great thing for students. I ask, though, that when situations arise that leave you questioning the level of engagement of students in your classroom, you pause and ask yourself a few questions: what can I add to my lesson to increase student motivation? Have I built choice and student interest into my lesson? How am I fostering a love of reading in my students today? Have I asked my students for their honest opinions about what they have read? How have I found opportunities to share with students things I am currently reading and enjoying? Do I know what my students are reading when I'm not assigning it? When was the last time my students and I read something together for the sheer purpose of appreciating its beauty? </span><br />
<span style="font-family: Verdana, sans-serif;"> Some people might argue that with all the new standards and reporting procedures and teacher evaluations tied to student performance, the time to cultivate a love for reading and learning no longer exists. I would argue that not only do we need to make time to develop our students love of reading, but that this goal needs to be made a top priority if we wish for our students to be successful. We know that students who read more, perform at higher levels; this research remains crystal clear. Then, let's stop worrying about which of these is the chicken and which is the egg and help all of our students to view reading as a vehicle to self discovery and identity formation. </span><br />
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<span style="font-family: Verdana, sans-serif;">I'm pretty sure that the books I've read have left more than a small impression on me. They've shaped who I've become and how I feel about the events that happen to me. I'm also pretty sure that if my own classroom experiences as a student had focused on worksheets and text dependent questions with no opportunities for me to cultivate my love for the written word, I would've hated school. I would've had to come up with an escape plan that may not have involved getting rats to gnaw the ropes from the board I was strapped to as the narrator in "The Pit and The Pendulum" must do, but my own plan definitely would have been born out of the same frantic, desperation. In the "Pit and the Pendulum," a portrait of Father Time exists on the pit's ceiling, reminding the narrator that time is limited: a plan must be devised. The time our students will spend with us in our classrooms this year is also limited. The time is now to consider the impact you would like to have on your students' relationships with text and create a plan.</span><br />
<br />Anonymoushttp://www.blogger.com/profile/00193436965328014004noreply@blogger.com0tag:blogger.com,1999:blog-16640504470877174.post-67464107530350919922015-01-09T11:51:00.001-08:002015-01-09T11:51:22.187-08:00Circling the Verb, Underlining the Preposition, and Beating the Dead Horse: Moving Beyond Archaic Grammar Instruction<h3>
<span style="font-family: Arial, Helvetica, sans-serif;">Tradition for Tradition's Sake</span></h3>
<span style="font-family: Arial, Helvetica, sans-serif;"> If you teach middle school English, I'd be willing to bet on the fact that you've probably taught Shirley Jackson's famous story "The Lottery" at least a time or two. You know the one I'm talking about: small farm town is so absurdly tied to traditions of the past that it literally holds a lottery each year to determine which citizen should be sacrificed, thus ensuring a plentiful fall harvest: "Lottery in June, corn be heavy soon" <a href="http://sites.middlebury.edu/individualandthesociety/files/2010/09/jackson_lottery.pdf" target="_blank">(Jackson, 1948)</a>. In my school, we use this story in conjunction with unit centering on T<i>he Giver </i>and other dystopian selections. We read "The Lottery" to engage students in discourse about the the painful effects that superstitious thinking can cause when we blindly follow traditions without pausing to reflect on their meaning and purpose.<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: left; margin-right: 1em; text-align: left;"><tbody>
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<tr><td class="tr-caption" style="text-align: center;"><a href="https://www.youtube.com/watch?v=RV03h3XWTDU" target="_blank">The Lottery Straight A Productions</a></td></tr>
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<span style="font-family: Arial, Helvetica, sans-serif;"> If we all can agree, then, that tradition for tradition's sake can lead to devastating outcomes, why is it that we educators--who embrace fully the concept of life-long learning-- would prefer to die at the stake in support of certain traditional classroom practices rather than admit that some of the activities we have been devoting energy to instructionally won't <i>ever</i> produce the results we want to see in our students. Similar to the townspeople in "The Lottery, " we continue to do what was always done due to some deep-seeded loyalty to tradition. And the worst part about it is that when we consciously make the choice to jam the square peg into the round hole for yet another calendar year, we are sacrificing the abilities of the children who rely on us to help them reach their fullest potentials. </span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">A Dirty Little Phrase</span></h3>
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<span style="font-family: Arial, Helvetica, sans-serif;"> I'm warning you now that I am about to utter a phrase that has almost become dirty in the educational arena as of late: grammar and mechanics. Grammar and mechanics instruction is not inherently evil. On the contrary, I don't know anyone who would refute the idea that students must know how to compose well-constructed sentences in order to communicate their ideas effectively to others. In fact, the English and Language Arts section of the Common Core State Standards (CCSS) have developed an entire strand of Language standards and it is expect that all students "</span><span style="color: #202020; line-height: 25.2000007629395px;"><span style="font-family: Arial, Helvetica, sans-serif;"><a href="http://www.corestandards.org/ELA-Literacy/L/6/" style="font-size: 17px;" target="_blank">Demonstrate command of the conventions of standard English grammar and usage when writing or speaking."</a><span style="font-size: 17px;"> </span>In fact, students as early as second grade, according to the CCSS, have twenty standards that they are expected to master by the end of their grade. Included in the second grade standards is the ability to use collective nouns, use reflexive pronouns, and use both adjectives and adverbs appropriately depending on what is being described. All are important skills if we want our students to write well. </span></span><br />
<span style="color: #202020; line-height: 25.2000007629395px;"><span style="font-family: Arial, Helvetica, sans-serif;"> It is clear, when browsing the CCSS, that grammar instruction is expected to be alive and well inside English classrooms. </span></span><span style="color: #202020; font-family: Arial, Helvetica, sans-serif; line-height: 25.2000007629395px;">What stands out most to me, though, when I browse through the list of standards that students must master, is that all of the skills are expected to be utilized within the context of <i>writing </i>or <i>speaking</i>. Thus, I am convinced that all targeted skills can be successfully mastered in all grade levels without students ever even having to be in the same room with a grammar worksheet, workbook, or an online preposition tutorial. </span><span style="color: #202020; font-family: Arial, Helvetica, sans-serif; line-height: 25.2000007629395px;"> </span><br />
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<span style="color: #202020; font-family: Arial, Helvetica, sans-serif;"><span style="line-height: 25.2000007629395px;">Unwavering Evidence</span></span></h3>
<span style="color: #202020; font-family: Arial, Helvetica, sans-serif; line-height: 25.2000007629395px;"> The research on what works in the area grammar and mechanics instruction is clear and not new by any means. I have more than just a couple grey hairs at this point in my life and can remember almost twenty years ago reading in college as an undergraduate the works of <a href="http://www.heinemann.com/authors/753.aspx" target="_blank">Constance Weaver,</a> <a href="http://www.heinemann.com/authors/100.aspx" target="_blank">Tom Romano</a>, and <a href="http://www.heinemann.com/authors/109.aspx" target="_blank">Nancy Atwell </a>who all laid it on the line clearly and articulately: grammar worksheets do not improve student writing. Fast forward to last month when I attended</span><span style="color: #202020; font-family: Arial, Helvetica, sans-serif; line-height: 25.2000007629395px;"> a <a href="http://www.heinemann.com/authors/352.aspx" target="_blank">Laura Robb </a>conference where she relayed this identical message with conviction: Throw out those grammar worksheets! Do not ever ask students to complete an inauthentic task that you wouldn't do yourself when producing a piece of writing. Trust me when I tell you that I have never once considered circling the verbs and underlining the compound subjects as a way to begin the creative process. And I bet if you were to poll<i> </i>a group of <i>New York Times</i> contributing writers and Prinz Award winning authors, many would be unable to pick out the subjunctive verb inside this very paragraph; however, they probably can and have used the subjunctive mood successfully in their own writing without ever being able to identify it by name.</span><br />
<span style="color: #202020; line-height: 25.2000007629395px;"><span style="font-family: Arial, Helvetica, sans-serif;"> So, if the research has been consistent on the topic of grammar for decades, why do we, as </span></span><span style="color: #202020; font-family: Arial, Helvetica, sans-serif; line-height: 25.2000007629395px;">educators, continue to inundate our students with virtually useless grammar worksheets and drill exercises that have no hope of improving a students' writing ability? Obviously, we have heard several times that these strategies don't work. I can recall more than one occasion when I've spoken with distraught educators who felt they simply had to start the year off with noun and verb worksheets once again. "I just don't understand why students don't get this by middle school," they will say. "We've been teaching nouns and verbs this way since first grade. It's as if they come to us with no knowledge of these things whatsoever." Again, I am reminded of "The Lottery," where the townsfolk are clinging anxiously onto the superstitious belief that if they don't sacrifice a citizen, they will no longer produce enough food to subsist. Sounds crazy, right? But if we continue to waste precious instructional time requiring students to identify gerunds and put commas around appositives in isolated worksheet settings, despite the fact that we've been asking kids do this for years unsuccessfully, we must on some subconscious level possess the superstitious belief that doing so will magically create future Austens and Jameses. A belief that remains unsupported by solid research data and even our own anecdotal qualitative observations that repeatedly prove us wrong.</span><br />
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<span style="color: #202020; font-family: Arial, Helvetica, sans-serif;"><span style="line-height: 25.2000007629395px;"> I've Thrown Out My Worksheets...Now What? </span></span></h3>
<span style="color: #202020; font-family: Arial, Helvetica, sans-serif;"><span style="line-height: 25.2000007629395px;"> Perhaps you are one of those teachers has already thrown out your grammar workbooks years ago. You have given up on superstitious beliefs and let go of an old tradition that you knew deep down was not best practice. A liberating feeling, really. But, my question to you is this: with what did you replace those workbooks? Anything? My fear is that many of the classrooms across our nation that are not currently boring students with useless workbooks have abandoned grammar instruction altogether, creating another problem. Remember that we are still responsible for the Language standards of the CCSS, even if we know that workbooks are not the pathway to success. We want our students to leave school ready to communicate their thoughts with others without grammatical and mechanical errors interfering with message meaning. We want them to feel confident in their abilities to write and speak eloquently. So, the question becomes: if worksheets don't work, what does?</span></span><br />
<span style="color: #202020; font-family: Arial, Helvetica, sans-serif;"><span style="line-height: 25.2000007629395px;"> The answer to this question is really the same answer to all questions regarding educational best practices: you need to meet your students where they are. But for starters, you can never go wrong with the following:</span></span><br />
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<span style="color: #202020; font-family: Arial, Helvetica, sans-serif; line-height: 25.2000007629395px;"> Use Student Writing </span></h4>
<span style="color: #202020; font-family: Arial, Helvetica, sans-serif; line-height: 25.2000007629395px;"> Some of the best writing lessons I have seen teacher do involved a teacher simply placing a piece of student work up under a doc camera and dissecting it with her class. While looking at a descriptive piece, for example, the teacher might ask students to locate the sprinkling of adjectives the student author has used to make the piece come to life. <i> </i></span><br />
<span style="color: #202020; font-family: Arial, Helvetica, sans-serif; line-height: 25.2000007629395px;"><i>Why were these adjectives effective? What if the author had included more of them? Would that be better? Why not? How do these adjectives help you to better visualize the setting of the story? </i></span><br />
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<span style="color: #202020; font-family: Arial, Helvetica, sans-serif; line-height: 25.2000007629395px;"><i>A</i> follow-up lesson might ask students to look at the development of the setting in their own stories and add in a sprinkling (but not overkill!) of adjectives on their own.</span><br />
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<span style="color: #202020;"><span style="line-height: 25.2000007629395px;"><b>Analyze Published Mentor Texts</b></span></span></span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">The concept of reading like a writer never fails to deliver. Every piece that you read and discuss with students offers ample authentic opportunities to discuss author's craft and ultimately teach writing (including grammar). When students start to read like a writer and write like a reader, they begin to recognize that authors make conscientious decisions about the words they select and the sentences they craft. Best selling author Stephen King reveals in his memoir <i>On Writing </i>that "good description usually consists of a few well-chosen details that will stand for everything else" (175). Students benefit from learning that even for published writers these well-chosen details are often scrutinized, polished and revised multiple times before they become final-draft worthy. And once the manuscript has been revised, it is time to revisit the writing with an editor's eye. Examining the verbs an author finally decides to use in a piece could be a way, for example, to tackle the concepts of verb tense:</span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;"><i>Now, I notice the author chose to write this paragraph as if the events were happening yesterday. What are some of the verbs that help give the feeling that this event happened in the past? Why do you think the author chose to use past tense verbs like these when earlier, the story was happening in present tense? Is this a flashback? How do you know? Why do you think the author included it?</i> </span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">A follow-up lesson could ask students who are still struggling with verb tense to find their own verbs and make sure they are consistently using one tense while other students, who have already mastered the art of consistent verb tense, could be pushed to extend a flashback into their own stories.</span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">Model, Model, Model</span></h4>
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<span style="font-family: Arial, Helvetica, sans-serif;">Modeling may be the most overused buzz word in education. If you are a good teacher, you model everything from acceptable social behavior to think-alouds during reading. If you have a mediocre lesson plan, throw the word model in there a couple times, and presto! You now have something magical! But joking aside, modeling is a fabulous opportunity for students to learn a typically silent process - like thinking-- from you. Why not add grammar instruction to your list of modeling repertoire? Since the CCSS expects students to master solid English grammar and usage skills in both speaking and writing, modeling this part of the writing process is key. As a literacy coach, I am thrilled to see many teachers now modeling for their students the planning and drafting process with their students. How often, though, do you put a completed piece of work up in front of the doc camera that is ready for some revision and editing? Regardless of your stance on peer editing, students first need to see the expert, the teacher, show them what revision really looks like. It is more than making sure periods and capital letters exist. But if we don't show students how we rearrange sentences inside a paragraph, fix that misplaced modifier, or revise to be more succinct, many of our students will not even know that these possibilities exist. Mile-long checklists of "look fors" handed to students without explicit instruction and a narrowed focus are pretty much guaranteed to fail. Modeling is key.</span><br />
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<h4>
<span style="font-family: Arial, Helvetica, sans-serif;">Remember that Content Always Trumps Form: Setting Small Goals</span></h4>
<div>
<span style="font-family: Arial, Helvetica, sans-serif;">At the conference I eluded to earlier, Laura Robb said something that really struck a chord with me: a fabulous novel will never be turned down by a publisher because it has a spelling error or two. We need to remember that content is what is most important. I only say this because I think that many teachers with good intentions will sit down to conference with a struggling writer. Ten minutes later the writer is heading back to his seat with a paper full of comments to fix. This writer is discouraged, overwhelmed, and is not much closer to mastering a single Language target because he has received a broad overview of <i>all of them</i>. None will stick for very long, and he will like writing a little less. </span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span>
<span style="font-family: Arial, Helvetica, sans-serif;">The bulk of our writing instruction should remain about the content: the message that we send and how we choose to send it. While grammar and mechanics are important, they should never be where students spend the majority of their time. For those students who really struggle with the written expression, we need to set small goals with them. We can't fix everything in a conference. If we do, we will end up with one fabulous teacher-edited paper and a student who is no closer to independently mastering any learning target. It will be difficult, but we should work with the student to choose one skill at a time upon which to focus our energies. If we hit subject verb agreement hard and a student shows practice, maybe next time we can move on to verb tense. We often choose to become English teachers because we have a knack for reading and writing, these skills came easily to us. This isn't true for every student in your classroom. We have to find a way to slowly incorporate grammar and mechanics lessons with our struggling students without squelching their motivation to try again.</span><br />
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<h3>
<span style="font-family: Arial, Helvetica, sans-serif;">Final Thoughts</span></h3>
</div>
<div>
<span style="font-family: Arial, Helvetica, sans-serif;"> Shirley Jackson's story "The Lottery" ends with the stoning of yet another citizen. As readers, we never find out if the townspeople eventually learn their lesson and give up the archaic practices of the past. As teachers, though, our story is still unfolding. It isn't too late for us. </span></div>
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<span style="color: #202020; line-height: 25.2000007629395px;"><span style="font-family: Arial, Helvetica, sans-serif;"> </span></span><br />
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Anonymoushttp://www.blogger.com/profile/00193436965328014004noreply@blogger.com0tag:blogger.com,1999:blog-16640504470877174.post-83435319613595528662014-12-10T08:39:00.002-08:002014-12-19T14:01:29.740-08:00Revolutionizing Social Studies Instruction<div class="MsoNormal">
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<span style="mso-fareast-language: JA;">Since the release of the College, Career, and Civic Life (C3) Framework for
Social Studies State Standards back in September 2013, social studies teachers
in my district have been challenged to restructure their traditional, familiar
pattern of teaching to make room inquiry-based learning. Instead of moving through their curriculum
chapter-by-chapter and test-to-test as they have done in the past, several of
our teachers have begun allowing students and their questions to drive
instruction. In education, any
transformation of this magnitude can often cause stress, and, at times, even
fear. <b>Unless school leaders work to
develop a supportive culture for change, teachers will not feel empowered to
move beyond their comfort zone, tackle the fear of the unknown, and accept the
risks involved in trying new strategies.</b><b> </b>
Fortunately in my district, because administrators cultivated a
supportive climate for change, a revolution in social studies instruction has
begun. <o:p></o:p></span></div>
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<b>In order to inspire a revolution, there has to be a perceived need for
change</b>.<span style="mso-spacerun: yes;"> </span>Often, people would rather
maintain the status quo than to develop the skills and strategies necessary to
bring on a revolution.<span style="mso-spacerun: yes;"> </span>It's simply safer
to keep doing what we've always been doing—even if we're not really sure why
we're doing it.<span style="mso-spacerun: yes;"> </span><o:p></o:p></div>
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<span style="mso-fareast-language: JA;">Back in September 2013, before teachers officially got their hands on the
C3 Framework and were challenged to revolutionize social studies instruction,
7th graders in my district were already knee-deep in their study of Colonial
America.<span style="mso-spacerun: yes;"> </span>The pressure was on for both
students and teachers to race through the content in an attempt to cover early
American history from colonization through the Civil War by the end of May.<span style="mso-spacerun: yes;"> </span>Within this rushed and hectic classroom
climate, I remember walking into a 7th grade classroom at Woodlawn Middle
School and observing students busy as work scanning their textbooks, reviewing
class lecture notes, and creating travel brochures.<span style="mso-spacerun: yes;"> </span>The travel brochures were to serve as
advertisements, detailing the specific geographical and industrial features
colonist could expect to find in the New England, Middle, and Southern
colonies.<span style="mso-spacerun: yes;"> </span>Ultimately, the goal in making
these brochures was to list the differences between the colonies so that
students could easily memorize and later recall these details on a
multiple-choice test.<o:p></o:p></span></div>
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Getting kids to draw colorful pictures, coin clever advertising slogans,
and prepare fancy brochures might provide a motivating and engaging activity;
however, at the time, <b>I couldn't help wondering what it really had to do with
deep learning</b>.<span style="mso-spacerun: yes;"> </span>And, to be honest, I
think the teacher often wondered the same thing.<span style="mso-spacerun: yes;"> </span>But year after year, he continued to assign
that travel brochure project.<span style="mso-spacerun: yes;"> </span>As a
matter of fact, I'm sure most of us remember doing a similar activity during
our own study of colonial America back when we were 7th graders.<span style="mso-spacerun: yes;"> </span>And, if you're anything like me, you
memorized the differences between the colonies just long enough to ace the
test, earn an A, and move onto the next unit, but did you learn anything about
how to read, write, and think like a social scientist?<span style="mso-spacerun: yes;"> </span>I admit, as a 7th grader, it didn't bother
me.<span style="mso-spacerun: yes;"> </span>This project represents the way I
had always been taught—it’s simply the kind of learning we did in a social
studies class, and it never occurred to me that it should look any
different.<span style="mso-spacerun: yes;"> </span><o:p></o:p></div>
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<span style="mso-fareast-language: JA;">Now that I am an educator, I can't stop thinking about those travel
brochures and the instructional time that had to be sacrificed so that kids
could spend the class period drawing pictures and bullet-pointing facts without
a context.<span style="mso-spacerun: yes;"> </span>Furthermore, how many hours
did the teacher spend grading students on whether they neatly colored their
pictures and correctly folded their paper into a brochure?<span style="mso-spacerun: yes;"> </span>Which historical thinking/content targets do
arts and crafts assess?<span style="mso-spacerun: yes;"> </span>And, more
importantly, what insights could students have gained from a more meaningful
learning experience? <o:p></o:p></span></div>
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<span style="mso-fareast-language: JA;">According to Hattie and Yates in their book <i>Visible Learning and the
Science of How We Learn</i> (2014), the traditional classroom structure I
encountered back in September 2013 (and back when I myself was in 7th grade)
involves the teacher imparting knowledge to students in the form of a lecture,
explanation, or set of teacher-generated guiding questions.<span style="mso-spacerun: yes;"> </span>In the world of content coverage, standing up
in front of students to deliver "the facts" they need to pass the
test is a quick and efficient way to get the job done.<span style="mso-spacerun: yes;"> </span>Instead of slowing down the curriculum to
make room for the close reading, thinking, and writing skills involved in the
Inquiry Arc of the C3 Framework, many teachers are compelled to push through
their content in an attempt to cover the mandated curriculum.<span style="mso-spacerun: yes;"> </span>Although the traditional classroom provides
students with swift information, it comes at a price.<span style="mso-spacerun: yes;"> </span>As Hattie & Yates (2014) point out, by
racing through our content "under duress of time pressures," we run
the risk of filling up our students with isolated facts (p.14).<span style="mso-spacerun: yes;"> </span>And, unfortunately, facts that are not
connected to meaningful and compelling questions, such as the facts that are
listed on colonial travel brochures, "will be subject to rapid forgetting
in the natural course of time" (41).<span style="mso-spacerun: yes;">
</span><o:p></o:p></span></div>
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<span style="mso-fareast-language: JA;">So what other choice did the teacher have?<span style="mso-spacerun: yes;">
</span>He had tons of content to cover and a deadline to meet, so he relied on
his go-to method.<span style="mso-spacerun: yes;"> </span>Year after year,
those travel brochures looked great tacked up on the walls outside his
room. Not only that, but they also got the job of memorizing the characteristics of the
colonies done in time to take the quiz and move on to the next unit.<o:p></o:p></span></div>
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<span style="mso-fareast-language: JA;">Fortunately, with the release of the C3 Framework, this teacher was presented with another </span>
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option— an option that turned his traditional classroom on its head. In the C3 classroom, the teacher no longer could serve as the "sage on the stage," doling out pre-constructed,
textbook driven knowledge. Instead, students
and their questions take center-stage in an unscripted learning
environment. For many teachers, life in
the unscripted classroom represents unchartered territory. If we choose to navigate through these
changes, we forfeit the feeling of control over student learning and alter our
traditional role in the classroom as the "giver of knowledge." </div>
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<span style="mso-fareast-language: JA;">Essentially, with the C3 Framework in our hands, social studies teachers in
my district have been called upon to break a century-long tradition of teacher-centered
instruction in American education.<span style="mso-spacerun: yes;"> </span>How
do we accept, let alone, cope with such a huge change?<span style="mso-spacerun: yes;"> </span>According to Sir Ken Robinson in his Ted Talk
<i>Bring on the Revolution</i>, innovation in education means challenging the things
we believe to be common sense and changing the mindset of the people who think,
"Well, it can't be done any other way because that's the way it's
done."<span style="mso-spacerun: yes;"> </span>It's tradition for the sake
of tradition that compels us to keep doing what we've always done with no other
explanation besides, “This is the way it has always been”—which is not a valid
reason at all.<o:p></o:p></span></div>
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<span style="mso-fareast-language: JA;">So what happened in our district to pull us away from the comfort and
safety of our traditional teaching methods?<span style="mso-spacerun: yes;"> Here's the answer: o</span>ur administration freed us from the confines of our memorization multiple-choice
exams and told us to experiment with assessment—to "try something
new."<span style="mso-spacerun: yes;"> </span>We spent time as a department
analyzing the C3 Framework indicators, evaluating potential resources, and
developing an understanding of what it truly means to read, write, and think
like a historian.<span style="mso-spacerun: yes;"> </span>With the C3 Framework
as our guide, we were no longer focused on the perpetual cycle of content
coverage.<span style="mso-spacerun: yes;"> </span>We could finally let go of the
memorization, recitation, and regurgitation method of learning and begin our
work with inquiry.<o:p></o:p></span></div>
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<span style="mso-fareast-language: JA;">But that's not all.<span style="mso-spacerun: yes;"> </span>We needed more
than just a new outlook on assessments—we needed a supportive environment
necessary for real change.<span style="mso-spacerun: yes;"> </span>True
innovation requires experimentation, trial, and inevitably error.<span style="mso-spacerun: yes;"> </span>According to Fullan (2001), when we begin
changing our practice, we often fall into an implementation dip, which is
"literally a dip in performance and confidence as one encounters an
innovation that requires new skills and new understandings" (pp.
40-41).<span style="mso-spacerun: yes;"> </span>Our administration gave us
permission to make mistakes, to fumble through new teaching strategies, and
to fall deep into the "dip."<span style="mso-spacerun: yes;"> As long as we focus our instruction on the meaningful and enduring skills of historical inquiry, we can feel safe and secure venturing out into unchartered territory.</span><span style="mso-spacerun: yes;"> </span></span></div>
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<span style="mso-fareast-language: JA;"><b><br /></b></span></div>
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<span style="mso-fareast-language: JA;"><b>Let the revolution begin!</b><o:p></o:p></span></div>
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So with the freedom to experiment with inquiry, what happened to those
Colonial American travel brochures? They
were sacrificed in favor of more meaningful, deeper learning. As a matter of fact, the entire 7th grade
curriculum underwent serious change.</div>
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<span style="mso-fareast-language: JA;">By following the guidelines of the C3 Framework, 7th grade social studies
teachers developed an overarching, compelling question for the year to guide the
work of their students: What led our nation to the Civil War?<span style="mso-spacerun: yes;"> </span>With this question in mind, students began
investigating early American history in order to explore the roots of the Civil
War.<span style="mso-spacerun: yes;"> </span>This endeavor required so much more
of students than simply memorizing maps and retelling information on a quiz.<span style="mso-spacerun: yes;"> </span>Instead, students analyzed the maps,
determined patterns, and developed conclusions—life-long skill that will be
remembered way beyond 7th grade.<span style="mso-spacerun: yes;">
</span>According to Wiggins and McTighe (2005), when students have the
opportunity to explore "key concepts, themes, theories, issues, and
problems" by actively "interrogating the content through provocative
questions," they gain deep and transferrable learning that will help them
throughout school and in the real world (p. 106). <o:p></o:p></span></div>
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<span style="mso-fareast-language: JA;">Analyzing the climate, geography, and industry of colonial America led
students to their own compelling question: Were the colonist more united or
divided?<span style="mso-spacerun: yes;"> </span>Giving students the freedom to
explore this question got them thinking on a level the teachers had never
anticipated.<span style="mso-spacerun: yes;"> </span>Students were delving into
social evolution and coming to understand the specific demands each region's
physical environment had on the culture of the people living there.<span style="mso-spacerun: yes;"> </span>In New England, colonist adapted to the
rocky, hilly land and thick forests by building big cities, becoming tradesmen,
and making a living off the sea.<span style="mso-spacerun: yes;"> </span>On the
other hand, Southerners with their fertile land and warm climate, owned large
plantations, relying on slave labor to farm their land, earn them money, and
build their success.<span style="mso-spacerun: yes;"> </span>The Middle
Colonies, according to his students, "were like a blur," using their
land both for farming and for the development of large cities.<span style="mso-spacerun: yes;"> </span>The Middle colonies shared characteristics of
both the North and the South, creating a "blend" that would come into
play throughout the history of the young nation.<span style="mso-spacerun: yes;"> </span>The differences between the colonies don't
need to be memorized and displayed in arts and crafts projects.<span style="mso-spacerun: yes;"> </span>Instead, they needed to be analyzed,
evaluated, and interpreted.<span style="mso-spacerun: yes;"> </span>The regions
are different and those differences helped to create the conditions that would
eventually fuel the Civil War.<span style="mso-spacerun: yes;"> </span></span><br />
<span style="mso-fareast-language: JA;"><br /></span>
<span style="mso-fareast-language: JA;">This is
the type of deep learning that can't be tacked on the walls outside our
room.<span style="mso-spacerun: yes;"> </span>By allowing kids to ask questions,
this teacher forged an apprenticeship with his students, established a purpose
for their learning, and mentored them toward becoming masters in the art of
historical thinking (Lesh, 2011).<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
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<span style="mso-fareast-language: JA;">Think about why kids love social studies?<span style="mso-spacerun: yes;">
</span>Do you ever hear your students claim, “I love reading my 800 page
textbook day after day, taking notes on each chapter, and memorizing 'facts' to
later recall on a multiple choice exam”?<span style="mso-spacerun: yes;">
</span>Instead, when I talk to students about why they love social studies,
they tell me how much they enjoy learning about the past, finding out why
things are the way they are, and using this information to help explain
present-day issues.<span style="mso-spacerun: yes;"> </span>They fall in love
with the content when they are provided the freedom and the guidance to ask
questions and pursue the answers to those questions.<o:p></o:p></span></div>
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<span style="mso-fareast-language: JA;">The Inquiry Arc of the C3 Framework presents teachers with a profound
moment—a choice—in how we structure our classrooms: Do we keep plugging away at
our textbooks in a cycle of fact memorization, information regurgitation, and
rapid forgetting? Or, instead, do we allow kids to ask questions, pursue inquiries,
and develop deeper learning?<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
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<span style="mso-fareast-language: JA;"><b>The only way this can happen is by releasing us from traditional
assessments and giving us the freedom to follow the guidelines of the C3
Framework—not as an extra task to add to our already overburdened
curriculum.<span style="mso-spacerun: yes;"> </span>But, instead, as the
backbone of teaching and learning.<o:p></o:p></b></span></div>
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<span style="mso-fareast-language: JA;"><b>Do we choose to transform our teaching?<span style="mso-spacerun: yes;">
</span>Bring on the Revolution!</b><o:p></o:p></span></div>
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<span style="mso-fareast-language: JA;"><span style="font-size: xx-small;">Bring on the learning revolution! (n.d.). Retrieved December 15, 2014, from
http://www.ted.com/talks/sir_ken_robinson_bring_on_the_revolution?language=en<o:p></o:p></span></span></div>
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<span style="mso-fareast-language: JA;"><span style="font-size: xx-small;">Fullan, M. (2001). Leading in a culture of change. San Francisco:
Jossey-Bass. Fullan, M. (2002). The change leader. EducationalLeadership,59(8),
16-20.<o:p></o:p></span></span></div>
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<span style="mso-fareast-language: JA;"><span style="font-size: xx-small;">Hattie, John, and Gregory Yates. Visible Learning and the Science of How We
Learn. London & New York: Routledge, 2014. Print.<o:p></o:p></span></span></div>
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<span style="mso-fareast-language: JA;"><span style="font-size: xx-small;">Lesh, Bruce A. "Why Won't You Just Tell Us the Answer?" Teaching
Historical Thinking in Grades 7-12. Portland, Maine: Stenhouse, 2011. Print.<o:p></o:p></span></span></div>
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<span style="mso-fareast-language: JA;"><span style="font-size: xx-small;">Swan, K., Lee, J., & Grant, S.G. (2014). C3 Instructional Shifts. C3
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<span style="mso-fareast-language: JA;"><span style="font-size: xx-small;">Wiggins, G. &
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Anonymoushttp://www.blogger.com/profile/09906138821551255982noreply@blogger.com0tag:blogger.com,1999:blog-16640504470877174.post-919125976334382552014-09-18T11:36:00.001-07:002014-09-18T11:36:41.518-07:00My Jerry McGuire Moment On Independent Reading<br />
<br />
Over the weekend, I was flipping through channels and inadvertently stumbled upon the movie <i>Jerry McGuire</i> where Tom Cruise has his famous epiphany: less clients, more personal attention (much to the dismay of his company who immediately hears this message as less clients, less money). A few minutes into the movie, I had what I considered to be my <i>Jerry McGuire </i>moment in education. <br />
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<a href="http://i.telegraph.co.uk/multimedia/archive/01948/jerrymaguire_1948575c.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="http://i.telegraph.co.uk/multimedia/archive/01948/jerrymaguire_1948575c.jpg" height="124" width="200" /></a></div>
Rewind to last spring whenI was fortunate enough to attend a professional development day in a neighboring school district where <a href="http://www.shanahanonliteracy.com/" target="_blank">Dr. Tim Shanahan </a>was the lead speaker. Not only was I able to hang on his every word all morning, but the icing on the cake occurred when I also got eat lunch with him and a group of my colleagues during the break. In the off-chance that you are not the huge literacy geek I am, let me contextualize this event for you: dining with Tim Shanahan would be like a Chicago Bears fan having the opportunity to catch a touchdown pass thrown by Jay Cutler (or so I am told by my building principal as I admittedly know close to nothing about football). Close to nirvana.<br />
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<a href="http://www.thesportsbank.net/core/wp-content/uploads/2011/10/jay-cutler-10_25_11-300x203.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="http://www.thesportsbank.net/core/wp-content/uploads/2011/10/jay-cutler-10_25_11-300x203.jpg" height="135" width="200" /></a></div>
Listening to Dr. Shanahan that day describe techniques to help students meet the demands of the Common Core Standards was more than inspiring. In fact, his discussion of the ACT research and how text complexity and not an isolated skill deficit is what causes the vast majority of students to struggle on these assessments actually led to a full blown "Think Tank" style discussion that week back in my school building analyzing how we should instruct and assess students on the Common Core targets. It was because of Shanahan's poignant explanation of how the Common Core was organized purposefully that ultimately led us to restructure our pacing guides and revise our rubrics to ensure that best instructional practices could be implemented in the classrooms each day. Needless to say, spending the day with Shanahan was an amazing experience.<br />
Fast forward a few months, I found myself watching <i>Jerry McGuire</i> late that night, replaying the lunchtime conversation with Dr. Shanahan in my head, and having my own personal <i>Jerry McGuire</i> epiphany. I recalled having asked Dr. Shanahan to share his views on independent reading, a concept I have always regarded with passion and enthusiasm. His response was clear: devoting classroom time to silent reading is not supported by the research. <i>What about all the research that demonstrates that simply more time in text leads to gains in student reading?</i> I had fired back at him. Shanahan's response was simple. The research that the experts use to support their claim that independent reading causes gains in comprehension really isn't substantiated. The effect size is so small, he said, that it is hard to justify instructional time being spent pleasure reading when an expert is available to instruct students.<br />
Well, then that's that. Right? I felt defeated. After all, in a world where education in America wholeheartedly embraces data analysis to drive all instructional decisions, Shanahan had laid it on the line for me. How could I possibly advocate for independent reading without solid data supporting my beliefs? But, on the flip side, how could a part of literacy that I felt so passionately about be perceived by leading literacy gurus as a waste of instructional time? But then I started thinking.....not all data is quantitative.<br />
In these first few weeks of the new school alone, I have collected my own qualitative data to prove that fostering a love of reading in students is beneficial. I've witnessed more times than I can recall students anxiously flying into the learning center first thing in the morning, wide-eyed, hoping to grab the sequel of<i> Divergent</i> that they had stayed up all night reading the night before. And when I think about the students whose expressionless faces become instantly animated when I informally ask them about he copy of the <i>The Fault In Our Star</i>s they have sitting on their desks, I have collected data. And how about the students who bring their books to the lunchroom and read through chaos because they just have to know what happens next? Isn't it important for us to continue to feed this passion for students who have already found a love for reading before their crazy, fast-paced reality of rushing from activity to activity makes the act of reading for pleasure something these students "used to do when they had the time." <br />
But, for me, the most important data I've collected comes from the students who claim to hate reading, the ones who struggle to make it to school each day and have never finished a book in years. It is when these students, who would rather eat mealworms than be <i>forced </i>to read anything suddenly find themselves reprimanded for reading in other classes because they have finally found a book that has hooked them that I want to remind all educators of the role motivation plays in our schools each day. Would these once reluctant readers have found this perfect book if it hadn't been for the time devoted to book talks, independent reading, and the knowledgeable guidance of their teachers and learning center staff? One only needs to collect some data on the percentage of students who read nothing outside of their school day (a very disheartening number) to determine the answer to this one. It is especially for these reluctant readers and their friends that I will continue to be a solid advocate for independent reading in schools.<br />
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<a href="http://t1.gstatic.com/images?q=tbn:ANd9GcRhkfmtsw743ctPmmOiSFfg9TPAdhu9cNjIM8ho1XWb8zcRzpkWEIrKGQ:s3.amazonaws.com/rapgenius/tom-cruise-couch-jump-oprah.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="http://t1.gstatic.com/images?q=tbn:ANd9GcRhkfmtsw743ctPmmOiSFfg9TPAdhu9cNjIM8ho1XWb8zcRzpkWEIrKGQ:s3.amazonaws.com/rapgenius/tom-cruise-couch-jump-oprah.jpg" height="240" width="320" /></a></div>
When I think of these stories and how they might not exist without independent reading, I have to stand up to the educational world of today and in true Jerry McGuire Fashion declare: <b>Let kids read in school!</b> Not every success story can be measured quantitatively on a standardized test. Luckily, as teachers, we already know that (even if we don't stand on couches to be heard). <br />
In all honesty, this blog was probably one of the most difficult for me to write and the one whose final product I feel least satisfied with because even now as I am about to publish it, I don't feel the words truly encapsulate the passion I feel for cultivating<b> </b>a love of reading in <b>all </b>students we teach. It is also the first blog I have written, rightfully so, that is not flooded with statistics and research to support my arguments. Although I am definitely a proponent of using data to drive decisions and advocate for using solid logos and ethos when crafting a strong argument, I am also an advocate for helping students grow as life-long readers and -- most importantly--as people. Providing students time to choose and read books they wouldn't have found on their own, discuss this quality literature with their peers, and reflect on how the texts affect them personally is crucial. With these activities we are ultimately helping readers uncover the mark they wish to leave on our world: a worthwhile endeavor for all of us, no matter how old we are. <a href="http://www.stevelayne.com/" target="_blank">Steven Layne</a>, in <i>Igniting a Passion for Reading, </i>argues that our educational system has ignored reading motivation and attitude for too long simply because these areas are less measurable and that "if we continue to ignore [motivation] and teach only skills, without the desire to use those skills, where is the benefit?" (13)<br />
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And if this blog entry wasn't corny enough for you, I leave you with a video that I found on you tube that lays out all the amazing ways teachers touch students lives each day. <br />
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<br />Anonymoushttp://www.blogger.com/profile/00193436965328014004noreply@blogger.com0tag:blogger.com,1999:blog-16640504470877174.post-9856296226308573932014-05-01T07:09:00.001-07:002014-05-01T09:00:45.729-07:00Time Vs. Content Coverage--the Epic Battle<div class="p1">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiKifQ9bE8wj3D7p1BlxAgKEjixwk232_WG7NgjjecURe5Uk4PblRrxsFbF-FVWbH-hIyR9Mg2BlBaLF07taJ950dvWQ0vJSgyzqWr5ISPu7U-soDepNLJp4blednmD2-_d3tDES-8/s1600/imgres-1.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiKifQ9bE8wj3D7p1BlxAgKEjixwk232_WG7NgjjecURe5Uk4PblRrxsFbF-FVWbH-hIyR9Mg2BlBaLF07taJ950dvWQ0vJSgyzqWr5ISPu7U-soDepNLJp4blednmD2-_d3tDES-8/s1600/imgres-1.jpg" height="149" width="200" /></a><span class="s1">As I was thinking back to my high school days and on my own experiences learning history, I recalled an episode from one of my favorite shows of all time: <i>Beverly Hills 90210.</i> In this particular episode, Brandon Walsh (the main character) who usually loves American history complains to his friends that Mr. Danzel (his teacher) has ruined history class. By assessing students through </span>impossible, factual-based quizzes, Mr. Danzel has reduced the study of history to little more than memorizing "a bunch of facts." Some students at West Beverly High, including Brandon himself, feel so much pressure to pass these quizzes they are willing to cheat. When Brandon confronts Mr. Danzel with his concerns over these quizzes, Danzel defends his teaching methods, arguing that "memorization lays the foundation for a college education where [students'] ideas can be more fully examined." In response, Brandon wonders <i>who</i> will fully examine these ideas--"A group of kids who have never been challenged to think?"<br />
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<span class="s1">Within this classic episode of <i>90210, </i>Brandon and his teacher find themselves engaged in the great debate over depth Vs. breadth in the teaching of social studies content: <b>do we expose our students to as much content as possible to help them know the facts, or do we take Brandon's advice and slow down our teaching to provide opportunities for deep learning of less content?</b></span><br />
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<span class="s1">Throughout my teaching experience, most of the social studies teachers I've met love their content. They have study it, analyzed it, and have worked hard to become experts. To know their facts. </span>And year after year, these teachers are forced into the perpetual battle, pitting time against coverage, often feeling pressure to rush their teaching in order to get through their district mandated curriculum. Not only is this battle exhausting, but it also does little more than to promote surface-level learning--learning that is subject to rapid forgetting over the course of time. Students might retain the information long enough to circle the correct answer on a multiple choice test; however, as Brandon points out to his teacher, students will not acquire the deep learning of content material that allows them to reflect upon, connect, and integrate knowledge. Ironically, it is the very thing we and Mr. Danzel do to “get through” the curriculum that inhibits deep learning. Our love affair with the content and our honorable mission to impart historical knowledge might be sabotaging the learning of students--students like Brandon who might eventually grow frustrated and fall out of love with history. This certainly is not the intention of Mr. Danzel or of any social studies teacher engaged in an all-out content coverage battle, but it could very well be an unfortunate side effect.</div>
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<span class="s1">In the book <i><a href="http://www.amazon.com/Visible-Learning-Science-How-Learn/dp/0415704995/ref=sr_1_1?ie=UTF8&qid=1398696400&sr=8-1&keywords=visible+learning+and+the+science+of+how+we+learn">Visible Learning and the Science of How We Learn</a></i> (2014), Hattie and Yates reviewed a study examining time’s role in promoting deeper learning. In this study, the same eighth grade curriculum was taught in four different ways--as a full 12 week period or as a cut-down form in either 9 week, 6 week, or 3 week versions. In all four versions, the same four topics were covered; however, the time allocated to teach each topic was dramatically reduced. According to the results, this reduction in time made very little impact on multiple choice exam scores. However, on written tests that assessed the depth of learning, students in the classes with reduced time for learning were unable to pass. These students, like <i>90210's</i> Brandon, who received the abridged version of the curriculum could not make connections or integrate ideas across the four units. Just as Brandon had warned, rushing through the content forced teachers, like Mr. Danzel, to limit opportunities for students to engage in a variety of meaningful and enriching activities that would have promoted knowledge building. </span><br />
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<span class="s1">Think about how many times we as teachers have been forced to cut short a class discussion in order to quickly lecture through the material so kids “get what they need” for a test--and get it fast. Or think about the teacher who is forced to cancel the class debate, skip an inquiry-based learning experience, or cut an analysis of a primary source document simply because she’s “a week behind” the other social studies teachers battling the content down the hall from her.</span></div>
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<span class="s1">When we remove these powerful and engaging learning opportunities in favor of teacher lectures with PowerPointed quick-and-easy summaries of important historical events, we reduce our practice to nothing more than pre-packaged knowledge handed over by an authority figure--or as Steve, the class clown from <i>Beverly Hills 90210, </i>describes it: "a fossil in a suit." Yikes! We might be able to progress through more material at a faster rate, but are the kids really learning? Could Brandon be right about his assessment of Mr. Danzel's teaching: Can kids "dig deeper into the broader historical context" if we don't promote their historical thinking skills? </span></div>
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<span class="s1">Hattie and Yates (2014) refer to Mr. Danzel's style of teaching as the recitation method. Using this method, Mr. Danzel might provide a lecture as described above, or he might interact with the class by inviting students to respond to teacher-initiated questions. When a student responds, he evaluates the response before moving on to his next question. This series of questions and answers is typically carried out in an orderly fashion, with the teacher highlighting what he perceives to be the key points of the curriculum. Unfortunately, these teacher-generated questions are usually low-level and factual, requiring simplistic answers. Typically, only one student at a time is active while the majority of the students watch and listen--or simply appear to be listening. Overall, the “conversations” involved in this method are predictable and unengaging. Students show up to watch the teacher work rather than actively participating in their own learning.</span></div>
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<span class="s1">We are all familiar with this routine. Think back to your own high school days when the teacher would ask the class a question (a factual question with a clear right or wrong answer rather than a thoughtful-provoking question that would elicit a back-and-forth student discussion). A few students--usually the same ones every time--would raise their hands to answer the question. After a while, we all began to figure out the kids who get it and the kids who don’t. I didn’t get it, but I sure learned how to become invisible during those “discussions.” If I moved my head into just the right position behind the kid in front of me, I could hide out and never be noticed. Unfortunately, this trick didn’t work in all my classes. Every once in a while, I would get the teacher who would ask a question, but instead of engaging in the back-and-forth exchange between the smarty-pants sub-group of kids who love to answer these teachery-type questions, he would purposely call on the kids trying to hide out and act invisible. In these classes, I spent so much time worrying about being called upon that I had no energy left for actual learning. </span></div>
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<span class="s1">Why do teachers hold onto these routines? Why does this type of teaching persists in so many social studies classrooms despite decades of criticism and attacks from expert educators? </span></div>
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<span class="s1">Simply put, we and Mr. Danzel teach this way because we are forced to battle the clock to cover the content. The recitation model is swift, easy, and creates the illusion (the feeling) of teaching. Content coverage is the worst type of nemesis in our curriculum battle because it manipulates us into thinking we’re doing what’s best for kids. Mr. Danzel and the other history teachers engaged in this battle truly want students to love the content, to know their facts, and to understand the history of their world. We want to share our knowledge with them; however, brain research tells us that exposing students to high levels of information presented through lectures and teacher-talk overloads the wandering mind of an adolescent. All those facts we want kids to know and to love simply don’t stick for most learners.</span></div>
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<span class="s1">So what can we do? First, we need to focus on depth rather than breadth. </span><br />
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<b>1.</b> <b>Search for the essential questions or big pictures.</b> According to Bruce A. Lesh in his book <i><a href="http://www.amazon.com/Why-Wont-Just-Tell-Answer/dp/1571108122/ref=sr_1_1?ie=UTF8&qid=1398703567&sr=8-1&keywords=teaching+historical+thinking">Why Won't You Just Tell Us the Answer? Teaching Historical Thinking in Grades 7-12</a> </i>(2011), the teacher's role in helping students develop as historical thinkers is to provide students with context and historical information that will allow them to address powerful and thought-provoking questions. Organizing student learning around an "essential question" rather than a list of content standards compels students to explore the past. The new <a href="http://www.socialstudies.org/c3">C3 Framework for Social Studies States Standards</a> supports the use of compelling and supporting questions as the central element to the teaching and learning process.<br />
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<b>2.</b> <b>Don’t just teach the fact, but give kids time to apply this knowledge. </b> Simply spending more time on an activity doesn’t improve learning unless there is guidance, instruction, feedback. Lesh argues that "to fully promote a study of the past, students must be taught and provided the occasion to engage in the development, defense, and revision of evidence-based historical interpretations" (21). Teachers need to work with kids on both content and process if they are to provide a comprehensive study of the past. </div>
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<b>3. </b> <b>Create opportunities for quality student talk. </b>We can’t just put students in groups and encourage them to talk. We need deliberate strategies to structure these discussions. Try using the structured <a href="http://www.paideia.org/about-paideia/">Paideia model </a>or or even Socratic Seminar.<br />
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<span class="s1">In the following example, 7th grade social studies teachers at Woodlawn Middle allowed depth to trump breadth. For this activity, the teachers </span>shared an image depicting an historical event and asked students to scan the image and circle anything they see that helped them determine who created the photo, when, and why. At first, teachers guided students through the activity, modeling their thinking as they analyzed the picture. Eventually, they handed over the analysis to the students, providing time for students to collaborate before writing their analyses. See below:<br />
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This image clearly relates to one of the historic movements
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In the end, it all boils down to what we believe our role is in preparing students for college and beyond by asking ourselves what we really want students to get out of our class. Do we want students to memorize the facts, or do we want them to be able to apply historical thinking skills? After reflecting on Brandon's critique of his history class, Mr. Danzel had a change of heart. At the end of the episode, after handing out the dreaded mid-term exam, he asks students to tear up the test. Instead of regurgitating facts on a test he has given year after year, he tells students he wants to "know what [they] think." He asks students to write a thoughtful response to the following question: "Using examples from history and your own answers, what do you think our government should have done in the 19th century to save the American Indians?" Brandon, the last student to turn in his response, walks up to Mr. Danzel and says, "That was a hard question, but a good hard question." In the end, Brandon's love of history is reignited, and Mr. Danzel embraces the challenge of teaching his students to think. Perhaps in our own battle against the clock, we can remember Mr. Danzel's struggle and let go of content coverage in exchange for deep and meaningful learning.<br />
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Works Cited:<br />
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<span class="s1">"College, Career, and Civic Life (C3) Framework for Social Studies State Standards." <i>National Council for the Social Studies</i>. N.p., n.d. Web. 01 May 2014.</span></div>
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<span class="s1">Hattie, John, and Gregory Yates. <i>Visible Learning and the Science of How We Learn</i>. London & New York: Routledge, 2014. Print.</span></div>
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<span class="s1">Lesh, Bruce A. <i>"Why Won't You Just Tell Us the Answer?" Teaching Historical Thinking in Grades 7-12</i>. Portland, Maine: Stenhouse, 2011. Print.</span></div>
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<span class="s1">Star, Darren. "Higher Education" <i>Beverly Hills 90210</i>. Fox. 15 Nov. 1990. Television.</span></div>
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Anonymoushttp://www.blogger.com/profile/09906138821551255982noreply@blogger.com0tag:blogger.com,1999:blog-16640504470877174.post-9185633721231210172014-02-26T06:32:00.001-08:002014-02-26T06:32:34.245-08:00Equity in the Classroom: Building Background Knowledge<a class="rg_l" data-ved="0CKsBEIQcMBo" href="http://www.google.com/imgres?client=firefox-a&sa=X&rls=org.mozilla%3Aen-US%3Aofficial&channel=sb&biw=1280&bih=572&tbm=isch&tbnid=n-cAN9qmpkTiMM%3A&imgrefurl=http%3A%2F%2Fsimplefactsplainarguments.blogspot.com%2F2013_02_01_archive.html&docid=zPPHYmNiURQ45M&imgurl=http%3A%2F%2F4.bp.blogspot.com%2F-H52Rxgqp9Lc%2FUSXJuf7C1vI%2FAAAAAAAAAWo%2FXHyE_DQ_U74%2Fs1600%2Fbored-students2.jpg&w=340&h=252&ei=TfkNU6-RAY-FqQGg9YGQCg&zoom=1&ved=0CKsBEIQcMBo&iact=rc&dur=573&page=2&start=17&ndsp=19" style="clear: right; float: right; height: 172px; left: 0px; margin-bottom: 1em; margin-left: 1em; width: 243px;"><img class="rg_i" data-src="https://encrypted-tbn0.gstatic.com/images?q=tbn:ANd9GcR9GaCkjkRZU227WrBxznbVgzb4G1GDveBHopRPBKlm2upllPGEkQ" data-sz="f" height="148" name="n-cAN9qmpkTiMM:" src="https://encrypted-tbn0.gstatic.com/images?q=tbn:ANd9GcR9GaCkjkRZU227WrBxznbVgzb4G1GDveBHopRPBKlm2upllPGEkQ" style="height: 180px; margin-left: 0px; margin-right: 0px; margin-top: -4px; width: 243px;" width="200" /></a><br />
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The bell rings to begin fourth period and seven students
slowly trickle into the reading intervention classroom in Anywhere,
USA. Their hands are
shoved into their pockets. They've brought no supplies. Despite the
look of complacency on most of the students' faces, the teacher begins
with a warm smile and cheerful
disposition and welcomes the new students to the first day of class.
"That doesn't mean we are going to actually read in here,
does it?" asks a student who is slumped so far down in his desk, his
face is barely visible: "I hate reading." And so begins another
teacher's mission to assist those who struggle find books they love
while simultaneously building literacy skills and background knowledge.
This scenario depicts the daily battle that many teachers of
mainstream classes and intervention classes alike must overcome in
schools across America. Luckily, we have many fantastic educators who
are up for the challenge.<br />
<br />
At a 2012 conference on reading that I attended, <a href="http://kellygallagher.org/">Kelly Gallagher</a> plainly stated: "You have to know stuff to be able to read stuff." In other words, students must possess <i>background knowledge </i>
in order to be able to comprehend and analyze material on related
topics. Background knowledge can be developed in many ways, but the
best source of background knowledge, of course, comes from first-hand
experiences and wide reading. Is it any wonder, then, that study after
study reveals that students who come from families who struggle
financially often possess less background knowledge than their grade
level peers? When parents are working two grueling jobs and struggling
just to put food on the table, can we fault them for failing to find the
money or time to bring their children to pricey museums and week-long
ski trips? Can we even fault them for not having the energy to sit down
and read with their children at the end of a sixteen-hour work day? <br />
<br />
The reality is that many students across the nation will come to us
with limited background knowledge, thus complicating their ability to
understand what they read. Since we cannot take students on daily field
trips across the globe, we must instead find ways inside our classrooms
to increase students' world experiences. In their article <i><a href="http://comprehension%20strategies%20cannot%20compensate%20for%20missing%20background%20information./">"Building And Activating Background Knowledge,</a>"</i>
Douglas Fischer and Nancy Frey remind us that "comprehension strategies
cannot compensate for missing background information." <b>In other
word, using best practices to explicitly teach students solid reading
strategies will do no good if we don't couple our instruction with
helping kids develop background knowledge. </b>I think this message
bears repeating. <br />
<br />
<span style="font-size: large;"><b>You can be the best teacher on the planet, using best
practices daily, and if you do not help students to build background
knowledge, some will never succeed.</b></span><br />
<br />
So how do great teachers help build background knowledge so all can succeed? <br />
<br />
<b><span style="color: red;">Ways to Build Background </span></b><br />
<br />
<b>1) Explicitly Teach Vocabulary -- </b>Heather
Haggerty reminds us that "Background knowledge plays a key role in a
student's ability to learn new information, and vocabulary is a key
component to accessing background knowledge. The words students have to
describe their experiences with a concept will give teachers great
insight into what students actually know before the lesson starts."<b> </b><br />
<br />
Studies
have shown that little time is actually spent in older grades
explicitly teaching vocabulary. Although many teachers instruct
students on how to look up words in a dictionary and how to use context
clues, little time is spent formally teaching new words to older
students. However, the research is clear: if teachers take the time to
pre-teach academic words in all content areas, those students with
limited background knowledge will be more equipped to tackle texts
containing these words than if no time is spent explicitly teaching
words. In order for vocabulary instruction to be effective teachers
should provide students with repeated exposures to the same words,
allowing students to create connections between the new concept and
their prior knowledge whenever possible. Using the words in discussion,
demonstrating which contexts the words should be used and providing a
visual picture of the new words are all strategies that will help
students to own the new word. Additionally, short video clips, labeling photographs, and word webs are additional ways to study words while building background simultaneously.<br />
<br />
<b>2) Choose Reading Material Wisely -- </b>With
the Common Core pushing teachers to build skills in literacy across the
content areas, it is important that teachers choose carefully the texts
they will use with their students. Since we are thankfully no longer
an educational system that values regurgitation of random facts above
the acquisition of those skills that would enable students to
independently navigate difficult texts, choosing texts that will help
students to better prepared to make sense of the world in which they
live is key. Although beginning with a high interest topic on
celebrities or pop culture might be a place to begin instruction of a
difficult learning target, eventually the texts and tasks teachers
choose should help students should help to build background. Prior to
reading <a href="http://www.amazon.com/Roll-Thunder-Hear-My-Cry/dp/0142401129"><i>Roll of Thunder Hear My Cry,</i></a>
for example, teachers could expose students to texts about post-Civil
War America and school segregation. Not only can these texts serve as a
vehicle to teach new literacy strategies, but teachers and students can
also breathe a sigh of relief that engaging texts can replace the
forty-five minute lecture that did little but cause students to tune out
and teachers' voices to go hoarse.<br />
<br />
<br />
<b>3) Avoid Boxed Reading Materials Programs </b>In her article, <a href="http://www.cesa4.k12.wi.us/cms_files/resources/7%20Ways%20to%20Kill%20RtI.pdf">"Seven Ways to Kill RTI,"</a>
Brandi Noll reminds educators that research supports the idea that "
commercially produced programs sporadically improve isolated skills such
as alphabetics — students’ ability to read words in isolation — but
most fail to improve real reading." This should be good news for
educators, since these programs are costly yet unnecessary. The sad
truth, however, is that many systems choose to forgo quality
professional development for the easy packaged program. To add fuel to
the fire is the fact that these packaged programs were created without
any knowledge of the specific students who will be receiving the
intervention. It is the highly qualified teacher taking the time to know his
or her students on a deep level who is able to help students build
background knowledge, brush up on reading strategies, and ultimately
come to enjoy reading. Instead of packaged programs, why not ask
students to complete interest surveys or anticipation guides as a way to
find out what they already know about, what they want to know about,
and what they need to know about to be successful with the texts they'll
be encountering? Allowing student choice leads to increased motivation leads to increased background knowledge leads to increased learning. Find me a child that is intrinsically motivated by the worksheets and quick reads of which many pre-packaged programs are comprised, and I will show you a parent who enjoys who enjoys watching his child strike out at a baseball game.<br />
<br />
<b>4) Teach Thematically -- </b>If
you browse many of the existing units that claim to be Common Core
aligned, one of the first similarities you will probably notice is that
they all begin with an essential question. In a 2012 Conference, <a href="http://teacher.scholastic.com/products/scholasticprofessional/authors/wilhelm.htm">Jeffrey Wilhelm</a>
suggests starting any instructional unit a thematic question. This
question increases student motivation because students are better able
to see a purpose for their reading and exploring of texts. Wilhelm
identifies a good inquiry-based question as one that is enduring,
engaging, at the heart of a discipline, and in need of uncovering. In
other words, the question shouldn't be one that is easily answered. It
shouldn't have one correct answer. It should be debatable. What makes a
good friend? Is perfection an obtainable goal? Is war a necessary
evil? Teaching thematically with an
inquiry-based question guiding the work helps to build background
knowledge because students are able to make connections between the
readings. They may start with little background knowledge on a
particular subject and through the unit accumulate a wealth of knowledge
that will enable them to be able to read more texts on similar topics
with ease.<br />
<br />
<br />
<b>5) Allow Time For Turn and Talk -- </b><img class="rg_i" data-sz="f" height="136" name="rHHZUV_TQy9o3M:" 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AtfM3jg6QY2njPB6w0jtVxVV/MXTiTG4SfsRyPHWG2/dWhQEREBERAREQEREBERBx2dugdUYLWsZpLWCS28RuDj7lU5XdqYGyMfG8Xa5pa4b2uFiO4qlWIUjoJpYH+VG90bvSY4tPuQedERAREQSnweK3iYpLF97A4drHNd8VY9VDza4n4Li9DKdDeVEbvRk5mnoHGB7FbxAREQEREBVZyzw9tRiVbLI55cZ5AbFtrNcWt2bmhEQaX5Bi86Tvb8E+QYvOk72/BZRBj5Bi86Tvb8E+QYvOk72/BZRB3+ZHCo4sW47S4nkZBpI2lu4KwCIgwiIgIiICIiAiIgLKIgKr2XuBxHFa43eLzOJALbXdZx2byURBoPkGLzpO9vwT5Bi86Tvb8FlEGPkGLzpO9vwT5Bi86Tvb8FlEA4HGBcOkBGrnN+CtthspfBE92t0bXO63NBPvREHpREQf//Z" style="height: 164px; margin-left: -3px; margin-right: -2px; margin-top: 0px; width: 240px;" width="200" />When
building background knowledge, it is important that students have time
to discuss and share their ideas with others. Giving students a few
minutes to discuss in pairs or small groups allows them to explore new
ideas, share new insights, and make sense of information before being
asked to share their thoughts in a whole group setting. Additionally,
by embedding "turn and talk" practices into a classroom routine, the
teacher is ensuring that all students have an opportunity to discuss key
information as opposed to only a select few students who may choose to
participate in a larger group setting. When time is tight, the "turn and talk" is usually the lesson component that is the first to be cut. Unfortunately, it is the most needed component to ensure that all can succeed.<br />
<br />
Thankfully, building background does not mean formal lectures given by teachers with
little student interaction. I am sure you have heard before that teachers should never be doing more work than their students. Turn and talk requires students to take ownership of their own learning. Giving students opportunities to discuss
new vocabulary terms and the texts they read about timely topics on a
thematically based unit will work wonders for all. <br />
Anonymoushttp://www.blogger.com/profile/00193436965328014004noreply@blogger.com0tag:blogger.com,1999:blog-16640504470877174.post-5931631548069226042013-12-01T12:24:00.002-08:002013-12-01T12:24:29.659-08:00The Forgotten Stepchild of The Literary World<br />
<span style="font-family: Verdana,sans-serif;">When my colleague Erica Martin and I finished our three-year graduate program in literacy from NIU, we felt the way people would expect us to feel: elated, relieved, and proud. At the same time, however, we also experienced another emotion: fear. By spending our time reading the latest books and research articles in the field of literacy that had been emailed to us in a neat little bundle and having the opportunity to discuss these new ideas with classmates who were just as excited about literacy as we were, we had become somewhat spoiled. We were now responsible for our own learning once again. How were we going to continue to advance our learning and knowledge on our own while at the same time keep up with the demands of our jobs, our children, and our daily lives? Well, one convenient place that has allowed me to continue to grow and learn from colleagues is <a href="https://about.twitter.com/download?logged_out=1" target="_blank">Twitter</a>. I love it because I can literally spend five or ten minutes in line reading an article or blog post and feel as if I am staying current on the new ideas in a fairly expedient manner. </span><br />
<span style="font-family: Verdana,sans-serif;"> This morning, while scrolling through Twitter, a post by Stephanie Harvey really touched a nerve with me: "Every child every day should hear an adult read something aloud, equal
amounts of fiction and nonfiction and at least one poem a day" (@Stephharvey49). If you recall, the first instructional shift of the Common Core State Standards calls for a "true balance of informational and literary texts" (engageny.org). In fact, the Core breaks it down even further to percentages. By 8th grade, students should be reading 45% literary material and 55% informational text. <a href="http://www.shanahanonliteracy.com/" target="_blank">Shanahan</a> reminds us that these numbers do not apply only to English class, but to the students' reading material across the school day (www.shanahanonliteracy.com). While I am genuinely pleased to see a heavier emphasis placed on informational text reading in all classes, and I am thrilled that content area teachers are beginning to view themselves as instructors of literacy, I am worried that as an educational system, many schools have misinterpreted the core and are offering students less opportunities to read poetry and other pieces of quality literature. Personally, I would hate to live in a world where poetry has become obsolete.</span><br />
<span style="font-family: Verdana,sans-serif;"> If you think I am overreacting, I ask you to reflect on this question: when was the last time you (and by you - I mean<b> teachers of all disciplines</b> - not just English teachers) read a poem aloud to students? Do you read aloud a poem daily as is recommended by Stephanie Harvey in her recent Tweet? Weekly? Monthly? If you cannot remember the last time you read a poem to students, I would argue that perhaps you should reconsider as poetry should still play an integral part in the learning of students everywhere for the following reasons:</span><br />
<span style="font-family: Verdana,sans-serif;"><b><br /></b>
<b> 1. Poetry's Connection to Social Emotional Learning </b>While some may argue that poetry is "unnecessary" because most of our students won't grow up to become poet laureates or even English majors, poetry has a strong connection to Social Emotional Learning. Poetry is about feelings, discovery, and understanding the world in which we live. It helps us cope when time are tough and celebrate our joy and accomplishments. As Dylan Thomas explains eloquently, "Poetry is what in a poem makes you laugh, cry, prickle, be silent,
makes your toe nails twinkle, makes you want to do this or that or
nothing, makes you know that you are alone in the unknown world, that
your bliss and suffering is forever shared and forever all your own." A large part of Social Emotional Learning requires students to be able to see events from the perspectives of others and to value the unique differences in attitudes and ideas that make each of us an individual. Poetry is the perfect medium to help students grow in this area. In her recent<a href="http://www.edutopia.org/blog/five-reasons-poetry-needed-schools-elena-aguilar" target="_blank"> edutopia blog</a> on the need to continue teaching poetry in schools, Elena Aguilar argues that "Our schools are places of too much "brain only;" we must find ways to
surface other ways of being, other modes of learning. And we must find
ways to talk about the difficult and unexplainable things in life --
death and suffering and even profound joy and transformation." Sometimes, poetry helps us to put words on the indescribable.</span><br />
<span style="font-family: Verdana,sans-serif;"> For those of you that need more "hard" and "fast" proof that poetry increases empathy in students, consider <a href="http://www.scientificamerican.com/article.cfm?id=novel-finding-reading-literary-fiction-improves-empathy" target="_blank">the recent research study</a> in New York City that concluded just that. In the study, students who were given literary fiction reading assignments scored significantly higher in their ability to recognize and draw conclusions about the feelings and emotions of others versus those who were given non-fiction or genre-fiction reading assignment. The results of this study really speak volumes to the need for students to be given opportunities to read quality literature and poetry to better understand the world. They probably won't do it on their own. The world is too full of distractions these days. They need you, their educator, to help them remember what they did not know they knew. <a href="http://kellygallagher.org/" target="_blank"> Kelly Gallagher</a> refers to these opportunities to read and discover oneself through fiction as "rehearsals for life." Of course, students may not become poets or English majors, but they are all a part of the human race. Poetry and quality literature enables them to practice life experiences prior to having first hand experience with similar milestones. Additionally, poems can enable students to comprehend and value experiences they may never encounter otherwise.</span><br />
<br />
<span style="font-family: Verdana,sans-serif;"><b> 2. Poetry Helps Students Understand Informational Text on A Deeper Level </b>Another misconception of the Common Core Standards is that text dependent questioning is the only type of questioning that should be occurring in classrooms. While it is true that Shift #4 requires students to "engage in rich and rigorous evidence based conversations about text," (engageny.org) we would be doing a serious disservice to students if our discussions were entirely scripted and teacher-centered. In previous blogs, we have spoken about the importance of achieving authentic student-centered discussions in your classrooms. And while it is crucial that students first understand the text and engage in discussions that require rereading of key passages and analysis of word choice, tone, and diction, it is these very discussions that set the stage for students to be better equipped to engage in the commonly misconstrued as <i>taboo</i> reader-response type questions: How would you have acted in a similar situation? How do you think the narrator felt when that happened? These questions are the kinds that drive book clubs and adult reading circles everywhere, because they remind us that we, as readers, bring our own unique perspective to the text. We engage in discussions of these types because they help students figure out who they are and who they want to be, using the literature to help get us there. In the years before CCSS, teachers may have begun with these questions. The problem with this format is that the text did not help drive the ideas of the readers. It was simply an afterthought at best. The CCSS remind us that students first must possess a deep understanding of the actual text before they can engage in a rich reader-response type discussion. Poetry, is the perfect medium, to help students make these connections to real-world events. What could be more powerful than reading a poem from a hurricane survivor after reading about the science behind the disaster? What has a more lasting effect on the human heart than reading a poem written by a Holocaust survivor after studying this horrific tragedy in a history class? To quote Aristotle, "Poetry is finer and more philosophical than history; for poetry expresses the universal, and history only the particular." Why not make the particular more accessible and significant in the minds of our students by supplementing it with poetry?</span><br />
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<span style="font-family: Verdana,sans-serif;"> <b> 3. Poetry is a Celebration of Words and Language </b>Those of you who know me probably know of my relentless passion for vocabulary instruction. Research solidly supports that explicit instruction in words and language increases a student's ability to comprehend challenging text: a necessary precursor to the Common Core Targets that require synthesis, analysis, and inference-making of these same texts. What better way to motivate students to learn new words and use them playfully than through poetry? When I was in college, I took several poetry and fiction writing workshop classes. I loved that a roomful of adults felt it important enough to sit around a in a circle and discuss the power of words on a page. During this time, I would often eat lunch with an adult returning student who was also an avid poetry writer. She carried her poems with her under her arm, and each time she read one aloud it was like she was unwrapping a new gift to herself. I marveled at the amount of energy she would spend on contemplating a single word change in a single line of her work, aware that the subtle changes in sound and meaning of the new word could have an enormous impact on the piece as a whole. How great would it be if we could help our students to channel a bit of this passion for language and words through the exploration of poetry mentor texts? </span><br />
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<span style="font-family: Verdana,sans-serif;"> Of course, I think most of us would agree that poetry has a value in education today. So why, then, are we, as a system, not investing our energy on it? I've heard the argument recently, "But I don't have time for poetry! I'm too busy teaching all these Common Core Standards." To this, I ask: are you sure you are teaching the standards? The 7th grade Literature Targets alone make multiple references to poetry. Standard Four in Seventh grade reads: Determine the meaning of words and phrases as they are used in a text,
including figurative and connotative meanings;<b> analyze the impact of
rhymes and other repetitions of sounds (e.g., alliteration) on a
specific verse or stanza of a poem or section of a story or drama. </b>And Standard Five: Analyze how a drama’s or <b>poem’s form or structure (e.g., soliloquy, sonnet)</b> contributes to its meaning. The sophistication of these standards is evident; poetry instruction obviously cannot begin and end with seventh grade. If you believe you are teaching the Common Core but have eliminated poetry from your classroom, I urge you to do a close reading of those standards one more time. </span><br />
<span style="font-family: Verdana,sans-serif;"> Since the Common Core clearly has emphasized the genre of poetry as important, does that mean teachers everywhere can dust the cobwebs off of their six week poetry unit and begin spending several weeks on identification of similes, metaphors, onomatopoeia, and hyperbole? Thankfully, not. Of course, some teachers may mourn the death of this unit, feeling that it was one that students enjoyed. I would argue that it might have been one that teachers and possibly even some students enjoyed. I would also argue, however, that the only day in the unit that was not entirely lost on a vast majority of boys in the room was that initial day when they got to bring their favorite rap lyrics to school and discover once again that music is poetry. When we teach poetry, we must teach it in a way that is engaging and motivating for all students.</span><br />
<span style="font-family: Verdana,sans-serif;"> The Common Core State Standards do require that we teach poetry but that we do it differently. Reviewing the two seventh grade standards alone that I shared with you earlier is enough proof of that. If you notice, both standards require students to<i> analyze</i>. No longer, thank goodness, is identification enough. In his article "Why Poetry is Necessary," <a href="http://www.huffingtonpost.com/roger-housden/importance-of-poetry_b_884319.html" target="_blank">Robert Housden</a> reveals that "Poems are necessary because they honor the unknown, both in us and in
the world. They come from an undiscovered country; they are shaped into
form by the power of language, and set free to fly with wings of images
and metaphor" (www.huffingtonpost.com). How could any of this magic happen if we don't allow our students to analyze, to dig deep, and to discover the world an author has created with words? I would venture to bet that this magic has never once happened in classroom where students first read a poem flooded with obnoxious onomatopoeia and then were asked to create their own example to demonstrate the sound of bacon sizzling. Kids are smarter than that. We need to give them the benefit of the doubt.</span><br />
<span style="font-family: Verdana,sans-serif;"> In her book <a href="http://www.amazon.com/Naming-World-Year-Poems-Lessons/dp/0325007462" target="_blank"><i>Naming the World: A Year of Poems and Lessons,</i> </a>Nancy Atwell combines published poets and student imitations in sample lessons that can be used with students. This is a fabulous resource for teachers who are not sure how to start including poetry into their curriculum. Whether you choose to use Atwell's book or other sources to expose your students to poetry, however, doesn't matter. What does matter is that we as educators band together to make sure poetry does not become the forgotten stepchild of the literary family. </span><br />
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<span style="font-family: Verdana,sans-serif;"><b>Poetry is finer and more philosophical than history; for poetry expresses the universal, and history only the particular.<br /><span>Read more at <a href="http://www.brainyquote.com/quotes/quotes/a/aristotle148501.html#U68CEDlbKRdGrw8m.99" style="color: #003399;">http://www.brainyquote.com/quotes/quotes/a/aristotle148501.html#U68CEDlbKRdGrw8m.99</a></span></b></span></div>
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<span style="font-family: Verdana,sans-serif;"><b>Poetry is finer and more philosophical than history; for poetry expresses the universal, and history only the particular.<br /><span>Read more at <a href="http://www.brainyquote.com/quotes/quotes/a/aristotle148501.html#U68CEDlbKRdGrw8m.99" style="color: #003399;">http://www.brainyquote.com/quotes/quotes/a/aristotle148501.html#U68CEDlbKRdGrw8m.99</a></span></b></span></div>
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<br />Anonymoushttp://www.blogger.com/profile/00193436965328014004noreply@blogger.com0tag:blogger.com,1999:blog-16640504470877174.post-87186723501932155272013-11-07T11:40:00.000-08:002014-05-28T12:36:00.894-07:00Have You Heard About the New Social Studies "Common Core"?<span style="font-family: Times, Times New Roman, serif;">With the release of the <a href="http://www.socialstudies.org/">C3 Framework for Social Studies State Standards</a>, history teachers struggling under the burden of their giant
curriculum finally have an alternative to content coverage. Through an inquiry-based approach to
teaching, the authors of the C3 Framework encourage teachers to surrender their
battle with content coverage and instead strive to build a robust learning environment in which students ask questions<b>, </b>seek answers to these questions, and communicate
their findings—all under the guidance of expert teachers who can share the disciplinary tools necessary to pursue their curiosity about
the world.</span><br />
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<span style="font-family: Times, Times New Roman, serif;"><o:p></o:p></span></div>
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<br /></div>
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<span style="font-family: Times, Times New Roman, serif;">What a relief!
What a revolution! <o:p></o:p></span></div>
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<span style="font-family: Times, Times New Roman, serif;">But are we ready for this?<o:p></o:p></span></div>
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<span style="font-family: Times, Times New Roman, serif;">According to the C3 Framework, the first dimension of the
Inquiry Arc of Learning begins with students developing compelling and
supporting questions to guide their learning process. Authors of the C3 Framework contend that these questions will arise naturally from students’ innate
curiosity about the world and from their efforts to make sense of how the world
works. However, some social
studies teachers argue that students can’t be expected to ask these compelling questions until they know their historical facts. According to this theory, kids need to read textbooks,
listen to lectures, and muddle through multiple-choice exams in order to build
up their knowledge base and gain an accurate understanding of their historical
facts. </span><br />
<span style="font-family: Times, Times New Roman, serif;"><br /></span>
<span style="font-family: Times, Times New Roman, serif;">But this seems to be a backwards
approach to learning. If we fill
students up with content knowledge in the hopes that they will refer to their
history facts when called upon to think later in life, then we will surely end
up disappointed. Historical facts
alone won’t stick in kids’ memories.
According to Sam Wineburg, Daisy Martin, and Chauncey Monte-Sano in
their book <a href="http://www.amazon.com/Reading-Like-Historian-Teaching-Classrooms/dp/080775403X/ref=sr_1_1?ie=UTF8&qid=1383699746&sr=8-1&keywords=reading+like+a+historian"><i>Reading Like a Historian: Teaching Literacy in Middle and High School History Classrooms</i> </a>(2013), facts can
only be mastered by “engaging students in historical questions that spark their
curiosity and make them passionate about seeking answers.” As detailed in Dimension 1 of the C3
Framework’s Inquiry Arc, questioning is the key to student learning. Kids are naturally curious about the
world and want to make sense of it.
Research shows us time and again that our students are not simply “empty
vessels in which to pour our adult ideas and knowledge” (C3 Framework, 2013, p.
84). In fact, it is the pursuit of
coverage that blocks historical thinking.
Because we are so pressured to get to the Cold War before February or
finish Ancient Greece before Spring Break, we spend the majority of our
teaching time talking at kids in the form of lectures or question-and-answer
sessions. According to the
research of Tamara L Jetton and Cynthia Shanahan in their book <i><a href="http://www.amazon.com/Adolescent-Literacy-Academic-Disciplines-Principles/dp/1462502806/ref=sr_1_1?ie=UTF8&qid=1383699793&sr=8-1&keywords=adolescent+literacy+in+the+academic+disciplines">AdolescentLiteracy in the Academic Disciplines: General Principles and PracticalStrategies,</a> </i>only 3% of instructional time
in middle and high school classrooms is devoted to the explicit teaching,
modeling, and scaffolding of students’ comprehension of a text (2012). Instead, these learning opportunities
are sacrificed for the memorization of a litany of facts that will most likely
be forgotten.</span></div>
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<span style="font-family: Times, Times New Roman, serif;">So does this mean we throw out our content? <o:p></o:p></span></div>
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<span style="font-family: Times, Times New Roman, serif;">Absolutely not.
Although the C3 Framework argues that “individual mastery of content no
longer suffices,” students need content to help them understand the time period
and context in which they are studying (19). As a matter of fact, a major component of the C3 Framework’s
Inquiry Arc is Dimension 2: Applying Disciplinary Tools and Concepts. This dimension helps kids access the
content they need to pursue their inquiries. Bruce A. Lesh in his book <i>“<a href="http://www.amazon.com/Why-Wont-Just-Tell-Answer/dp/1571108122/ref=sr_1_1?ie=UTF8&qid=1383699843&sr=8-1&keywords=why+don%27t+you+just+tell+us+the+answer">Why Don’t You Just Tell Us the Answers?” Teaching Historical Thinking in Grades7-12</a>, </i>contends that an inquiry-based
approach to teaching actually elevates the teacher importance in instruction. The teacher has the role of providing the context and guiding students “from being novices to masters in the art of
thinking historically” (2012, p. 15).<i> </i> <o:p></o:p></span></div>
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<span style="font-family: Times, Times New Roman, serif;">While investigating their inquiries, students will need help
with Dimension 3 of the Framework, which addresses the skills of navigating
through <b>multiple</b> texts, evaluating
sources, and choosing evidence. The Sanford History Education Group’s Reading Like a Historian website (<a href="http://sheg.stanford.edu/rlh">http://sheg.stanford.edu/rlh</a>) is a great resource for
engaging kids in the historical inquiry of primary documents. These inquiries give teachers the
opportunity to share the disciplinary reading strategies of sourcing,
contextualizing, corroborating, and close reading—the reading strategies used
by actual historians. Sourcing and contextualizing the documents helps students
develop the habit of analyzing the author, his affiliations, and his beliefs
while determining the historical context in which the document was written. While corroborating, students learn to
evaluate the text’s level of agreement or disagreement with other texts they
have read. In <i>Reading Like a
Historian, </i>Sam Wineburg, Daisy Martin, and Chauncey Monte-Sano
(2013) argue that this process of historical inquiry “transforms the act of
reading from passive reception to an engaged and passionate interrogation. For historians, the act of reading is
not about gathering lifeless information to repeat on a test, but engaging a
human source in spirited conversation” (introduction). Through an inquiry-based
approach to teaching, students will learn to see their textbook as simply
another source of information rather than the end-all be-all of historical
truth. By
encouraging students to seek out and read texts from multiple perspectives,
some of which conflict with each other, we convey the idea that history is about
“the struggle to make meaning from the remnants of our past, to craft new interpretations
of texts, and make evidenced based and rationalized arguments to support
those claims” (Jetton & Shanahan, 2012, p. 77)<i>.</i></span><br />
<span style="font-family: Times, Times New Roman, serif;"><i><br /></i></span>
<span style="font-family: Times, Times New Roman, serif;">The fourth Dimension of the Inquiry Arc provides the purpose for students' learning. In this final stage of the inquiry process, students communicate their conclusions and take informed action. This can take a range of venues and forms, such as individual essays, group projects, multimedia presentations, discussions, debates, and policy analyses. The C3 Framework advocates for variety in both what and how students share their learning. Students need opportunities for individual, partner, and group work. This Dimension helps both teachers and students venture beyond multiple choice exams and into real-life application of their learning. Students can communicate their conclusions to a range of audiences beyond just the teacher and into the classroom and outside the school. With this approach, kids don't learn history just for the sake of doing well on the final exam; instead, they have the opportunity to learn about history in order to ask questions about the world, seek answers to these questions, and present their findings to a wider audience.</span><br />
<span style="font-family: Times, Times New Roman, serif;"><br /></span>
<span style="font-family: Times, Times New Roman, serif;">For those teachers looking for an end to the vicious cycle of content coverage, the C3 Framework can provide the catalyst for revising both our instruction and assessments. Take a look at the changes coming to the <a href="http://advancesinap.collegeboard.org/english-history-and-social-science/us-history">AP History exam for Spring 2015</a>. If the AP program makes a change, then high schools will feel compelled to change, and middle schools will follow. </span><br />
<span style="font-family: Times, Times New Roman, serif;"><br /></span>
<span style="font-family: Times, Times New Roman, serif;">What a revolution! </span></div>
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Anonymoushttp://www.blogger.com/profile/09906138821551255982noreply@blogger.com0tag:blogger.com,1999:blog-16640504470877174.post-25846793983958362032013-10-18T14:34:00.001-07:002013-10-18T14:34:47.860-07:00Noticing Signposts and My Love Affair With Common Core Standard 10 Literacy experts have often gone on the record as saying that the one of the two most important targets when instructing the English Language Arts Common Core is Standard 10 which reads as follows: <a href="http://www.corestandards.org/ELA-Literacy/RL/8/10" target="_blank"> By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6–8 text complexity band independently and proficiently</a>. In plain English, this target requires that students know how and when to apply varied reading strategies <i>independently </i>to challenging text in order to understand on a deep level. Standard 10 is the most important target, in my opinion, because without the ability to comprehend tough text, students will be unable to master many if <i>any</i> of the other grade level standards connected to literacy. A student cannot analyze sections of text, determine the theme of a text, or critique the author's use of argument techniques when he or she is still unable to extrapolate the literal meaning from the text.<br />
I think it is safe to assume that most educators make the choice to join the teaching profession because they appreciate the learning process and wish to help others share in the learning as well. Thus, it makes sense that we who have a natural tendency to help others would want to limit the amount of time that our students feel frustrated and anxious as the readings and tasks become increasingly more rigorous. Unfortunately, what happens is that we end up doing a huge disservice to students under the guise of "helping" them. We lower the text complexity. We give students audio books to help them through tough reads. We remove "tough" vocabulary words and replace then with simpler words before handing out an article. We read everything aloud. We ask only our most fluent readers to read. We call on another student when the first students pauses and can't immediately produce a response. We talk so much about the text that students need only to listen to our lecture and can virtually bypass the actual act of reading altogether. <br />
I would argue that all of these behaviors that occur with the best of intentions are not helping our students to be better equipped to demonstrate proficiency of Standard 10. In fact, these types of choices actually create a vicious cycle of learned helplessness where students are forced to rely on their teachers and resources they provide to get by in life. Our students must experience struggle and be explicitly taught strategies to handle the challenges that accompany struggle instead of simply being sheltered from struggle altogether. Recently, I used the website goanimate to create a video that satirizes just what could happen to these same students who enter the work force and are not equipped with the literacy skills needed to get the job done:<br />
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="http://goanimate.com/videos/0npaYcfCrkUM?utm_source=emailshare&refuser=0mzk01_dxVtk" style="margin-left: auto; margin-right: auto;" target="_blank"><img alt="" height="286" 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" width="400" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Click on the picture to be directed to the site to view the video.</td><td class="tr-caption" style="text-align: center;"><br /></td></tr>
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As educators, we need to be careful that we do not inappropriately equate "struggle" with "frustration." Simply handing a child a rigorous text and telling him that is healthy to struggle will not suffice. In his blog "Common Core or Guided Reading," Tim Shanahan states eloquently that <a href="http://www.shanahanonliteracy.com/2012/07/common-core-or-guided-reading.html" target="_blank">"</a><span style="color: #1f497d;"><a href="http://www.shanahanonliteracy.com/2012/07/common-core-or-guided-reading.html" target="_blank">The success of the common core depends not just on the use of more challenging texts (that’s the easy part), but on whether teachers will have the patience and foresight to provide sufficient and appropriate scaffolding that will help the students to figure out the meaning of a challenging text without being told what it says." </a> <span style="color: black;">In other words, we, as teachers, should be scaffolding our instruction as a means to help students learn to do on their own what they can first only do with guided support.</span></span><br />
Recently, many of the 8th grade teachers at Woodlawn Middle School asked for my assistance in implementing the six signposts that good readers use while reading literature as outlined by Beers and Probst in their book <a href="http://www.heinemann.com/products/E04693.aspx" target="_blank"><i>Notice and Note: Strategies for Close Reading</i></a><i> </i>(2013). Although noticing and noting signposts while reading is not spelled out in the Common Core as a specific learning target, 8th grade students are adding this instructional strategy to their toolkits in an effort to gain valuable insights about the texts they read. Ultimately, students utilizing these signposts should be better prepared to master learning targets because they are working toward development of Standard 10. Beers's and Probst's signposts aid in removing the mystery that sometimes exists when students attempt to determine what they should devote their energy to analyzing and questioning as they read. The 8th grade LA teachers who
are employing these strategies with students recognize the importance of
continuing the development of students' literacy skills by explicitly
teaching strategies. They know that making time for these lessons in class will ultimately save them time teaching other targets in the long run. They don't view these lessons as "something extra" or "one more thing." They know that they are a prerequisite needed to encourage critical readers and writers.<br />
When teaching a new strategy, such as the Notice and Note signposts, it is essential that teachers not only explicitly teach the <i>how</i> of the strategy, but that they also thoroughly explain the why and the when to students. After exploring and modeling a new strategy several times with students, I want them to understand specifically why they are spending time learning it, how it will help them to better understand when they read, and when they should elect to use it on their own. This is a step that I think is often forgotten or only implied in many classrooms today and is essential if we wish to have students leave our rooms and use the skills we've taught them when we are not hovering over them, requiring it.<br />
Knowing that I wanted to express the <i>why </i>behind learning the signposts, I've always found that the best way to begin a new lesson in middle school is to incorporate an embarrassing tale from my own life into the lesson opening. And, luckily, I have plenty of experiences from which to draw and have no need to embellish. I began with the story of my first failed attempt at getting a driver's license at age sixteen. I was driving in a residential neighborhood. I noticed a STOP sign. I proceeded to roll through it and ended up failing the exam as result. Even though I was smart enough to <i>notice</i> that the signpost, (in this case, the STOP sign) existed, I did not do anything as a result of my noticing. I kept driving. ( In my defense, I didn't think I needed to stop...after all, none of my friends stopped at them.) But not doing something about the signpost resulted in my having to get right back in line and try for my license a second time. How does this example connect with reading? I explained to the students that it is not enough to just notice clues or "signposts" that writers leave for us in the text. We must, also, NOTE the significance of them. Otherwise, we run the risk of only having, at best, a surface level understanding of the text. It wouldn't have helped my case at all if I had turned to the driver's license examiner and pleaded, "But, honestly, I NOTICED the stop sign." Simply noting is not enough. Today, I told them, I would be teaching them to notice one of the signposts that good readers should notice while reading. In addition, I would help them to NOTE the significance by teaching them ONE specific question to anchor their thinking. Both parts are needed for successful comprehension.<br />
The lesson then involved teaching students one of the signposts as outlined by Beers and Probst in their book <u>Notice & Note: Strategies for Close Reading</u> that my colleague Erica Martin and I have described in greater detail in previous blogs. Through explicit modeling of how to use this strategy with short stories that connected thematically to upcoming novels, students practiced noticing the signposts and noting the significance of each as a way to gain a deeper understanding of the Common Core Learning Targets that focus on theme, character development, and conflict. It was pointed out repeatedly why the strategy should be used. I shared with students that I am often a person who likes to get to the point. Occasionally, if an author starts lapsing into a lengthy description of the same body of water, I may struggle with paying attention and miss a sign post. The sign posts help me to slow down. I should be aware of the signposts while reading whenever I read literature as a way to anchor my thinking, but especially when I am finding it difficult to differentiate between what is important and what might be a superfluous detail.<br />
To conclude the lesson and to quickly review the signposts in a more entertaining way than having me simply regurgitate the same information I gave them earlier, students were given approximately five minutes to create a skit that portrayed one of the recently learned signposts to the class. The students made sure to incorporate the anchor questions that they should ask themselves inside the skit to remind us one last time of how to note the significance once the signpost is located. For example, when the "words of the wiser" signpost is noticed, and students have recognized a place where a more experienced character is imparting his/her wisdom onto the main character, the question 'What's the life lesson and how might this affect the character?" is used to help students note the significance of the moment.<br />
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhccQXEXQBDDTZS4RswniLAde2xTDKtMWXbBv4Or8fy9V1b6Z-iryFVnurdJI2agF1q3H-UkxFs6m7jWVbsB6TMt4p-vcs7aNg06P1HWJ2S7uQfQeTEqBid3FwTd7PxJ47e9oYsuwC-npY/s1600/IMG_1370.jpg" imageanchor="1" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhccQXEXQBDDTZS4RswniLAde2xTDKtMWXbBv4Or8fy9V1b6Z-iryFVnurdJI2agF1q3H-UkxFs6m7jWVbsB6TMt4p-vcs7aNg06P1HWJ2S7uQfQeTEqBid3FwTd7PxJ47e9oYsuwC-npY/s1600/IMG_1370.jpg" height="320" width="239" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: left;">Students in Ms. Keehnast's class acting out the Words of The Wiser Signpost. Apparently beards always symbolize wisdom.</td><td class="tr-caption" style="text-align: left;"><br /></td></tr>
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Common Core Standard Ten will never be achieved if we simply try to bypass it in an effort to teach the other standards that target more specific literacy skills. I would encourage all middle and high school educators to take a long, hard look at their instructional practices, especially if they find students are not mastering standards that they have been instructing on for weeks. Could it possibly be that Standard 10 has not been explicitly addressed in your instructional practices? If the answer is yes, beginning to employ some solid literacy strategies with students might be a place to start.<br />
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Click on the link below to follow more blogs on Common Core and the importance of reading closely.<br />
<a href="http://christopherlehman.wordpress.com/oddsends/we-are-closely-reading-close-reading/" target="_blank"><img alt="close reading button" class="aligncenter" height="137" src="http://christopherlehman.files.wordpress.com/2013/08/close-reading-button-01.png?w=343&h=137" width="343" /></a><br />
<br />Anonymoushttp://www.blogger.com/profile/00193436965328014004noreply@blogger.com0tag:blogger.com,1999:blog-16640504470877174.post-39911611786740114332013-09-27T16:53:00.000-07:002013-09-27T17:00:40.007-07:00Let Your Students Do the TalkingThink about the last great conversation that you participated in. What made this a good conversation? Were you able to follow an argument, understand the point-of-view of another, expand on your beliefs, or even debate an alternate perspective? Now, imagine if you engaged in a discussion only to be led through a serious of scripted questions for which there was only one answer? And imagine if the person asking you these questions already knew all the answers. When we feel like our voices matter and that our questions mean something, we feel more invested and engaged in the conversation. However, if the goal of the conversation is for the listener to become a passive recipient of knowledge, then why would we join this "conversation"?<br />
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Unfortunately, these are the types of text "discussions" that often play out inside our classrooms. In their book <i>Notice and Note</i>, Beers and Probst describe this inauthentic, authoritative classroom talk as <i>monologic</i> (2013). Typically during monologic talk, the teacher imparts knowledge to students in the form of a lecture, explanation, or set of guiding questions. We might think we are engaging our students in conversations around a text--we might even lead our students through a carefully scripted list of questions--but these are merely pseudo-conversations. Think about it: when we ask a question for which we already know the answer, hoping kids share out the correct response for all to hear, then are we really having a conversation at all? It's no wonder why so many students are disengaged.<br />
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On the other hand, dialogic conversation involves asking authentic questions for which we don't know the answer so that both students and teachers work together to create meaning. According to Beers and Probst (2013), these conversations involve a give-and-take as the speaker becomes the listener and the listener becomes the speaker. Through this discourse, the students act as "co-constructors of their knowledge" where their voices count and their ideas matter (p. 27). If we want our students to engage in class discussions, then we need to critically examine the role of talk in our classrooms and make sure we encourage students to question ideas, allow them to take ownership in their learning, and help them to tackle the challenges of rigorous texts.<br />
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Beers and Probst offer several tips on how to improve student-to-student discourse in our classrooms. The following list is based on their suggestions:<br />
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<b>1. </b> <b>Listen to the conversations in your classroom to determine if there is evidence of rigorous thinking.</b> Although students might be engaged in the conversation, it's important to make sure they refer to the text to deepen and expand on their knowledge and that they are reflective, patient, and tolerant of other students' ideas and perspectives. We want to encourage dialogic conversation, but we need to make sure it's rigorous talk.<br />
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<b>2. Let the students pose the questions. </b> It is easy to ask students lots of questions that help guide them to an understanding; however, this line of questioning simply guides them to <i>our </i>understanding. As teachers, let's encourage kids to think through the text and bring their own ideas, refections, and interpretation to the table. Just because the kids are asking the questions doesn't mean we have to accept anything as an answer. Remember, we are looking for rigorous and accountable talk. So when students misread or offer an interpretation with no justification, we need to push them to the text to reread, rethink, and support their views.<br />
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<b>3. Provide students with strategies to help keep the conversation going. </b>Students who are not used to dialogic talk might not know how to engage in the discussion. Although we might be tempted to takeover, instead pass out conversation prompts on notecards for the students to refer to when there is a lull in the conversation. Provide students with mini-lessons and plenty of modeling on how to frame a response to a comment they wish to elaborate upon, disagree with, or need clarification on. Just as students need our help using reading and writing strategies, they need explicit instruction, modeling, and practice speaking and listening during class discussions.<br />
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<b>4. Provide students with specific feedback about their conversations. </b>Offering students specific feedback such as, "The point you just made about Roger's connection to Mrs. Jones really helps us understand why Roger chooses to stay rather than run away," not only encourages students engagement, but it also promotes more discussion. Simply offering up a "Nice job" or "Good point" here and there is disruptive to the flow of the discussion and doesn't help others understand <i>why</i> the comment is "nice" or "good." We want to seize on these unobtrusive, golden opportunities to instruct whenever possible.<br />
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<b>5. Encourage students to elaborate. </b>When we set the expectation for rigorous and accountable talk, then we need to push students to "tell us more" or "give us an example" when sharing comments that lack text support. If students struggle to provide support, take advantage of the opportunity to model elaboration for them. For example, if the student claims that Mrs. Jones must have stolen things when she was young but provides no evidence to support this claim, then the teacher could prompt the student by saying, "I understand your ideas here, and if I look toward the end of the story, I see a passage that would support your comment."<br />
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<b>6. Ask high-level questions to all our students</b>--even to those students who struggle with reading. Underachieving students benefit from deep, thoughtful engagement with a text and should not be sheltered from the experience of dialogic conversation. All students deserve the opportunity to grapple with challenging texts and challenging questions. If they don't learn how to work through these challenges with us during school, how can they be expected to do it in college and beyond?<br />
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<b>7. Arrange the desks to allow students to see each other's faces.</b> Simply moving the desks out of rows and into a circle makes a world of difference in promoting class discussions.<br />
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Students recognize when they are simply being led through a series of scripted questions. It's inauthentic. It's fake to them. Just as we adults don't appreciate monologic talk, neither do our students. If we want our students to experience deep, meaningful discussions full of aha moments and critical thinking, then we need to put down the question and answer list, pull up a chair, and let our students do the talking. <br />
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Works Cited:<br />
<span style="background-color: white; color: #4d4d4d; font-family: Verdana, Arial, Helvetica, sans-serif; font-size: 12px; line-height: 14px;">Beers, G. K., & Robert, P. (2012).</span><i style="background-color: white; color: #4d4d4d; font-family: Verdana, Arial, Helvetica, sans-serif; font-size: 12px; line-height: 14px;">Notice & note: strategies for close reading</i><span style="background-color: white; color: #4d4d4d; font-family: Verdana, Arial, Helvetica, sans-serif; font-size: 12px; line-height: 14px;">. Portsmouth, NH: Heinemann.</span><br />
<br />Anonymoushttp://www.blogger.com/profile/09906138821551255982noreply@blogger.com0tag:blogger.com,1999:blog-16640504470877174.post-27337680484744441522013-09-20T12:13:00.000-07:002013-09-20T12:13:07.539-07:00Word Up...It's Woodlawn Middle School!<br />
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Those of you who have young children might already be aware of the TV show <a href="http://pbskids.org/wordgirl/" target="_blank"><i>W</i><i>ord Girl </i></a>where a young female superhero sets out to protect the world while simultaneously teaching new vocabulary words. A girl after my own heart, really. I'd like to believe that Word Girl, if she actually existed, would be pretty darn excited about the amazing instructional practices that are currently happening here at Woodlawn Middle School in the area of vocabulary.<br />
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Gone are the days when teachers are assigning lists of words to students to look up in a dictionary, asking them record a definition (that they probably do not understand in the first place), and requiring them to write a sentence using the word without any explicit teaching ever taking place. Research has shown that this archaic practice is simply a waste of time if our goal is to increase students' word banks, helps them to understand more challenging texts, and provide them with better words to utilize in their written and oral discourse.<br />
Many English teachers across the building are engaged in what the research says are best instructional practices: explicitly teaching Tier 2 vocabulary words to students that will soon be encountered in class readings. According to Beck, McKeown, and Kucan, Tier 2 words are those words that learners are "less likely to run into ..as they listen to daily language" and "come mainly from interaction with books" (2008, p. 7). Thus, by selecting words that have endurance (will be found in many disciplines and contexts) and are essential to the comprehension of class readings, teachers are helping students to navigate more complex texts with increased comprehension success. <br />
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So what does the actual instruction of these words look like in the classrooms? Currently 7th grade English teachers at Woodlawn have been selecting the recommended number of five words to explicitly teach each week. These words will come from an informational text or "article of the week" that students will encounter later that week. On the first day, teachers use Beck's research-based "word conversation" method which involves having kids say the word while also sharing a visual image and simple definition with student. Additionally, teachers provide examples of ways in which the word can be used in various contexts, and hold conversations that require students to answer questions related to these new words. Students should have opportunities during this initial lesson to discuss the new term with peers before being asked to create<b> their own definition</b> of the new term. If students simply copy a teacher's definition, the lesson will be less meaningful. See below for a sample template used during a word conversation for the word <i>contradiction</i>. <br />
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After the initial exposure to the new words occurs, the words are ideally placed on a Word Wall as a visual reminder for both students and teachers to use the new words in speaking and writing about class content. What follows this initial instruction is pivotal in ensuring that students are able to add the new word to their internal word banks. Research has shown that students require repeated exposures to a word in different contexts to truly understand the word on a deep level (Stahl & Fairbanks, 1986; Mezynski, 1983). Thus, teachers need to provide students with multiple opportunities to connect these new words to old words daily. What this looks like may vary but a few examples of how this might happen are the following:<br />
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<li><b>Create a visual picture of their own.</b> Especially important for English Language Learners (Boyd Zimmerman, 1997; Brown & Perry, 2012), students can be given an opportunity to create a non-linguistic representation of the word. Asking them to explain how their picture connects to the word helps to solidify the connection between old and new background knowledge. </li>
<li><b>Give students sentence stems to complete using the words.</b> For example, if the word is <i>nonchalant</i>, students might be given the following sentence to complete: The character in the story "tried to be <i>nonchalant</i> when she...... " (Beck, McKeown, and Kucan, 2008 p. 85).</li>
<li><b>Ask students to respond to questions using the new vocabulary words.</b> Since teachers often struggle to fit everything in, it is important to point out that every repeated exposure to vocabulary does not or <b>should not</b> occur in the form of a worksheet. Skilled teachers will weave questions using the words inside authentic classroom discussions. For example, if the new vocabulary word were <i>urgent</i>, teachers might begin by asking students to list examples of urgent situations. When reading a story or article, they might ask: What text evidence did the author give to signal to the reader that the main character needed to act urgently? Good, solid vocabulary instruction is embedded within literacy instruction and should not feel like we are dropping everything right now to "do vocabulary."</li>
<li><b>Connect 2:</b> <b> Only after </b>a few opportunities to learn about the words, teachers could ask students to write one sentence connecting two new words together. Understanding the relationships that exist between words helps increase the likelihood that students will own and use these new terms independently.<br /><div class="separator" style="clear: both; text-align: center;">
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<span style="line-height: 200%;"> S</span>o if you are a parent of a student at Woodlawn Middle School, do not be surprised when you notice the sophistication of your child's word choice in speaking and writing increase dramatically as a result of these best practices being implemented. And if PBS is smart enough, the network will use Woodlawn as the backdrop for a future episode of <i>Word Girl</i>. Word up!</div>
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Works Cited<br />
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Beck, I. L., McKeown, M.
G., & Kucan, L. (2012). <i>Bringing words to life: robust vocabulary
instruction</i>. (2nd ed.). New York, NY:
Gulliford Publications, Inc.</div>
<!--EndFragment--> Beck, I.L., McKeown, M.G., & Kucan, L. (2008). <i>Creating robust vocabulary. </i>New York: NY: Guilford Publications, Inc.<br />
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Boyd
Zimmerman, C. (1997). Do reading and interactive
vocabulary instruction make a difference?
An empirical study. <i>Tesol
Quarterly, </i>31(1), 121-140).</div>
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Mezynski, K.
(1983). Issues concerning the acquisition of knowledge: effects of vocabulary
training on reading comprehension. <i>Review of Educational Research</i>, <i>53</i>(2),
253-279.</div>
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Stahl, S. A.,
& Fairbanks, M. M. (1986). The effects of vocabulary instruction: a model
based meta-analysis. <i>Review of Educational Research</i><span style="font-style: normal;">, </span><i>56</i><span style="font-style: normal;">(1),
76-110.</span></div>
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Anonymoushttp://www.blogger.com/profile/00193436965328014004noreply@blogger.com0tag:blogger.com,1999:blog-16640504470877174.post-25107643412649810992013-09-08T17:12:00.001-07:002013-09-08T17:12:47.074-07:00Teaching a Discipline Rather Than Covering ContentAs part of my literacy coaching responsibilities for this school year, I have been working more closely with our social studies department to help them implement Common Core Standards and bring literacy into their classrooms. <br />
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When working with social studies teachers in previous years, I devoted much of my energy to providing them with generic reading comprehension strategies that I hoped would encourage students to read and write "like historians." However, after much research and rethinking, I have come to realize that teaching generic comprehension strategies within the social studies curriculum does not necessarily help students navigate the demands of a historical text. In his book <i><a href="http://www.amazon.com/Developing-Readers-Academic-Disciplines-Buehl/dp/0872078450/ref=sr_1_2?ie=UTF8&qid=1378683944&sr=8-2&keywords=doug+buehl">Developing Readers in the Academic Disciplines</a></i>, Doug Buehl argues that simply providing students reading instruction through a literary lens will not prepare them for the reading and writing practices that are specific to their content classes (p. 14). In other words, in our history classes, we need to address disciplinary literacy rather than content literacy. <br />
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Content area literacy involves teaching literacy skills--the skills we typically teach in LA classes--using content texts, such as textbooks, primary source documents, or journal articles. On the other hand, disciplinary literacy requires students to use knowledge, skills, and reasoning that are specific to a discipline in order to master a text. Many of us bemoan that our students "can't read" and therefore must be sheltered from the frustration of reading challenging texts by spoon-feeding them content through lectures and presentations. However, this assumption is simply wrong. Most of our students are perfectly capable of reading. As noted by Shanahan and Shanahan (2008), many of our students appear as though they "can't read" because they have never gained "proficiency with the more advanced skills that would enable them to read challenging texts in science, history, literature, mathematics, or technology" (p.45). When we eliminate reading in the content classes and simply hand our students information through lectures and class presentations, we make kids totally dependent on the teacher for their learning. The ability to read complex disciplinary texts independently and proficiently is essential for success at college, on the job, and throughout life. We need to give students appropriate literacy instruction from disciplinary experts--the teachers who "read, write, and think through their chosen disciplinary lenses" every day (Buehl, 2011, p.29). <br />
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Does this mean content teacher need to be reading teachers? No, nevertheless, you do need to help students tackle texts within your own field of expertise. According to the Alliance for Education, all content teachers "should know what is distinct about reading, writing, and reading processes that go on in their discipline" so that we can give students "frequent opportunities to read, write, and think in these ways" (Pearson, 1996). So what does it mean to read like a historian? According to Buehl (2011), students tend to view history as a series of chronological events that must be studied for the purpose of fact-collecting. Students look to their textbooks as the authority on the social, political, and economic phenomena that have occurred throughout history. On the other hand, historians critically examine a text in order to understand why events happened, how these events changed things, and how the author arrived at these conclusions. Historians read a text as an argument rather than as truth statements. When reading about history, we need to mentor students not only in how to understand the events that occurred but also to recognize the interpretations of the author.<br />
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This seems like quite a challenge--a challenge that compels us to rethink our curriculum. What if we pared down the topics we covered and didn't feel pressured to race through a curriculum that's a mile wide and only an inch deep? What if we had time to slow down and really dig into the essential questions and themes that recur throughout history? When we can focus our instruction on teaching students how historians read, write, and think, then we no longer have to <i>cover</i> content and instead gain the opportunity to <i>teach</i> a discipline.<br />
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<br />Anonymoushttp://www.blogger.com/profile/09906138821551255982noreply@blogger.com0tag:blogger.com,1999:blog-16640504470877174.post-74106814251583579012013-08-30T12:22:00.000-07:002013-08-30T12:22:02.506-07:00On your mark......get set......read? This summer I was in the midst of folding beach towels, cleaning up after children, and contemplating dinner plans when a news story that had been playing in the background caught my attention. Chicago Bears player Martellus Bennett was discussing the fact that his teammates were shocked with the sheer volume of reading that he is able to accomplish in short periods of time. His secret? He revealed to reporters that he only reads the left side of the page and infers the rest. Although I am by no means judging Bennett who feels that this strategy works well for him, the story left me wondering how many of our students these days also perceive reading to be a race.<br />
As a nation, we are a people obsessed with immediate gratification. We want things when we want them, and when we want them is now. One needs only to examine the time-saving methods that pervade our culture. The microwave oven. Fast food restaurants and coffee drive-thrus that can morph into places of revolt when food isn't doled out the second we order it. TIVO and DVRs that make it possible for us to fast forward commercials and the "boring parts," finishing our favorite programs at record speed. And don't forget text messaging which has replaced email which has replaced snail mail as a means of communicating with people instantly.<br />
Although I will be the first to admit that these shortcuts have made life more convenient at times, I think that we need to be careful not to instill in our children the idea that things done more quickly are automatically done better. As educators and parents, we need to ensure that this societal fascination with speed should not ever replace good solid reading practices. We need to remind students that it is okay, and even essential, to sometimes take it slowly. As a reading teacher, I often remind students that how quickly I am reading will vary depending on <i>what </i>I read. If I am reading a book for pleasure written on a topic with which I am very comfortable and possess a lot of background knowledge, I may read at a quicker rate than if I were to tackle an article in my science class that contains a lot of scientific vocabulary and jargon with which I am unfamiliar. I will want to alter my reading rate to suit the text. When the grand prize is comprehension, reading should never be a race. These conversations are essential in classrooms.<br />
If we examine the work of <a href="http://www.stenhouse.com/html/authorbios_63.htm" target="_blank">Cris Tovani,</a> who spends her career helping educators to teach students to actively engage in text, we realize that actively reading actually <b>requires</b> us to slow it down. According to Tovani, good readers not only self-reflect on their comprehension while reading, but they also ask themselves questions, use "fix-up" strategies, and synthesize new information (Tovani, 2000). All of these strategies, if applied during the reading of the text will ultimately lead students to understand the text on a deeper level. Will doing these things take longer than simply reading the words? Absolutely. And they should.<br />
Of course, to students, it sometimes seems like we are sending mixed messages. After all, they have all had the experience of taking timed tests at some point in their educational careers. Additionally, one of the tests most schools are using today to help identify students who struggle with reading is by obtaining a "words-per-minute" rate. In other words, students read aloud for a minute, and educators calculate the number of words they are able to read correctly. The philosophy behind this assessment seems to make sense: students who cannot read words fluently and struggle with decoding (sounding out of words) will have a lower rate than those who have achieved automaticity (an ability to be able to read so that the reading sounds fluid and conversation-like). <br />
We as educators, however, have a responsibility to our students to explain that reading rate is <b>only one part</b> of reading fluency (hence why this test is not the sole measure used to identify students who may require additional literacy support). In order to read fluently, a student must also be able to use appropriate expression, adhere to proper phrasing (following punctuation marks), and read without skipping, omitting, or substituting words. As teachers of reading, we know this. We just need to make sure we are communicating this to students and modeling good reading for them as often as possible. At least once a year, while I am obtaining a reading rate on students, I always encounter at least one student who sits down next to me and begins to read so quickly that he has practically reached the last line in the passage before my eyes have even had a chance to process the first word. His face has turned red from lack of oxygen and the words stream out like a barrage of gunfire. At this point, I usually stop the student, allow him to catch his breath, and remind him that reading is not a race. A look of relief will usually wash over his face and his next reading will sound much more conversational and animated. And I guarantee you: if I were to ask the student questions about what he has read, he would undoubtedly be more likely to answer questions regarding the second passage than the first.<br />
So when you or your children are feeling run-down and down-right exhausted from the everyday stress of our fast-paced society, I encourage you to take solace in the fact that reading will continue to remain that peaceful pastime and should never feel like a mad dash for the finish line. Unless, of course, you just can't wait to see what happens next!<br />
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Works Cited <br />
Tovani, C. (2000). I read it, but i don't get it.. Portland, ME: Stenhouse Publishers.Anonymoushttp://www.blogger.com/profile/00193436965328014004noreply@blogger.com0tag:blogger.com,1999:blog-16640504470877174.post-79262842069586357992013-08-09T17:57:00.001-07:002013-08-09T17:57:25.440-07:00It Happened One Day At the Library....Cover Your Ears Richard Allington!<span style="font-family: Georgia,"Times New Roman",serif;"> While at an out-of-state library summer, I happened to overhear a conversation between a woman and a librarian. The woman, having entered the library at the same time as I had with his tween-aged son, immediately headed to the help desk while I noticed the son disperse in the direction of the video games. Dangling a yellow paper in front of the librarian as if it were a germ-infested Kleenex, the woman announced, "So </span><span style="font-family: Georgia,"Times New Roman",serif;">my son's school is making him read a summer reading book. Since the summer is pretty much over, I thought we'd come get the book." The librarian briefly examined the paper and explained that the boy could read any book from the list of award-winning titles. With that, she and the mother headed to section of the library that housed the books for tweens, selected the book, and checked out. While scanning the book, the woman admitted something absolutely appalling to the librarian. If you are a huge <a href="http://www.americanreading.com/extra/allington/" target="_blank">Richard Allington </a>fan, I suggest you cover your ears now, as this will be worse than nails on a chalkboard. Don't say I didn't warn you. Picture it in slow motion. My jaw dropping. The words sounding warped and dangerous: "I'll have to read the whole thing out loud to him. He won't understand any of it otherwise." The librarian smiled a knowing smile, and the woman walked away, book under her arm. During the entire process, the young man remained in the video game section, shuffling his feet from side to side, looking bored. When the pair departed a few minutes later, the boy had no idea what book had been selected for him as he had not been even remotely involved in any part of the process. </span><br />
<span style="font-family: Georgia,"Times New Roman",serif;"> This situation upset me for several reasons. To begin, it was pretty evident that the mother was only taking her son to the library because the school was "making" him read something this summer, and time was dwindling. The literacy geek in me wanted to follow her out in the parking lot, shouting out all of the statistics about the <a href="http://www.rif.org/us/literacy-resources/articles/keeping-kids-off-the-summer-slide.htm" target="_blank">summer slide</a> and what happens to kids' vocabulary and comprehension skills when they don't exercise their minds for three months. Of course, not knowing the history of this family, I could have been dead wrong. For all I knew, the boy could have been a voracious reader who was just having an off day. But my gut really said otherwise. My non-reader radar was going all sorts of crazy, and I have yet to meet an avid reader who can actually enter a library and not, at the very least, run their hands along the pages of even one book. </span><br />
<span style="font-family: Georgia,"Times New Roman",serif;"> What bugged me even more about this situation, however, was the fact that two grown adults never even thought to ask the boy what he might enjoy reading. The librarian could have given this young man a quick tour of some of the great books on the list, pointing out the exciting parts and sharing quick tidbits that might make the summer reading assignment a bit more exciting and a little less torturous. This got me thinking about all the potential opportunities we will have this fall in our classrooms to motivate a non-reader. Maybe it will be when we take our students to the learning center for a formal book chat of the latest and greatest things in YA literature and nonfiction. Maybe it will be the quick two minutes we spend sharing something we ourselves have just read that is really great. Maybe it will be setting up a blog on <a href="https://www.edmodo.com/" target="_blank">edmodo</a> or using <a href="http://www.goodreads.com/" target="_blank">goo</a></span><span style="font-family: Georgia,"Times New Roman",serif;"><a href="http://www.goodreads.com/" target="_blank">dreads</a> as a tool where students can talk about the books they are reading with their peers. Or maybe--and this is a really huge maybe-- it will happen when we give students the freedom of choice over what they can read. I don't know about you, but any time I am required to read a book, even if it is the best book I've read in eons, I end up enjoying the reading experience a little less than if I had self-selected the book from a sea of other amazing possibilities of my own free will. The power of choice in classrooms is huge. I am a firm believer in it and truly think that if we let go and give up more of the freedom to our students, motivation will increase and behavioral issues will dissipate. Which, of course, translates to more learning. </span><br />
<span style="font-family: Georgia,"Times New Roman",serif;"> And finally, I cannot end this little tirade without addressing the mind-numbing comment made by the woman in the library: "I'll have to read the whole thing out loud to him. He won't understand any of it otherwise." The one book that this young man was going to read this summer now will no longer be read <b>by</b> him. It will be read <b>to</b> him. In its entirety. Now, I am a huge advocate of the read-aloud. I think that if used correctly, read-alouds serve a very important role in a balanced-litearcy classroom. But to read a book from cover to cover to an older reader? As I mentioned earlier, this is the stuff that, rightfully so, makes Allington nuts. Students, especially those who struggle, need to be able to spend time with text on their own, feeling their way through it, self-monitoring along the way. If we constantly do it all for them, are we helping or enabling them? A dozen or so terrible cliches are floating through my brain right now, but I will spare you. I do commend this woman for caring enough to complete the assignment with her son. Truth be told, the kids who are worse off will not even be making that single trip to the library this summer and have never been read to as toddlers, let alone as tweens. But when we start working with our new groups of students this fall, I hope we all take time to remember this story and never, ever work harder than our students.</span><br />
<br />Anonymoushttp://www.blogger.com/profile/00193436965328014004noreply@blogger.com0tag:blogger.com,1999:blog-16640504470877174.post-9659090585538141402013-07-19T13:02:00.000-07:002013-09-03T06:22:02.320-07:00How Does a Teacher of Literacy Approach Close Reading and Common Core Targets?<br />
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<span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;"> While channel surfing the other day, I stumbled upon an old <i>Family Ties</i> episode where teenaged daughter, Mallory, finally decides to stop her usual procrastinating behavior and study for finals. Michael J. Fox's character, Alex, awakens at two a.m. to find Mallory asleep with her head in her textbook.</span></span><span style="font-family: Arial,Helvetica,sans-serif;"><span style="margin-left: 1em; margin-right: 1em;">He calls her out on her slumber, and not willing to admit it, Mallory spits back, "I was still studying. I was just reading closely." Obviously, the close reading that Mallory was participating in is not what the creators of the Common Core had in mind for students and was in no way helpful in making Mallory a more skilled and critical reader. My worry is that unless we, as educators, make it a point to understand the our role in the process of close reading, students may not get much more out of reading closely than Mallory did using her textbook as her pillow.</span></span></div>
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<span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;"> In his blog entry <a href="http://www.shanahanonliteracy.com/2013/03/close-reading-with-struggling.html" target="_blank">"Close Reading With Adolescents,"</a> Tim Shanahan reminds educators that close reading is not a teaching technique; Instead, it is an <i>outcome</i>. What does this mean, really? Well, it means that teachers cannot simply announce to students, "Class, today we are going to read closely!" and expect miracles to ensue. Simply requiring students to reread the same piece multiple times, especially if the piece is quite challenging, is not enough to develop literacy in our students. To illustrate, my ten-year-old son recently was struggling with understanding the directions to a Lego building kid. He couldn't figure out what he was being instructed to do. If I had simply told to go back to his room, reread the piece three more times, talk to his brother about it (who I believe knew less than he did) and then write about it, I doubt he would've understood what to do any better than the first time through. He needed explicit instruction from me. I needed to help him to navigate the text features, and break down some of the complex sentences into pieces that made sense. Please do not misinterpret what I am saying to mean that no value exists in reading the same thing multiple times. On the contrary, I believe that this experience is essential for students when delving into sophisticated passages. In fact, in previous blogs, I have actually advocated for this experience and have witnessed magic happen when a student finally is able to put the pieces of a challenging text together. However, I agree with Shanahan that it is the<i> tools </i>that teachers help students develop that lead them to be able to read closely when provided with the opportunity to read a complex piece multiple times.</span></span><span style="color: #1f497d; font-family: "Calibri","sans-serif"; font-size: 11.0pt;"><span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;"> <span style="color: black;"> </span></span></span></span><br />
<span style="color: #1f497d; font-family: "Calibri","sans-serif"; font-size: 11.0pt;"><span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;"><span style="color: black;"> What tools</span> and <span style="color: black;">strategies will you give to your students so that they can better navigate texts, understand what to do when meaning starts to wane, and organize their thinking about the text so as to understand it on a deep level? If you are unsure, my recommendation would be to begin to read books like <a href="http://www.amazon.com/Close-Reading-Informational-Texts-Assessment-Driven/dp/1462507816" target="_blank">Close Reading of Informational Texts</a> by Sunday Cummins or <a href="http://www.heinemann.com/products/E04693.aspx" target="_blank">Notice and Note</a> by Beers and Probst and decide for yourselves which strategies would work best for your students. Ideally, of course, it would be best if these decisions about which tools to use were made at the building level so that students would become familiar with a common language from class to class and year to year. Consistency between subjects and grades is always what is best for students.</span></span></span></span><br />
<span style="color: #1f497d; font-family: "Calibri","sans-serif"; font-size: 11.0pt;"><span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;"><span style="color: black;"> To summarize, we need to remember that we are teacher's <b>of</b> literacy and not teachers <b>with</b> literacy. In other words, requiring students to read and write daily in our rooms is important but also need to be accompanied by explicit instruction and modeling of reading strategies. Consider the following sixth grade CCSS informational text learning target: <a href="http://www.corestandards.org/ELA-Literacy/RI/6" target="_blank"> </a></span></span></span></span><a href="http://www.corestandards.org/ELA-Literacy/RI/6" target="_blank"><span style="color: #1f497d; font-family: "Calibri","sans-serif"; font-size: 11.0pt;"><span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;"><span style="color: black;">CCSS.ELA-Literacy.RI.6.2 Determine a central idea of a text and how it is conveyed through particular details;</span></span></span></span></a><span style="color: #1f497d; font-family: "Calibri","sans-serif"; font-size: 11.0pt;"><span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;"><span style="color: black;"> If I am a teacher <b>with </b>literacy I may spend time creating the perfect graphic organizer for students to list out main ideas and supporting details. I will model how to fill in the chart for students. I will give them plenty of time to practice and collect their work to assess how they are progressing on this particular target. I will undoubtedly find that some students master the target easily and others continue to be confused about the central idea and appear to have misconstrued the author's message. So I give them more practice and more charts. I might ask myself: why are they still not getting it? I may grow frustrated when the same students continue to misinterpret the text, list supporting details as central ideas, and still appear to struggle with this learning topic. I may even complain to my colleagues: "I just don't get it! I've been teaching this same target for weeks! I've modeled how to complete the chart!" As I write this, I cringe remembering the times that I've found myself the teacher in situations very similar to this one. I'd been a teacher <b>with </b>literacy.</span></span></span></span><br />
<span style="color: #1f497d; font-family: "Calibri","sans-serif"; font-size: 11.0pt;"><span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;"><span style="color: black;"> On the other hand, a teacher <b>of </b>literacy, recognizes the need to help students interact with text before immediately moving to the target-aligned graphic organizer. Modeling the chart is not enough just as asking students to closely read without giving them tools to do so is insufficient. In <a href="http://www.amazon.com/Close-Reading-Informational-Texts-Assessment-Driven/dp/1462507816" target="_blank">Close Reading of Informational Texts</a>, Cummins recommends modeled lessons on annotating and analysis of text features, prior to introducing the THIEVES strategy which helps lead the students to deciphering the central idea. Students need to understand how to interact with the text while reading and be given explicit instruction on using text features to their advantage if they wish to determine the central idea of a text. It is only after these key lessons are taught successfully, that the teacher <b>of</b> literacy, might move to the targeted lesson: using the THIEVES (title, headings, introduction, every first sentence in each section, visuals and vocabulary, end-of-the-article questions, summarizing thinking) strategy to help students decipher the author's main message. </span></span></span></span><br />
<span style="color: #1f497d; font-family: "Calibri","sans-serif"; font-size: 11.0pt;"><span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;"><span style="color: black;"> Will there still be students who struggle? Probably. But the teacher of literacy will already have determined who these might be and have devised a proactive plan to support each of these students. For example, he/she might elect to visit them first when independent work time occurs, or he/she might ask them a few guiding questions prior to asking them to complete the chart. In any case, those who struggle will be fewer because they will have been explicitly taught the subskills needed to achieve the Common Core learning target. The creators of the Core have told us again and again that the outcomes are non-negotiable, but how you get there is up to you. Make sure the journey you lead your students through is paved with plenty of opportunities for literacy growth. </span></span></span></span><br />
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<span style="color: #1f497d; font-family: "Calibri","sans-serif"; font-size: 11.0pt;"><span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;"><span style="color: black;">Click the link below to join in close reading discussions with colleagues. </span></span></span></span><br />
<span style="color: #1f497d; font-family: "Calibri","sans-serif"; font-size: 11.0pt;"><span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;"><span style="color: black;"><a href="http://christopherlehman.wordpress.com/oddsends/we-are-closely-reading-close-reading/" target="_blank"><img alt="close reading button" class="aligncenter" height="127" src="http://christopherlehman.files.wordpress.com/2013/08/close-reading-button-01.png?w=343&h=137" width="320" /></a> </span></span></span></span><br />
<span style="color: #1f497d; font-family: "Calibri","sans-serif"; font-size: 11.0pt;"><span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;"><span style="color: black;"> </span></span></span></span>Anonymoushttp://www.blogger.com/profile/00193436965328014004noreply@blogger.com0tag:blogger.com,1999:blog-16640504470877174.post-30590341975941261372013-06-05T16:51:00.001-07:002013-06-05T16:51:06.326-07:00I've Committed Readicide, Have You?<br />
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<span class="s1">I often sing the praises of <a href="http://kellygallagher.org/"><span class="s2">Kelly Gallagher</span></a>, a literacy expert who has traveled the country sharing his knowledge with educators and providing professional development workshops. Over the years, Gallagher has written several books on improving literacy instruction, which include <i>Reading Reasons: Motivational Mini-Lessons for Middle and High School </i> (2003), <i>Deeper Reading: Comprehending Challenging Texts, 4-12</i> (2004), <i>Teaching Adolescent Writers </i>(2006), and, most recently, <i>Write Like This: Teaching Real-World Writing Through Modeling and Mentor Texts</i> (2011). But the thing I love most about Kelly Gallagher is that he is a high school teacher in Anaheim, California. He is a fellow practitioner who takes what he does in the real-world of his classroom and shares it with the rest of us to help better our practice. </span></div>
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<span class="s1">By reading Gallagher's books and from attending his workshops, I have come to realize that throughout my career as an 8th grade English teacher, I had committed <i>readicide</i>--on a daily basis. (Check out Gallagher's book <a href="http://www.amazon.com/Readicide-Schools-Killing-Reading-About/dp/1571107800"><span class="s2"><i>Readicide: How Schools Are Killing Reading and What You Can Do About It</i></span></a><i>)</i></span></div>
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<span class="s1">What is <i>readicide</i>? To quote Gallagher, readicide is "the systematic killing of the love of reading, often exacerbated by the inane, mind-numbing practices found in schools."</span></div>
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<span class="s1">Some of these inane and mind-numbing practices include:</span></div>
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<li class="li4"><span class="s1">valuing the development of test-takers over the development of lifelong readers</span></li>
<li class="li4"><span class="s1">mandating breadth over depth in instruction</span></li>
<li class="li4"><span class="s1">requiring students to read difficult texts without proper instructional support</span></li>
<li class="li4"><span class="s1">insisting that students focus solely on academic texts</span></li>
<li class="li4"><span class="s1">drowning great books with sticky notes, double-entry journals, and marginalia</span></li>
<li class="li4"><span class="s1">ignoring the importance of developing recreational reading</span></li>
<li class="li4"><span class="s1">losing sight of authentic instruction in the shadow of political pressures</span></li>
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<span class="s1">For me in my 8th grade English class, I systematically killed the love of reading by committing readicide crime #5: drowning great books with sticky notes, double-entry journals, and marginalia. <i>Drowning great books</i> is a perfect description of my daily lesson plans. Not only did I go overboard with the "during reading" activities, but I also kept the students busy with "after reading" activities, such as quizzes, worksheets, and analysis writing. This doesn't mean that we shouldn't give students activities and provide support throughout the reading of a book; however, we just don't want to go crazy with it. We don't have to require students to analyze everything. Instead, we need to find the "sweet spot" of instruction, which I will explain later on in this post.</span></div>
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<span class="s1">According to Gallagher, when we over teach a book, we prevent our students from experiencing the “reading flow”--the feeling you get when you become so engaged in reading that you lose yourself in it. When we overanalyze a book and spend weeks and weeks teaching it, we disrupt this flow. When we force students to stop reading to fill out a chart or respond to a question, we don’t allow them to lose themselves in the text. </span><span class="s2">Reading books provides kids with “imaginative rehearsals” for the real world. If reading the book takes too long, they will lose interest. </span><span class="s1">We teach books because they raise interesting issues, provide life lessons, and relate to modern day experiences. We need to avoid focusing on the trivial and sacrificing what is meaningful. How can I expect my students to appreciate the joy of reading when every time they experience the flow I kill it with a worksheet?</span></div>
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<span class="s1">Here is what Kelly himself has to say about the drowning of great books:</span></div>
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<span class="s1"><a href="http://www.youtube.com/watch?v=xIyqSvht4z4">Source</a></span><br />
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<span class="s1">On the flip side of over-teaching books is readicide crime #3: </span>requiring students to read difficult texts without proper instructional support. We can't just hand the student a book, sit back, and expect them to read it and learn from it.</div>
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<b>The "Sweet Spot" of Instruction</b></div>
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When teaching a text, Gallagher encourages teachers to find that "sweet spot" of instruction by providing students with enough information to ease them into a text without overdoing it. Advocates of the Common Core are often critical of teachers who provide so much front-loading and background knowledge of a text that there is no need to actually read the text. In other words, w<span style="font-family: 'Times New Roman'; font-size: 12pt;">e might let kids initially grapple with
the text, but then we swoop in and help them before things get too challenging. However, for some kids, we need to ease them into the text before
we expect them to accept the challenge of reading it.
Many of our kids just won’t read without our help. How can we strike this balance between providing enough support so that our kids can read the text while making sure we don't drown the book in a sea of worksheets, charts, and post-it notes? </span></div>
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<span style="font-family: 'Times New Roman'; font-size: 12pt;">Gallagher suggests thinking about the following question when we plan a lesson:</span></div>
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<b><u>Have I provided the kids with a reading purpose/reading focus? What we do before the reading can be as important as the reading itself.</u></b></h3>
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<span class="s1">Gallagher calls this <i>framing the reading:</i> </span></div>
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<span class="s1"><b>Sometimes the framing of the text is motivational in nature</b>. Motivated readers will understand what they read better than non-motivated readers. For example, before teaching about African-American involvement in World War II, a history teacher could ask her students to stop and ask questions. What are you wondering about? Sometimes we have to answer the “so what” question before the reading commences. </span></div>
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<span class="s1"><b>Framing helps gain surface-level comprehension</b>. When teaching a challenging text, such as a Shakespeare play, tell the kids in modern English what is happening. Bullet list events from the novel and leave one blank. Then tell the kids to read and figure out the blank. Throughout the reading, leave more and more blanks and slowly remove yourself from the reading. </span>As a history teacher, provide a complete outline for students with a few blanks, and slowly leave out the blanks over time until the students are writing outlines on their own. Gallagher suggests starting with a "guided tour" and ending with a "budgeted tour." The teacher’s job as being the tour guide should slowly be removed and the kids start touring on their own. </div>
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<span class="s1"><b>Framing also helps us identify the purpose in reading the book</b>. For example, provide kids with the final exam question before reading. As you read aloud to the kids, stop and point out things that relate to the final exam question. When the kids read at home alone, tell them a bit about what they will encounter and what they should look for as they read. And tell them to come back with one comment or question about this. For example, in <i>Lord of the Flies</i>, begin reading chapter 1 aloud and then stop and tell the kids that they are going to go home and read about how the boys will find a shell. Hint—the shell is not really a shell. It’s a symbol; it stands for something. For tomorrow, come to class with a question or comment about the shell.</span></div>
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<span class="s2"><b>Adopt a big chunk/little chunk philosophy</b></span></div>
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<span class="s1">Have the students read a chapter (a big chunk) of the book for homework. The next day, choose a passage (little chunk) from the reading to analyze through a close reading. Gallagher cautions teachers against close reading every day. Remember, we don’t want to kill the book!</span></div>
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<span class="s1"><b>Building endurance</b></span></div>
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<span class="s1"><!--EndFragment--></span></div>
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<span class="s1"><span style="font-family: 'Times New Roman'; font-size: 12pt;">Gallagher believes that some of
the reading has to be done at home in order to free up time for writing on
class. </span>He recommends building up students' endurance for reading by assigning only a few pages of homework a night and slowly increasing the amount of reading over time.</span></div>
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As a reading intervention teacher, I think about Gallagher's suggestions often. The last thing any of us ever want to do is kill the love of reading in our students. However, it seems that well-intentioned everyday practices in our classrooms might contribute to the decline in reading motivation as students progress through the grade levels. I have committed readicide, but I have made it my goal to stop killing the love of reading and start learning how to reignite students' passion for books.</div>
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