Helping our students own their reading and writing

So much of what our students struggle with is due to a lack of knowing who they are as a reader (and writer). They bring misconceptions to the process that block their ability to read and go deeper with text. When we note their frustration, we too often jump in with answers and solutions rather than waiting or using Ellin Keene's famous line - "If you did know, what would you say?"  They need time to think and respond. As teachers with a time crunch in every day, we look to the first responders and breathe a sigh of relief. But if we provide wait time, the responses are often quite brilliant!
But what happens to those kiddoes who sit back and watch the rest of the class discussion go by? I think we need to point out to them the misconceptions they bring to the page.
1.  They hold a misconception about the process of reading. 
We can model how we:

• interact with the text
• write in the margins
• read slowly and with purpose
• hold onto confusing passages as we read looking for ways to clarify the text
• struggle with text
• reread

2. They fail to adjust their reading strategies for different purposes.
We can model how we:

• adjust reading speed depending on the text
• skim for gist 
•  slow down for close scrutiny

3. They experience difficulty in understanding the structure of the text as they read.
We can show them how to:

• Chunk complex material into discrete parts  and describe the text's purpose.

"This part gives evidence for the argument.
"This part summarized the opposing view."
"This part provides historical data."

• use  mentor texts of different genres for different purposes.

Together we read a mentor text, I model, and then they practice.

4.  They have difficulty in appreciating the text's rhetorical context.
We can model:

• finding joy in the challenge of reading
• evaluating the author's thesis, reasons and evidence
• looking for weaknesses in the writing
• constructing new ideas out of a text to meet our needs

 We can nudge students toward new ways of seeing.

5. They experience difficulty in assimilating to the unfamiliar.
We can model:

• being open to different perspectives (reading several texts/genres  about the same topic)
• recognizing our own biases ("I don't like science fiction. I prefer non-fiction.")
• ways into an unfamilar text

6. They view text as inert.
We can model:

• how to carry on a conversation with a character
• how to carry on a conversation with the author (in our mind)
• how we challenge what the author is saying
• how we overcome our resistance to new ideas

7. There is lack of background knowledge assumed provided by the author. (especially with textbooks)
We can determine how much scaffolding to provide. The Common Core calls for students to be able to read "independently" and "proficiently," without "significant scaffolding" - instructional supports- by the teachers.  Worth reading is the Education Week article (April 24,2012) "Common Standards Ignite Debate over Prereading" by Catherine Gwertz. It helps to clarify this point. Material above their reading level may need teacher assistance. It makes us contemplate, "what is necessary scaffolding and when do I want my students to wrestle with the text?" They is no definitive answer. It depends on the students, the text, and its purpose.
8. They may bring inadequate vocabulary to the reading.
We can model:

• how we approach unknown words (not always a need to look it up in the dictionary)
• how words may have different meaning depending on its use in context
• how to appreciate the author's choice of words/vocabulary

9. They may have difficulty with sentence structure of primary sources or scholarly articles.
We can model:

• how to chunk grammatical units
• pull out key words
• isolate key phrases
• identify places of confusion
• how to write in the margins to anchor our thinking

10. As readers, they may not always know how and when to adjust their strategies.
We can model:

• how to recognize the source that is most helpful
• know who we are as readers- where we struggle- and we all struggle in some way!
• how to enjoy the journey!

Model, model, model!

Points to ponder:
Our students can be overwhelmed and baffled  by the process of reading. We can model for them how we enjoy the challenge and overcome any roadblocks that prevent them from enjoying the journey.
What roadblocks do your students bring to their reading?
Post your thoughts about ones I may have missed on my blog!
How can you model overcoming these misconceptions?

Recommended reading:
The Art of Slow Reading by Tom Newkirk (Heinemann)
Talk to Understand by Ellin Keene (Heinemann)
Growing Readers by Kathy Collins (Stenhouse)
Teaching Read-World Writing Through Modeling and Mentor Texts by Kelly Gallagher (Stenhouse)






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Helping students own their reading and writing through a partnership with their favorite authors

"The act of reading is a partnership....The author builds a house, but the reader makes it a home."  In her recent book, Between the Lines, Jodi Picoult and her co-author and daughter, appreciate the sincere relationship between writer and reader.
Gary Paulsen writes in The Winter Room (pages 1-3; 1989; Bantam Doubleday)
    If books could be more, could show more, could own more this book would have smells...
It would have the smells of old farms; the sweet smell of new-mown hay as it falls off the mower through the field, and the sour smell of manure steaming in a winter barn, It would have the sticky-slick smell of birth when the calves come and they suck for the first time on the rich, new milk; the dusty smell of winter hay dried and stored in the loft waiting to be dropped down to the cattle; the pungent fermented smell of the chopped corn silage when it is brought into the manger on the silage fork. This book would have the smell of new potatoes sliced and frying in light pepper on a woodstove burning dry pine, the damp smell of leather mittens steaming on the back of the stovetop, and the acrid smell of the slop bucket by the door when the lid is lifted and the potato peelings are dumped in- but it can't.
Books can't have smells.
If books could be more and own more and give more, this book would have sound...

He continues on with rich description of the sounds, of the soft gold light but he writes that books can't have sound or light.
If books could have more, give more, be more, show more, they would still need readers, who bring them sound and smell and light and all the rest that can't be in books.
The book needs you. 
G.P. 
 Wait... the Common Core guidelines are advocating for two stages of reading: one where the reader is focused on the "four corners of the text" and only after a "clear understanding of what has been read" do they recommend that the reader bring in prior knowledge and connections to the text. Wait...let me  think about this!  This drawing a line in the sand separating the reader's experience and the text goes in direct opposite of the sentiments of the books' authors. Is the Common Core Standards really asking readers to neglect the responsibility they should bring to the page? Wait...(here I go again!) If you read a previous blog I wrote about a young reader who brought in the fish and game newspaper, you will remember that this boy did not view himself as a reader in the classroom but he sure was engaged with every page of that newspaper because he loves to fish. The only reason why he was reading in the first place was because he loves to fish followed by a desire to learn more about fishing. BUT first and foremost, he loves to fish. The only  way into text for many kids, especially those who struggle and/or dislike reading,  is through finding themselves on the page. AND the authors expect this.
Now, it seems unlikely that those in charge of the Commom Core Standards will listen to teachers or even principals, probably not even to the Superintendents when we voice our concern about this approach to reading BUT maybe it is time for the writers to step in and explain how their books should be read.
How can a student truly understand the message in The Other Side by Jacqueline Woodson if they must remain within the four corners of the text? They need to use their personal experiences of jumping rope, of being a kid in summer, building friendships, and recognizing Mrs. Beasley with the help of an older reader (a much older reader -my age!) to  arrive at a greater understanding of prejudice. It is clear to me that the writer was very intentional in wanting and needing to meet the reader on the page.
So, I am asking authors to put their voices out there along with educators to bring to light the importance for  honoring both the aesthetic and efferent stance in reading. The books need us!

Helping students own their reading and writing all year long

    The first grade classroom I visited today was as busy just two days from the end of the school year as they have been at any other time of the year. The room was abuzz with the hum of busy writers. The table was covered with drafts, scissors for "story surgery" and a variety of writers' tools - pencils, markers, different kinds of paper, etc.
    Each of the stories shared demonstrated understanding of the year's mini-lessons and mentor texts. One student commented on the amount of detail in his illustration. One boy reread sentences to capture the punction he intentionally used. Another child, reread and questioned the order of his illustrations, being sure that it made sense. Strong verbs, character descriptions, and the use of dialogue reminded me of the all of the hard work that occurred all year long.  (Yes! First graders!) Their phenomenal teacher, Maryellen was as ethusiastic on this day in June as she had been all year long. Proud and encouraging, she made suggestions for revisions, helped edit, and listened carefully to each student.

    Several of them were working on stories that used Knufflebunny as a mentor text. A few weeks ago, the class traveled around the school armed with cameras. The photos they captured served as the background setting for their stories. They then drew their cartoon characters and superimposed them onto the background photos. Careful thought was given to describing their characters and plot. Humor abounded in stories about penquins who wanted  skates and  a character as big as your pinky! There were happy endings and surprise endings. Each story was different. The voice of each writer came through clearly.

    Writing takes time and can be messy. Maryellen made time and materials available all year long. The writing workshop in her classroom had a predictable routine of a mini-lesson, lots of uninterrupted time to write, followed by feedback from classmates and adults to prompt revisions. Their final pieces were typed and bound into books. Besides learning the conventions of writing, these first graders learned that writing is messy, takes time, and is fun.  All the lessons of the year are now woven into a tapestry of stories to be taken home and read all summer.

Points to ponder:
What does the routine look like in your writing workshop?
Do your students look forward to writing time each day? If not, how can you change the routine? Is enough time set aside each day? Yes, each day, not once a week or when there is time. Maryellen's students expect writing time each day. They are always thinking about what will come next in their writing. They look to their reading for ideas. They look to their friends' writing for ideas. As each child read their stories at the end of the morning, one boy commented on a possible sequel for each one. For the penquins who did receive the wanted skates, the sequel could be about getting skis. Always thinking, always writing!

My Favorite Books about writing: OMG! There are so many favorites!
Any books and articles by Don Graves- Every year I reread Build a Literate Classroom (Heinemann) to remind me of the writing tools I wanted to offer my students
Wondrous Words by Katie Wood Ray (NCTE)
Writing Workshop by Ralph Fletch (Heinemann)
Writing Essentials by Regie Routman (Heinemann)

Helping students own their reading and writing through their interests and passions

When one of her students brought in a fishing and hunting journal, Katie seized the opportunity to highlight and celebrate this reader. This boy doesn't think of himself as a reader but he is - a passionate one when it comes to hunting and fishing!  He couldn't wait to show her an article about a humongous fish. He displayed many behavioral markers of deep understanding as outlined in Talk About Understanding by  Ellin Keene (Heinemann, 2012).

*He was deeply engaged. He was excited about each of the headlines and stories, posing questions along with his running commentary that is rich with "fishing" vocabulary. He used words that I didn't know, words that won't be on a standardized test but he had all of the language and concepts of fishing. He had background knowledge.
* He wanted to take action!
 He wanted to catch a fish that big!
* He was willing to struggle. This journal is written at a level above his lexile as determined in a school setting but in his fishing and hunting world, there is no lexile! You read it because you want to!
*He wanted to engage in rigourous discourse- he had any kid who had ever fished (many and most of his class) telling their fish stories, what they need to do, what kinds of lures and lines were best for certain kinds of fish.

Katie pointed out the great voice, the point of view, humor, and persuasion in a variety of articles. She had her student model for the class how he chooses what to read based on interest- a great lesson in reading nonfiction text. He modeled for the class how to use the table of contents and how to read the headlines. Here was a student who doesn't usually see himself in this role, teaching the class because he is a reader!

Points to Ponder:
What are the texts your students read outside of school?
How can you capitalize on their interests and passions?

Recommended Reading:
Talk about Understanding by Ellin Keene
Opening Minds by Peter Johnston
Choice Words by Peter Johnston

Helping students own their reading and writing by asking them how they do it!

    Katie is one of the most thoughtful and purposeful teachers I work with. Like her students, I hang on her every word and gesture. Her sense of humor and passion for learning are contagious. It is because of her I became interested in understanding ways to help students own their reading and writing. After observing in her classroom early on in the school year,  a boy who is usually quiet and reticent about sharing his thoughts,  announced how he would change the  book he was reading. It was obvious that he felt he owned that book - he had the power to change it.  Katie helps each of her students love stories, jokes, the printed word, and to find a place in literacy. When I asked her how she does it, she asked her students to answer my question. That is a classic Katie action - go to the source and ask the kids! Her room is child-centered and you feel their energy when you enter the room.

On the whiteboard next to her is a list of what helps them feel like they own their reading and writing:

•  the different genres they can read and write   
•  their writers notebooks where they can come up with new ideas of their own
• the classroom blog to share their ideas from literature circles 
•  how she gives the characters a voice during read alouds

    It is obvious what Katie values from reading this list. She wants her students to have choice in what they read and write. She provides authentic opportunities for them to share their ideas. Every day she reads aloud, acting out the stories, using different voices for each character, demonstrating her love for the printed word.

Katie provides her students with lots of time to talk about what they are reading and writing. She leans in and genuinely wants to hear their ideas.Often it is a lively discourse where she sits back and listens to their ideas.  She models for them how they can be good listeners and engaged participants in literacy.
 
To Ponder:
What do you value in literacy?
How do you share what you value with your students?

Recommended Reading:

Talk to Understand by Ellin Keene (Heinemann, 2012)

Spring issue of Educational Leadership 2012

Deeper Reading by Kelly Gallagher (Stenhouse, 2004)

Helping Students Own Their Reading And Writing Through Modeling

The teachers I highlight on my blog provide their students with access to a variety of texts, their histories, and new learning. Today, I celebrate Pat, a primary classroom teacher from Ohio. Each month, she invites 5 families to do a quick write with their children in an effort to increase writing as a model at home. The children choose the topics and facilitate the writing in the provided jounrals. Pat understands that children are influenced by what they see around them.

Something to think about

What opportunities do you create that encourage parents and students to read and write together?

1. Reading survey: encourage families to write the title and brief description of the kinds of reading and writing that occur in their home: newspaper articles, mail, instructions, etc.

2. Ask parents to write the title and brief description of the kinds of reading and writing that occur at their workplace on any given day: memos, blueprints, signs, instructions. Create a bulletin board of this kind of environmental print.

3.When sending home books or articles, include a bookmark that says: Read to me; Read with me; or Listen to me read; depending on which situation is most appropriate.

4. Send home an article about a science topic or current events. Ask families to read it together and send a joint statement back to the classroom to be shared.

5. Create moon journals. (see the recommended reading list)

Recommended reading

• Moon Journals: Writing, Art, and Inquiry Through Focused Nature Study by Joni Chancer and Gina Rester-Zodrow (Heinemann)
• Other People's Words The Cycle of Low Literacy by Victoria Purcell-Gates (Heinemann)
• Classroom Interviews A World of Learning by Paula Rogovin (Heinemann)

Helping students own their reading and writing through silence

This clip brings us into the outdoor classroom referred to in my previous blog. Scroll down to read how Suzanne, a primary teacher has helped her students own their reading and writing through silence.