Saturday, June 10, 2017

Recommended Reading from Room 301

The school year just ended and I have some things I need to write about, but I'm still processing the school year that was.  For today, I've decided to share the titles my third graders have designated as "must reads." Here for you, in no particular order, are their favorite books from this year.  If they are books I've written about over at NextBestBook, I've included the link.

  • Fake Mustache by Tom Angleberger
  • Cody and the Mysteries of the Universe  and Cody and the Fountain of Happiness by Tricia Spring Stubb
  • The Nancy Drew books by Carolyn Keene
  • I Could Not Keep Silent: The Life of Rachel Carson by Clare Meeker
  • The Truth About Twinkie Pie by Kat Yeh
  • Honey by Sarah Weeks
  • Mr. Pants by Scott McCormick
  • Upside Down Magic by E. Lockhart, Lauren Myracle, and Sarah Mlynowski
  • Book Scavengers by Jennifer Chambliss Bertman
  • Firefly Hollow by Alison McGhee
  • Close to Famous by Joan Bauer
  • One for the Murphys by Lynda Mulally Hunt
  • The Baby Sitters Club graphic novels by Raina Telemeier
  • The Amulet series by Kazu Kibuishi
  • The Percy Jackson series by Rick Riordan
  • The Great Book Eating Boy by Oliver Jeffers
  • Adventure According to Humphrey by Betty G. Birney
  • Pie by Sarah Weeks
  • Jack  by Liesl Shurtlif
  • The Day the Crayons Quit and The Day the Crayons Came Home by Drew Daywalt
  • The Kindness Club  by Courtney Sheinmel
  • Wish by Barbara O'Connor
  • Gabby & Gator by James Burks
  • Lady Pancake & Sir French Toast and The Case of the Stinky Stench by Josh Funk
  • Dog Man by Dav Pilkey
  • Amina's Voice by Hena Khan
  • Moo by Sharon Creech
  • A Snicker of Magic by Natalie Lloyd
  • The Harry Potter series by JK Rowling
  • The Diary of a Wimpy Kid series by Jeff Kinney
  • Like Pickle Juice on a Cookie by Julie Steinberg
  • Save Me a Seat by Sarah Weeks
  • The Dork Diaries by Renee Russel
  • Drita, My Homegirl by Jenny Lombard
  • How to Speak Dolphin by Ginny Rorby
  • The Anna,Banana series by Anica Mrose Rissi
  • When I Grow Up: Misty Copeland by Lexi Ryles
  • When I Grow Up: Sonya Sotomayor by AnnMarie Anderson
  • Swindle by Gordon Korman
  • Charlotte's Web by EB White
  • We Are All Wonders by RJ Palacio
  • Wonder by RJ Palacio
  • Auggie & Me by RJ Palacio
  • I Want My Hat Back and This Is Not My Hat by Jon Klassen
  • 11 Birthdays, 12 Finally, 13 Gifts, and The Last Present by Wendy Mass
  • Graceful  by Wendy Mass
  • A Mango Shaped Space by Wendy Mass
  • Jeremy Fink and the Meaning of Life by Wendy Mass
  • The Candymakers and The Candymakers and the Chocolate Chase by Wendy Mass
  • The Happily Ever After series by Wendy Mass
  • Fish in a Tree by Linda Mulally Hunt

Wednesday, April 12, 2017

I Love My School Day

If you were on Twitter on Tuesday, did you notice #LoveMySchoolDay?  Teachers from across the country tweeted things they loved about their schools all day.

Just a few of mine:

I'm becoming more and more vocal about teachers telling their own stories about the amazing things that happen in classrooms and schools.  When we tell our own stories, we control the narrative.  

Teachers know what happens when others control the narrative.  We hear things like:
  • teachers are overpaid for only working 9-3;
  • teachers can't be trusted, they need scripted curriculum;
  • teachers are the reason for the achievement gap;
  • teachers are glorified babysitters;
  • teachers are greedy for expecting their pensions to be there when they retire;
  • teachers get summers off.
When we control the narrative, we can make sure the word gets out there that:
  • teachers care deeply about the children they teach;
  • teachers in underserved communities feed, clothe, and supply their students with daily needs;
  • teachers work all year round, even if we're not in our classrooms;
  • teachers take their work home with them - not just the physical papers and books, but also the worries and joys that occupy our minds;
  • teachers want to do a good job, and we're willing to work hard to do it;
  • teachers are professionals who keep up with the latest research on best practice.
The need to control the narrative is part of the reason why I write in this space, even though few people read what I write.  I am telling MY story; I'm putting the good things that are happening in my classroom out in the world.  I'll keep chipping away here and on Twitter and on Facebook, making sure I do my part to counter the negatives that so many people insist on clinging to.

Think about it....
Who tells your story?

Thursday, April 6, 2017

Post PARCC Poetry

This week, my third graders are taking the PARCC test for the first time.  So far, we've taken three of the four 1-hour mathematics tests, and they seem to be handling it very well.  In prepping them to take this test, I talked with them about how their parents and I want them to do their best, but at the same time, their lives to not hinge on the results.  I don't believe in getting kids all worked up and anxious about their performance on standardized tests, especially in third grade.

As I was doing my lesson planning for this week, I thought about how I wanted the kids to feel at the end of the day.  Because the math tests were taking an hour of my literacy block, I decided to steal that time back during my scheduled math time so the kids could have more than 30 minutes to read or write.  We're in the tail end of our study of myths and legends, so I knew they would be planning and writing their legends.  April is also National Poetry Month, so I wanted to work in some poems as well.

I made the decision to take that hour after lunch to read and discuss a poem or a poetry picture book and then invite the kids to try out whatever poetic device or poetic form featured.  So far, we've read Dogku by Andrew Clements, some recipe poems I found online, Forest Has a Song by Amy Ludwig VanDerWater, and Falling Down the Page by Georgia Heard.  Each day, the energy and buzz in the classroom during our literacy studio have been amazing.  The kids are trying out their poetry writing without hesitation.  I see them taking risks and playing with words and rhyme and meter, reading their writing out loud to each other to see how the poems sound.  They are playing with poetry.
Students experiment with color poems inspired by Amy Ludwig VanDerWater's Writing the Rainbow Challenge
I made a conscious decision NOT to do formal lessons on meter, rhyme, figurative language, and poetic forms.  I wanted this exploration of the possibilities of poetry to be playful and low-stakes.  I wanted this hour to be the complete opposite of the hour of PARCC testing the kids experienced in the morning, where they had to be silent and still.

There has been no silence in my literacy studio this week.  There has been no stillness.

And I am TOTALLY fine with that!

Tuesday, March 28, 2017

Putting one foot in next year

Over the weekend I received this email notification:

My reflection isn't due until the end May, about a week and a half before school ends, but to be real, I've been reflecting since the first day of school.  I can't help it; it's how I operate.

But... here's the thing.  When spring break rolls around, I start getting itchy to begin planning for next year.  And every year I tell myself that it's too early; I still have a little over two months with my current students, and there's still so much to do.

It's not that I want to wish this current class away... I don't!  I have the best class of third graders a girl could wish for for her first go at this grade level.  They have taught me so much about patience, humor, and trusting them (and myself).  I just keep thinking about how I could do things BETTER next year.

I'm a perfectionist.  I know that I can be a better teacher than I am right now, and I am lucky to work in a district that provides me with the resources I need to grow.  As I talk to colleagues and read their blogs and see their tweets, I am inspired to be better every day.

So what am I thinking about, sitting here on my couch in the middle of my spring break?  What will I do differently next year?

  • My kids will write more.  Looking back, I realize I put a HUGE emphasis on reading during my literacy studio, and I did not do enough writing instruction.  Because my literacy block is almost 2 hours long rather than separated into a reading workshop and a writing workshop, it is easy to focus on just one of the areas.  The whole idea of a literacy studio, though is to blend the reading and writing instruction as much as possible in order to build on the power of the reading/writing connection.
  • My kids will share more.  I am one of those teachers who KNOWS kids are supposed to share every day during literacy studio, but who doesn't remember to do that often enough.  Don't get me wrong... the kids talk every day in lots of situations.  But we don't SHARE our reading and writing lives enough.  This is something I'm thinking about a lot. And it's something I can make myself remember to do when we return to school next week.
  • My kids will do more inquiry-based learning in science and social studies.  I tell myself that because this was my first year learning the new curriculum, it was ok to just follow the units as they were written.  I know, though, that I've done a disservice to my students by not including them in the planning and learning as much as I could have.  This needs to change.
  • I will incorporate more choices into my math block.  The expectation in my district is that our math block is really a math workshop, where there is a short mini-lesson followed by time when students have choice in their work while I pull small groups or confer with individual students.  This did not happen most days, in large part due to my discomfort as a math teacher.  I'm working on learning more about being a math teacher, so hopefully I will be able to make this better next year.

Being a reflective practitioner is an important part of teaching.  It's easy to sit back and think about everything that went well, and a bit harder to acknowledge the things that aren't so great.  But if I am to truly grow as a teacher, I can't just stay in my comfort zone; I have to push myself to face my weaknesses and seek out the help I need in those areas.

So yeah... I have one foot in next year.  But there's still one firmly planted in this year.  And I owe it to my students to be fully focused on them until June 8.

Monday, February 27, 2017

In a slump

Age 3. Reading. Of course.

I have been a reader for as long as I can remember.  Not a casual, "Oh, I'll read for a bit to pass the time" kind of reader.  I'm a "Life is not worth living if I don't have a book with me" kind of reader.  Last year alone, I read 359 books.  I don't say that to brag, but rather to let you know that I am a reader. An avid one.

Over the course of my reading life, I've gone through cycles.  I'll binge on trashy romances and then make it up to myself by reading something literary.  I read more young adult books than I could possibly count when I was teaching seventh grade ELA.  Now, my reading rate is much higher because I'm reading mostly picture books and early chapter books.

Or at least I was.

About age 12. Reading. Of course.

Because right now, I'm not reading much of anything.  Since returning to school after winter break, I have not been able to find a book that will hold my attention.  I've tried just about every type of book I can think of to get myself back on track.  I've started books I've heard about on NPR, ones that I read about in People magazine.  Books recommended by friends, books I bought  from the Scholastic flyer.  Books for adults.  Books for kids.  Books for teens.

Have I found that book that will give me my reading mojo back yet?  Nope.  And to be honest, I'm kind of concerned about that.  I think this is the longest I've ever gone without finishing a book, at least since high school.  Maybe it's that I'm preoccupied by life right now, and my focus is elsewhere.  Perhaps I'm too distracted by Facebook and Twitter to focus on a longer text.

Age 48. Reading Kind of.
Or maybe I just need some time and space to lose myself in words again.  Spring break is just four weeks away, and as of right now, that week is wide open.  Dan will be at work.  Molly will be out of town with the orchestra.  Abby will be with friends or making art in her room.  That leaves a whole week of quiet for just me and the dog and a stack of books.

Now... how do I figure out what I'll read first?

Friday, February 17, 2017

I used to be a literacy coach... and here's why I need one.

I am not a new teacher.  In fact, this is my twenty-third year in my school district.  Eighteen of those were spent teaching seventh grade language arts (and sometimes US history) and four of them were spent as a literacy coach.

As a coach, I worked with the teachers to improve literacy instruction across the curriculum.  Surprising as it may seem, I spent most of my time working in math, science, and social studies classes rather than in the language arts classes.  I loved going into these classes and thinking with the teachers about the challenges of incorporating reading, writing, and choice into their curricula and then working with them to implement the ideas we came up with together.  I was always amazed at how we could take my knowledge of research in literacy education and pair it with their content expertise to find new ways to engage students in the hard work of learning.

Now, I'm back in the classroom, and I'm finally able to put all of the things I've learned over the past four years into practice.  I know so much more about teaching and learning than I did when I first stepped away.  I've had the opportunity to watch teachers and kids and think about engagement and learning.  You'd think I'd be the best teacher I've ever been, right?

I am.

I am much more aware of limiting how much I talk so that my students can talk and think more.  I provide my students with opportunities to make choices about their learning over the course of the school day.  The feedback I give my students is clearer and more targeted than ever before.  You'd think I wouldn't need to work with the literacy coach in my building.

You'd be wrong.

I've spent the past two months working closely with my coach because I want to continue to grow. Having Luanne come into my room to work alongside me provided the opportunity for me to discuss my teaching and my students' learning with a highly knowledgeable peer in a setting unrelated to my professional evaluation.  She could make recommendations for next steps with particular students and small groups because she was in my class, getting to know the students as readers and writers, and we had many conversations about what to do to move students forward.  This time with her in my class was important to my growth.  In some ways, it validated me; it helped me to see that I DID remember how to teach after being in a support role.  In other ways it challenged me by reminding me that my way was not the only, and perhaps not the best, way to approach a topic.  I'll miss having Luanne in my room several times a week.  She's now moving on to work with other teachers in our building.

I know not all teachers are lucky enough to have instructional coaches to support them in their work.  But we can seek out coaches and mentors on our own.  I know that I rely on one of my teammates to help me plan my math instruction - trust me... I need that help as I've never taught math before!  I seek out Twitter chats such as #g2great and #3rdchat which focus on instructional practice in order to "meet" other teachers who are smart and innovative and help me push myself.  This desire to continue to grow as a teacher is as strong as ever.  It is important for all teachers to have this growth mindset. We need to be models of curiosity and life-long learning for our students.  We need to keep up with the research and new thinking in our field.

So I think the thing I've been trying to write through today is the idea that as a teacher, I can never stop learning.  I can never know all there is to know about my craft and there is always room to grow. Need a friend to read and discuss a professional book?  Email me.  I'm always a willing participant. Have a problem you need someone to think through with you? I'm your girl, as long as you'll do the same for me.  Read a great book about teaching and learning lately?  Tell me the title so I can buy it.

Because I honestly believe you can never learn too much.

Monday, January 30, 2017

Lightbulb Moments

Some days, after I've walked my third graders out the front door of the school, I go back to my classroom and just sit at my desk.  It often looks as if a tornado has hit it, since I don't have time to put things away over the course of the day.  I turn my chair so that I'm facing the groups of student desks and I think about the day just past.

I'm not always happy about that reflection.  Some days, it seems like I'll model, and think aloud, and provide practice, and confer, and provide feedback and the kids just don't seem to GET IT.  It's as if we're in a third-grade version of Groundhog Day and I'm Bill Murray, making small adjustments to my instruction, thinking that I've finally made a difference, then WHAM!  That clock flips and Sonny & Cher come on and I'm right back where I was the day before.

Some days, I just want to throw in the towel and give up and move on.

That is a rather hyperbolic description of the weeks since winter break. My literacy coach and I had been working with the students on using text evidence to answer questions in the reading part of our literacy studio and the beginnings of writing opinion papers in the writing part.  We were doing all of the things we were supposed to be doing (see list above).  To be truthful, we did see small movement in the students' ability to answer "right there" questions and to write very basic paragraphs, but it was slow going.

And then it wasn't!  Last Thursday, it was like a switch flipped and things started to click.  I had given students a short piece of text entitled "Should Students Learn Cursive" that we read together and discussed.  As third graders, this is a topic they are interested in, as many of them learned to write their names in cursive in second grade, and they want to learn more.  For their opinion writing practice, I asked them to take a side... should they have to learn cursive in schools?  Why?  Why not?
They started writing like they were on fire!  I saw T-charts and webs and bullet lists being created in the planning space.  I saw them going back into the text to reference the pro and con arguments.  I had students asking me for writing advice.  I had students asking EACH OTHER for writing advice (even better).  I saw students writing multi-paragraph papers outlining all the reasons they SHOULD learn to write (and read) cursive.  I nearly fell off of my conferring stool!

It was a lightbulb moment day.  Teachers live for those.

But it was also a day that reminded me that learning takes time.  I have to avoid getting caught up on where I think I'm "supposed" to be on a timeline or a curriculum map, and I have to honor the students who make up our learning community.  I have to think about where they are at on that day, and what they need NEXT to grow as writers.  Most important, I need to remember to teach the WRITER not the writing.

These are not new lessons for me.  But the reminder is no less important.  If I were not reflective about my practice; if the literacy coach had not reminded me to step back and be an observer in my own classroom, I might have just moved on to the next stop on the curriculum train.  I know in my heart that when I take the time my students need, I am doing the right thing - no matter what the calendar says.

So tomorrow, I'll head back into Room 301, and I'll model and think aloud and confer and listen and give feedback.  But I'll also observe and think.

And I'll watch for the lightbulbs.