Scaffolds & Crutches

On Monday evening, I started experiencing an odd pain on the backside of my knee. On Tuesday  morning, I woke up not being able to walk or even straighten my leg. I was experiencing a terrible amount of pain.

After a trip to the doctor’s office, I learned I sprained my knee. The timing is not ideal- but, when is it ever ideal to sprain a knee?  In six days, I’m heading out to Austin for the 2018 ILA conference. Then, in 13 days, I’m boarding a transatlantic flight to head to Spain for a long awaited two week vacation. So, needless to say, a sprained knee is not exactly welcome at the moment. However, I now have crutches and a thoughtful and wise physical therapist to support me while I am temporarily not able to walk on my own.

Crutches are a scaffold. I need them to support my efforts with walking right now. However, I will remove them gradually as I gain mobility.  I get to make that decision under the guidance of my physical therapist. If I keep using them after I gain mobility, I will actually cause more harm to myself and potentially impede my future mobility.

Using crutches to assist my walking efforts over the past few days has sparked some thinking about scaffolds in the classroom. Scaffolds, like crutches, are meant to be a temporary support that are gradually used less and less until independence or near-independence is reached.

Also, just because I need crutches right now doesn’t mean everyone with knee pain also needs crutches.  In addition, the length of time I am using crutches may be different than someone with a similar knee issue. All bodies are different with different needs. In the same way, all learners are different with different needs.

Screen Shot 2018-07-13 at 10.57.15 AMGraphic organizers in writing come to mind when I think of a scaffold similar to crutches- as a writer myself, I have never used a graphic organizer, but I have talked out ideas with other writers. Some writers prefer to make lists prior to writing, and some just need to be set free to write. The process is different for all. This also applies to young writers- their processes are just as varied as adult processes and should be honored. Like crutches, graphic organizers can cause more harm than good when inappropriately used- why give a writer a contrived organizing tool when they actually don’t need it? It would be like giving someone without an injury crutches and asking them to walk using them. It just doesn’t make sense. That being said, sometimes, some writers may choose to use a graphic organizer of sorts to help themselves. The key is to help our writers learn what they need so they can advocate and make decisions for themselves- not to just give them a crutch.

The same thinking applies to insisting early readers use their fingers to point to words while reading when they are tracking successfully with their eyes.

Or, in group discussions, requiring students to select a sentence starter from a list when they want to think of what to say on their own.

I could go on and on.

Scaffolds can impede thinking and actually harm the learning process when they are not removed or if they are unnecessarily used.  Rather than discuss every single scaffold that may be used in the classroom, I just ask that all of us consider the need before the scaffold, and ask if a scaffold is even necessary.

Every morning when I wake up, I am reevaluating my need to use crutches. I’m even reevaluating as I move through the day. When the need is no longer there, the scaffold (or crutch) will be removed. Using a scaffold after it has outlived its necessity creates a new kind of pain, one that is difficult to overcome.

I hope when I see many of you at ILA next week, I will have outgrown my need for the crutches. But, it will be ok if I’m just not quite there yet. The decision will be mine. Wouldn’t it be incredible if we could empower our students to make the decision about scaffolds theirs, too?

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My first book for teachers, cowritten with Kari Yates, To Know and Nurture a Reader: Conferring with Confidence and Joy is available to order from Stenhouse Publishers! 

Hang in there, teachers! You got this.

Three days of school left…

I’m not going to lie. It has been rather challenging. In fact, it has been a downright struggle to stay upright the past couple weeks.  I’m still knee deep in finishing mandated summative assessments, entrenched in 5th grade practice for their formal promotion ceremony on Friday, and am just overwhelmed with the thought of having to complete my report cards by Friday at 1:30PM.

My fellow teachers- yes, this time of year is hard. It is challenging. It is downright exhausting. You are not alone if you are struggling. I’m struggling, and I’ve been doing this for close to two decades! It’s normal to be overwhelmed. It’s normal to feel like you have no time to do the things that actually matter with all of the end of year hoopla going on.

However, I’m asking you, pleading with you, to do one thing both for yourself and your students. Before you say goodbye to your kiddos, pack up your shelves and cabinets, and close the door for the end of the year, take some time to make one last connection with your kiddos.  It’s truly a gift not only for your kids, but also for you.

During this insanely busy day today, I made sure there was time for 30 minutes of independent reading. Yes- I sacrificed other things, and I was happy to do so. For years now (more than I can actually remember), independent reading has been my one nonnegotiable in the classroom. I clear the schedule to make sure my kiddos have independent reading time every single day no matter what. In fact, I fiercely protect it.  Remember, when we value something we make room for it. If there’s no time, then perhaps it’s not something we really value.

Back to the gift to my kiddos and myself… during those 30 minutes of independent reading time today, I conferred. Rather than conferring with individual readers like I typically do, I held what I like to call cluster conferences. Cluster conferences are where I settle in near a group of readers (at a table, in the library, on the floor among a group of beanbags, etc…) to have a conversation around reading with the kids nearby. To start each cluster conference, I first asked my readers in the area if I could join them- after all, this is their personal reading space. Then, I asked them to come to a good stopping point in their books.  Once each reader was at a good stopping point, I simply stated, “Let’s chat about our plans for summer reading. What are you thinking?”

Screen Shot 2018-05-29 at 8.30.43 PMAnd, think and chat they did! Each of my cluster conferences turned into lovely and lively group conversations about what we all plan to read this summer. My kiddos gave each other recommendations for books, places and times to read, and even made plans to check in with each other over the summer about their similar book choices.

These conversations filled my tired teacher heart and made me smile. I realized that one of the reasons I was worn out is because I worked all year preparing my kiddos to do what they did today- to independently lead themselves and each other in goal setting and planning conferences. This was no easy task. It took work- a lot of hard, well-worth-the-effort work! Once I realized this, my exhausted feeling turned into a sort of satisfaction. I sat back, looked around my classroom at my readers, and smiled.

No matter what happens in the next few days, I know I still have precious time to cluster confer with my readers. I know I still have time to make a difference. I know I’m making a difference…

and so are you.

Hang in there, my fellow teachers. Hang in there, and take some time to genuinely connect with your kiddos before you say goodbye. Connect over summer reading- it’s a perfect way to embrace both the heart and the mind of each student before you say goodbye. You’ll be so glad you did.

You got this!

 

For more on summer reading… 

A Small Glimpse Into Our Summer Reading Conferences

The Road to Pleasure Reading: Six Steps to Ensure Your Students Will Read This Summer

Keep the Reading Going… Letter to Classroom Families

For more on conferring… 

Why Confer with Readers? Ten Compelling Reasons

A Small Glimpse Into Our Summer Reading Conferences

I cannot believe that I only have 11 days left with my 5th grade kiddos!  The utter insanity of the end of the school year is in full force… report card writing, final assessments, parent conferences, meetings during every single planning period and after school, ordering supplies, planning promotion ceremonies, assemblies, parties, writing speeches, the list goes on! However, this doesn’t mean the critical work of teaching stops. In fact, it is ramping up!  My main goal right now is to make sure all my kiddos are  set up for summer reading success.  Of the (what seems like) 10,000 things I have to do in the next 11 days, making sure my kiddos each have a specific plan for summer reading is my most important job.

Over the past three days, I conferred with each of my students around their summer reading plans. We’ve been thinking, talking, sharing, revising, and planning out our summer reading for a couple weeks now, and I have to say my 5th graders have some thoughtful, intentional plans in store for their summer! All of their plans are completely unique and really show each of their specific personalities.

Here’s a glimpse into a few…

 

Harrison’s Plan for Summer

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During our conference today, I asked Harrison to tell me about his thinking around his plan. He’s really looking forward to his downtime this summer- he’s going to explore his big interest even further, World War II, and continue with the Harry Potter series, which he started here in a fifth grade book club a couple months ago.

 

 

 

Chloe’s Plan for Summer

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Every summer, Chloe and her family travel back to Greece to visit family, and she’s all set up for reading on her big trip. She is really excited to continue reading more books by Shannon Messenger and anything she can get her hands on about Hamilton.  When I asked about where she will get her books this summer, she responded that she already secured them through one of our local bookstores.

 

 

 

Nick’s Plan

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Wow! Nick’s flowchart plan and his explanation of it during our conference really blew me away! Actually, Nick’s creativity and risk taking blew me away this entire school year. Nick is just as excited about writing this summer as he is reading. For reading, he has a different plan in mind depending on how the mood strikes him, and plans to continue pursuing journalism- a genre of writing he just fell in love with during the school year

 

 

 

Meg’s Plan

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During our conference today, Meg talked about how she is so excited to tap into our middle school’s online Overdrive library. As a side note, I have to say  we are so fortunate to have such incredible teacher-librarians in my community. My students, especially Meg, thoroughly became excited about 6th grade when the middle school librarian paid us a visit a few weeks back. I wish all kids had access to such talented professionals.

 

 

 

Dion’s Plan

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When Dion first came through my door in August, he was a self-identified nonreader.  With lots of determination on his part, conversations with his supportive parents, and an ongoing partnership with a dedicated specialist teacher at school, we’ve all devoted this school year to helping Dion view himself as a reader. During our conference yesterday, I reminded Dion of what he told me in the fall about his views of reading, and asked him how he now feels as a reader.  His response:  “I love reading.  I can’t wait to start Magnus Chase III”  And friends, there is nothing more important than that.

 

The Road to Pleasure Reading: 6 Tips to Ensure Your Students Will Read Over Summer

“A child sitting in a quiet room with a good book isn’t a flashy or marketable teaching method. It just happens to be the only way anyone became a reader.”  -Nancie Atwell

In the 22 school days remaining with my fifth graders, I have many goals- get through our final stretch of mandated standardized testing, support them in researching and writing about a topic in American history of their choice, delve deeper into the world of coordinate graphing, freely write in what Ralph Fletcher calls the Greenbelt, and ensure that we read for an uninterrupted time every single one of those 22 days. In my mind, that last Screen Shot 2018-05-01 at 7.36.05 PMgoal is the absolute most important.  This goal is the most important because once my fifth graders leave my doors, they will not return to the world of elementary school, where their independent reading time has been protected for the past six years. My kiddos will be heading off to middle school next school year. I know that many of their future teachers will encourage independent choice reading, and I am so grateful that the work done the past few years will continue.  However, I also know that many of their teachers will not make time for reading in their classes- assignments and other time consuming activities will take the place that independent reading once held.  This truly saddens me- breaks my heart in fact. That’s why the next 22 days are critical in the development of my kiddos as lifelong readers.

In these next 22 days, we will read, talk about reading, and make plans for the summer ahead of reading. We will also talk about the beauty and joy of being a lifelong pleasure reader… well, we’ve talked about it all school year. We’ve lived it all school year! However, these 22 days are critical. In these 22 days ahead, I need to ensure that every single one of my students will read over the summer, and then hopefully on throughout the rest of their lives. This is the foundation on which the rest of their reading lives will be built. These next 22 days are the culmination of their reading-focused elementary years- from when their kindergarten teachers first introduced them to the joys of repeated story book reads to falling in love, and dare I say, becoming addicted to a novel series in fifth grade… this is it. This is both the end and the beginning. These next 22 days are critical.

So, to ensure that my kiddos will read over summer and in the future, I have six simple steps in mind. Before we get to the list, I want to point out that incentive programs are not mentioned in the list below. Incentive programs promote incentives, not reading. They promote the idea that kids should read to earn a prize rather than promote the idea that reading is something we do to laugh, think, grow, question, learn, and love as a means of connection between a reader and the world beyond the reader’s world. Incentives don’t work in the long run. However, many other things do. Here are six tried and true things you can do to support your kiddos in reading over the summer and hopefully beyond…

6. Enlist parents and families as fellow reading advocates. In addition to continually talking with families all year about reading, I also frequently emailed them reminders about the importance about reading at home.  Instead of an at-home reading log, I heavily relied on honest communication with families. For an example of this, take a look at this letter I wrote families last year passing the reading champion baton over to them. I plan to write a similar letter this year.

5. Recently, Kylene Beers offered this thoughtful idea in her blog: Send a few postcards home to students over summer asking about their reading. I’ve actually never considered this idea before, and am just thrilled that Kylene took the time to write about it. What a powerful, yet simple way to engage kids in connection around reading!

4. Book Talk, recommend, and mingle! This morning, two of my students book talked Screen Shot 2018-05-01 at 7.35.43 PMtwo different books. Now, there is a waiting list for those books in class, and a few other kids are seeking out other ways to obtain those books as well! Nothing excites readers more about reading than hearing about a great book from a friend. Book talks are verbal, in person recommendations. Recommendations can also be written and digital. If this work is new to you- just give it a shot! You have absolutely nothing to lose. The last few weeks of school are the perfect time to try out something with this year’s students, which is additionally practice for next year! Also, book mingling is my favorite new way to get kids talking about books… it’s a whole class movement and book talk activity where every student talks and learns about books that are potentially new to them. To learn how to book mingle in your classroom, take a look here: Book Mingle! 

3. Access is everything. If kids do not have access to books, they will not read. The reverse is also true. If kids have access, they will read. This is the time of year (if you haven’t already done so) to start talking up the local library to your class. Find out who has a library card and who visits the library. If possible, take a field trip to the library, or ask the library to come and talk with your class! Teaching kids how to use the local library is teaching them how to empower themselves. The time to set up kids for book access over the summer is now. We can easily give a child a book or two to read over summer, but an even more powerful gift we can give is teaching a child how to access books on their own without us.

2. Confer!  Aside from learning how to find books they can’t put down, nothing is more powerful than a one to one conversation between two readers: you and a student. If you’re new to conferring, there is no time like the present to start! If you’re not new to conferring, now is the time to start conferring around at-home and away-from-school reading habits and summer reading plans. Teaching a whole group mini lesson around summer reading is great, but having individual conferences with kiddos around summer reading is much more effective- conferences are personalized and responsive to what each child needs. To learn more about the sometimes tricky, yet extremely fulfilling work  of conferring, please feel free to visit the blog that Kari Yates and I started to support conferring with readers: To Know and Nurture a Reader. In the blog, we offer many tips and tricks to support busy elementary teachers in the classroom. We also have a book coming out of the same title from Stenhouse Publishers next month! You can check that out here.

1. Give students uninterrupted independent choice reading time every single school day between now and summer break. It’s not fancy, cute, or wrapped in a bow, but it is the only thing that truly develops a lifelong reading habit. Simply put, the only way kids turn into readers is by reading. Yes- it’s as simple as that.

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Kids These Days

“I want to write about what happened at the school in Florida,” is the phrase that started the conversation today with my fifth graders.

I’ll let this email to my classroom families explain the rest.

Dear Classroom Families,
          I’m writing to let you know that we had a whole class discussion today about what happened in Florida. It was not planned- it came up naturally. 
          During our morning meeting, I asked the kids to think about an issue they care about for our argument writing pre-assessment later today, which is a regular part of our fifth grade curriculum (we call these on-demand writing assessments). The kids started to share out their ideas: Pollution, global warming, and then one student said she wanted to write about “what happened at the school in Florida.” Suddenly, hands flew in the air, and the kids really wanted to express their thinking around the topic, which turned into a talk about what they think and feel about school safety and even the issue with guns. Please know that I completely kept my opinion out of the conversation and just made sure they had a safe space to express their thinking.  We actually have a lot of differing opinions and beliefs in class, and the kids did a beautiful job listening to each other and talking out how they feel. I’m very proud of all of them. 
          I told them I was going to write to you to let you know that this issue came up in class, and that it is a conversation they should also share with you when they get home today if they still wanted to talk about it.  Please, do not hesitate to let me know if you have any questions. Again, this wasn’t planned, but I am glad we had the conversation because many kids in class desperately wanted to share their thinking.
-Christina 
Did I say and do the right things? I think so. I hope so. I’m not sure.  However, one thing I know for sure is that kids these days are just incredible. We, adults, could learn a great deal from them. They listened to each other, they actually heard each other, and when one had a differing opinion from another, they tried to understand where that person was coming from as opposed to trying to convince them otherwise. It was refreshing to listen in as they lead the honest, mature conversation.
If dialogue like this continues to happen in our schools and in our homes with the younger generation, our future as a country is in good hands. We need to start listening more to our kids rather than telling them what we think. They have a lot to teach us. I hope our present leaders take note.
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Thanksgiving Reading Plans

Thanksgiving reading Blog ImageThanksgiving break is upon us! So, of course this was a great time to do a healthy reading habits check in with my fifth graders. During the past few days, I spent time conferring with each of my fifth graders around their at home reading habits. As a class, we discussed how Thanksgiving break is the perfect time to truly dig into a good novel… the weather is cooler, lots of in-between moments for reading abound: travel time, waiting time, after dinner time, etc, and no other school work, extra classes, or lessons will be scheduled that may get in the way of the important work of reading.

There’s no need for a cutesy worksheet, dreaded reading log, or homework assignment to get kids reading outside of school. In fact, using those methods to assign reading make reading about complying with the teacher’s expectations rather than reading to grow, learn, and enjoy as an individual. Instead, provide kiddos time to find and take home a great book (or a few in the younger grades), support each reader in creating a reading plan through conferring, and talk about it! Not only did we discuss our reading plans during reading workshop, but also we discussed them in our opening and closing circles at the start and end of the school day.

Each of my fifth graders now have a great, self-selected read or two to delve into over Thanksgiving break. In addition, they also have a plan for reading and friends to come back to after break to chat about the book.

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This reader spent some time choosing a book to dive into over break! He and I then conferred around strategies he’ll use when reading the text and putting his plan for reading into place.

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This is his plan- on a stickie note stuck inside the front cover of the book. No need for a purchased worksheet- plans should be authentic and come from each individual reader.

 

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During our closing circle, these are the readers who said they already read The Lost Hero.  So, here is who my reader will check in with after break to chat about the book. This stickie note is also inside the front cover of the book. The best motivation to read is a self-selected book and other readers chat with about the book. No need for stickers or points when the motivation is authentic and intrinsic!

 

Happy Reading & Happy Thanksgiving! 

Our Community of Readers

Screen Shot 2017-11-05 at 9.12.43 AMThe current school year with my fifth graders is now three months in, and I can safely say, we are a community of readers! This past Thursday, I took a step back while conferring with my readers, looked around the room, noticed someone giggling in a corner with his head in a book, saw two readers sharing a book and whispering behind the pages, heard the beautiful buzz of pages turning, pencils jotting, and realized everyone was fully engaged in their reading. It was an amazing moment! My mind quickly thought, “We have arrived!”

But, I know better. We have arrived and gelled as a community of readers in this particular moment, but there will be moments ahead when one of them will struggle through a text, or painfully search for a book without success, or just disengage from reading for another reason. This is why the hard and important work of choosing books and talking about our reading is never over. So, while we didn’t necessarily arrive on our journey, we were in a really nice place along the way this past week.

So, what are the tricks and methods that helped get us to this point on our journey?

We read twice a day everyday for a sustained period- no matter what. A couple years ago, I heard Sara Ahmed speak about how she does “soft starts” with her class everyday. This is where kids arrive at school, put their things away, and settle in to read for 20ish minutes to start the day.  I’ve been implementing this in my classroom ever since I heard her speak about it. It’s been such a fantastic way to start our everyday.  My students come in, put their things away, and read any book of their choosing- everyday no matter what. We then also read during our reading workshop time- in reading workshop students read for roughly 25-45 minutes after a short lesson. This time in the morning also gives me a chance to check in with everyone, say good morning personally to each student, and get a good grasp of how everyone is doing at the start of the day. I will never ever start my days in any other way.

 

Reading is not homework- it is a way of life. At parent conferences a couple weeks ago, one of my classroom parents mentioned now that their child is not assigned reading

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Readers bring classroom library books to and from school/home each day so they can really commit to falling for a book!

homework, they are reading more than ever at home. Don’t get me wrong- I fully expect my kids to read at home. But, I don’t phrase it that way. Rather, my kids are asked to work on their personal reading goal everyday outside of the classroom. For some, that will be to kick back, take a break from all of their extra curriculars and laugh along with Raina Telgemeier. For others, it may be to read in what Donalyn Miller calls reading in the in-between moments- this includes always having a book at the ready and reading in the car, in line, or even while waiting at a sibling’s sports practice. For many, it includes carving out a sacred 25-40 minutes at home in a quiet space and continuing on in their current read from class. So, when reading is no longer seen as something they have to do for their teacher, and instead something they get to do to grow, love, learn, and enjoy on their own terms, kids start to read more.

 

We don’t log our reading, rather we keep track of it through visual, authentic kid-made representations. Reading logs are a complete drag. Really, there is no better way to simply say it. Years ago, I ditched the reading log in my classroom. Honestly, reading logs make reading about complying with the teacher’s requirements rather than falling in love with a book. However, I believe that kiddos still need to have an idea of their reading patterns and a record of growth. So, enter our personal bookshelves and book stack photos!

 

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One student’s personal book shelf, showing her reading from August through October.

With personal bookshelves, kids create a page in the front of their readers notebook to visually keep a record of the reading they’ve done all year. Fully colored in books are read, partially colored in books are partially read, and books not colored in are to-be-read. Each child makes their own, and the design of the shelf is completely up to them. I’ve seen pre-made worksheets being sold on some websites with the same idea, but I honestly think that is misguided practice. The personal bookshelves work because they are just that- personal. Each child creates and maintains their own shelf. The motivation is high because is is 100% kid created! There is no reason any teacher should waste their money on a pre-made worksheet for kids to fill in when students can create their own.

I first learned of book stacks when I saw Penny Kittle speak at a conference a few years

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One student’s October book stack photo. Students can choose to be in the picture or to feature the books alone.

back. She does book stack photos with her high school students so they can see how much they have read and grown as readers over a period of time. I loved the idea so much, I started using it in my fifth grade classroom! We take book stack photos at the end of every month to show the books we finished that month. At the end of the year, all of my students have nine photos of their books read all year. It’s amazing to see the smiles on kids’ faces when they see all that they have read and accomplished. However, what really can’t necessarily been seen is how they have transformed into avid, happy, and engaged readers hopefully for years to come.

 

We model how incredible reading is with daily read aloud. The best marketing device

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Getting ready for read aloud! Every day after recess- no matter what. Our current read: The Wild Robot by Peter Brown

for encouraging a love of reading is directly modeling it through read aloud and authentic discussion around a shared book. This can include picture book read alouds, novel read alouds, shared reads, and much more! This is something that is done multiple times a day. For example, if I look back at this past Thursday in my classroom, I read aloud to my fifth graders four times: in our opening circle (which follows our soft start) I read aloud a short current events article for all of us to discuss, after recess I read aloud from The Wild Robot for 15 minutes, during writing workshop I read aloud a students’ piece of writing to point out a particular craft move (this was actually more of a shared read as it was projected on the board), and finally during social studies I read aloud for a few minutes from a book about Jamestown. These four modeled reading sessions were not only subject specific, but also they were great marketing devices for how great reading can be! It’s important to mention that I don’t just hope my students see how great reading is in these experiences- rather, I explicitly point it out… “Wow! Did you see how Peter Brown just addressed the reader? That is such clever writing!” or “Huh. I didn’t realize that about Jamestown. It’s amazing how much this little book is teaching us!” Now, my students are pointing it out, too!

 

While kids are reading, I confer with them. 

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My November conferring schedule- it’s not fancy, but it helps me stay on track! The top week is Halloween week- my conferring goals weren’t met, but not for a lack of really trying!

A conference is a one to one conversation between two readers: a student and me. My goal is to hold a reading conference with 5-7 kids each day. Sometimes I achieve this, sometimes I don’t, but I always try. There are a multitude of benefits to conferring with readers. In fact, Kari Yates and I wrote a whole book about it! We’re really looking forward to sharing our love of conferring with readers when our book comes out from Stenhouse Publishers in early 2018! Taking a step back and watching a classroom full of kids transform into a classroom full of engaged readers is great, but sitting down, and getting to know each of them individually as a reader is even better!

 

The most important thing to mention when reflecting on our community of readers is that there are no tricks, gimmicks, or purchases (aside from books) that one can implement in a classroom to turn a group of kids into a community of readers. The absolute only way to do it is to provide books, secure and fiercely protect reading time, confer with readers to offer support, and then to let them read- no matter what. As elementary school teachers, there is no task or job that is more important. As one of my education heroes, Dr. Mary Howard often says, “It is our responsibility.” As soon as we start viewing it that way, things will fall into place- with a little hard work, rejection of gimmicks (I’m looking at you, Teachers Pay Teachers and other worksheet mills), and acceptance of the idea that “the only way a kid became a reader is by reading.” Thank you to Kylene Beers for that one.

 

Related Posts

Wonder: The First Few Days of Reading Workshop

Why I Ditched the At-Home Reading Log

Personal Bookshelves

Falling in Love with Books!

Reading: It’s Just What We Do! Access, Choice, Volume, Support

See you at ILA!

For a little over a year now, Kari Yates and I have been working on a book! As we head into the final stages of the writing process, we are excited to share some of our ideas with others at the upcoming International Literacy Association Conference in Orlando next week! If you’ll be there, we’d love to have you join us!

ILA Kari Christina Image F (3)

Thank You, Class of 2017

 

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It’s often said that we as teachers really do not understand the full impact we’ve had on our students. Many students find us years years later to thank us or to tell a story about what they remember from their days in our classrooms. Some even contact us to say that we’ve been an inspiration to them.

Well, I’m turning those tables today. This afternoon, I surprised a few of my old students at their high school graduation. This particular group of students truly helped carve my path and purpose as a teacher, and I don’t know that they or their families will ever truly understand what a huge impact they’ve had on my life, and in turn the lives of the many kids I continue to serve.

My fierce advocacy for kids didn’t start when I became a teacher. Rather, it started after I met this rambunctious and lively group of 2nd graders and their families back in 2006. Through ups, downs, successes, misses, and watching  true resiliency take place, I learned how to be an advocate. I learned to see kids for who they are, celebrate their uniqueness, believe in them, and stand up for them when the system just waScreen Shot 2017-05-31 at 10.10.42 PMsn’t working with their best interests in mind.

Seeing these former little guys cross that stage as confident young adults to graduate from high school today was the absolute highlight of my teaching career thus far. So, today I want to thank them. I want to tell them that they have inspired me to keep on fighting the good fight, to see kids for who they truly are, to be the best teacher that I know how to be, and to try to always push myself to become better. The system may not always work for all of our students, but I always will. I will never stop fighting or believing in kids- believing in who they are and what they will one day become.

To the class of 2017, I thank you. You truly have inspired me. I am the teacher I am today because of you.

Your very grateful 2nd & 3rd grade teacher,

Ms. Nosek

 

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