Summer Reading & Learning Recs for Elementary Teachers

*This post was originally published on 5/30/22. It was updated on 6/4/22 as I added even more resources to my summer learning stack! Enjoy!*

Summer break is just weeks away or already here for many! It’s the perfect time to unwind, recharge, and do a little self-paced reading or learning in a book club!

If you and your colleagues are reading Answers to Your Biggest Questions About Teaching Elementary Reading in a summer book club, I’d love to casually chat with you and answer questions through Zoom (or potentially even in person if you’re in the San Francisco Bay Area or Seattle area). Additionally, if you are leading a group of new teachers or preservice teachers, please do not hesitate to reach out this summer or in the fall. I will always make time to openly chat with new and preservice teachers– I’m here to answer their questions, hear their thinking/feedback, and ultimately learn from them as well! Just send me an email at cnosekliteracy@gmail.com.

A key aspect of Answers to Your Biggest Questions About Teaching Elementary Reading is pointing teachers in the direction of other great resources to continue their learning and answer further questions. I am the teacher I am today because my first year mentor, Midge, introduced me to the habit of professional reading to continually inform my practice. This summer, I plan to read and reread the following professional texts. I hope you’ll join me in reading one or more of these books!

If you’re looking to make your writing instruction more student-centered or are looking to make your writing routines, procedures, and instruction more effective, Melanie Meehan has you covered with her newest book, Answers to Your Biggest Questions About Teaching Elementary Writing. Does the book look familiar? My book and Melanie’s are in the same series! We actually even collaborated during the process of writing the books as well.

If you’re looking to make your literacy practice more culturally responsive and are ready to do the work and make some important changes to benefit all students, Dr. Kim Parker has the book for you with Literacy is Liberation: Working Toward Justice Through Culturally Relevant Teaching. A key focus of this book is the emphasis on creating an intentional space and community where students feel safe to talk about pressing issues.

If you are interested in instructionally making the most out of your book collection and adding new titles to your teaching, Mentor Texts That Multitask: A Less-Is-More Approach to Integrated Literacy Instruction by Pam Koutrakos will help you out! Pam shows teachers how to plan intentional and thoughtful lessons based on student needs using loved and well written books that likely already line your shelves.

What a complete joy it was to read this gorgeous book by Donalyn Miller and Teri Lesesne. I highly recommend the audiobook read by Donalyn herself! Helping every child find reading joy is in reach of all classroom teachers. The Joy of Reading offers key considerations and shifts in classroom practice to make reading joy a reality for all students.

As I write this blog post, I am about half way through Reading Above the Fray: Reliable, Research-Based Routines for Developing Decoding Skills by Julia B. Lindsey. If you are a K-3 teacher, reading specialist, literacy coach, or just interested in how to effectively teach the vital early reading skill of decoding, this book is a must read and must-keep-on-the-desk for reference.

Teachers have been given yet another literacy gift from read aloud and children’s literature aficionado Maria Walther. In Shake Up Shared Reading: Expanding on Read Alouds to Encourage Student Independence, Maria offers 100 teacher-friendly “bursts” of shared reading lessons inspired by 50 current picture books. If you are a fan of Maria’s Ramped Up Read Aloud or her cowritten book with Karen Biggs-Tucker, The Literacy Workshop, you will absolutely love Shake Up Shared Reading!

This new book by Afrika Afeni Mills will be released in a few weeks, and I cannot wait to dive in. Open Windows, Open Minds: Developing Antiracist, Pro-Human Students , “fills an important gap in the arena of diversity, equity and inclusion... If you’re a White educator or parent, this book will help you to let go of the things that no longer serve you, and to teach your students to embrace those things that will help create welcoming environments where all feel a sense of belonging.” (review from Zaretta Hammond on Corwin’s website). This is a book many of us need, myself included as a White teacher working to do better.

I typically only write about literacy education, but like most elementary school teachers, I teach all subjects! The longer I teach, the more it’s confirmed that my classroom instruction is more impactful for students when I blend subjects by concurrently finding cross-curricular and community connections. Enter Answers to Your Biggest Questions About Teaching Elementary Math. From Building a positive math community to encouraging talk about math, the four authors of this book bring their years of math expertise into this question/answer format book that is sure to help all who teach or support elementary math. If this one also looks familiar, it’s in the same series as mine and Melanie Meehan’s books!

A Teacher’s Guide to Writing Workshop Mini lessons by the writing team of Lisa Eikholdt and Patty Vitale-Reilly will support both new and veteran teachers alike in mastering the important teaching method of mini lessons. As a new teacher many years ago, my area of focus was keeping my mini lessons mini– this is no easy feat! Now, as a veteran teacher who’s mastered timing, my current area of focus is ensuring all of my mini lessons are relevant and engaging for all students while still keeping them appropriately academically challenging. I wish I had this book as a new teacher, and I’m so glad I have it now as a veteran!

Life, Literacy, and the Pursuit of Happiness: Supporting Our Immigrant and Refugee Children Through the Power of Reading by Don Vu was published last spring, but I finally have my hands on it now. In the book, the author, who is a successful school administrator, masterfully explains how six conditions (Commitment, Collection, Clock, Conversation, Connection, and Celebration) determine a school’s literacy culture.

Interested in additional budget-friendly options for professional learning this summer? A few months ago, Melanie Meehan, Georgina Rivera, and I recorded a webinar about bringing more joy to the elementary classroom. This hour-long webinar can be found for free embedded here or at this link on YouTube. In this video, we offer lots of “party favors” (free teaching resources) for teachers.

Another resource I highly recommend reading, rereading, and savoring throughout the summer months is the annual 31 Days IBPOC blog series (linked here) hosted by Tricia Ebarvia and Dr. Kim Parker (author of the above recommended book, Literacy is Liberation). Every May, 31 educators of color generously share a blog post with the education world and beyond. I have learned a ton over the years from this blog series and have found many authors and educators to continually seek out and learn from because of it.

The final resource I have to share is a podcast I recently participated in with a few educators I deeply admire. In this podcast, Dear School Leaders (linked here), from Peter DeWitt’s Leaders Coaching Leaders podcast, Ayanna Perry, Matt Kay, Georgina Rivera and I discuss building community, relevancy for students, authenticity, teacher entry points, book banning, and so much more! The podcast can be found at the included link or on most podcast hosting platforms.

Whatever you do to support your professional learning this summer, please also prioritize rest, recreation, and recharging. It’s been a rough year for all of us in schools. I, for one, need a reset.

Also, check back here periodically over the summer or click the blue follow button to have more teaching and learning tips delivered directly to your inbox.

I hope this summer brings you and your loved ones what you need.

-Christina

Bring Back the Joy! Free Webinar on Monday, March 7th

On Monday, March 7th, 3:30pacific/6:30 eastern, Melanie Meehan, Georgina Rivera, and I will be discussing practical ways to increase the joy in your elementary reading, writing, and math instruction. There will be giveaways, goodies, and lots of fun. I hope you’ll join us! Register here.

_______________________________________________________________
Looking for literacy PD? I’m available for on-site, in-school, and virtual summer 2022 professional development sessions around all topics and needs in K-6 literacy education. Booking is also available for select dates during the 2022-23 school year and beyond. Learn more here or contact cnosekliteracy@gmail.com to get started. I’d love to work with you and your teachers! -Christina

New Book Announcement & Early Reviews!

I’m thrilled to announce that my new book for teachers, Answers to Your Biggest Questions About Teaching Elementary Reading in Corwin’s Five to Thrive series was just sent to the printer! It will be in teachers’ hands in March 2022! Even though I wrote this book with new teachers in mind, anyone who is looking to make their K-5 reading instruction more student-centered will find it helpful.

Corwin is currently offering 20% off when purchased directly from their website. Use code SAVE20

Take a look at what a few of our literacy colleagues from across the country think…

“Imagine getting to be a fly on the wall of an exemplary teacher’s classroom watching reading instruction.  Now imagine that you have a guidebook in front of you explaining why and how everything is happening, like the key on a map.  This author is that teacher and this book is that guide. Elementary Reading: 5 to Thrive shares the whys and hows of great reading instruction in a classroom with clear examples and ample resources for those ready to dig deeper. It is an excellent resource for both new and veteran teachers wanting to make the best use of instructional time to help grow readers who will read for life, not just 20 minutes.”
-Jacqui Cebrian, Elementary Reading Specialist and Community Advocate for Book Access.

“Wow! Literacy Educators are so fortunate to have this newest book by Christina Nosek out in the world! It is an incredible addition to the resources we have, and one that is unique in what it offers readers. I love that it can be read cover to cover or used when thinking about a specific piece of your literacy teaching.  Christina responds to each question with depth and intentionality.  Embedded throughout are messages about the language we use as teachers and how we can be more thoughtful with our language in order to support student agency.  I can see using this book with my preservice teachers and I can also see using it myself, as a source of grounding and reflection.  It will be used by teachers, literacy coaches, administrators and teacher educators.  There is something for every literacy teacher to grow his/her practice, no matter experience level.”
-Franki Sibberson, Past President of NCTE and Author of Beyond Leveled Books

“Answers to Your Biggest Questions About Teaching Elementary Reading, is just the necessary book that teachers, novice and veteran, need to remind them of the most salient and important reasons of what really matters in the teaching of reading. From those percolating questions that keep you up at night, to the curriculum presentations that require a justification of why the teaching of reading matters, this book is the compass that will steer you North. Validating, and centered on the foundational understanding, in particular to the most vulnerable of children, this book holds social justice, agency and lifelong learning at its core. A must read for all teachers, time and time again! Chris makes the information digestible, relevant and accessible to teachers and everyone who understands that the teaching and learning of reading goes way beyond the words on a page. Chris’ approachable and insensible love for things that are this important, makes this book a necessity for everyone.”
-Lucía Rocha-Nestler, M. Ed, Senior Staff Developer and Literacy Consultant, The Language and Literacy Collaborative

I’m excited to share more information about the book soon! Also, be on the lookout for an accompanying blog series coming in March! In the meantime, join Melanie Meehan, Georgina Rivera, and me for a free webinar coming up on March 7th. At the webinar, we’ll discuss practical, engaging ways to help teachers bring joy through authentic reading, writing, and math instruction to their final months of the school year. Learn more and register here.

_______________________________________________________________
Looking for literacy PD? I’m available for on-site, in-school, and virtual summer 2022 professional development sessions around all topics and needs in K-6 literacy education. Booking is also available for select dates during the 2022-23 school year and beyond. Learn more here or contact cnosekliteracy@gmail.com to get started. I’d love to work with you and your teachers! -Christina

Beyond the Textbook: Using Picture Books in Our History Learning, Part 1

Some picture books make us laugh. Others tug at our heart strings and make us cry. Many support our work in studying the craft of writing. Then, there are some that just truly stop us in our tracks.

Today’s picture book read aloud, The People Shall Continue written by Simon J. Ortiz and illustrated by Sharol Graves, changed my classroom. It changed the way we are approaching our year-long study of American history. It changed our collective thinking.

Next week, we’re going to compare this text and another we read a couple weeks ago, Go Show the World: A Celebration of Indigenous Heroes written by Wab Kinew and illustrated by Joe Morse, with the chapter on Indigenous Nations in the text book purchased by my school district. After today’s read aloud and discussion, my students are eager to dive in, read with a critical eye, and ask the tough questions that many adults just choose not to ask.

In part 2 of this blog series, I’ll report back with student thinking and my own teaching notes after we dive further into this work. In the meantime, I highly recommend checking out both The People Shall Continue and Go Show the World: A Celebration of Indigenous Heroes. If you teach upper elementary, middle school, or high school history or social studies, both of these books are a must.

I learned about both of these books and many more that I plan to share during the year by reading the blog American Indians in Children’s Literature from Debbie Reese and Jean Mendoza. I’m also learning a great deal from their recent book with Roxanne Dunbar Ortiz, An Indigenous People’s History of the US for Young People.

The Last 20 Days of Literacy Learning: 16-15 Days to Go, Literacy & Math

Post #5 in the Last 20 Days of Literacy Series… Written after the teaching week on Sunday morning while savoring a cup of coffeewell, three cups of coffee.

All posts in this blog series can be found here.

A few years ago, I was given the best advice about teaching math that I have ever received.

Christina, you will start feeling more comfortable with teaching math as soon as you make the decision to approach it in the same way you teach literacy.

Those words, spoken by my friend and then math coach, Mangla Oza, have stayed with me years later. Mangla’s words have propelled my math thinking and my students’ math learning forward since that day.

Like many of you, as an elementary school teacher, I am responsible for teaching all subjects- not just the subjects that I have most intensely studied as a student myself. If you’ve taken a look at the requirements of elementary school teachers, or if you are one yourself, you know that this is no easy feat. In my multiple subject, self contained, fifth grade classroom, lesson design, implementation, reflection, and redesign is a constant process- the kids are new each year, therefore so are many things I do. No two classes ever receive the exact same experience- nor should they!

So, for the past few years now, I’ve held Mangla’s words close. Those words have actually guided much of what I do across the entire teaching day. I now approach math (and all the other elementary school subjects) with the same thinking that guides my reading and writing decision making.

When thinking of a new lesson, I first think about what my students already know. Then, I consider ways to get them interested. More often than not, the way to get them interested is to tap into their curiosity and invite them into inquiry.

I attempted this on Thursday and Friday when we we started a study of circles. That’s right- Pi Day came late to fifth grade in room A1 at Nixon School this year. Back in March, on March 14th specifically when Pi day is traditionally celebrated in schools, we weren’t in a place in our studies where we could just throw in Pi. It would have been out of place and not exactly meaningful. Now that we are concluding our geometry unit, I thought I’d introduce it. I knew the interest was there, and gauged that my kids were ready to dig into this study based on many different assessments- informal conversations, observation during group and individual work, and student math work samples.

After some informal assessment- asking who was familiar with pi and how to measure the dimensions of a circle and listening to partner talk, we dove into inquiry using this web page on Smithsonian’s site: A World Full of Circles.

As an entire class, we viewed the first two circles on the page as a group. I invited students to ask and jot down questions, describe what they noticed, and to think about these circles using our first draft of a guiding question: Why are circles important?

After doing this with the first two images, I invited students to go through this process on their own or with a partner. So, they busily got to work observing, wondering, noticing, questioning, chatting, and jotting…

After my students’ exploration time, we shared our thinking, questions, wonderings, noticings, and observations as a whole group. My entire goal for this first day was to get students thinking and wondering about circles and why they are important. Well, as a group, we came to realize that important was not exactly the best word. We revised our initial guiding question of why are circles important, and narrowed down our new guiding question to a few contenders:

Why do developers make communities and other places circular?
Why and how are circles so often found in nature?
How can circles be made to look perfectly symmetrical?

What more can we learn about circles to apply our own lives?

The next day in class, we revisited circles. We talked a bit about our ideas from the day before and angled our workshop time to explore circles found in the classroom. So, I invited the fifth graders on an exploration of sorts- I invited them to view the classroom in a way they never had in their first 164 days there. I invited them to view it as a place to explore circles.

After student exploration around the classroom, I then introduced a way for us to think about how mathematicians might start to measure and compare circles. I wrote terminology used when thinking about circles on the whiteboard, modeled how to measure the different aspects of a circle under the document camera, and then invited students to try it on their own with the circles they found in the classroom. So, off they went to explore measuring circles…

Many students in class already had background experience with this vocabulary, as is evidenced in some of their writing from the day before. But, for others, it was brand new.

Having the time to think about this terminology, apply it to the work they did in discovering and exploring circles around the classroom, and then ultimately reflecting on what they learned through discussion and writing (some examples of this are seen below), naturally provided access points for all students. They all came to this work with different understandings about circles, and were all offered a way to explore them that hopefully fit their academic and intellectual needs.

In reflecting on the past two days’ math lessons, I’m realizing that the more I infuse the moves of good literacy instruction into my math lessons, the more engaged my students are with the work. The more engaged they are with the work, the more they will benefit from it.

Some of these moves I borrowed from literacy instruction included invitation into inquiry, reading and viewing images and descriptions, lots of group and partner discussion, writing to question/wonder, writing to think, writing to discover, and writing to reflect.

I used to think infusing literacy into other subjects meant reading aloud a picture book to go along with a lesson. I still think this is a good practice, but I now know that this practice needs to be a bit more intentional…

On Thursday, the first day of this study, I decided to read aloud a picture book that I felt would complement the lesson nicely. If you’re an upper elementary teacher or middle school math teacher, you probably guessed correctly that I read aloud Sir Cumference and the First Round Table. During the first few pages, my fifth graders loved the clever play on words, and even tried to figure out the math diagrams displayed on the pages. Then, the conversation took a different direction altogether…

"Why is it all men at the round table?" 

"The one woman is solving problems and not getting any credit."

"That's not right."

"But, it's fiction!"

"Well, the author could have decided to make things different."

I couldn’t help but smile inside when this conversation arose. It certainly isn’t one I intended, but it was an unintended bonus. My thinking then went into a different place. I thought that maybe this isn’t the best book to share with my students because it perpetuates the misguided idea that men need to be in charge. However, without this book, this conversation wouldn’t have happened on Thursday. It’s just something more to reflect on, and should probably be a whole blog post on its own.

Who knew our math learning could take us in so many different, yet really important directions! I’m really looking forward to continuing this exploration next week.

Magic seems to happen when the moves of literacy instruction are infused into math class. Perhaps there are many math teachers out there who knew this all along. I’m still on my learning journey with this idea, and it’s a wonderful journey to be on!

Now, imagine if instead I just assigned my students a worksheet?

The Last 20 days of Literacy Learning: 20 Days to Go, The Art of Comprehension

*Disclaimer- this blog series will most likely not include poetic, profound writing. Rather, it will consist of on-the-fly quick writes after my teaching day during the last 20 days of school. Reader, you’ve been warned.

Today marked day 160 of the school year. My fifth graders have 20 days left of elementary school. While we have many typical end of year festivities ahead of us- assemblies, kickball games, a pool party, promotion practice, a class party, a middle school tour, and the big promotion ceremony on the last day, we still have quite a bit of literacy learning ahead.

Rather than detail the entire day in each blog post in this series, I plan to share one or two things we did in class to continue the literacy learning through to the very end of the school year. I decided to write about the last 20 days of school for a couple reasons…

First, the last couple weeks of school do not need to be viewed as throw-away, meaningless days which often ends up being the case. These final days will likely be the ones many students remember. How do I want my fifth graders to remember their time together in my classroom?

Also, over the past few years, I have become increasingly interested in why many kids tend to read less and less on their own as they get older. So, I’m trying my best to help my students build a love of reading and writing as they leave elementary school, and hopefully continue that love in their own lives away from school. This has actually been my #1 goal all year.

As you can probably tell, I deem these last 20 days as critical ones- in my opinion, they are actually more critical than the first 20 days of school.

My goal with this blog series is to do a little bit of writing on our literacy learning in class each day, but the reality may end up being that I write about it every few days- you know how crazy the end of the school year can get! However, despite the craziness, the literacy learning will go on. It will matter. It will count.

Thanks for sharing in the literacy love and learning of the last 20 days with me!

20 Days to Go, trying something new…

The Art of Comprehension

Finally, after reading Trevor Bryan’s fantastic book, The Art of Comprehension, I introduced his Access Lenses to my class earlier this week. The Access Lenses support students in thinking more deeply about viewing art, and in turn transferring that framework for thinking over to their reading and writing.

Earlier this week, we viewed and engaged in a wonderful conversation around The Library by Jacob Lawrence. Students discussed how color and body language can give us clues to mood. The conversations were vibrant as students openly shared their differing opinions grounded in the Access Lenses that Trevor offers in his book.

Then, earlier today, during our class read aloud of The Thief of Always, I noticed my students’ conversations shifted a bit. I heard them talk about mood in reference to how the author, Clive Barker, wrote about and described facial expressions and body language. Many of them even asked to look back in the book during independent reading time to think about earlier scenes in the book using the Access Lenses. WOW! They asked to look back in the book- sure, by all means, have at it!

Now that I have finally introduced my students to the Access Lenses and saw how they have a huge impact on understanding and response, I wish I started with this work earlier in the school year.

Next school year, I plan to start right away with The Art of Comprehension!

It turns out, the last 20 days of school is a great time to try something new.

The Last 20 Days of Elementary Literacy Learning Blog Series

So much is emphasized, written, and said about the first 20 days of school. Well, I’m entering my last 20, and the work isn’t even close to being done. This blog series will chronicle the literacy learning of the last 20 days of school in my fifth grade classroom.

The Last 20 Days of Elementary Literacy

How are you making your last 20 days count? Share your work!