The Last 20 Days of Literacy Learning: 6 days to go, Drafting Our Summer Reading Plans

Post #8 in the Last 20 Days of Literacy Series… Written after a crazy early release day of 5th grade promotion practice, music, PE, and a little literacy time squeezed in.

All posts in this blog series can be found here.

Starting a new-to-them book series is a part
of many readers’ summer plans!

For the past few weeks now, we’ve been chatting about our plans for summer reading in class. The fifth graders have shared book recommendations with each other, chatted about when and where they’ll read this summer, and have even made plans to connect with each other around their reading while they’re away from school.

After casually chatting with each other and recommending books the past couple weeks, we sat down to draft our plans today. Because we spent so much time thinking, talking, and jotting about our plans, the kids were ready and anxious to get drafting today! Some students sketched their ideas, some wrote paragraphs, some created charts- all the plans were different and created with each fifth grader’s personal vision of their summer reading in mind. No two plans looked the same.

Students working to draft plans for their summer book club

In addition to choosing which books they’ll read, they discussed how they will access their books, when and where they’ll read, and how they will connect with others around their reading. A few fifth graders made plans to connect with each other digitally and two groups of students formed book clubs that plan to meet in person.

Many will access books through our local libraries and our online middle school digital library. Some asked if they can borrow books, and I said yes. Even though they are heading to a new school next year, I trust I will get (most) of the books back. Part of the reading plan for students borrowing books is figuring out how they will get the books back to me- some will send the books back with younger siblings while others will figure out different means to get them back to the classroom.

While drafting their plans today, the fifth graders were truly giddy with excitement about the possibilities to come. This entire school year, my biggest goal, my most important goal, was to make choices as a teacher that would lead my students onto a path of lifelong reading. After watching and conferring with them today around their drafted plans, I feel like that goal is on its way to being accomplished. Simply put, it feels really good.

Tomorrow, we’ll revisit our drafted plans for revision and then start to generate ideas for putting the plans into place. One of my posts next week will share a few finished plans for summer reading. Until then, here are a few drafts…

For some further thinking on summer reading, Kari Yates and I share some ideas here.

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!

5 Decisions I Made to Support Kids Reading Over the Break

Spring break is here! Well, it’s here for those of us in my corner of the San Francisco Bay Area. All of my fifth graders have made plans for reading over the break, and I trust that hundreds upon hundreds of pages will be read over the next nine days. Why? Well, as a teacher, I made a few intentional decisions to set them up for reading success.

Decision #1

My fifth graders have started every single day this school year by reading self-selected books for 15-40 minutes. That’s kicking off 141 consecutive school days with reading! Reading has become a habit for all of us. The more you read books you love, the more likely you are to continue reading- even when school is not in session.

Decision #2

We talk about books everyday, multiple times a day. Our constant talk about books across the school day has made reading a part of our all-day everyday in the classroom. This talk has even transcended beyond our school day. How do I know?

  • I confer with my students each day. Sometimes, they talk about their reading and discussions about reading beyond the school day during our conferences.
  • On our online class discussion (ours is in Schoology, but there are many other platforms available), kids chat about their books and reading- they do this by choice on their own time.
  • Parents have casually told me how much their kids read and want to talk about their reading at home.

Decision #3

I’m a reader myself. Perhaps this isn’t a decision. Well, at some point in my life (it’s tough to pinpoint when), I decided I was a reader. But, the most important decision was intentionally deciding to share my own reading life with my students. They all know how my favorite time of the week is my first cup of coffee with The New York Times on Sunday and that one of my main reading goals right now is to read more realistic fiction to grow as a reader. They also know I made this goal for myself because I’ve fallen into a habit of mostly reading narrative nonfiction. My point is, they know who I am as a reader. By sharing my own reading life with them, they are more apt to honestly share their individual reading lives with me. Because of this, I am better positioned to support them as readers- I am better positioned to affirm what’s working well in their reading lives and offer next steps when roadblocks arise. When we affirm what’s going well in a reading life and offer support when trouble might happen (which it often does), our readers are more likely to succeed in reading more and sharing more with us.

Decision #4

I give my students free rein of the library with no restrictions at all. We have been in school for 141 days. Free rein did not start on day one. It took time. At first, we used browsing boxes. Then, the library was introduced. After that, tons of book talks and book basket talks were given. Oodles of mini lessons, small groups, and conferences were conducted around how readers choose books. And, eventually, we got to where we are today. When students have choice over their reading, we know they read much more than when they don’t have choice.

Decision #5

I invite kids to take books home. I know this scares many teachers, and I completely understand. I was quite worried, too, before I made this decision a few years back. The fear of losing books terrified me. Books cost money- my own teacher salary money! That’s kind of scary. However, when I realized that many of my students would not continue reading if I didn’t allow them to bring the books home, I knew I had to make a change. So, my students bring home books to enjoy. They bring home the books knowing the importance of returning them. They know that other readers need to also have access to the books, and they know that books cost money (there is no reason to pretend they don’t!). Do I lose a few books each year along the way? Yes- a few. However, the vast majority of books lent out always come back. Simply put, kids can’t read books if they don’t have access to them.

All of these decisions were made long ago. If we want kids to read when they are not with us, we have to first figure out ways to cultivate a vibrant and engaging culture of reading in our classrooms everyday. We can’t expect kids to do what we don’t model or show them. It’s not too late to start now. It’s never too late to grow a love of reading.

To get kids reading over break- spring break, summer break, winter break, any break, make the decision get them reading every single day in the classroom first.

Our low tech and public spring break book check out system. Not only does everyone know what everyone else is reading, but also I know which books have been taken home at a glance. I’m looking forward to all of our conversations around reading when we return!

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