This will be your last and final blog entry! I can hear your sighs of relief from here!! Ahhh....
What I would like you to do is to reread each of the posts and every one's responses, paying particular attention the the journey you have been on. I have done this with some of you and if you actually print them out you can see how your thinking has changed over time. It is really quite a remarkable record of you and your growth and the processes you have gone through along the way. For each of you it is individual and unique.
As this is our last blog I am really asking that you take the next few weeks before our last class to write a reflective entry that "shows" us your individual journey and how talking, reading with and observing your colleagues has impacted the changes you have made and also to set yourself a goal for where you plan to go next. This entry will be your longest entry of the year and it should take you the next few weeks to complete. I would also suggest that you write it on word and then copy and paste it so that you don't lose it!
Here are some quotes that you might consider in thinking about your journey...you do not have to respond to them, I just thought they might inspire you along the way!
"The language of education, if it is to be an invitation to reflection and culture creating, cannot be the so-called uncontaminated language of fact and 'objectivity'. It must express stance and must invite counter-stance, and in the process leave place for reflection, for meta-cognition. It is this that permits one to reach higher ground, this process of objectifying in language or image what one has thought and then turning around and re-considering it"
Jerome Bruner
"We don't receive wisdom; we must discover it for ourselves after a journey that no one can take for us or spare us."
- Marcel Proust
"The curious paradox is that when I accept myself just as I am, then I can change." Carl Rogers
“The only person who is educated is the one who has learned how to learn - and change” Carl Rogers
By three methods we may learn wisdom: First, by reflection, which is noblest; Second, by imitation, which is easiest; and third by experience, which is the bitterest. Confucius
15 comments:
"In the midst of our lives, we must find the magic that makes our souls soar." After reading all of the blogging assignments, my responses to them, and the quotes suggested at the end of our last blogging assignment, I have realized that I really needed to begin this assignment the same way I began my very first blog. Originally, this quote reminded me only of my daughters, they are my magic, and this quote was about them. But after thinking a bit, I am realizing that the magic in our lives can be ANYTHING that makes our hearts soar. So how does this apply to LTT? Well…at first there wasn’t very much soar…but there was definitely some sore! Last year, I had been introduced to the reading strategies, become familiar with their meanings and had begun to “use the language of the strategies” with my class. Basically, I thought I was in pretty nice shape with all this strategy stuff! The first LTT class went well. The first readings were interesting; I got some nice ideas for implementing concrete activities to introduce the reading strategies. I thought, “Okay, I can do this.” That thought lasted until about the third class. I will call this particular class the “Reading Workshop on Steroids” class. If you remember, we watched a movie of a reading workshop, complete with candles being lit, classrooms sporting couches and walls completely encased with class made posters. I’ll admit it, I saw candles being lit and I thought, “yeah right!” From that moment on, I know I was focusing on the parts of that movie that I wouldn’t be able to do, and therefore reasons that a reading workshop was not a reasonable choice for my first grade class. Unfortunately, reading workshops didn’t just go away. Apparently, this was something I needed to give a chance. So I figured, fine, I’ll try the “status of the class” thing and see how it goes. Well, it wasn’t a loss. It took longer than I thought it should have and the kids that were not being spoken to had nothing to do but fool around, but this really just made me realize that maybe my class needed a different “status of the class” format. This was literally the birth of the evolution of MY reading workshop, if that makes sense, since this was when I began to change the format of my reading block to more closely imitate some of the components of the “Reading Workshop on Steroids.” And as I look back, I see how trying out one little thing lead me to the point I am at today. After trying the “status of the class,” I realized some changes needed to be made. I began to individually ask students about their reading, which never ended up being a simple “What book are you reading now?” I found that these “status of the class” interviews were not quick encounters and I was definitely not getting to my entire class during one session. Well, what do you know, that was because I wasn’t just getting their status, I was actually conferencing with them about their reading! Just like that, I moved from “just” doing status of the class, to conferencing with my students about their reading. From here, I realized they needed explicit instruction about how to choose “just right” books, so we did that too. Next, I realized many kids are not getting to do free reading because they are too busy doing independent work during my reading time. In addition, I was not getting around to enough students for conferences. To correct this, I reduced the number of reading groups I took per day knowing that my students would read independently on the days they didn’t read with me. I also took away one of the three independent assignments students were expected to complete while I worked with reading groups. This way they would finish with enough time to get to do free reading almost every day. All that’s left were the mini-lessons…which I STILL struggle with. Some days I’m just not sure where to go next. Other days a piece of students work catches my eye and I think “THAT’S what I need to do a mini-lesson on!” And I’ll even admit it…on those days I’m a little more soar, than sore!
I decided to use the quotes Tomasen listed as a basis for my blog this time.
"We don't receive wisdom; we must discover it for ourselves after a journey that no one can take for us or spare us." - Marcel Proust
Someone can tell me until they’re blue in the face that something is the right way, the wise choice, or the best one…but I won’t listen, until I find out for myself. When reading through my blogs I noticed a theme. I was overwhelmed, struggling and resisting the change. Maybe I still am a little bit, but the difference now is that I’m embracing the change. I have seen firsthand the benefits of the comprehension strategies. I now feel like I can plan for next year—the whole year—as a big picture. After reading my blogs I noticed 2 turning points for me, when my classroom library was redone and after observing at another school. Those were when I really embraced the strategies and started reader’s workshop. I realize I did both later than most people, but I guess I feel somewhat accomplished because I finally crossed over and accepted them!
By three methods we may learn wisdom: First, by reflection, which is noblest; Second, by imitation, which is easiest; and third by experience, which is the bitterest. Confucius
As teachers we should really spend more time on reflection. What worked? How can I change it to make it better? What didn’t work? Why? Did it work for some kids and not others? We really don’t have enough time in our days to teach, reflect on what went well/what didn’t and then adjust the rest of our lessons according to that. I think if we could truly teach the best way—we’d reflect at the end of each lesson/day and then plan for the next day depending upon what went well and what needed tweeking. This method, of course, isn’t what makes sense in real life though. While every teacher adjusts lessons as needed– we don’t have the time that is necessary for deep reflection, that is, deep thinking. This class has really forced me to reflect upon my teaching and then reflect upon my own reflection. I have found the blog entries most helpful because they allowed each of us to do some deep thinking and then read what others had to say. For me it’s helpful to hear what others have tried and to see how others have things set up. I can sort of synthesize from that point where I need to go or what I need to do. I think I’m at a good point now to finish the year strongly and to plan for next year. I am left with some questions though…
How to get them to choose books that are really ‘just right’?
What kind of record/form when I’m conferencing?
REFLECTION
My recent journey with literacy really started last year when we took the classes with you. This is when I first learned about the idea of annotating text with students and teaching them the skills of questioning, visualizing, inferring, etc. I immediately incorporated these strategies into my lessons, especially in the content area, and I was pleased with the way my students responded.
This year, we delved into the strategies a little more deeply. I enjoyed reading COMPREHENSION CONNECTIONS and trying some of their ideas out in my class, even though I thought some of them seemed a little primary. Ideally, these primary, concrete, examples would be done in the lower grades so that the students already have a basic understanding when they get to 5th grade. Taking each strategy individually and practicing it multiple times made more sense and provided more structure for the students' learning. Last year I may have tried too many new things at once.
Many of these strategies are not new to me. I have taught them many years ago. For visualizing, I used the very progressive and guided lessons in Laura Rose's PICTURE THIS Teaching Reading Through Visualization, Zephyr Press 1989. This series of lessons trained students to make movies in their minds from what they read. Inferring was also heavily stressed. One thing that was lacking was the vocabulary for the students' own understanding of what good readers do. Questioning is also a new idea, and one of the most difficult to get students to do well. This class has helped me put all these strategies into a framework for instruction. This framework is still in formulation, but I hope to have it ready for next year.
In rereading my blogs, I see that I present as a cautious person when it comes to instructional change.
This is in part due to the fact that I have not approached literacy and reading instruction lightly in my teaching career. I have found many methodologies to be worthwhile, so when new strategies come along, I do not embrace them blindly, as if I had been teaching in avoid all these years. This is also why I am skeptical about Readers' Workshop in the upper grades, as presented to me so far. I have an observation scheduled in the 5th grade at Soule next week. We will see if my point of view is changed after this. But I have embraced all the other strategies and ideas presented so far in this course.
There is one aspect of good comprehension that I think has not been addressed. Perhaps it is addressed in another class. That is the role language comprehension plays in reading comprehension. Students need instruction in breaking apart the structure of language for optimum comprehension. This includes far more than figurative language. Vocabulary development is an obvious area, that will often improve through frequent reading. But students need work with syntax. They need to learn how the structure of the sentence impacts meaning even when you know what all the words mean. I have found that some students who say they cannot visualize actually don't understand the language needed to create the pictures. When I am doing a novel for read-a-loud I am able to focus on language features and check for understanding. This is more difficult when students are reading a variety of books. This is something I will need to give more thought to if I use Readers' Workshop.
My reservations about Readers' Workshop beyond 3rd grade are many. Students are reading chapter books, and my preference is to have read all the books my students read, which would not be possible with readers' choice. I find that students often make choices based on what is popular, or what others are reading, and don't always choose great literature by distinguished authors. I remember the fad of reading Harry Potter books. The language in those books is difficult and beyond most 5th graders for true comprehension. While reading, there is little opportunity for conversation about the ideas presented in the book, since the student may be the only one reading it. Even when a few students have read the same book, as in literature circles, without adult guidance and direction, discussion is often superficial. I compare it to the first 1-2 layers of an onion. Students, except for the highest readers, seldom get to the core or inner layers on their own.
Well, I observed Readers' Workshop in Heather's class today, and I must say I was impressed with the program she has set up. They have put a lot of planning and thought into their program, and have had a solid support base through their reading specialist and principal, who have had experience with the literacy initiative in their other districts. Heather shared many of her resources with me and her experiences with the evolution of the program. I have shared these with Erin so that we can put some of this into practice this year.
My students are excited about being to choose their own book for reading class, and they have started the search. I already had to put some books off limits: namely “Twilight”. I believe this is inappropriate to read at the ages of 10 & 11, but it is the current “cool” book. Erin and I also run an after-school book club, where student groups choose a book to read and discuss. We plan to continue this next year with a focus on the more advanced reader.
I still have the reservation about a lack of discussion around a book read by only one student, and how isolating that seems. And I am concerned about the subjectivity of the grading. But I do not want to judge the program without trying it. If needed I can always adapt it to fit our needs better. I am anxious to see the level of comprehension my students experience with their books of choice, and how well I am able to gauge that through their writing.
With the benefit of Heather's experience and resources I plan to do a trial period in my class before the year ends. Then Erin and I will plan together how we want our reading program to look next year. Our challenge is figuring out how to keep what is already working well while incorporating something new that may also work well.
I have enjoyed all the sharing of ideas (but not the blogs!) this class has provided us. I have many strategies I can try out in my classroom and make part of my routine. I am sure my students will feel the benefit of all I have learned this year, and will continue to learn through its implementation. Thank you, Tomasen, for your support in this process.
While reflecting on these last few months of reading instruction, I find myself thinking further into the past then expected. My first experience with reading instruction was about 30 years ago and involved meeting with every group (usually 3 but sometimes 4 or 5) every day. One day would be spent introducing vocabulary and a specific skill and the next day we would read the accompanying story. Very rarely did a student move from one group to another (I often wonder why?) and we NEVER skipped a story. From there I took a position teaching readiness where most of my students were non readers or emerging readers. We spent a lot of time learning the alphabet, letter sounds and blending them together to make meaningful words. During this time the ‘Whole Language’ craze came to New England. While I heard some horror stories from other educators, (“throw all your books out, we’re only doing whole language” with very little or no training) I feel as though this was a time where Salem gave us some choice without throwing anything away. You may think that we were excited, and we were, but it was not an easy task. We now had to think for ourselves about what was important and what made sense. We never had to do that before as we always had that teacher’s manual and I admit I did refer to it until I became more comfortable with the process. After being home for 9 years with my own children, I went back to work in primary grades and after 2 years went from first grade and readiness to where I am now, in second grade. Again, we followed the same structure of introducing vocabulary on the first day and reading the story on the second day. The benefit of the whole language approach took place on Friday when I would take a break from traditional reading and would do what I called ‘literature activity’. My students would listen to a story and then respond in some way, usually written and with some type of artwork. This was really where I saw personalities show through as well as effort, knowledge and thinking taking place.
Eventually we were given a whole new approach to reading costing the district an enormous amount of money but it was felt that reading was this important. So after exploring many options (programs) and piloting a few, the MacGraw-Hill series was purchased for us to use. This was yet a whole different way to teach. The whole class would read the same core story in an anthology and then we would break into groups and meet once a week reading levelized readers. What was new about this was that writing, grammar, and spelling was included in the instruction. We’ve recently been informed that this series is no longer printing the consumables we have been accustomed to using as they feel that it is 10 years old and becoming outdated.
Today I feel that education has come miles and miles from where we started. Anyone could follow directions from a manual back then but I’m not sure that everyone can use what we’ve learned about children and learning today. Even after 30 years of working in primary classrooms and learning so much about my students, change once again rears its ugly side in many insecurities. We all want so much to do the right thing and see our students grow, learn and develop into independent thinkers. This is the point where I am today. I feel that I myself have become more independent in making decisions with what we have available to us. I.E. Last fall I had a student teacher who was where I was many years ago. We often spoke about specific lessons in the manuals we are required to use. She would ask how I wanted her to teach it or what she should cover. I often responded by telling her the point that was needed to get across to our students. But I always made it a point to tell her how the publishers wanted it done and how I do it and why I would do it that way. I hope, if she learned anything from me, it was to think about what made sense with these particular students and choose the best or most logical way to teach it rather than reading direct quotes from a manual.
After spending the last 2 years in comprehension strategy training, and book discussion groups, I am amazed that we didn’t know about this approach years ago, especially since it was written about so long ago and it makes sense! During the training and study groups we were required to try some of the activities we learned with our students and experienced positive results. We’ve also been informed that the district has made comprehension strategies an initiative. Because of this, and because I was having a hard time meeting the needs of such a diverse class of learners, I made the decision to try the ‘Reading Workshop’ method. It was not an easy transition for me as I had to let go of some control over what my students were reading. I also knew that I needed to just START and then work out issues as they came up. Because I like most of the stories in the anthology, I decided that we would continue with it and have reading workshop method 2 days a week, Wednesday and Thursday. Initially, my students had a lesson on how to choose ‘Just Right’ books. Then while they were all occupied on something, I called a few students at a time to the table to choose their ‘Just Right’ books. Doing this gave me a chance to see that each student was making a good decision about their choice. What I am finding is that I am having a hard time getting to all students in just 2 days. I also tend to spend a lot of time working with needier students. I have learned to keep a log of what they are reading and notes of what they are discussing so that I make sure to try to get to all students at some point. I have also added ‘book clubs’ so that I can meet with several students at the same time. This has had a positive effect as they have to learn to work together and take turns in their discussion. The rule is, ‘everyone gets a chance to talk’ so they have to come up with a fair way. One group decided that the person speaking would stand in front of the others.
Not everything worked as smoothly however. As a student or group finished a book, they needed to show me their ‘thinking’ using some type of art work. They could use anything available in the classroom to create something that told about what they read. When it was finished they would share their creation with the rest of the class. The day that Carol came in to observe ‘reading workshop,’ several students were working on book projects and though they were engaged and excited about their project, it was not the best atmosphere for other readers. There were also groups who were leaving the classroom at regular intervals to discuss each chapter after reading silently, as they had been directed. While I want and expect my students to be active learners, this was just too much. From this I decided that I needed to set a time aside where they can work on book projects without interrupting the reading process. Having Tomasen observe also gave me some direction as to what to do with book discussions so that they are not constantly coming and going. Now my students have a set time to read and then they can all discuss what they are reading. The activity has become much more manageable.
I know that I still have some questions about how I will manage this process next year and what direction it will take. And I do still have insecurities about asking the right questions and setting/following procedures. But after trying the reading workshop approach and listening to my students discussions about books they have read or books that have been read to them, I know that they are gaining in their understanding and not just surface understanding, but a deeper understanding. I have never had discussions about books like I do now and I have never seen my students so excited about reading.(We recently had a 35 minute discussion about a book that can be read in 5 minutes!) So, while I know I have much to think about and work out, I feel that I am heading in the right direction and my students are learning to be independent thinkers and for me, that is everything!
I’ve decided to begin my reflection with the starting point of my journey towards the ‘Reader’s Workshop’ model. It begins 3 years ago. I feel this is important since all the experiences that I’ve had over these 3 years have helped to cultivate my thinking, enhance my reflection, and helped me to change…take those baby steps and spread my wings!
I have been a part of reading comprehension strategies book study groups for three years under the leadership of Dinnette Johnson. The first book we ever read & discussed together was 'Mosaic of Thought' by Ellin Keene. I remember reading it and thinking…seems a bit deep for first graders and do I have to use those “big” words with my first graders? This month I met Ellin Keene at a teaching seminar in Portsmouth and had her sign my book. I had the “old” version & she was quick to point out that the newer version is soooo much better because she has learned more & deepened her own understanding of how we can implement the reading strategies. She even told me she’d like to rip out the whole chapter on synthesizing! She was a bit embarrassed by it. The concept of teaching the strategies was just taking off when she wrote version #1 and Ellin shared that now she has so many more enriching experiences with the strategies from being able to work with so many different educators and children when helping to implement the strategies in other schools. She talked about how so many talented teachers have taken the information on the strategies and come up with many creative ways to implement them. She is really quite blown away with the unique interpretations she has observed in many different classroom settings. So, even the experts continually evolve and learn from others AND from their mistakes. I took great comfort in this. My journey towards ‘Reader’s Workshop’ began with this study group, but I don’t think any of us even realized that this was the direction we were heading in…YET!
Our next book study group was with 'Strategies That Work'. I thought it was a much easier read than 'Mosaic of Thought'. I liked the comprehension strategy activities/lessons and tried out a few with my class. I still wondered…should I use words like “schema”. Will my first graders be able to use the strategies on their own? How will I know if they are ready? I had lots of questions and wanted to know what it would look like in a primary classroom. I think my “light bulb” moment came when Dinnette shared that she had bought a new book by Debbie Miller and it was totally geared to the primary grades…it was, of course, 'Reading With Meaning'. I borrowed Dinnette’s copy but quickly realized I needed my own! I have read the book so many times and have post-its marking pages all over the place. This book gave me the vision for what I wanted my classroom to look & feel like. I got brave after reading this book (a half dozen times) and began my own version of ‘Reader’s Workshop’ in my classroom incorporating some of the elements from Debbie’s classroom that I found fit my teaching style. I was more excited than scared…which is a good thing! Setting up the classroom for the workshop model was, for me, the easy part. I already had baskets of books by theme, author, and genre. I had always set up my classroom library this way. I did expand the selections to many more baskets and created new labels for the baskets. I always had self-selected reading time during one of their literacy stations called "book baskets". I created a system for borrowing books, tracking their thinking, and for sharing. There were things that went very well and things that I thought….I’ll never try that again. I learned a lot from “testing” the workshop model out. I learned that "gradually releasing" does work when you lay the foundation & give adequate time for modeling and practice with guidance. My first year, I didn’t really know how to record my conferences with the children. I just jotted notes on index cards but didn’t know what to do with them. I knew I had to get better at conferencing and I had to somehow find a way to make the mini-lessons my own.
This school year is year #3. Our study group book is 'In the Company of Children'. This book is all about setting up both reading & writing workshops in classrooms. McGraw-Hill suddenly became “optional”….at least we inferred this! The same month we got this book, I attended my first ‘Learning Through Teaching’ class. What did I learn in September? Wow! ‘Reader’s Workshop’ is where we are going! I was thinking that I am glad I tested the concepts out last year and like the workshop model. For many people, I think it was a surprise that the district was embracing this. Some people who have taught much longer than I in the district have said we are going back to the way things were prior to McGraw-Hill and the ‘whole language’ era. I was quite excited about our class text 'Comprehension Connections'. It is another book I had borrowed from Dinnette! I have tried the launching sequences and I LOVE all the gadgets & gimics! I think the children love them too. They still ask me about the ‘reading salad’ and ‘schema roller’. I followed the advice of this book to begin with ‘metacognition’ and activities to build upon what this means for first graders. Again, I wondered…do they need the word ‘metagcognition’? Well, this year I’ve used all the fancy, “big” words. I made a song up at the beginning of the year called “Whose afraid of the big, big word?” and from then on, the bigger the word—the better! I had parents who jotted me emails or a note to say “Wow, I can’t believe my son knows what schema is!” or “At supper tonight, my daughter asked me if I knew what metacognition was!” I started including the vocabulary in my weekly newsletters to educate the parents and help them understand too! Anytime I can incorporate song, movement, poetry or props to mini-lessons, I usually get fantastic results.
I feel that my strategy instruction has improved considerably this year because I had so many more resources to use compared to last year. All the study group books, web sites, discussions and observations to other classrooms have helped create these resources and vastly improve my delivery of instruction. I also feel I understand the strategies & where I need to go with them—for the most part. My participation in this class has definitely made me be more reflective! Blogging forced me to think! I do have to say that my lesson plans take me quite a long time this year because I’m trying to incorporate more of the strategy lessons & also am trying to put my creative twist on things too. I think it is so important that we continue to have our own personal style in our classrooms. Learning by imitation is great, but when you make something your own---it’s so rewarding and naturally more effective, I think. My students are so engaged during ‘Reader’s Workshop’ that sometimes it amazes me. I also think they are choosing “just right” books better than last year’s children because I modeled it better. This year I used 3 stuffed teddy bears(Goldilocks model) with different sized clothing to help me explain the concepts of “too easy”, “too hard” or “just right” and I believe this helped make it clearer to them. The connections that my students are making about books is so wonderful---so meaningful! I love the book discussions during the sharing time and I’ve been so surprised by the reflective responses that I’ve been getting(from most:) when I ask those deep thinking questions. I’ve also worked on my conferring this year. I am using a conference sheet that my grade level colleagues and I have put together. After attending Ellin Keene’s seminar, I learned about how to improve upon this reporting tool by dividing up the “fix-up strategies” and “comprehension strategies” so that when I conference I focus on one of these and not both.
Where do I go from here? I’m going to continue to incorporate all the things that have worked well for me this year. I would like to explore book clubs and integrating artistic interpretations of books into the workshop. I’ll continue to explore new resources and venture out to observe in another district that has used the workshop model for about 9 years. The biggest challenge that I still continue to struggle with is the “time” factor. How do I effectively fit everything in a school year? I wish that there was less content. I know I am not alone in this struggle. I want to continue to learn how to use the information I get from conferring to steer my instruction. The other day, I was conferring with one of my first grader’s about her book. When I asked her why she chose the book, she said “This is a book you read to us at the beginning of the school year and now I can read it to you!” What a wonderful feeling and perfect way to end this blog!
The last quote “we don’t receive wisdom- we must discover it for ourselves after a journey that no one can take for us or spare us” expresses how I feel about my journey. After 22 years of teaching reading I thought I had all the wisdom I needed and I didn’t need to discover any more. Boy was I wrong!!! I have discovered so much wisdom from this journey not because I read it in a book but because I discovered it for myself through talking, sharing and observing colleagues. I discovered it from my students. I listened to their thinking, wonderings and their perspectives. The time spent on this journey with my colleagues and students has made me excited about teaching reading.
I began this journey wondering how I would be able to organize all the anchor lessons and create a reading block that would meet all the needs of my students. I still need time to organize and create a block that works but now I believe I have a better understanding on how Reader’s Workshop should look and work within my classroom. I hope to spend some time this summer looking over all that I learned and conferring with colleagues so that I can implement it in the fall. After observing Liz’s classroom, I believe my students will benefit more from this approach than from my old approach.
Reading Comprehension Strategies have made such a difference in my reading instruction. When this journey began, I had tried several lessons incorporating the strategies but I never felt like my students were learning how and why these strategies helped them. Being involved in this course gave me the chance to read about the strategies and then implement them into my reading instruction. Sharing with the group made it possible for me to listen to my colleagues share their ideas and learn from them. I no longer felt like I was the only one struggling and that it was ok to feel that way. Listening to stories about how involved students were becoming during reading instruction encouraged me to let go and jump in and see it for myself. What a difference it has made for my students and I.
They started “real reading” and I started listening to their thinking and together we discovered that we could learn from each other. The “ah ah” moments were happening more often and students that were not willing to participate for fear of giving the wrong answer were raising their hands and asking questions. My low readers were the first to take the risk because Read Alouds took decoding away and gave them the opportunity to listen and think without struggling to read every word. They were eager to share their thoughts and connections and this encouraged my strong, fluent readers to stop and think while reading so they could share with the class. Charting responses with student’s names also influenced students to participate so they could see their name in print. Within weeks of letting go of my control and allowing my students to share their thinking, my students were learning from each other and I was learning from them. They were thinking for themselves and discovering what they “thought” mattered to their peers and to their teacher. My students look forward to reading and sharing, something I feel was missing from my “controlled” reading instruction.
This journey that began last September has allowed me to discover a new me. I’m a teacher who is willing to make changes, take risk and try new approaches without fear of failure. “The only person who is educated is the one who has learned how to learn- and change.” I have learned how to learn from all of you and I’m ready for the change. Thanks for being apart of this amazing journey!
Thought long and hard and decided to put this in poetry form.
Here goes...
This past September
of 2008
I embarked on a journey
and, BOY, it was GREAT!
Instantly I loved
everything that I saw.
I went back to my class
where I asked kids to draw.
"What do you think
a reader looks like?
They thought it was strange
but they drew and I liked
Their creations
because it made me see
There was something to
this Content Literacy.
The illustrations they made
had a story to tell.
Each child exhibited
their comprehension level.
The next task was great
I mean, really, a BLAST!
When I introduced the kids
to the BIO BOOK BAGS
I experienced such joy
sharing my personal books,
the journals, the poetry
were the perfect hooks
That intrigued the children
to display their treasures
Of special books and mementos
that gave them such pleasure,
And represented their journey
their motivation to read.
The collections they showed
truly planted the seed
For curiosity to grow
and knowledge to expand.
And I started to get it
to clearly understand
That this was the basis
where background knowledge begins.
"Schema" as it's called
or "life experience".
Then the kids started reading.
They just wouldn't STOP!
And I checked "Status of the Class"
During Reading Workshop.
The kids seemed to enjoy
announcing to the class
What book they were reading
and the pages they passed.
If I forgot
to check they'd say,
"Ms. Mulligan will you be asking for
status of the class today?"
When I went to Tara's class
I was thrilled to observe
The Write to Learn program.
I loved what I heard!
Students reading and thinking
and turning to share.
It was amazing to see
that the kids really cared
About what they were reading,
And how prior knowledge played
a very important role
in the questioning they displayed.
So, I thought to myself
"HEY, this process is GREAT,
comprehension is OOZING!
It isn't too late
For me, as the teacher,
to change my ways,
more thought provoking lessons,
more meaningful days.
It was truly apparent
that the strategies were at work.
The kids were taking ownership
And it wasn't a QUIRK!
I began planning instruction
around the ideas
Like questioning and inferring,
until the strategies became clear.
And pretty soon I realized
how much sense it made
To use these strategies in every subject area
EVERY SINGLE DAY!
Providing experiences
like wordless picture books,
Probes background knowledge
and forces kids to look
For the deeper meaning
that activates thinking stems,
And provides the opportunity
for students to truly comprehend.
Through it all I still wonder,
"Am I doing this right?"
It's a question that will linger
until my comfort level is in sight.
But I LOVE what I'm doing,
and I LOVE what I've learned!
And through this training,
I hope I have earned
The knowledge necessary
to create significant change,
teaching comprehension strategies
and recording true student gains.
Thank you to all who made it through to the end of this poem. Thank you, ladies, for all the laughs this semester. Mostly thank you for having the courage to share your defeats as well as your triumphs. Sometimes we learn as much from the not-so-great lessons as we do from the great ones.
Thank you, Tomasen. :)
Have a great vacation everyone!
I think the quote, “We don’t receive wisdom; we must discover it for ourselves after a journey that no one can take for us or spare us.” by Marcel Proust sums up nicely how I feel about the past year. We all have gone through the same training, but each of us have taken our own journey on how to take this knowledge back into our classrooms.
Last year I was part of my school’s Mosaic of Thought study group and attended a few half day workshops that Tomasen taught. I felt very frustrated at that point because it was not clear where the district was going with teaching the different reading strategies and they all seemed very confusing.
This September when I saw there was going to be a LTT class (and a Strategies that Work study group at my school) I thought it would be great to see how these reading strategies could be used in my classroom. Looking back on it I don’t think I was really ready for the change that was about to take place. Like everyone else I wanted to feel confident in what I was teaching before I introduced the reading strategies to my students.
As the year went on I decided I would make small changes throughout the year. I am so happy our district has given us a lot of freedom this year to try new things when were felt comfortable, rather than implementing everything at once. As I look back I can see that I am still not fully confident in teaching all of the reading strategies, but I am much more confident then I was earlier in the year. I have seen my students’ conversations during literature circles and class discussions grow so much as the year has gone on. This has been very rewarding to see. Positive changes are finally happening!!!!
I look forward to continuing the reading “journey” for the remainder of the year and then starting next fall with a whole new look on how my reading class is going to be set up.
Last year I began my journey into comprehension strategies with a book study group on “Mosaic of Thought”. I really liked the idea of teaching comprehension strategies. I teach reading strategies to the Title 1 children that I work with. It is so much more meaningful to the children when you teach strategies and not just isolated decoding skills. Young readers need to be reminded to think when they read and that the reading should have meaning for them. They should not be just word calling. Struggling readers need to enjoy what they read so they will read more. How can you really enjoy a word calling activity? At the end of the year I was still confused as to how to implement this instruction in an early childhood classroom. It seemed more appropriate for older readers. This year I am in a book study group reading “Strategies That Work” and “Reading with Meaning”, and in LTT reading “Comprehension Connections”. Although I found myself confused when our class jumped from talking about comprehension strategies to reader’s workshop, I see how this fits now. Because I don’t have my own classroom it was hard not to be able to “play” with the strategies as much as I wanted to. I tried some lessons with my first grade Title 1 students, but it’s hard to do a “turn-and-talk” with a group of three! I was able to “borrow” a classroom for a series of lessons. This went much better. I could group Title 1 children with a more capable learner for pair and small group activities. The struggling reader(s) would learn from the more capable child(ren) and the more capable readers would solidify their learning by explaining their thoughts, and thought process, to the struggling readers. Doing these lessons just made me want my own classroom more! And….I want a classroom like Debbie Miller’s! I remember another teacher telling me about Debbie Miller and “Reading with Meaning” 7 years ago! I’m glad I finally got to read it!
Unfortunately, I know of other surrounding districts that have tried the reader’s workshop format and are now planning to purchase a reading program. The concern being that the children were not learning the same reading skills as far as phonics, and that they needed to have horizontal alignment in the district. They felt the way to accomplish this was to go back to a reading program. I don’t see why the appropriate phonics skills can’t be taught using curriculum mapping to guide you? It’s all about balance and giving children the “best of the best”. Children need to be given multiple strategies for decoding, and comprehension strategies are part of that. Other districts are doing well with a reader’s workshop format, but the teachers are still finding time most days to see the children in guided reading groups. I think early readers need to have it all, phonemic awareness, phonics, fluency, vocabulary, reading strategies, and comprehension strategies. Comprehension strategies bring in an emotional piece to the children’s reading. This is important for enjoyment and memory.
At the end of the day I want the children that I teach to love reading and be confident in themselves as readers. I want them to have the tools to “figure it out” on their own. Teaching them comprehension strategies is definitely a part of this.
I want to thank everyone for a great learning experience and for sharing their classrooms with us all.
As I read through my blogging “journey,” I feel as though I am reliving the learning all over again. It is clear to me that I was very excited at the beginning of LTT, yet very apprehensive as to how I was going to make such drastic changes in my approach to teaching reading. In my mind I was convinced that teaching first grade would make incorporating the reading strategies much more difficult. With such a wide range of students...and the lack of any special ed. Assistance, I almost felt doomed.
Last year I was a part of our school's Mosaic of Thought study group. In January, when I returned from my maternity leave, I began implementing some of the reading comprehension strategies. I felt excited that what I was teaching my students seemed to be making sense to them, but was worried as to how these strategies would fit in with the rest of our curriculum. As the year progressed, I could see that the students were using the new wording and beginning the grasp some of the comprehension strategies. I did feel a little bit of an accomplishment when our second grade teachers told us this year that they could see the work we had done with last years group. Again, I was hopeful and excited with this new approach, but unsure how everything would come together. Would I be able to move my students along at the correct pace? How was I going to assess them? Would I have the time to incorporate everything...comprehension strategies, 6 traits, MacGraw Hill, Everyday math?
When I saw that LTT was going to be offered through school, as well as a Strategies That work study group, I thought that involving myself in both would help to give me a clear vision of how I would be teaching reading in the coming months/years. Being a part of both of these, is what brought me to where I am today.
I have been very impressed at the support that we have gotten from our district. I felt as though my classroom library was very week. I did not have may books, fiction or non fiction and those that I did have all seemed to be the same theme. When we spoke to our Principal, not only were we able to order new books, we also got baskets so that we could level and categorize these books. It was at this point, when my classroom library began to develop, that I felt as though I began to see things falling into place.
Not only were changes taking place in my classroom, but I began to see changes taking place in my students as well. After organizing our library as a class. My students began to take ownership of their reading. I could see that DEAR TIME became a whole new experience for them and for me. They were using the strategies that I had taught them and could not wait to actually read! Many students were reading while I would take attendance or during snack. They would pull out a book at any free moment in the day and they were actually reading. This was the best feeling for me because it was a struggle to get there!
Now, as the school year is beginning to wind down, I can look back and see my own growth and how I have developed...just as the students have. I am excited to see how far I have come. I do still have work to do to fully get a readers workshop up and running in my classroom. It has been very helpful for me to observe other teachers. This has showed me that I can do it and it has encouraged me to push myself to try to be the best “teacher of reading” that I can be. I am looking forward to next year...although I will be out for half the year on maternity leave...I can't wait to work with a new group of students and watch them unfold as I have with this class!
“The only person who is educated is the one who has learned how to learn - and change” Carl Rogers
This quote made me think of many different things……first we are never going to be done being educated. Second, we are always changing our thinking about how to educate. I am thinking about Erina and how SORE she said this process felt in the beginning. I too felt this was a sore process. I first took LTT two years ago, then again last year, and now I am taking this course this year. When I think of all the book clubs, classes and lessons I have tried, I feel like I should be a professional in this topic, however, I feel that I am still trying to learn and change. I am trying to get to a point in which I can teach reading workshops. After looking back at some of my thinking, I do feel that I have a much better understanding of the strategies from the discussion I have had with colleagues, and some of the ideas that have been shared. If nothing else, I am beginning to see that change is what keeps us educated. Without the idea of changing our teaching we would never learn what works best (for now)!
Looking back at this journey it seem like a long process, but I now realize that with out the journey, I don’t think I would feel comfortable to continue to teach these comprehension strategies. I am starting to feel as though I possess the knowledge I need to continue to change my teaching to make this work my class.
Thinking about my students this year, I have seen some growth in these students that have not seen in past classes. Some of my quiet students are sharing more during discussion times, students are really enjoying silent reading time, and are making a true effort to find a “just right” book. They look forward to reading independently and then having book clubs with their peers. They also love to sit back and listen to a group in a fish bowl. It is amazing to see them interact the way they have and to share that the outside group enjoyed listening because it really made them think about the book in a different way.
Reading in my class has really been a combination of different texts. I am enjoying that we can read a class novel for a while, then read an anthology story or two, and then focus on an author study. It doesn’t always have to be the same week after week.
Having the opportunity to work with a colleague next door and others in my building, who were part of this group, has helped to give me direction and the encouragement to continue to try new ideas. Being comfortable to say, “Have you tried anything new in reading lately?” Then I know that we can come up with an idea at that moment, makes this process of change so much easier for me. Knowing that others were/are feeling the same resistance and now a new comfort with the gradual release of responsibility helps me to know that next year will be different. I look forward to starting a new year, especially with students who already know the vocabulary, and who are already using the strategies. I enjoyed going to Carol’s 3rd grade class to see some of the students that I might have next year. Seeing first hand how their reading instruction is similar to my own classroom, but yet different because of their level of independence. They are discussing their thinking and will be ready to take their thinking one step further next year.
Thank you for welcoming me into this group during the second part! I have enjoyed hearing about everyone’s experiences and have learned so much during these sessions. I hope to continue to learn and change in the future!
I have never been a runner. I have lived vicariously through my son who is a very talented runner. I stand beside the start line full of anticipation, my heart beating just a little faster waiting for the sound of the gun to start the race while calculating the time if will take for my son to cross the finish line. Will he make it? Will he be the first to cross the line? He has trained with his team. They run together but strive for an individual best. They encourage each other while hoping they will be the one to cross the line first. When running track the end is always in sight, the crowd there to cheer you on. When running cross country, you must make part of your journey through the woods. At times a break through occurs with a crowd there to cheer you toward your goal. At other times you run alone the woods obscuring your view to the goal and the crowd that provides encouragement to go on. You are alone with your thoughts while your feet pound the ground and your heart pounds in your chest. Will you make it?
As educators we prepare our classrooms in August, ready ourselves for the race to June. We stand beside our new students waiting for the bell to go off signaling the start of our year. I know my heart beats a little faster. Will I make it to the finish? Will I bring my students with me so that all achieve a personal best or will I lose some along the way? I have prepared for this, I have trained continuously. Have I spent enough time training with and observing my colleagues or have I spent too much time alone contemplating my task and devising ways to meet my goals?
The biggest “aha” I will take with me as a result of the LTT training is to spend more time talking with colleagues and observing others at work. With the day to day schedule and time constraints, it is easy for me to fall into the trap of “I don’t have time to collaborate.” The time spent collaborating with colleagues helps me to clarify my thinking and adds to my repertoire of skills. So many of my colleagues have great ideas and lessons to teach the varied comprehension strategies. I feel fortunate to work in a district with colleagues who are so giving and willing to help.
I have always known that change is difficult for me. I am excited to learn new things and use them with my students. I have always tried to keep my teaching methods current based on the most up to date research. It is the transition that plagues me. I don’t like the feeling of confusion. I want to see the big picture all at once without having to take the journey through the woods and stumble over tree roots. I don’t want to take the wrong path. I want to get to the finish line intact.
I refer to the readings and texts we have used for our study groups regularly. I reread about each strategy before I teach it and refer to the texts when planning. I know that this process will take some time. I do believe in the process and have already seen positive results from my students.
Goals for next year. Schedules will change next year in terms of art, music, P.E. and library. Over the summer I will revise my teaching schedule for the day perhaps teaching reading or writing in the afternoon and moving mathematics to the morning. It is my hope to have all my students in the classroom during reading strategy instruction and practice. I will have to work around title one, speech and the Waterford computer schedule as well as the resource room. This year too many of my students have been out of the room during reading instruction time. I am also looking forward to starting the master’s program at UNH! I do not consider myself a great writer and will be “stretched” this summer with the selection of courses I am taking. I anticipate learning many new things to try with my students next year. I value this opportunity to learn and follow my students “through the woods”. I have been surprised where the path has taken us when my students take the lead. We will all reach the finish line working together as a team. With continued training, practice and collaboration the path will take some interesting turns.
Alan Cohen said, “It takes a lot of courage to release the familiar and seemingly secure, to embrace the new. But there is no real security in what is no longer meaningful. There is more security in the adventurous and exciting, for in movement there is life, and in change there is power.” A truer statement has never been said. My journey with the comprehension strategies has been quite the rollercoaster ride. I stepped on tentatively, and then held on for dear life. Reading through my past blog entries was such an interesting task. I felt like I was on the outside looking in, as though I was looking in on someone else’s life. I found it hard to believe that the timid, nervous person and the person I am today are one and the same.
I have never been bashful about my nervousness in teaching reading. The mere thought of not following a scripted plan left me shaking in my shoes. Through my interaction with a talented group of individuals, reading, sharing, discussions, observations, and so much more, I have emerged an entirely different teacher. I feel more confident in my own abilities to teach reading strategies and how to respond to my students’ questions, connections, and comments. I have more faith in my students’ abilities, and give them much more credit than I ever have before. I feel like I know my students so much better. I’m able to see the kind of thinking that they’re doing, not just whether or not they are able to answer a very “thin” question about what they have read.
I’m a perfectionist…another thing about which I have never been bashful! I have this undying need to be right…all the time and about everything. I was so afraid that I was going to “do something wrong” and mess my students up for life! I have reached a point where my guard is down (remember the sunglasses and boa?). I’m comfortable mucking about in what I’m teaching and I tell my students as much. I tell them that I’m still learning, which I’m coming to see is a valuable lesson for my students. I have so much still to learn and so much that I still want to do. I don’t think I’ll ever be “done”.
A couple of people mentioned, as I have before, that they can’t wait for next year to start. I’m ready to take what I’ve learned and put it to use in greater depth. I want to give each strategy its time and help my students to understand more deeply, rather than jumping from strategy to strategy to try out activities. I’m ready to dive into reader’s and writer’s workshop (I think…I hope…) and to let my students have choice. I have to say that I’m going to miss the interaction and sharing of thoughts, ideas, hurdles, etc. that we shared as a group. I feel so fortunate to have worked with and learned from this wonderful group. We make each other better, and our students are lucky that we have each other. I look forward to continuing on the rollercoaster ride…this time I’m throwing my arms in the air…
"The language of education, if it is to be an invitation to reflection and culture creating, cannot be the so-called uncontaminated language of fact and 'objectivity'. It must express stance and must invite counter-stance, and in the process leave place for reflection, for meta-cognition. It is this that permits one to reach higher ground, this process of objectifying in language or image what one has thought and then turning around and re-considering it"
Jerome Bruner
Similar to Jerome Bruner, Marie Clay describes the journey of teaching and learning as a process in which “cognitive conflict” must lead the way. In order to teach effectively and grow in our professional understandings, one must always reflect upon what challenges our beliefs and assumptions. “Uncontaminated language of fact and ‘objectivity’” produces children in which we label as “can’s” or “can not’s.” It is the cognitive conflict that arises in us when a student struggles, a lesson fails, or book we chose does not meet our needs; that we grow as learners.
Reflecting upon the entries and my role as literacy leader in my buildings, I have gained an insight into the beliefs and assumptions held by colleagues, my schools, and the district, to help me encourage “cognitive conflict” as we all travel together through our journeys of change. I will never have all the answers in this role, but I am willing to share my knowledge, learn together, and take a stance about my currently held beliefs to journey with my colleagues in discovery and understanding. With each entry I read, conversation I have, or workshop I attend, I am always questioning my beliefs and rethinking my support for my teachers.
Similar to our early entries of excitement and wonderings, I feel that maintaining these two areas are the biggest challenge in my role. As I move forward this year and next, I hope to help teachers continue to be excited about their journey with stimulating conversations and suggestions, and help them wonder about their teaching and where to go next.
My goal for next year is to design a schedule that will allow for teachers to access me more for conversations, observations, and modeling when needed. I envision a true learning community where teachers journey together through conversations, planning sessions, and collaboration using student work samples to reflect upon their teaching. In order for us all to grow and move, reflecting together and providing cognitive conflict in our discussions, we will increase our wisdom and teaching.
"We don't receive wisdom; we must discover it for ourselves after a journey that no one can take for us or spare us."
- Marcel Proust
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