On the Shoulders of Giants

English Teachers Looking for Authentic PD? Try the English Companion Ning!

For years now, fellow English teacher and blogger, Renee Moore, has been singing praises of the English Companion Ning, a site where English teachers can help each other and talk shop.  I am finally there, and oh, what I have been missing!

This is the place for English teachers to pose questions like, what does "pre writing" really mean, what part of it do students need, and how do you use it in your classroom? It is also a place where English teachers can share love of literature and end up comparing the writing of Fitzgerald and Milton.  It's a place to ask for good text suggestions for high school ELL's, and sharing materials for great poetry lessons, and commisserate about the amount of time we spend thinking about grading papers.  The conversation is really thoughtful, and people are more than willing to share what they know and help each other.  Their tagline is,

"A place to ask questions and get help. A community dedicated to helping you enjoy your work. A cafe without walls or coffee: just friends."           

How nice is that?! 

I've been thinking a lot lately about how teachers can guide our own professional development. For English teachers, it doesn't get much better than a site like this. The ability to connect with other teachers asynchronously with no geographical obstacles, ask your own questions and help others is something we should all be doing. 

If you teach English and you're not on the Ning, you're missing out! 

 

Why Must We Evaluate Reading With Tricky Multiple Choice Questions?

I was writing a piece of my book about assessing students' reading levels. I lean towards lots of informal assessment, through conversation and observation, as well as authentic assessments in projects, discussions, and my students' reading notes. However, I appreciate the insight I get from conducting a formal reading assessment of my students. I've used QRI, DRA, running records, and Levelled Reading Assessments from Teachers College Reading and Writing Project...

Then I thought, Wow. The data from these assessments is so much more useful than the data from standardized reading tests. These comprehensive reading assessments help find the level at which our students can read independently, and the level at which the student can read with instructional supports, and point us in the direction of what types of supports individual students need. 

Standardized testing data, on the other hand, is far less detailed and applicable and throws in the wild card of multiple-choice.  Selecting answers to multiple-choice questions is not a reading skill. Unless the questions and answer choices are very straightforward, testing only lower order thinking skills, we are actually testing a combination of reading skills and logical reasoning skills.  Those two processes are not at all the same. Why are we mixing them up in one assessment? Maybe for adults or in high school, such as on the SAT's, this is fair.  But for children?  When they're still developing critical thinking skills? Hmm...

And what sort of reasoning gets tested through tricky multiple choice questions on reading passages? Why is it important? I can see a valuable skill in being able to make good choices from among several options. But in real life, the "best" choice is never the one some stranger/authority has already chosen for us, is it? 

 

[image credit: www.nhwoodworking.com ]

ELA Lesson Sequence for the Common Core: Saying More With Less

One thing I like about the new Common Core State Standards for English Language Arts is the emphasis on looking closely at language choices authors make. NY State Standard #4 requires that students, "Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone."  Looking closely at language is a huge part of what I love about reading and writing in my own life. Standards themselves, however, don't teach any of this to students, or make it interesting.  

I'm sharing a lesson sequence on economy of language I taught last week, that provided a compelling way in to this standard. I co-planned the lesson with learning specialist, Marcia Stiman-Lavian, and I borrowed significantly from materials shared by fellow CTQ blogger, Bill Ferriter.  This sequence was a lot of fun, and it really seemed to wake students up to the power and nuance of individual words, opening the door to more intensive investigation of the function of specific words--and punctuation--in text. 

Lesson: Economy of Language

How Much Meaning Can Authors Pack Into a Few Words?

Preparation: For homework the night before, students bring in a photograph that represents something important to them or relates significantly to their lives. 

1. Free-Write first: Using their photograph as inspiration, have students free write for about 5-7 minutes.  Any genre of writing is allowed in free writing. 

2. Read 25 word stories: I got this idea from Bill Ferriter, who offers a lesson and great downloadable materials for it on his blog, The Tempered Radical here. (He first got turned on to the form by following Kevin Hodgson on Twitter.) 

I simply introduced the 25 word story to my students by saying, "There's a cool new story form out there, catching on through Twitter, called the 25 word story.  These stories have the main elements of story in only 25 words. Today we're going to look at how much meaning authors can pack into just a few words."

Then I project these two stories--both from Bill's handout. 

Understand me, John: The next time you talk about ‘dropping deuce’ in front of Grandma, you’ll be grounded for longer than you can possibly imagine!

First I ask for some general reactions. Then I ask,

• Who are the characters in this story? 
• What has happened in this story?  
• What kind of conflict is this? 
• What would you say the mood or tone of the story is? (The difference between these two is pretty difficult for middle school students. Perhaps that's another blog post. Suggestions welcome!)
• What words do the most to suggest this mood?

We look at one more example:

He sat surrounded by people yet completely alone. “Why can’t I just be normal?” he muttered to no one, tears streaming down his teenage cheeks.

We discuss the same questions.  

3. Write 25 word stories.  Next students must create a 25 word story, using their free write as a springboard.  I suggest they go about cutting the free write down to 25 words, but students can also pursue a new idea if they want. Bill suggests in his handout that students should keep in mind that a 25 word story is about 1 long sentence or 2 shorter sentences; they should write first, and then worry about getting exactly 25 words.  The process of deciding on each word, however, is where the work gets really interesting.

4. Share.  Students share their 25 word story with a classmate near them, and then I have a few share out to the whole class. 

5. Read a 6-Word Story. Next, I tell students, "Ernest Hemingway, a famous 20th Century author, was once challenged to write a six word story.  Hemingway accepted the challenge, and this is what he wrote." I project--

         For sale: baby shoes; never worn. 

Students say, "Oohhh..." as the layers of meaning in the simple story take hold of their imaginations.  We discuss, again, who the characters are, what has happened, literally, and what is suggested.

I ask students, "What image does the language put in your mind at each moment in the story?"  

We discuss, "For sale," then "baby shoes," and then "never worn."   

6. Write 6 word stories. Now students must take their 25 word story, and whittle it down to six words.  There is lots of energy in the room at this point.  The challenge often posed to students is to write a lot. It's refreshing for the challenge to be, write a little!  I allow students to talk a bit during this writing session, and I listen for interesting conversations about word choices. 

7. Share--in class and on Edmodo! The 50 minute period ends with several students sharing their 6 word stories with the class.  For homework, they must post their story on our Edmodo group space and comment on at least one other student's story.  (If you're not familiar with Edmodo, it is so worth checking out!) With a longer period, this next part could happen on the same day.  

Next day...

8. Reflect on Word Choices. Have students to share their 6 word story with a partner. They should discuss--

• What was the most difficult decision you had to make in terms of which words to use? 
• Which word would you not mind replacing with a stronger word? 
• Ask your partner--what seems to be the tone of the story? Which words convey that tone?  Which words are weaker, and don't build that tone? 
• What does the story leave the reader to wonder about? Why? Is this intentional?
• Take some time to write an alternate version of your 6 word story based on the conversation.

Another day... (You could go in many different directions now, but I took this opportunity for some much needed attention to punctuation.)

9. Learn New Punctuation. The next day, I teach the semi-colon!  Incidentally, the colon and the double dash come up in discussions, as well.  We began by looking at Hemingway's 6 word story again. I ask students to identify the 3 punctuation marks and talk in groups about why Hemingway probably chose to use each one.  I give them some exercises to help them combine or break up sentences properly using a semi-colon. 

10. Revise punctuation in previous writing. Then I ask students to add a semi-colon to either their 6 word story, their 25 word story, or their original free write, depending on what makes the most sense.  Some students experiment with colons and double dashes as well.  

11. Reflect on punctuation choices.  Share with a partner. Discuss--is the new punctuation an impovement on the old? Why or why not?  How can punctuation help create more meaning in a few words?

The next step is to apply this kind of reflection on word choices to longer texts without over-structuring the experience of reading for students. In other words, no one reads specifically to analyze language, so we have to find authentic ways to encourage this kind of thinking. We are working on it in our current novel study.  I will follow up in another post.  Hopefully this was helpful for others who are trying to find interesting ways in to this sort of work for kids. 

 

[image credit: www.createbrevity.com]

 

 

 

 

 

 

 

 

Your Help Needed With Book Title Survey!

Hello!  I'm writing to ask for your help, and I promise it'll take less than a minute of your time--well, this does depend how language obsessed you are, or how much of a judger or perceiver you are, he he.  

The Title Survey: I am working with Jossey Bass to decide on a title for my book, which is about a fresh method for teaching whole class novels, which I've been calling Whole Novels.  We've created a 2-question survey with some potential titles. 

Survey link: HERE

I really appreciate your help!

 

To understand more about what the book is about, here are pieces articles I've written about it:

Reading Fiction Whole (Education Week)

My Co-Teachers Weigh In on Whole Novels

 A Room Full of Thinkers

A Novel Community (CTQ video)

If you have comments or suggestions about the titles, feel free to leave them below. 

Thank you!

--Ariel

 

[image credit: screamqueenz.com]

 

 

 

 

 

My Co-Teachers Weigh In On Whole Novels

I'm writing a chapter of my book on Whole Novels--in which students read an entire novel more or less on their own before having substantive discussions about it--about support and differentiation for diverse learners. The classes at my school could not be more diverse, with reading levels spanning from second or third grade through first year college.  It's rewarding and mind-blowing!  Anyway, my writing was just getting stale.  I was tiring of the sound of my own voice... 

I have co-taught two or three out of four classes for 3 years now.  My co-teachers know more than anyone else about how the program works for our students. Their voices were virtually missing from my book!  So I called on them to weigh in about the planning process, how we support our students with learning disabilities, and their thoughts about the strengths of the program and new directions to explore. 

And... I learned so much!  I got tons of good content to quote from in my book, but I gained new perspectives on the method. 

Marcia Stiman-Lavian, for example, pointed this out--

“I think the whole novel study is a great opportunity for diverse learners. It allows kids, especially with learning disabilities, to go at their own pace and access the book in a way that works for them, without the pressure of feeling like their peers are ahead or understanding the book better or differently than they do... By not discussing fully until the end, students can access the book their way, and then feel really ready when the book is over.  Especially since they know the discussion is coming, and they know the date, they can get prepared to be involved. Since all kids must participate, students know they have to be ready with something. This often motivates kids who are normally not comfortable sharing their responses, to get ready. Then they can participate fully in the group discussion, often for the first time in a while."

I had never noticed this benefit of the Whole Novels process for special education students.  This made me realize that the aspects of time and independence also helps academically gifted students, who may read very quickly. In a Whole Novel study they aren't held back by the fact that the rest of the group doesn't read as fast as they do.  They can read quickly, and then often reread for deeper meaning.  Then I have them use the extra time to explore more of the author's writing, or thematically related texts--both fiction and non-fiction--by other authors.  

Everyone meets up at the appointed due date for discussions, and all students are able to bring their experience to these sessions. 

Daniel Brink-Washington, chair of the special education department at Brooklyn Prospect, whom I worked with for the past two years, pointed this out:

"One thing I really enjoyed working with you on, was thinking about what opportunities and challenges kids might meet in terms of content, not just reading skills. I think about the themes in the novels we chose. Some will be an opportunity to build on what I know a kid is already interested in, and in other cases, a novel exposes kids to things that might be new to them. Those things can present challenges as well. Often times those challenges—and the process of overcoming them—is where a lot of the learning happens in studying literature. I think about the thematic challenges in the novels we taught in ELA8--challenges of diversity, power, and conflict in all of its forms.  When you read about these ideas, it causes students to have to confront a lot of the conflicts in their lives. It becomes a learning opportunity for them." 

Danny also shared how important it was that special education students be a part of these studies and the discussions, and not be excluded from reading grade appropriate content, even when their reading skills make this a great challenge.  We have worked together to devise ways to bring all students into the whole novel studies. Being a part of the novel community has been a powerful motivator for struggling readers to put in the time it takes to develop the reading skills and strategies they need--so in a way, it's a circular process, one hand (whole novel studies) feeding the other (reading remediation), and both becoming stronger for it.

Looking forward to sharing this work when the book is published!

 

[image credit: catholicblogger1.blogspot.com]



What's Working: The Silence of Everyone Reading

The silence of everyone reading 

at once

is not a fearful silence,

but one more like flying... 

breathing air of the same room/ 

different worlds;

the language is more influential

even than our eyes.

Who does not belong here?

Only maybe me--

standing at the runways

directing lift-offs and landings

and staying out of the way

of the silence of

everybody reading

 

[image credit: yourdictionary.com]

 

 

 

Two Common Core Blunders To Avoid--and How to Do It

We all have heard that the Common Core ELA Standards specify more non fiction reading skills than state ELA standards appeared to do.  In a workshop I attended on Implementing the Common Core, the presenter stated that approximately 70% of what students read at school should be non-fiction. Here it is a little bigger.  

There's nothing wrong with this, except I've already seen it misapplied two different ways:

1. My friend teaches middle school social studies.  This year, her time with students will shrink from five periods a week to only four periods a week, so that ELA teachers can teach an extra period to accommodate all of the non fiction requirements.  WHAT?!  My friend teaches social studies.  They do almost nothing BUT read, discuss and respond to non-fiction in her class!  

2. I know an English teacher who has been very concerned about properly implementing Common Core in her classroom as quickly as possible.  This year students will only read two novels in her class instead of four, in order to accommodate two new non-fiction reading units.  There is precious little creative writing in her curriculum plans, because, apparently, she has to focus on building her students' non fiction skills.  

Why, at this moment, are schools and teachers making rash decisions, instead of making the appropriate push to teach and practice reading across content areas?  Students actually read almost nothing but non-fiction in every class throughout the day, except ELA.

Here are some sensible ways to make sure students are getting a strong daily dose of non-fiction, both in and out of ELA class.

(1) Support content area teachers in establishing solid reading practices in their classes.

• Read, recommend or create a book group around Cris Tovani's important book, Do I Really Have to Teach Reading? on applying reading strategies and structures in any discipline.  

• Many content area teachers include tons of reading in their courses.  Have them share how they do this! 

• Have all content area teachers (as well as ELA teachers) monitor how much time they allow for students to actually read (whether silently, aloud, in partners, or by listening) in their classes. For teachers who feel uncomfortable assigning their students reading tasks, provide support! Use those PD funds! Or pair them with teachers who have this skill set to work together during all that PD time.

• Don't go crazy! Social Studies and Science should still include plenty of hands-on investigations and group work.  Social studies, math and even science curricula should be peppered with small doses of poetry and fiction...

(2) Embed non-fiction reading in a literature-based ELA classroom.

• My students are reading novels at most points during the year.  But I've begun regularly including complementary non-fiction articles and books in these units.  For exanple, I find students are extremely motivated to read articles about the life of an author whose novel they are reading, intrerviews with the author, or articles or autobiographical pieces by the author.   

• I've included excerpts of literary criticism that allows students to view the literature we're reading from another angle.  I tell them, "This stuff is really nerdy and difficult!  See what you can make of it!"  And they do. Their interest is piqued by the challenge. I have them read a chunk with a partner.  On chart paper, they must write down 2-3 things they think the writer is saying, and a comment, reaction or question in response to each one.  The discussions that come out of this exercise are fascinating. 

• I also introduce students to articles that relate to a topic or theme from literature we're reading. This can work whether we're reading a novel, poetry, or any other litarary form.  Sometimes these are required in class assignments and other times they are optional extensions. When we were reading When You Reach Me by Rebecca Stead, which includes an element of time travel, riffing on A Wrinkle in Time, the collaborative team teacher I worked led interested students to read non-fiction books about the theoretical possibilities of time travel from a science perspective.  It was wildly successful for those who chose to participate.  

• Non-fiction can provide important background information for students when reading literature that takes place in unfamiliar settings.  When we read Sherman Alexie's Absolutely True Diary of a Part-Time Indian, which takes place mostly on a reservation in Washington state, I had my NYC students read articles about the conditions on reservations across the country today. At the same time, students were studying Native American History in their social studies class.  Their motivation to engage both with the fictional elements of the book and the realities of the history and modern day reality were impressive.    

Please, let's not rob students of a well-rounded education just because the Common Core seems to have added some new focal points to literacy instruction, making it seem like there's "more to cover."   Collaborate across disciplines instead!

Finally, from the Common Core State Standards Initiative site:

"Myth: English teachers will be asked to teach science and social studies reading materials.

Fact: With the Common Core ELA Standards, English teachers will still teach their students literature as well as literary non-fiction. However, because college and career readiness overwhelmingly focuses on complex texts outside of literature, these standards also ensure students are being prepared to read, write, and research across the curriculum, including in history and science. These goals can be achieved by ensuring that teachers in other disciplines are also focusing on reading and writing to build knowledge within their subject areas."

 

 

Response: When Teachers Become Entrepreneurs, Is Their Core Mission Altered?

I just read a provocative post from Nancy Flanagan at Teacher In a Strange Land called "Sleeping With the Enemy," which questions whether teachers comprimise their integrity by selling their ideas. Nancy seems to be asking the right question, and I was surprised at how much I had to say on the topic... though maybe I shouldn't be, since I helped develop the idea of the teacherpreneur in Teaching 2030. 

Here is my response, which I'm having trouble posting on the site at the moment:

Nancy, I am wondering about compromise myself.  I have not yet come to a conclusion about it. 

That said, I'm not sure that selling our ideas requires compromise.  I think teachers can start small businesses that offer their expertise for money to those who might want to pay for it without compromising integrity.  For example, right now I am writing a book on a curriculum method I've named Whole Novels.  I've been developing the program since I first encountered the idea from my mentor at Bank Street College (who has helped me immeasurably and whom I give due credit in the book).  I've spoken to many teachers who are interested in learning more about the method, and so I'm writing the book to fill a need, as well as to fulfill a dream I have of writing it all down in a book.  The book will be sold by a regular publishing company, and I'll get a small percentage of the profits.  I might end up doing some consulting about it as well.  I have benefitted from many books I've bought over the years, written by teachers for teachers.  Is this the entrepreneurial comprimise you mean?

Maybe the issue lies in how we apply our expertise to policy initiatives.  The method I'm writing about could never work as a mandated, one-size-fits-all kind of thing.  The book is not written to suggest that, although I'd love for it to become a known idea, that teachers can pull from as they see fit. 

Am I right that the issue you're talking about is in selling our expertise to the organizations that are creating new oppressive structures for our profession? Ones that rely on tests to determine success and feed a corporate testing industry?  If a corporation or district wanted to pay me to write Whole Novels: The Scripted Curriculum, would I do it?  Thank you for pushing me to ask myself that question.  The answer would almost definitely be no.  

But I'm tempted to ask myself, would there be a way to compromise?  Would Whole Novels: The Scripted Version be better than whatever other scripted curriculum is out there?  Possibly, yes. There's the rub.

When I first started teaching, Teacher's College Readers and Writers Workshop Model, led by Lucy Calkins, was mandated in NYC public schools--or perhaps just those with low test scores.  It was a scripted version of the program, which came to us in condescending form.  It had not been designed for middle school, but was being forced on us as an experiment.  We and principals were promised higher test scores, and there were sticks for non-compliance as well. (I later heard that Calkins herself was not happy with the watered down, force-fed nature of her curriculum as a blanket mandate). Teachers found it frustrating and limiting.  I did what a lot of others did: I took the things that made sense to me from the program and combined them with other things I was trying--namely, Whole Novels. 

The funny thing is that later, I realize I actually learned a lot from this exposure, albeit uncomfortable and borderline insulting, to the program.  I also notice retrospectively that during that time, NYC paid for every ELA classroom to have a good library of developmentally appropriate books, which was a real benefit to students (and teachers’ purses).  This had not been the case before, when only textbooks and city-mandated whole class novel sets were provided. It is not the case now, since principals control purchasing decisions for their schools and may or may not decide to fund classroom libraries.  The program also popularized the notion that teachers did not need to be at the front of the room talking to be teaching—helping teachers, principals, and other evaluators to understand that students need workshop time.  These were some positives that came from the scripted mandate. 

That's just to say that I still don't know where I stand on compromise... As always, thank you for pushing the conversation and for your unwavering integrity.

 

[image credit: infobarrel.com]

 

 

Edweek Article on the Whole Novels Program

I just published an article with Edweek's PD Sourcebook called Reading Fiction Whole. It's about the Whole Novels Program, a framework for working with students in reading and studying whole novels.  Since I'm also writing a manuscript about this, and have already written several long chapters, it was difficult to boil the methology and argument for it down to article size. I'm happy with how it turned out, though.  It explains a lot about the method, and I'm sure, opens up lots more questions.  This program is really at the heart of my teaching practice.  I'm interested in your feedback! 

Ariel

 

 

Movie Recommendation--Where the Wild Things Are

I just saw the film adaptation of Where the Wild Things Are, one of my all time favorite books. This classic picture book has a permenant spot in my 8th grade ELA curriculum, where my students invesitage the Journey Story.  I was not expecting it to be great, because it's ratings were so-so. In some ways it wasn't. As an adult looking for an entertaining flick, not sure this qualifies. But it found it, like the book, oddly profound.  It takes liberties with the story, filling in back story and making real characters out of the wild things.  But Maurice Sendak co-produced the movie and I can see why.  It is different from the book, but resounds like the book.  It speaks on the issue of children and power.  I was expecting the wild things to be like kids.  But like the original illustrations suggest, they are representations of the adults in Max's life.  Max feels powerless in reality, a difficult feeling all children experience on various levels.  He becomes the king of these wild things and attempts to solve their problems. 

Looking for reviews of it, I noticed that fellow TransformEd blogger, Dan Brown, also has written an excellent post about this film.  He calls it "required viewing" for teachers. I'd agree.  As an adult who cares about children and is interested in understanding childhood, this fim has unusual depth and brilliance. Check out Dan's post and the film.  It's a great use of two hours of your winter vacation.

 

[image credit: indecentbazaar.wordpress.com]