Books, Books, I Love Books!

Am I a life-long reader? Are you?

Today is the day that Lit Loving Gals is starting the book study on the cool book I have (The Reading Strategies Book), but I just can't start that one until I finish another...

I've had The Book Whisperer on my table, in my bag, in my hands since June 1 and still have a chapter to go. Each time I read some of it I get ALL FIRED UP AGAIN.

Today I feel confused. I want life-long readers to leave my class, but I have to create them, they are not born. I have to create the environment and space for the reading, get rid of the stuff that inhibits the love of reading, and still do all that is expected of me, as a teacher.

Life-long readers do not take an assessment at the end of each chapter or book. They do not read for minuscule details that will be on the test. They read for fun. They recommend books to their friends. If they miss a detail, they can read the book again, or not, it's their choice. 

But how will I know they are reading and comprehending if I do not give a test?

1. Talk with them about the books they read. And keep notes.

2. Give time to read DAILY in class.

3. Make reading an expectation.

4. Teach how to read, build stamina, share books, read aloud, talk about books they will love, be infectious.

So as I begin this last week of summer vacation I have but one wish for the school year. Please, oh please, let reading be reading, and do not ever let "school" get in the way of becoming a life-long reader. 

Pants, Books, and Stools

It's Thursday and I'm wearing Saturday pants.

Seriously, that's what they are called. I bought them from Old Navy a year and a half ago. Their name makes me smile, and they are so comfy! They are perfect for wearing while I read, watch tv, you name it.

Last week I mentioned a book I was reading. It is The Book Whisperer by Donalyn Miller. Amazing read! And today I finished chapter 2. But I'm also reading Teaching with Intention by Debbie Miller (finished chapter 2 yesterday). And I spent two days early this week getting training in Project Based Learning by Aaron from The Buck Institute for Education. 

So, the books, conversations and studying have mushed up in my brain and I have lots of synthesizing to do.

Here is what I know today:

1. To be a learner, a student has to be a problem solver and a believer in his abilities.

2. To have a classroom that is "just right" for learning, I must create that environment (books everywhere, high expectations for reading, authentic and good literature for kids to read for enjoyment and to practice skills taught, authentic reasons for reading--and not just to become a better reader).

3. Authentic literature for first grade looks different than at fifth grade. I must reach out to my primary teacher friends and begin to create a library that is organized and covers the entire classroom. 

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And my selfish plug... Time is running out on my Donor's Choose project for Hokki Stools. Please pass the word, all donations are tax deductible. Just follow the link to my project page. 

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I leave you with this question...

Do you believe that reading is worth learning how to do well? Why?

ELA (English Language Arts)

Teaching children to read, comprehend, write, and spell is not an easy task.

Phonemic awareness. Alphabetic principle. Fluency with text. Vocabulary. Comprehension. (And Phonics.)

90 minute uninterrupted ELA block.

Common Core State Standards.

Oy.

In an effort to keep all the elementary schools and teachers (in my district) on the same track, our ELA team has adopted The Four Blocks Literacy Model.

In March/April I read/skimmed through the overview book and liked the framework of the Four Blocks. Summer reading must include reading about each block.

Yesterday I read through the Writing Block book (at least the parts that gave me the overview, and specifically how to start the year).

What I liked most about reading is that this block fits right in with the writer's workshop unit I got last year. Deanna Jump's Writing Through the Year (units 1-4) hits it right on the head. 

Today I read through another block. Self-Selected Reading. I see so many connections with the Daily 5. In the way that independence is taught. How books are handled.

What I liked about today's reading is the direction that is given for the read-alouds at the beginning of SSR (not sustained silent reading). Depending on when I am in the school year (more read-aloud in the beginning, more student reading later on) I could read a portion of a chapter book, a non-fiction book, and a predictable book. And one day a week or two I could spend the time "blessing" a whole bag full of wonderful books in a variety of genres.

Both books gave wonderful information about conferencing with individual students (once the class has developed stamina to work independently for 12-15 minutes). So, 4-6 weeks will be spent teaching expectations and practicing, so that for the rest of the year I can meet with individuals or small groups. That is the hardest part for me. I want to get to it right away.

But I will remember the words of my sons' piano teacher... "Practice slowly in order to really learn the piece."

I am so excited to incorporate these ideas into my lesson plans, and to read the other two block books (as soon as I get them).

Time to Pause

I tried, I really did.

I got out my Mosaic of Thought book, my fancy pens and flashy notebook. Opened to chapter 6 and got ready to read about inferring.

After 2 pages I could tell that I wasn't feeling it. I was reading the words, but didn't care about them. I highlighted a few sentences, but only because I thought I should.

So, I have made a grown up decision. I am putting this book away for a while. I learned some great concepts and made some personal discoveries. But right now I cannot do this book justice.

I'm sure I will come back to it. My buddy got her book in the mail and is eager to read it. Perhaps talking about it with her will get me back in the spirit.

What will I do now?

1. Make a list of pinterest inspired ideas and get my craft on.

2. Write lesson plans for the first 20 days of school (I have two days complete so far).

3. Vacation at the end of the month to the state of my birth (Indiana).

4. Hot dog roast with my cousins that I don't see very often.

5. Watch HGTV and Bizarre Foods (I saw Andrew Zimmern in MN last Friday, he is fascinating).

It sure feels good to give myself permission to not finish a book and not feel guilty about it.

Thinking Part 5 (The Art of Discovery)

I was part way through this chapter (of Mosaic of Thought) when I went to see a movie with my family. The movie provided me the perfect opportunity to practice questioning (did you miss that? read about it now).

So, to finish the chapter was a bit anti-climactic, but a few notes pop out at me.

1. Asking questions can help you get grounded in a story (proof of that)

2. Most students aren't aware of their questions and need to observe a proficient reader generate questions during think-aloud lessons (that is how I finally got it)

3. Questions can reveal more about children's thinking than do quick answers

This book suggests strategy studies. To spend 4-6 weeks studying one strategy, then add another on.

So, as I am thinking about next year I wonder--could that work for me and my first graders? Time to get out the Common Core Standards and match them up with these strategies.  

Why do we think about thinking?

Are you tired of all this thinking yet? 

I have my "I'm done" moments. But I also have "Wow, this is so cool" moments.

I've read four chapters of Mosaic of Thought so far. It has a lot of background knowledge (good for me),  and many stories to keep me entertained.

You know how when you get to see someone else teach, or see their room, or look at their "stuff" how cool that is, right? Well, that is what this book is like.

I don't see the room, but there is so much narrative about how some teachers are teaching. And I am just loving reading that.

Do you remember having education professors teach some content, but not in the way they have taught you to teach? This book is nothing like that.

The authors have included many think-alouds that are oriented to teaching me, at my level of understanding. Then, they give narratives about teaching children. See...amazing.

What have I learned recently that made me go hummmmm?

**As a piece of writing is read or listened to, what ever number of readers/listeners that there are, there are that many insights and streams of understanding. And each one is valid.

**Gone are the days (like in my high school days) when a class reads a poem and there is one "right" theme. There may be many, there ought to be many. Because each reader has their own background knowledge to bring to the piece and when each person works at making meaning what they understand is unique to them.

**If the above is true (and it makes sense to me that it is), then why are the students given state standardized tests and asked what is main idea? Both of my sons (who are strong readers) HATE the tests. This is what they tell me--I can narrow it down to 2, but then how do you know? I just have to guess, and I don't want to guess.

So what's next? Finish this book, because it is helping me grow my own background knowledge of what comprehension strategies I use. 

Then read Reading with Meaning by Debbie Miller. Many friends are recommending it. So I will buy it with a bookstore gift card. 

Why do we think about our thinking? Because it helps us understand what we are reading, and we enjoy our books so much more when we are comprehending them.

Thinking Part 3

Thinking about thinking some more.

Chapter 3 in Mosaic of Thought is titled "Mindful Reading."

As I began this chapter I wrote in my journal this--"When reading I don't really monitor my thinking. Only when I read technical pieces/books. Fiction, poetry, songs are all surface levels of understanding. Why would I need to do more?"

By the end of the chapter I came around to understand that I am doing way more than I even thought I was. I didn't have the words to describe what I have been doing, or notice that I was doing it. Hence, the problem with teaching comprehension.

If I do not know what I do or how I do it or why I do it, I cannot possibly be able to teach those skills to someone else.

The authors gave an amazing list of what proficient readers do when reading on pages 63-65. It was this list that led me to understand that I am using those skills and strategies. Hallelujah! I have assimilated the strategies to the extent of using them without even knowing it. Not sure I can teach them yet, but at least I am effectively using them when I read fiction (and nonfiction).

Two long narratives captivated me. I loved the first one about a high school teacher named Cris. She very creatively taught struggling readers about monitoring for meaning and how to do it. After she taught them, they practiced using their textbooks (science, math) and manuals (computer, SAT forms).

I may not have cared about this in high school and might have thought it stupid to be taught this, but I think it would be great to have a school full of teachers like Cris.

The other narrative was set in an elementary class.

Not only do we get to read about her good instruction, we are privy to her thinking as she teaches. That in itself is great to read.

I need no longer fear when a student is not comprehending. I will celebrate the opportunity to learn together.

Thinking Part 2

Time to get back to "Thinking About Thinking,"and chapter 2 of Moasic of Thought.

As a teacher I want to lead my students toward loving to read. What an ambitious statement. If I break it down, what does it mean?

Years ago I was a special education teacher. I took many hours of training in how to teach children to read. I mean, decode. As I spoke with other sped teachers we all agreed on one thing. Teaching children to decode was easy (relatively), but when it came to teaching them how to comprehend we were all wondering how.

Now I'm a first grade teacher. Decoding is fun, exciting, rewarding. Comprehension is what, how, when? So the same questions.

I also work in a district that has not had a basal for 15 or so years. Many of us have been crying this past year, just give us a basal and we will be happy. But that is not in the plan--at least until something is really Common Core aligned.

If we have a basal, will we be able to get the kids to read (and comprehend)? That is what a majority of us thought would happen.

But now I have my own questions about a basal series. The basal will not make me a better teacher. The basal will give me a false sense of security. I need Professional Development in comprehension instruction. I need to know my students and what they need. I need to immerse myself in comprehension lesson design. 

The good news is that I think I am on the right track. I have my group of core teachers that will wrestle with comprehension with me and a plan for next year.

Thinking About Thinking

So many times I think, "How did she know that?" Or, "I never learned about that in college."

Right now I'm referring to reading comprehension.

This year my buddies and I had several conversations about read-alouds, comprehension and good teaching. Mrs. Roux was super pumped about this book.

Find the book on Amazon.

I bought it on Memorial Day and read chapter 1 this morning. 

Can you say, "a bit overwhelmed?" I took notes, wrote down questions that I hope will be answered, and sighed a lot.

When I went to college I had NO IDEA that teaching was this thought-provoking. Or this scary. My job is to teach these kids. Not just sounds and sight words, but how to comprehend a text. Heck, I'm not sure how I even comprehend a text. It just happens (or it doesn't and I put the text away). 

So, I'm thinking I better get on to the next chapters. Get some information, ideas, and learn what I need to know.