Best Book I Have Not Read

Writing, Reading, Teaching, Life, Attempting to Balance it All

Wow! It’s been forever October 11, 2014


 

 

 

 

 

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The Literacy Connection

BEST and MOST REASONABLY PRICED PD available

teachers spending a beautiful Saturday on their own free time inside

Columbus, Ohio

Jennifer Serravallo

The Literacy Teacher’s Playbook

Formative Instructional and Reading Instruction

Independent Reading

 

 

I can’t actually believe I remember my password.

Sitting at a table with former colleagues (So happy to see Lisa and Lori) and current colleagues (so happy that 2 last year became 4 this year)

book bloggers on site

Literacy Hero! Carol Price

Teachers’ College connectionf

 

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Where I’m Hiding February 21, 2011

Filed under: assessment,background knowledge,blogs,books,kidlitosphere,professional development,reading — bestbookihavenotread @ 12:36 pm

Where Have I Been Hiding?

In plain sight, but off the blog-o-sphere.

Wishing to be blogging rather than yearning to blog.

I tell myself, it’s all worth it.

I’m hidden:

  • Under a pile of professional books both for grad classes and for
  • “catching up” (Building My background Knowledge) with the point of view our new superintendent brings with him to our district

Good thing I find his thinking right in line with my own, and also as a positive for our district 🙂

 

Recently finished:

Leading Change in Your School: How to Conquer Myths, Build Commitment, and Get Results by Douglas Reeves

Inside the Black Box: Raising Standards Through Assessment by P. J. Black & Dylan William


My current professional reading list:

The Leadership Challenge by Kouzner & Posner

Guided Instruction: How to Develop Confident and Successful Learners by Douglas Fisher

Ahead of the Curve: The Power of Assessment to Transform Teaching and Learning by multiple authors (Reeves, DuFour, Marzano, Stiggins)

 

In progress:

Across the Universe by Beth Revis

The Things that Keep us Here by Carla Buckley

The True Meaning of Smekday by Adam Rex (audio in progress)

 

Wish List (What I wish I was reading!)
Every Last One by Ana Quindlin

Linchpin: Are you Indispensible by Seth Godin

 

Alas, I must stop procrastinating the revision of grad papers so I can get them crossed off my to-do list. It doesn’t seem like one type of writing should count as procrastinating for another type of writing, but it sure is for me.

 

 

 

ELL Resources September 5, 2010

Hello Blogging Community,

I’m looking for some input.

What are the best resources that you turn to when you are preparing for ELL students in your classroom or your school. I have my “go-to’s” for reading, writing, literacy, etc. but need to have a couple “go-to’s” that address this topic.

Please leave me a comment and let me know what you consider the best out there.

THANKS!

 

Upcoming Teachers College Reading Institute June 30, 2010

I’m trying  to make my brain think of things I need to remember to pack /tidbits I’m glad I know for the upcoming TCRWP Reading Institute next week. I’m attending with two teachers-both of whom have not attended before. One is a second grade teacher and one is a fourth grade teacher.

Here are some tips I shared with them:

Pack a little umbrella-trying to find one in a store when it is raining is no fun
Plan on LOTS of walking. Columbia is spread out and it won’t be unusual for the keynote to be at one end of the campus and then the small group session to be six blocks away. Also lots of four+ story buildings with stairs.
They do give us a tote/bag with needed binder/books, etc. the first moring. It is a nice size and has a pocket for a water bottle-which we will want to carry with us.
Many times I would buy a bagel/sandwich or something like that when I bought my coffee in the morning before the keynote-then carry it with me to eat for “lunch”–Even though there is a lunch break, it isn’t terribly long to have bathroom break, get to next session site, and try to stop sweating –some days I would sit outside in the campus quad, eat whatever I’d picked up, call the kids, and watch the interesting things going on.
There is an AMAZING farmer’s market outside the keynote hall, but I dont’ remember which day.
 
Bring a notebook and pens for your own notes. I filled an entire five subject spiral last summer.
I’ve been told I might want to bring Amber Brown is not a Crayon, Because of Winn Dixie, and Tangerine along for one of my sessions which focuses on assessment. I was also encouraged to do an assessment using Skylark ahead of time.
In the advanced section, we will all be receiving Lucy’s new Guidebook from the newly published Reading Units of Study. I’m expecting my two colleagues to receive The Art of Teaching Reading.
 

Reason to Click My Heels Together! April 29, 2010

What event could bring  Franki from A Year of ReadingKaren from Talkworthy, Karen from Literate LivesKatie from Creative Literacy , Stella from My World-Mi Mundo, myself and others under one room tomorrow?

Could it be a sale at Cover to Cover?

The announcement of the Newbery?

NCTE?

OCTELA?

Good Guesses but wrong.

We will all be in one room to hear and watch Samantha Bennett , author of That Workshop Book: New Systems and Structures for Classrooms That Read, Write and Think, work in Katie’s second grade class and Karen’s fifth grade class. I am very exciting to have colleagues from three different grade levels that will be attending tomorrow, as well as a student teacher from the building. What a great professional development opportunity that would not be possible without the hard work of the volunteers for The Literacy Connection, including my friend and guru, Carol.

While we won’t all fit in Karen’s and Katie’s classrooms, the rest of us get to watch over close-circuit television, with debriefing sessions in-between.


 

It’s That Time of Year February 20, 2010

It’s the time of year when teachers need to start planning their professional development for the summer. Applications for the Reading and Writing Institutes at Teachers College Reading and Writing Project are now open! I am drooling! I don’t know if the fates will line up for me to travel to New York for the “best professional development” ever, but I can dream! I would really like to attend an advanced section of the Reading Institute, especially with the highly anticipated, upcoming release of the Units of Study for Teaching Reading, Grades 3-5 (At least highly anticipated by me-you can now pre-order it on Heinemann but it doesn’t list the ship date. Since she was still finishing the writing when I saw Lucy Calkins in Indianapolis in the end of January, the date is probably a little up in the air.)

If you can figure out a way to get yourself to New York for five days this summer, or have a nice friend who will let you crash, it will be the best pd experience you can have  and you’ll be wishing you did it for yourself years ago.

 

Units of Study Across the Year in Upper Grade Reading, Grades 3-5 November 18, 2009

“Years from today, if you were to gather close around you the children you teach now and ask them about their reading lives, would they name your teaching of reading as a turning point? Would you like it to be? Does your teaching of reading have the potential to change not only your students’ lives but also your own life? It could, if you let your teaching be a course for you, and not just for your kids. Your life as a teacher, as a reader, and as a person, could be changed in big and important ways, if you let it.” —Lucy Calkins

I’m pretty excited about the upcoming Units of Study for Teaching Reading: A Workshop Curriculum (Grades 3-5) by Lucy Calkins and Teachers College Reading and Writing Project. Originally the predicted release date was Winter 2010. Now it’s Spring 2010. I want it now!

I’m trying to decide if the Heinemann one-day workshop by Lucy Calkins on UOS in Upper Grade Reading will be beneficial to attend in January even though I won’t be able to have my hands on those books. Will it be beneficial to hear Lucy Calkins explain the UOS ahead of time? OR Will it be frustrating because the books aren’t available for purchase yet?

I’ve never attended a non-beneficial Heinemann Professional Development session and certainly LOVE Lucy, so I’m leaning towards attending.

Oohhh-I did just find that at the Units of Study website, there is an audio of Lucy Calkins giving an overview of the new Teaching Reading series. If you have never seen her speak, you should listen to this. Just hearing her voice makes me want to be a better teacher!

Here’s the transcript:

Units of Study for Teaching Reading: A Series Overview

A transcript of remarks by Lucy Calkins

Founding Director, Teachers College Reading & Writing Project

Teacher’s Guide

I’m excited to be able to tell you about Units of Study in Teaching Reading and to walk you through all

that’s there for you. The first thing is a book called “A Guide to Reading Workshop”, an overview of the

reading workshop. It describes the essential methods that will inform your teaching. In this guide to the

reading workshop, there is a chapter on conferring and small group work to support readers. There’s a

chapter on assessing readers and tracking their development and using data to inform your instruction.

There’s a chapter on the methods that are important to leading effective minilessons that explains how you

can explicitly teach the skills of powerful reading. There are chapters on the skills of powerful reading that

identify what it is that proficient readers do that we need to be able to teach all kids. All of the other main

questions that you’ll ask about methods of teaching reading are there in the guidebook, including what do I

do to support struggling readers. The guidebook is deliberately lean and meant not to overwhelm you but to

enable you to get the essence of all of these methods and this content, because in fact, the unit books

themselves illustrate them. So, there’s the guide and then there are four units of study books.

Unit of Study Book 1

If you know the series The Units of Study in Teaching Writing, the Units of Study in Teaching Reading are

patterned exactly after the units in writing. The first unit is a book which really helps you to launch the

reading workshop and to teach readers those essential skills that are so foundational that you really need to

address them in September. The first book teaches readers how to read with stamina, how to monitor for

sense, how to do the kind of retelling that shows a basic level comprehension. It helps you to assess all your

readers, to match them to books, to teach them the rituals of taking books between home and school, of

keeping logs of their reading. All of that is contained in book one. But I think the challenge of book one is

that there’s a lot of really essential work that you as a teacher have to accomplish. Of course, you want to

do it in a way that inspires kids and makes them see themselves as readers. You want them to feel that they

are authoring lives as readers and that their whole community of practice this year is going to be different

than any other year. This year, reading may in fact be the best thing that they’ve ever done. This book has a

whole lot of very practical work in terms of helping you with classroom management and getting your

methods going: getting the kids assessed, getting all of them going on their trajectory as readers, and then it

also does this inspirational work.

Unit of Study Book 2

The next unit of study book is a book on character. And of course character is one of the most important

things for a reader of a fiction text to be thinking about. All of us when we read fiction are thinking about

character. So it’s a book on character, but, for you as a teacher, what you know is that you’re really

following character into higher level comprehension. That’s really what this second book is about.

Specifically, you’ll see that it helps you to teach three different main reading skills. First of all, it helps you

to teach envisionment, and as sort of an extension of envisionment, prediction. What I have come to believe

is that so often we think that some kids are born as readers. Those are the kids that are sort of nose-in-the-

book readers and you can’t take them away from books. As teachers, we sometimes think that that’s in their

DNA or something, that they just come to us that way. What this book sets out to do is to help you as a

teacher challenge that notion, that some kids are born readers and some aren’t, so that you can do

everything you possibly can to help all of your readers be nose-in-the-book readers, who read, envisioning

and on the edge of their seat predicting. The other thing that it does is take envisionment and prediction and

talk about these as skills that unroll across a trajectory. There are ways of being a novice predictor, an

intermediate predictor, and an advanced predictor. You’ll see prediction and envisionment concretely laid

out so that you have a sense of what are the real specifics that you can be teaching to move kids from where

they are to where you want to take them. So the first half of the character book begins with teaching

envisionment and prediction. And then the book makes a real turn and tackles, instead of nose-in-the-book

reading, kind of lost-in-the-story reading; it aims to help readers grow theories as they read. You could

almost say that the second half teaches how to read a little bit like a professor with literary theories that you

can support with evidence. It’s helpful to think about that as teaching readers to have a different kind of

relationship to characters. So in the first half of the book, they almost are the characters. In the second half,

it’s a more expository relationship to characters where they’re looking at characters and thinking, “What

kind of person is this? What are the character’s traits? What are my theories for the character? What is my

evidence for those theories?” All of that work is supported in the second book.

Unit of Study Book 3

The third unit is a book on navigating nonfiction. It’s hard to choose a favorite book, like it’s hard to

choose a favorite son, but at least at this moment, it may be my favorite because I think it does such

important work on the entire field of thinking about nonfiction reading. Essentially, what Kathleen and I try

to do in this book is to help readers read nonfiction. I argue that a lot of times our instruction in nonfiction

has helped readers generate some questions and shown them how to open up a nonfiction book so that they

can skim and scan it to find answers to questions. Although I think that kind of nonfiction reading is really

important, we also need to teach kids to read nonfiction; to give themselves over to a nonfiction text and to

comprehend it. To take in what a nonfiction author has said in its entirety, not just finding cool facts.

Instead of, “When the Egyptians built the pyramids they didn’t wear underwear. Isn’t that cool?”,  we want

them to comprehend the main ideas that an author’s putting forth. So the book on nonfiction forwards the

role of structure and suggests that when we’re reading nonfiction texts that are organized as expository

texts, we need to be able to use the expository structure to help us to find big ideas, to find the specifics that

support big ideas. And that when we’re reading narrative nonfiction, or nonfiction that’s written like a

story, as for example biography is, that we can actually bring all that we know from reading stories, to bear

on reading that kind of nonfiction. We can read it in a way where we synthesize the whole text by bringing

that structure to bear on it.

Unit of Study Book 4

Then the fourth book, the last of the units of study books, is a book on reading historic fiction and doing so

in book clubs. The kids will think of it as a book on reading historic fiction, and you will as well, but the

real work of this book is that it’s teaching you to help kids tackle more complex texts and to read with

higher level comprehension. In fact, the main skill work in this last book in the series is that of teaching

interpretation and critical reading. And with it, teaching kids to write about their reading. So the historic

fiction book has a lot of work to do, because it’s teaching kids to tackle more complex texts, to read with a

more literary consciousness. To take their skills and ratchet them up even higher, to specifically read,

thinking, “What is this text really about?”, to try to figure out what the theme is in a text, and to be able to

talk and write about that in ways that are powerful and compelling. All of this is done while the kids are

working not with partners, which is the social structure that supports the first three books, but instead in

book clubs, where four kids are reading shared books. And, of course, the nonfiction book has added power

because it helps students think about nonfiction in relation to historic fiction. So that kids are also learning

that you not only read a couple historic fiction books that are set in a particular era, and think across and

among those books, but also bring in nonfiction texts that relate to those books. The other work of this unit

is helping with this intertextuality, looking across books including both fiction and nonfiction texts. Those

are the main elements in the units of study series.

Resources for Teaching Reading CD-ROM

Those of you who know the CD-ROM full of resource materials in writing won’t be surprised that there’s

resource materials in reading as well. But this time we really felt, because of having listened to teachers and

their requests, that we needed to provide extra resources.

Alternative Units of Study

So we’ve got a whole other book which is designed to help teachers tailor their teaching to kids. This book

supports teachers in developing alternate units of study. It lays out in a slightly more abbreviated form, but

still with all the minilessons there, four or five other units and then in yet more abbreviated form, another

half dozen units. This final book is one that helps you not just have minilessons that you can draw on as

you author your own curriculum, but also whole units of study that you can draw on as you author

curriculum in response to your kids and in conversation with your colleagues.

 

NCTE 2009: What I’m looking forward to attending November 16, 2009

Filed under: authors,NCTE,professional development — bestbookihavenotread @ 8:16 pm
Tags: , , , , ,

Decisions, Decisons! What a happy dilemma!
Franki over at A Year of Reading had a great suggestion of sharing what you are looking forward to attending at the upcoming NCTE. I do pay the extra $20 to get my program book ahead of time (and I do mean book! It’s over 380 pages) to pour over. It is really hard to decide as there are an average of 50+ sessions to pick from fourteen different times over 3 days!

The first thing I do in the program is find the Conference Planner (page 35-36) and mark off the block of time for the Books for Children Luncheon (Love It!) . I’m also planning on attending the Middle Level Mosaic Workshop, which is a double-block. Then I start by looking through the index for authors and my favorite professional authors who are attending and then look up their sessions.  I move on to friends from near and far who are presenting to see if their session will fit in the blocks I have left, and so on.

Here’s what I’ve narrowed it down to. I do realize this isn’t a very narrow list:

NCTE Author Strand-Adolescent Literacy: Moving from Principles to Practice

Going Public: How Sharing Your Teaching Beyond the Classroom Can Make You a Better Teacher (Literate Lives, Creative Literacy, A Year of Reading)

Poetry Party! Celebrate NCTE Poetry Award Recipient Lee Bennett Hopkins

Babymouse and Lunch Lady: Creating Graphic Novels for the Younger Set

Enlarge the Reading Circle-How to dramatically increase reading comprehension and engage reluctant readers

Reading Between the Lines of Nonfiction: Going Deeper into Informational Text Through Student Driven Discussions

Finding Your Voices Through Poetry: Young Children as Listeners, Readers, and Writers

Book Choice Matters: Teaching Young Learners How to Make Wise Independent Choices (Franki, Debbie Miller, Ann Marie Corgill, and Karen Szymusiak)

Laurie Halse Anderson at the ALAN breakfast

The Reading Zone’s presentation on Engaging Middle School Students Through Read Alouds

Virtual Book Studies

Literate Lives of Children: Topics and Trends in Elementary Education

Cafe in the Classroom: Helping Students Visualize Literacy Goals and Teachers Maximize Assessments to Guide Instruction

The Diary of a Wimpy Kid Phenomenon: Jeff Kinney Talks about Drawing in Reluctant Readers

Twenty-Five Years of Literature Circles: From Book Clubs to Inquiry Circles

Reading Like Writers, Writing Like Readers: Teaching Students to Study the Craft of Writing (Carl Anderson!)

Katie Wood Ray: The Joys and CHallenges of Teaching the Youngest Writers

Effective Adolescent Literacy Instruction (Jim Burke, Alan Sitomer, Jeff Wilhelm)

Workshop:
Young Adult Literature in the 21st Century: NCTE-ALAN Two Day-Workshop

 

School Visit–Reading & Writing Workshop November 6, 2009

Click to play this Smilebox slideshow: Oct 09 School Visit
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Unit of Study Fiction Writing Grades 3-5 October 27, 2009

Here are my notes from my first session at TCRWP Reunion Weekend. The presenter was a dynamo!

Writing- Short Fiction

Quick Look at Writing Process:

  • Generating (3-4 days)
  • Choosing (1 day)
  • Developing (5-6 days)
  • Drafting (1-2 days)
  • Revising (3 days)
  • Editing (2 days)
  • Publishing (1 day)

 

Generating (3 days; 4 if not enough blurbs to choose from Writing Story Blurbs-what the story could be about (do for 3-4 days)

  • Chart: Writers Generate Ideas By:
    • Paying attention to the issues (problems) in their lives –don’t let them pick too big of an idea
    • Imaging stories we wish existed in the world
    • Rereading their narrative entries in their writers notebooks and asking themselves, “How could I turn this into a different story?”
      • be very focused-specific-don’t pick whole story (example-playground)
        • 3rd grade-friendship-what happens at recess, can relate to through many times
        • Stories should match their age!!

3-4 days of Story Blurb Writing-We are filling up our notebooks!

Don’t worry about spelling and grammar at this point

Immediately draw a line and have 10-12 pieces (story blurbs) to choose from

  • Story Blurb examples:
  • Maybe I could write about these two girls competing…
  • Maybe I could write about a boy who goes to summer camp…
  • I wish I could read a story about a boy named Josh…

Writers, you are always saying there are no good stories to read in the library and…

  • Somebody…Wanted…But…So

          Pushes them to develop problem

Somebody Wanted (Feared, cared) Because But/so
Jade Cared about her dog Scruffy Because Scruffy was very special to her Her dog ran away and didn’t come back
Bill Wanted to find out why his mom was going out at night Because his mom had just gotten divorced He followed her and found out she was dating

Pick one from chart and stretch out into a story blurb

Mentor Text-Those Shoes

          Not “perfect” ending

          Not she wanted a dog so her mom bought her a dog

  • Choosing (1 day to select)
  • Developing/Nurturing/Rehearsal-need to spend more time on this so 1 day on story mountains or timelines 
  • Drafting
  • Revising
    • Dictionary definition-
      • to prepare a newly edited version (of a text)
      • to reconsider and change or modify-put on a different set of lenses
      • Editing
      • Publishing (1 day)
Possible Teaching Points for Generating with some Predictable problems and strategies

  • Trouble Coming Up with a Story Idea
  • Story Doesn’t Match the Genre
  • Students writing stories about themselves
  • Students Do Not Understand the Problem Arc

 

  • Trouble Coming Up with a Story Idea

                    Bring in mentor texts—that you could take and change-example Those Shoes

                   If you were reading this book what would you say about it? Is it interesting. Would you tell me what isn’t interesting. Let’s make something happen! Make idea stronger and working with it.

  • Story Doesn’t Match the Genre (flying, ghosts-we will do fantasy later in the year)
    • Ask Yourself, “Can it happen to you?” no superhero magic endings
  • Students writing stories about themselves

          How Can we tweak this?
                   Maybe different problem

                   Never say, “bad idea”-say “great idea-Let’s try tweaking it.”

  • Students Do Not Understand the problem arc-they solve the story immediately
Possible Teaching Points for Developing with some Predictable problems and strategies

  • Choosing a story they think is strong enough, one they want to work on and one they think they can write well
    • Which one do you want to work on and which one do you think they can write really well.
    • Writers can develop their internal and external traits and not holding on to the problem in the story—

 

  • Choosing a story they think is strong enough, one they want to work on and one they think they can write well
    • Which one do you want to work on and which one do you think they can write really well.
    • Writers can develop their internal and external traits and not holding on to the problem in the story—
Struggle Problem Internal (limit the #) External
He wants to be popular so he lies and says he cheated when he didn’t Bob has let his friend cheat from his test. He gets caught because teacher thinks
  • Usually honest
  • Good student
  • Smart
  • lonely
medium heightbrown hair

only child

freckles

  • Think about problem first
  • Shy girl problem-wouldn’t be super friendly and loud
  • 3rd Grade-booklets
    • Storytelling using story booklets-touch page and say aloud-do at least twice each
  • 4th/5th Grade
    • Creating story mountains with small actions
    • Breaking down their story mountains into smaller scenes by thinking about:
      •  change of setting
      • change of time
      • when new characters enter or leave the scene

Sketching our scene

  • Use a sentence strip
    • Rules: have to show time of day by including a clock or night/day
  • Bigger scenes-more happens
  • Smaller scenes-make boxes reflect that
  • Notebooks away-no looking during sketching the story
           
1 2 3 4 5 6

Story Mountain example- Illustrate how to put—Boxes around scene

On Choosing Day:

  • have them bring notebook and put a little star next to which one they think is strong enough
  • thumbs-up when you have your idea
  • give post-it note to thumbs-up and quickly see/assess ideas
  • 10-20 minutes on rug to choose
  • Let strugglers take notebook home the night before to pre-pick
Predictable Problems During Choosing/Developing

  • 1 dimensional characters
  • Story doesn’t have a clear plot
  • Struggling with creating a scene
  • The solution is without struggle
  • There is no tension building up

 

  • 1 dimensional characters
    • Really evil or really nice
  • Story doesn’t have a clear plot (story doesn’t make sense)
    • Bring them back to Somebody, wanted, but, so
  • Struggling with creating a scene (what could happen before she got what she wanted)
  • The solution is without struggle
  • There is no tension building up
    • Teach how to slow scene down
      • Add: show don’t tell
        • Show internal thinking
        • Add action or dialogue

ALL BEFORE DRAFTING!!!

What does drafting look like:

          Big scene-full sheet of paper

          Small scene-half sheet of paper