Favorite Books I Read in 2017

This is a repost from my school blog. I share my reading life with families and the community to help develop a new norm, in which everyone is a reader and writer.

Take care,

Matt

“What do you do when you don’t know what to write?” A student asked me this during a classroom visit. My response: I read, and I find easy ways to write!

One way I accomplish both is by writing reviews for books on Goodreads. This social media site for bibliophiles allows people to connect with other readers, recommend titles to friends, and discover new books to read. Since I could not think of something to write for this month’s newsletter, I thought I would share some of the titles I most enjoyed from 2017.

For kids

  • Millions by Frank Cottrell Boyce (A boy and his older brother discover over a million dollars along the railroad tracks behind their house. Funny and wise.)
  • We Found a Hat by Jon Klassen (From the back cover of this picture book: “Two turtles have found a hat. The hat looks good on both of them. But there are two turtles. And there is only one hat. . . . “)
  • Harry Potter and the Goblet of Fire by J.K. Rowling (I read this book aloud to my son. The books are better than the movies, and the movies are good.)
  • The Legend of Rock Paper Scissors by Drew Daywalt (This was a fun picture book to read aloud. The images and text call back to martial arts movies.)

For adults

  • Truck: A Love Story by Michael Perry (This memoirist shares life stories, such as tending his unproductive garden and fixing up an old pick up. Full of life.)
  • The Things They Carried by Tim O’Brien (A mix of stories and experiences from a Vietnam Veteran. This book altered my view on the costs of war.)
  • Textbook Amy Krouse Rosenthal by Amy Krouse Rosenthal (What a fun book to read and respond to! Unlike any other literary experience. Also bittersweet as Rosenthal died from cancer in 2016.)
  • Ghostly Echoes by William Ritter (For young adults, this supernatural mystery is part of a series that takes place in nineteenth-century New England. “Sherlock Holmes meets Buffy the Vampire Slayer” says one reviewer.)

Building a Literacy Culture – a @StenhousePub Blog Series #litessentials

 

When I am not blogging, it usually means I am on a tech sabbatical, on vacation (I wish!), or working on a writing project. Lately, I have been reading and enjoying Regie Routman’s new resource Literacy Essentials: Engagement, Excellence, and Equity for All LearnersLike Regie’s previous work, this book is a necessary text for any teacher of literacy (see: you).

As a way for me to connect with and reflect upon the ideas in Literacy Essentials, I have written three articles for Stenhouse’s blog. They describe the importance of building a literacy culture, addressing the elements of trust, communication, and relationships. You can read the first two posts by clicking here and here. Look for the third post on the Stenhouse blog in the near future.

Reading Literacy Essentials, it could almost be called “Life Essentials”. Regie mixes research and practice with personal stories as a wife, parent, grandparent, friend, and unique individual. She offers suggestions for becoming a better teacher and a more interesting person. Joy can be had in the classroom and in life; they are not mutually exclusive. This makes Regie’s new book essential reading for all educators.

Literacy Essentials

The Point of Reading Goals

At the turn of the new year, I took a look at my reading habits. I have participated in the  Goodreads Reading Challenge for the last five years. You set a goal for number of books read, and then document each book you read with a date finished, rating and maybe even a review. Here is how I have fared.

  • 2013: 12 books read out of a goal of 40
  • 2014: No challenge accepted
  • 2015: 56 books read out of a goal of 50
  • 2016: 55 books read out of a goal of 60
  • 2017: 49 books read out of a goal of 52

I saw some interesting patterns and trends here. First, I was very unsuccessful the first time I participated in the Reading Challenge, so much so that I failed to document a goal for 2014 (I’m sure I read). Second, the only year I met my goal was in 2015. That is a success rate of 20%, if you define success as meeting an arbitrary benchmark. Third, my average number of books read for the past three years is 53, or one book per week. Knowing that the top 1% of earners read at least one book a month on average, I am looking forward to my future financial wealth.

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Photo by Breather on Unsplash

This last point is my attempt at humor, but there is truth here as well. Habitual readers tend to find success in life, both personal and professional. They are typically more knowledgable about the world and have greater empathy for people in other cultures. The books I read vary in genre, author, length, etc., which broadens my perspective. Some books are for kids, such as the ones I read aloud to my children, but many are for me. Reading is a selfish act that also inspires selflessness and a desire to affect the greater good.

I keep track of my reading because it is important to me and the community of readers I know online and offline. I don’t set reading goals to hit a number or see how many more books I can read than others. My list of books read provides me with a literary history, a chronology of my reading life. If I don’t reach my goal, what’s the big deal? I’d rather know whether I have an imbalance of fiction and nonfiction. These are points worth stressing in our classrooms so our students don’t miss the forest for the trees.

 

 

What if we are heading in the wrong direction? #litleaders

“It is impossible to live without failing at something, unless you live so cautiously that you might as well not have lived at all – in which case, you fail by default.”

– J.K. Rowling

This question recently cropped up from one of our faculty members. We are deep into exploring the connection between reading and writing, building a foundation for literacy instruction schoolwide. My response was off-the-cuff, sharing some general ideas, but maybe a little too vague and lacking coherence. The source of their concern was likely our high marks on our school report card. Here is what I wanted to say in my preferred mode of communication (writing).

When a school decides to pursue a literacy initiative as a whole faculty, they are already heading in the right direction. Anytime we can get everyone on the same page around reading and writing instruction, we build a common language and understanding for what will occur regularly in each classroom. Actually, the only wrong direction is by making no decision. By allowing everyone to have 100% autonomy in how reading and writing instruction will be delivered in classrooms, we create the conditions for student inequity.

A quality schoolwide literacy initiative should allow for some flexibility with teachers to personalize their approach. There should be enough room for teachers to have voice and choice in how instruction will be delivered. It’s the same thing we want for our students, right? We need to model this belief at every level.

For literacy initiatives that start to feel more closed in the level of autonomy for teachers as time progresses, be sure to check student assessment results. In my previous school, we felt like two years of writing training was possibly too scripted and squeezed some of the voice out of our students’ work. We facilitated a mid-year writing check. Sure enough: lots of structure but little style in students’ writing. As one teacher noted when we debriefed after the assessment, “Our kids will be able to nail a college essay, but do they love writing?” This information guided our decision to come back to a more holistic approach to teaching writing in the classroom.

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Photo by Jamie Templeton on Unsplash

This decision to pursue a more structured writing approach was not wrong; our intentions were good and were based on what we believed our students needed. The only wrong approach would have been to forge ahead with our current efforts, ignoring what our students’ writing was telling us. This is different than what a lot of schools do: jumping from one initiative to the next, year after year. We knew that our students needed consistently strong literacy instruction year after year. Hopping from rock to rock along a stream of new ideas wasn’t going to help our kids become literate individuals, as tempting as it might be.

That’s why decisions for pursuing a schoolwide literacy initiative should be a part of a long-term plan. Three years is probably a minimum. A long-term plan reduces the desire for rock hopping. It’s easier to say “no” to a new and exciting professional learning opportunity when you have a pathway already laid out. Part of this long-term plan should include multiple points of celebration. These opportunities to highlight school success have to be tangible and genuine. In our school, we re-examine our beliefs about literacy, owning new beliefs after a year of schoolwide professional development work. We also set aside the beginning of staff meetings for staff celebrations. Teachers can share quick wins and victories. I also make a point of taking pictures of teachers innovating in their classrooms as they try and apply new strategies. These images are shared and celebrated before we begin learning about a new literacy strategy. All of our celebrations build on where we have been and inspire us to learn more.

That might be the biggest point in a response to this question about heading in the wrong direction: If our intentions are based on students’ needs and teachers’ informed beliefs, and we were are willing to adjust course in light of the evidence, then we cannot make a poor decision. The constant pursuit of becoming better in our practice is always the right choice.

 

 

4th Grade Classroom Talk: Using Notebooks as a Writer

IMG_2616Today, I had the opportunity to share my writing process with 4th graders. Their teacher invited me to speak for a half hour on how I use notebooks. The students were just getting started in this practice as they delved into their next workshop cycle.

I started by asking them how they might use their notebooks. “Jot writing ideas down.” “Keep track of information.” “Write out a first draft of a small moment.” Every student had a unique response. This was a nice segue to the point I wanted to make for my visit: a writer’s notebook is what the writer wants it to be. The teacher can and should provide strategies and structures for how to use them. But the writer has to own them. The more a notebook belongs to the writer, the more they are willing to take risks in their work which leads to better writing.

Below are my notes that I spoke to with the class, which were also in handout form for the students’ writing folders. Click Using Notebooks as a Writer for a printable copy of what I shared. Also, please share your notebook ideas as a writer in the comments – I’ll be sure to share them with the 4th graders!

Using Notebooks as a Writer

Ideas from Mr. Renwick

  • About the writing process
    • Revision is about making changes to the writing and about subtraction. My writing gets smaller, clearer, and better when I reread my writing and revise.
    • When I write in a certain genre, I read a lot of books and articles within that genre. It helps me get a sense of the way authors write for that type of audience and purpose.
      • I still read fiction! I have one nonfiction, one fiction going at any one time.
    • I write what I am curious about and interested in. Through my writing and research I learn a lot about the topic. If the project is not interesting and meaningful, I get bored.
  • About using notebooks as a writer
    • Capture ideas with a pocket notebook.
    • Mess around, doodle and try out new writing ideas in any notebook. Bad ideas are how I get to the good ideas.
    • Research and interviews are documented in my notebooks to be a better listener.
    • Collect quotes in the notebooks for later drafts; collect quotes on the cover for epitaphs (quotes that might begin a chapter).
    • Organize bigger projects by chapters and sections, but may not use every page.
    • Outline sections I want to write to help me get the big picture of what I want to say.
      • Reverse outline to clean up a messy draft.
    • Write out first drafts if I am feeling the flow (which I rarely do).
    • Manage deadlines in my notebooks – I have editors to help keep me accountable.
      • Who keeps you accountable with your writing?
    • Manage related projects to the writing – workshops, courses, articles to publicize.
    • Personal tasks go in notebooks too, such as grocery lists, thank you’s, gifts.

A Strong Bond

The following post is what I wrote for my weekly newsletter/blog for our school. I thought it might work here as well. -Matt

If you are in the market for a good movie you might have never seen, check out The Straight Story. I recently rewatched this favorite film of mine. The main character is a senior citizen (Alvin Straight) who decides to travel from Iowa to Wisconsin to visit his estranged brother. Because of his ailments, he cannot drive a car, so he decides to take his John Deere rider lawnmower for this trip.

Along the way, he meets several people with different stories of their own. The wisdom he departs along his trip changes the lives of those he encounters. In one scene, he meets a teenage girl who has run away from home. While enjoying a quiet campfire, Alvin shares a story he told his kids and grandkids. “You can break one stick very easily. But tie several sticks together, and you have an unbreakable bond. That’s family.” Before the girl traveled back home, she left Alvin a bundle of sticks tied together.

I share this as a metaphor for how we as a faculty at Mineral Point Elementary have started to forge a strong bond. In the fall of 2016 (my first year here), we developed seven collective commitments as a faculty. Everyone had input and came to consensus on these statements about how we would work together on behalf of our students, families, and community. If we do not meet these commitments, we do our best to hold each other and ourselves responsible.

As a faculty, we have also examined our beliefs about literacy. Last spring, three beliefs were agreed upon unanimously. We can now expect these instructional practices to be employed in the classroom. In the spring of 2018, we will re-examine our beliefs in the hope of adding more to our list.

Our commitments and beliefs are listed below. They serve as a lens when making decisions in our school. They guide us in which teaching resources to use in the classroom. They guide us in our hiring process. They guide us in determining what students should know and be able to do. These value statements create a strong bond to help ensure our organization strives to meet our district’s mission and vision.

Our Mission

Grounded by our history, as one of the oldest publicly supported schools in Wisconsin, MPSD is the heart of a small community that educates and inspires our students for a bright future in a big world.

Our Vision

• The Mineral Point School District will be a recognized leader in education.

• Students will attain higher levels of academic achievement, resulting in greater lifetime opportunities.  

• Individualized learning will be embraced through innovation and technology.

• The district will provide a collaborative and professional environment for teachers to learn and develop innovative instructional strategies.

• Student learning will be enriched by cultivating family, community, and business partnerships.

Our Collective Commitments

1. I will be open to and ready for learning from others as professionals and colleagues.

2. I will hear others’ ideas in various learning communities and be willing to try a variety of practices.

3. I will assume best intentions in our colleagues and help create a sense of belonging.

4. I will honor the whole child by treating them with respect and care, and attend to their social and emotional needs.

5. I will listen to the concerns of our students’ families, address their needs to the best extent possible, and make them feel welcome in the school.

6. I will utilize better practices to deliver a coherent and relevant curriculum across all grade levels.

7. I will hold all students to high academic and behavioral expectations regardless of background, label, or past experiences.

Our Literacy Beliefs

• A child’s written story can be used to teach phonics and skills.  

• You can assess a child’s phonemic awareness by examining his/her journal writing.

• Shared writing is an excellent way to record common experiences and connect to reading.

Silent Reading vs. Independent Reading: What’s the Difference? (plus digital tools to assess IR)

During a past professional development workshop, the consultant informed us at one point to end independent reading in our classrooms. “It doesn’t work.” (discrete sideway glances at each other) “Really. Have students read with a partner or facilitate choral reading. Students reading by themselves does not increase reading achievement.”

I think I know what the consultant was trying to convey: having students select books and then read silently without any guidance from the teacher is not an effective practice. Some students will utilize this time effectively, but in my experience as a classroom teacher and principal, it is the students that need our guidance the least that do well with silent reading. For students who have not developed a reading habit, or lack the skills to effectively engage in reading independently for an extended period of time, this may be a waste of time.

The problem with stating that students should not be reading independently in school is people confuse silent reading with independent reading (IR). I could see some principals globbing onto this misconception as fodder for restricting teachers from using IR and keep them following the canned program religiously. The fact is, these two practices are very different. In their excellent resource No More Independent Reading Without Support (Heinemann, 2013), Debbie Miller and Barbara Moss provide a helpful comparison:

Silent Reading

  • Lack of a clear focus – kids grab a book and read (pg. 2)
  • Teachers read silently along with the students (pg. 3)
  • No accountability regarding what students read (pg. 8)

Independent Reading (pg. 16)

  • Classroom time to read
  • Students choose what to read
  • Explicit instruction about what, why, and how readers read
  • Reading a large number of books and variety of texts through the year
  • Access to texts
  • Teacher monitoring, assessing, and support during IR
  • Students talk about what they read

You could really make the case that independent reading is not independent at all: it is silent reading with scaffolds, and independence is the goal. The rest of the book goes into all of the research that supports independent reading, along with ideas and examples for implementing it in classrooms. The authors also cite the Common Core Anchor Standard that addresses independent reading:

CCSS.ELA-LITERACY.CCRA.R.10
Read and comprehend complex literary and informational texts independently and proficiently.
Maybe this information will be helpful, in case you ever have a principal or consultant question your practice. 🙂

Assessing Independent Reading

The challenge then is: how do I assess independent reading? Many teachers use a paper-based conferring notebook. If that works for them, that’s great. My opinion is, this is an opportunity to leverage technology to effectively identify trends and patterns in students’ independent reading habits and skills, which can inform future instruction. Next is a list of tools that I have observed teachers using for assessing independent reading.

This is an iPad application that allows the user to draw, type, and add images to a single document. The teacher can use a stylus (I recommend the Apple Pencil) to handwrite their notes. Each student can be assigned their own folder within Notability. In addition, a teacher can record audio and add it to a note, such as a student reading aloud a page from their book. This information can be backed up to Google Drive, Evernote, and other cloud storage options.

In my last school, one of the teachers swore by this tool. “If you don’t pay for it,” she stated one day, “I’ll pay for it out of my own pocket.” Enough said! Teachers who use the Daily 5 workshop approach would find CC Pensieve familiar. It uses the same tenets of reading and writing to document student conferences and set literacy goals. Students can also be grouped in the software based on specific strategies and needs.

Teachers can set up a digital form to capture any type of information. The information goes to a spreadsheet. This allows the teacher to sort columns in order to drive instruction regarding students’ reading habits and skills. Also, the quantitative results are automatically graphed to look for classroom trends and patterns. We set up a Google Form in one grade level in our school:

I’ve written a lot about using Evernote as a teaching tool in the past. It is probably the tool I would use to document classroom formative assessment. Each note can house images, text, audio, and links, similar to Notability. These notes can be shared out as a URL with parents via email so they can see how their child is progressing as a reader. Check out this article I wrote for Middleweb on how a speech teacher used Evernote.

The previous digital tools for assessing independent reading are largely teacher-directed. The next three are more student-led. One of my favorite educational technologies is Kidblog. Classrooms can connect with other classrooms to comment on each other’s posts. Teachers can have students post book reviews, book trailers, and creative multimedia projects from other applications.

Whereas Kidblog is pretty wide open in how it can be used, Biblionasium is a more focused tool. It can serve as an online book club for students. Students can make to-read lists, write reviews and rate books, and recommend titles to friends. Like Kidblog, Biblionaisum is a smart way to connect reading with writing in an authentic way.

This social media site is for book lovers. Although 13 is the minimum age to join, parents need to provide consent if a child is under 18. Besides rating and reviewing books, Goodreads allows readers to create book groups with discussion boards around specific topics – an option for teachers to promote discussion and digital citizenship. Students can also post their original creative writing on Goodreads by genre. Check out this post I wrote about how to get students started.

What is your current understanding of independent reading? What tools do you find effective in assessing students during this time? Please share in the comments.