I have been waiting all week to write this post because I wanted to share the insight I gained from a workshop today with Penny Kittle and Kelly Gallagher sponsored by Heinemann Professional Development.
As literacy teachers, our goal is to make kids better readers and writers. What does that entail? Everyday practices of reading, writing, studying creating, and sharing.
Kelly Gallagher began by referencing Pedro Noguera, a distinguished professor of education at UCLA who said we are asking the wriong question. Rather, “We need to ask what can we do to challenge and stimulate our students?”
Both Kelly Gallagher and Penny Kittle talked about moving towards generative reading and writing vs. task oriented reading and writing. “We want students to generate their own thinking first.” When we ask students to answer specific questions about a text they are answering our questions and focused on the task at hand. Students are getting too immersed in tasks. Tasks are getting in the way of rigorous thinking and what is the value of this text. If we are to encourage and engage students in deep thinking about reading and writing students need time to read and talk about reading IN CLASS.
Richard Allington, “Reading is less about ability and more about opportunity.” The volume of reading is key. How much and how often students read affects their lives in crucial ways.
As teachers, we need to focus on:
Time — Choice — Access
In Gallagher’s classroom, there are three goals for every reader:
- Increase volume of reading
- Increase Complexity
- Develop an allegiance to authors and genres
When it came to talking about how to motivate readers the following practices are in both Kittle and Gallagher’s classrooms:
1. Their Own passion
3. Book Talks – Start of every day is a book talk to help students find books they love. Why? It creates a willingness to practice outside of class. Read aloud a piece of the text everyday in a book talk.
4. Time to read in class –20% of class time devoted to Independent reading and conferences. Gallagher mentioned it takes a couple of weeks for most students to get into 10 minutes of sustained independent reading
5. Holding Reading Conferences – In conferences, students learn how to have meaningful conversations in a safe 1:1 setting with a teacher who can move their thinking.
As for writing, low pressure writing is a daily occurrence in both their classrooms. Students write quick writes daily and after 10 quick writes in their notebooks the students decide which one they give the teacher permission to read. Students are reading and writing everyday in class.
Students use their writer’s Notebooks based on what Donna Sandman describes as
A workbench – a place to practice
A place to stumble on ideas – a collection place
A place you go to do work – a playground
Both Gallagher and Kittle shared their own writer’s notebooks. They spoke about writing alongside students and allow students to see you struggle as a writer.
Additionally, they talked about the importance of daily flash revision. Allowing 90 seconds a day of tinkering and polishing your writing. Rather than peer editing, they have students, “Tell your writing partner one thing you did to make your writing better.” Revision is kept in a writer’s notebook. Students put a sticky note on one page they want us to look at. Notebooks are meant to support the writer, not evaluate her. Students are given ten minutes to craft one page of writing. Gallagher tells his students, “You have stories to tell, that only you can tell the story.”
Penny Kittle broke down some old way of thinking about teaching writing versus new thinking about writing:
|OLD Thinking||NEW Thinking|
|1. Kids should produce one big paper over weeks of work
2. Tell students what to write and how to write it, which makes writers dependent on the teachers (Checklist)
3. Writing process is defined as prewriting, drafting, revising, editing, and final drafts graded with a rubric – Students work mostly under teacher direction throughout unit
|1. Opportunities to practice the same skills multiple times (Laps around the tracks) in different contexts which makes writers more flexible and skills transferable
2. Students decide on a focus for their writing and how to organize their ideas effectively for an audience which increases confidence in applying what they learn as they struggle with these decisions in other rhetorical situations.
3. The writing process includes generating ideas through quick writing to poems, infographics, photos, editorials, etc. These quick writers are revised as regular practice.
Both Kittle and Gallagher shared tons of book titles and poems to use with students for reading and quick writes. These texts provide a seed that will spur thinking. Students are encouraged to grab a word, grab a line, grab a hot spot and then write off it.
Here are ten poems shared in the workshop and used for quick writes:
“Camaro” by Phil Kaye
“what the dead know by heart” by Dante Collins
“Hair” by Elizabeth Acevedo
“Native Tongue” by Micah Bournes
Rigged Game by Dylan Garity
“B” by Sarah Kay
Lastly, a piece by Matt La Pena worth checking out.
Here’s a complete list of spoken poetry shared by Kelly Gallagher