Tag Archives: Independent Reading

Engaging & Empowering Readers with Penny Kittle & Kelly Gallagher

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:

  1. Increase volume of reading
  2. Increase Complexity
  3. 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

2. Choices

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.

NCTE's Position Statement on Independent Reading

As NCTE defines “Independent reading is a routine, protected instructional practice that occurs across all grade levels. Effective independent reading practices include time for students to read, access to books that represent a wide range of characters and experiences, and support within a reading community that includes teachers and students. “

 

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

“Kitchen Table” by George Ella Lyons

“Deer Hit” by Jon Loomis

“Native Tongue” by Micah Bournes

Kwame Alexander: Take a Knee

Rigged Game by Dylan Garity

“B” by Sarah Kay

Lastly, a piece by Matt La Pena worth checking out.

“Why we shouldn’t shield children from darkness” by Matt La Pena

Here’s a complete list of spoken poetry shared by Kelly Gallagher

 

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Celebrating Reading: Scholastic Reading Summit 2018

Scholastic Reading Summit Giveaways

Yesterday I had the pleasure of attending one of the five Scholastic Reading Summits happening around the country this July. The day was a celebration of reading and readers with teachers, administrators, and librarians committed to choice, advocacy, and matching students with powerful books that “nurture our souls, address our questions, learn about the world, transform our lives, and for pure enjoyment” (S. Harvey, 2018). Whereas schools are driven by test scores and prefabricated curriculum to help raise test scores, this summit was on the complete opposite spectrum. The theme and tone of the entire day was to teach readers (note that I did not say “teach reading”), and share book joy with ALL by giving students choice, access to great books, and time to read during the school day.

Consider the following:

“Reading build a cognitive processing infrastructure that then “massively influences” every aspect of our thinking, particularly our crystalized intelligence – a person’s depth and breadth of general knowledge, vocabulary, and the ability to reason using words and numbers” (Stanovich, 2003).

“Omnivorous reading and childhood and adolescence correlates positively with ultimate adult success” (Simonton, 1988). 

“Multiple studies have shown that avid readers demonstrate both superior literacy development and wide-ranging knowledge across a variety of subjects” (Allington, 2012; Hiebert & Reutzel, 2010; Sullivan & Brown, 2013).

The Scholastic Reading Summit was about encouraging lifelong readers and to give educators the tools that will foster their ability to support students as readers, to choose appropriate literature, and foster a love of reading; which in turn improves reading achievement.

The day began with the Book Whisperer, Donalyn Miller @donalynbooks and book enthusiast/librarian, John Schumacher @MrSchuReads having an Oprah moment, sharing new and soon to be released books with the crowd then giving them away to attendees.

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Co-author of the book From Striving to Thriving: How to Grow Confident, Capable Readers (Scholastic, 2018), Annie Ward, spoke about personalized instruction that enable striving readers to do what they need above all – to find books they love and engage in voluminous reading. Creating thriving readers means carefully carving out silent reading time that is supported with purposeful conferring. It means allowing children to choose what they read and saving intensive interventions for the 5% or so that truly need it. Most kids just need time to read what they love and find compelling. Ward showed pictures from her own school district and shared the transformation that occurred when the school mission was revised to create a robust independent reading life for ALL students.

There were two breakout sessions and smaller workshops — it was too hard to choose where to go or who to see. My first workshop was with Dr. Teri Lesesne @ProfessorNana on Examining Audience, Access, and Response: Middle Grade Does Not Equal Middle School. How do we build kids as readers – well, that was the buzz throughout the day. Lesesne addressed theories of adolescent development from Piaget, Maslow, and Kohlberg and then spoke about books as tools for understanding the development and needs of tweens and teens. Thinking about what could someone do to make you WANT to read before/after reading and what could someone do to make you HATE to read before/after you read, the following acronym was used to help match tweens and teens with the right books.

T – Trust
A – Access
R – Response
G – Guidance
E – Engagement (Joy)

T – Tellling the Difference

Lots of middle school and middle grade book titles were shared throughout the discussion to help students move across texts. My Amazon cart is overflowing with graphic novels and new YA literature to bring back to my classroom library. Note four new titles I picked up in the photo above.

Other breakout workshops included Creating an Independent Reading Canon for Black Boys presented by Dr. Kim Parker, Choice Leads to Advocacy led by Stacey Riedmiller, and Booktalk like a Wizard, Slay Reading Logs, and Champion Literacy presented by Dr. Brad Gustafson. Want to know what the best elements of a 30 Second Book Talk? Check out Brad and Jennifer LaGarde’s video:

The last session was presented by authors and illustrators Andrea and Brian Pickney. This dynamic duo talked about their writing process and then read aloud from some of their powerful picture books that are docu-poems and fiction unpacking difficult topics for young readers. Here is a video of both Andrea and Brian talking about the research, writing, and illustrators from their picture book Sit In about the Sit In Movement in the 1960s in Greensboro, NC.

Resources from the Scholastic Reading Summit are available on their website.

Now if you will excuse me, I have a stack of books that I have to get to, as summer time is a perfect time to catch up on reading!

 

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