Tuesday, August 10, 2010

Learning to Fly

When we read we are followers being drawn in by the author's craft.  With skill and precision worlds are revealed to us.  We work to make meaning and strive to connect this other experience to our lived experience.  When we  write we lead by the push of our own creation.  Drawing the reader in, with an invitation to take our words and make a human connection. One that we hope, will result in something meaningful. 

An author's words come together like tiny cells interlocking to give birth to a new idea.  Our first words emerge in an empty space looking small and insignificant.   Exposed and fragile -hollow, like the bones of a small bird. If I were a bird, then my nest would be feathered with the written word. Gathered and interwoven by countless authors of stories, poems, myths, legends, and science. 

To give children words with wings, is to let their voices soar through the tap of keys or the steady mark of a freshly sharpened pencil.  How do we give them this gift?  We show them the way. Professional authors take them under their wing and show them how to fly.  We teachers are like the cheerful tour guides who coordinate the trip and point out the important sights along the way.  But, we need a flight plan.

If you are a teacher or a parent who wants children to know the joy of writing then I suggest - Writers' Workshop.  If this is new learning for you (like me) don't worry because the words of Lucy Calkins and many others will show us the way. This is a great website:  Writer's Workshop It can never be too risky to try a better way for the good of your students.  So this is what I know so far:

  • Establish a Writing Philosophy - I take this to mean that intention  is key why do I want to teach writing?  What is my role in this process?   I think the preceding statement pretty well defines my views... What are yours?  Be sure you can answer that question for yourself before you click here: Tools to Build Your Philosophy

  • Picture Books as Mentor Texts - Going from what is known to the unknown.  Children understand what a good story is but they may not be aware of how to write one of their own.  We as teachers must pull the best books that demonstrate the writers craft.  Then we put on the "show" they have fun listening to it because we know that emotion engages long term memory.   To me, that's the moment when you can ask: "How did the author do that?  This book made us feel something how did that happen?"  Then we unpack what it is we plan to teach.  More ideas: Teaching With Mentor Texts

  • Teaching the Author's Craft - This means craft elements for writing.  These are techniques authors use to engage readers like circular endings like the story ends where it began  ( a great mentor text for that is Metzger's  When A Leaf Blew In )  Perfect for back to school.  Make it meaningful draw a circle and use pictures from the story to show the sequence.  Better yet you can pass a leaf around and do a shared reading each student getting to hold the leaf while sitting in a circle.  You can say something like some stories are built like a circle they go around and around.  A higher order question might be: "Could this story begin where it ended?  What makes you say that?  ELL students could gain  support with this concept using illustrations to support their words. What a nice way to kick off a writing project. For better advice than I can offer click here to  Ask Lester
So here are some books that I think are useful and perhaps you will too...


A special thank you to Susan Ehmann and Kellyann Gayer.  Reading this book is like having your smartest best friend in your corner telling you that you can do this! :)

This is very friendly it's laid out very well because
it's easy to understand. There are lots of nice resources
here to get started.  It's the teaching that takes practice :P

Sunday, August 8, 2010

Go Ahead Be a Goose - Listen to Your Mother! Silly Is Serious Business What Mother Goose Had to Say

If father knows best then you need to know that your mother knows more.  Well at least Mother Goose knew more about what preschoolers need to hear.  Word play as in MOTHER GOOSE nursery rhymes are as important to developing children as multivitamins and sunscreen.  They need to hear those familiar short nursery rhymes:


BAA, BAA, BLACK SHEEP

Baa, baa, black sheep,
Have you any wool?
Yes, marry, have I,
Three bags full;

One for my master,
One for my dame,
But none for the little boy
Who cries in the lane.

The reason why?  Probably to numerous to mention here.  But the short answer is three fold:
  • Phonemic Awareness: This can be taught implicitly like when you read or recite these rhymes to children; or explicitly, when you make children aware that spoken language is comprised of sentences, words, or individual sounds.  Children who are unable to hear rhymes in words are likely to have difficulty learning to read later on. Supporting research: Phonemic Awareness 
  • Book Talk: The kinds of word choices and syntax used in nursery rhymes is more sophisticated (the formal register of language) than in everyday language (the casual register of language).  This exposes children to  academic language and builds stamina for memory Supporting research: Memory's role in reading Reading Skills IRA Handout  check out this Power Point by Beth Phillips from Florida Center for Reading Research (FCRR) on Emergent Literacy Emergent Literacy 
  • Core Knowledge: Children need to have shared experiences in literacy.  They build on what they know.  This thinking is inspired by Hirsch who created the idea of cultural literacy.  He also believes that a child should acquire a broad vocabulary because it is "an index to broad knowledge, and broad knowledge, extended over time, is the key to depth of knowledge and to a general ability to learn new things"  Supporting rsearch  - Cultural Literacy 
So have some fun with your little one!




Tuesday, August 3, 2010

What's In A Word?

Vocabulary instruction is one of the most natural ways to give children the foundation they need for reading success! Yes, just by knowing words and using them in everyday life can enhance a child's ability to read those same words in text.


Some of you may recall my mentioning this, but it's worth saying again. Your brain houses something remarkable - the phonological processor. The typical person who uses a word twelve times renders a "phonological imprint" on this phonological processor. So that means they will be more likely to make meaning of the word in text. Moreover, are able to be flexible when making text connections to words. This does amazing things for children because the more explicit instruction they receive for word meanings the greater a child's capacity for "word consciousness". You know you are successful when a child asks "What does that mean?" They are now active learners who are engaging words to make meaning on their own.


Here is a how to teach vocabulary in a more meaningful way. This work is all based on two books by researcher, Isabel Beck: Bringing Words to Life, and Creating Robust Vocabulary, I also have to send out my thanks to Dr. Maureen Ruby from the University of Connecticut. I attended one of her fabulous workshops and if you ever have an opportunity to see her - you must go! I was fortunate enough to work directly with Dr. Ruby and presented many of these same methods that I am sharing today.




When doing a robust vocabulary lesson there is a a suggested sequence to follow.

  • Introduce the word by saying it aloud and it's even more meaningful when you post the written word with a picture to go with it. This is especially important for your English Language Learners - it is an anchor for the word
  • Contextualize the word in the story - go to the page read the sentence show the picture
  • Give a student friendly definition
  • Restate the word in a sentence using a different context
  • Provide experiences with word use - in other words Act Out grimace (application level on Bloom) Turn & Talk with a partner about something that made you grimace.  Give examples and non-examples of the word grimace - a favorite toy; cleaning a messy room - children say that's a grimace face or that's not a grimace face.  This allows all children to participate without any down time - all are engaged learners all can be active.  With everyone participating it also makes it safer for those reluctant students who aren't risk takers
  • Summing it Up - Using the Words All Together is where you make a up a short vignette using the words and I like to have the children insert the word into the story.  I have  the words posted on word wall strips and point to each one. Take a look...
This is a great book to do a read aloud vocabulary lesson: The Pout Pout Fish


If you want to try out a lesson - here is a planner I created with my wonderful fellow Literacy Coaches  at the South Country Central School District.   I actually did this lesson recently and it went great!

Here are other lesson resources:
 




Word Wall Cards:                                          

Pictures for Choice Activity




Sentence Stem For Turn & Talk ( write on a sentence strip or Smart Board ) 

A time I was astounded was ________because...



Ok so now you have everything you need if you want to try it out!  Teaching is the best job in the world but it's an awful lot of work.  So remember, reach out to your colleagues you are never alone there is always someone who will lend a hand if you need one.  Share your ideas too - I'd love to hear what you think. :)