Literacy Lenses

Focusing on The Literacy Work that Matters

Whispering in the Wind: A Guide to Deeper Reading and Writing Through Poetry

You can access our #G2Great Wakelet Artifact of this chat HERE

Written by guest blogger, Travis Crowder

On 9/15/22, we were honored that our good friend, Linda Rief, returned to our #G2Great guest host seat to discuss her incredible new book, Whispering in the Wind: A Guide to Deeper Reading and Writing Through Poetry (Heinemann, 2022) following a previous #G2Great chat on her book Read, Write, Teach: Choice and Challenge in the Reading Writing Workshop (Heinemann, 2014). We were also honored that our friend, teacher and writer Travis Crowder wrote this beautifully reflective blog post. Travis describes himself as a Reader. Writer. Teacher. Learner and author of Reflective Readers: The Power of Readers Notebooks. He blogs and is currently a Doctoral student at UNCW. We are so grateful to bring these two dedicated and thoughtful minds together:

Travis Crowder Reflections on Whispering in the Wind

“Stafford didn’t read his words—he spoke them. He delivered his poetry, simple but elegant words, riding on his voice and cupped in his hands as if saying, ‘Here, peek in, look what I noticed that I want you to notice. Feel what I felt at that moment. Taste these words in your mouth and feel how they slip right through to your heart” (Rief, 2022, p. 2).

“His [Stafford’s] voice said, ‘Here, take these words. Make them yours’” (Rief, 2022, p. 3).

NCTE. Atlanta. 2016.

            I scanned the event program, looking for names I recognized and topics of interest. I recognized Linda Rief’s name amidst a row of others. Seeking Diversity, Linda’s first book, gave deeper nuance to my thinking about reading and writing workshop. At this conference, she was part of a panel discussing poetry and response. Since I had always loved reading and teaching poetry, I was sure I would gather new poems and strategies for teaching them. And further, Linda was someone I wanted to learn more from. So, I picked up my messenger bag and headed toward the lecture hall.

            The room was quiet when I arrived—thirty minutes early—but found a seat as the lecture hall filled with eager educators. Right on schedule, the session began.

            We had all been given Maggie Smith’s (2017) Good Bones, and I cradled the stapled pages in my hands as Linda stepped to the podium. She directed us to the text, and with her eloquent, dulcet tones, she breathed life into the poem. When she finished reading, she invited us to pick up our notebooks. Write anything this poem brings to mind for you or borrow a line and let that line lead your thinking. I borrowed a line and took it into my notebook. I wrote and wrote into the line/idea I found, only coming up for air only when Linda told us our writing time was over. This approach to poetry was different. It was indelible. And wonderfully humane. I was no longer just interested in this session. I was riveted to my seat, craving more of what I had felt in those precious moments of writing.

            After we had finished writing, she discussed the importance of response and artistic expression, even sharing several examples from her writing notebook. Those examples were exceptional, and they demonstrated a way of exploring poetry I had never considered. Yes, I had always loved poetry, but my way of thinking about them had been so limited. With that single session, Linda showed me a different way, and it has made such a difference for me and my students. I shifted from teaching poems to sharing poems. And while I had carried my love of poetry into the classroom years before, students were only responding to the questions generated while the poet’s gorgeous words languished underneath the weight of my thoughts. Yet here she was, saying, Try it this way. See what ideas unfurl.         

Whispering in the Wind, Linda’s latest book, is a powerful ode to poetry and response that offers more of that difference. With this professional text, Linda holds the idea of poetry out to us, nudging us to peek in and look more deeply at a poet’s language. Softly, deftly, she encourages us to find as many poetry collections as possible, read as much as possible, and share with students…as much as possible. But even more, she invites independent reading around poetry for students to discover poets they love and decide what it is they are looking for.

As students find poems they love and connect with, they are asked to take those poems into Heart Books, which are completely blank books that students fill with poetry that matters to them. On one side of a two-page spread, they write or paste in a typed version of the poem, and on the facing side, they create an artistic rendering of the poem. Of course, this structural set-up is only a suggestion. As students create the two-page spreads in their Heart Books, some keep poem and art separate while others let their sketches and drawings blend with the poet’s words. The beauty rests in choice and ownership—it belongs to the students, and they decide what works for them. Students’ work is featured across multiple pages toward the middle of the book. We, her readers, get to see the result of a master teacher leading young people into deeper reading and thinking.

Linda writes, “I was most impressed with the way so many students were motivated to go back to poems again and again, thinking through what they noticed the poet did that touched personally or helped them garner ideas or craft moves for their own writing” (p. 41). One of the things I love most about this book is a focus on possibility. There is no set group of questions or guiding ideas to take students through poems. But like that NCTE session all those years ago, Linda continues to invite all of us to read, find lines that matter to us, and pay attention to what we notice. Something is there. Just look and you’ll see what the author has for you.

There is a focus on reflection, too.

Before students begin the Heart Book process, they take note of their feelings about poetry. Then, they spend time across the year gathering their poems and filling the pages of blank books with poetry and original art. Later in the year, there is an opportunity for students to reflect on changes in their thinking. She asks them to consider: How has my thinking about the concept of poetry changed? With such a humane approach to teaching poetry, I imagine students’ thinking shifts dramatically.

In addition to Linda’s incredible philosophy about poetry and Heart Books, she adds art invitations and ideas to get students thinking about their Heart Books. There is no right or wrong—just an invitation. I can hear Linda’s voice nudging all of us to grab our notebooks, find poems that resonate, and start building our own two-page spreads.

And I can also hear her reminding us that choice matters. Yes, share poems with students. Ask them to write what comes to mind or borrow lines and write from them. But, surround them with poetry, too. Find poetry collections and help them become familiar with poets as they read and write their way into deeper appreciation. Linda advises that we “help students find poems that connect to their very core” and “see the world in ways they don’t usually see the world” (p. 156). She reminds us that connection is powerful, but so is diversifying how we see the world. Poetry is that powerful. It has the energy to change what we see and how we think.

Yes, poems are critical.

They are microcosms of the world and they guide us into intersections of thought that we may not have known were possible. For me, poetry has been a light. A radiance that emanates hope out of darkness. A spark of something more. In a time of standardized teaching and learning, I encourage language arts teachers to listen to Linda’s words. Like Stafford’s voice did to her, I am confident Linda is whispering to all of us, “Here, take my words. Make them yours.”

When we do, we’ll find the poems that matter to us, feel the poet’s words slip right through to our hearts.

We’ll find, all over again, that poetry still affects our hearts in the most unexpected ways.

And if we listen to Linda’s gentle guidance, so will our students.

References

Rief, L. (2022). Whispering in the wind: A guide to deeper reading and writing through poetry. Heinemann.

Smith, M. (2017). Good bones: Poems. Tupelo Press.

We are so grateful to Linda Rief for hosting our chat and to Travis Crowder for sharing his personal reflections and learner, reader, writer and teacher. I have included our chat question with Linda’s wonderful responses below.

Q1 In addressing “Why Poetry” on page 3, Linda describes her 8th graders response when she asked about favorite poets: “They cringed at the word poetry.” Why do you think that many students have a visceral response to poetry? How can we change this?

Q2 Penny Kittle writes in her endorsement, “This book is a master class in poetry, teaching writing, and joy.” How do you approach poetry in a way that will allow you to teach poetry writing while you also create an atmosphere of joy around it?

Q3 Linda reminds us on p. 156, “…students can do their best work when given choices, time, mentor texts, and positive responses that keep them growing stronger both intellectually and emotionally.” How do you nurture these things in your classroom?

Q4 Linda emphasizes that in Heart Books, students “are responding to the poems they chose. Responding, not analyzing.” What do Linda’s words mean to you? How can this change their perception of poetry?

Q5 Linda says, “The more the students became involved in finding poems that spoke to them and spent time planning, playing with, and crafting their illustrations, the less the evaluation form mattered to them.” (pg 148) How will you bring Linda’s words to life this year?

Q6 As we close our #G2Great discussion with Linda, what are some key takeaways that have inspired new thinking or ideas that you plan to translate into your teaching this year?

LINKS

Order Whispering in the Wind: A Guide to Deeper Reading and Writing Through Poetry by Linda Rief (Heinemann, 2022)

Blog post by Linda Rief: What Changes Kids’ Minds About Poetry? (Heinemann)

Blast from the Past Chat: BRAVE

Read our 7/16/15 chat HERE • Read our 9/1/22 chat HERE

by Mary Howard

This year, our #G2Great team added a new feature to our weekly twitter chat calendar. Since our first chat nearly seven years ago on January 8, 2015, we have had 353 chats and counting. We recognized that many chats need to be shared again so that we can view it from a new perspective and introduce it to those who didn’t see it the first time. We modify the questions in each Blast from the Past chat in order to contemplate a topic or book with fresh eyes that will invite a fresh discussion to inspire new thinking.

This week, we held our third Blast from the Past chat by looking back to 7/16/15 in a chat with Kimberly Davis: BRAVE. This was before we even launched our blog post so it gave us a renewed look at a topic without a written reflection to accompany it. We met our now dear friend Kimberly Davis through a shared friend, Dani Burtsfield, who told us about Kimberly’s TEDxSMUWomen talk: What It Means to Be Brave. I fell in love with this remarkable 14-minute talk the first time I saw it and I still watch it again when I need a ‘BRAVE boost’. I highly recommend it to those of you who haven’t had the pleasure to see it yet.

Early in her talk, Kimberly poses a question to the audience she later discusses:

How can any of us be our best real selves powerfully, (what I call brave), if we’re feeling afraid or vulnerable or anxious or stressed or overwhelmed? How can we be our best selves in the face of our inescapable humanity?”

As I reflect on BRAVE, other words come to mind from Webster’s dictionary:

This image was created using www.wordcloud.com

Kimberly lives in the business world rather than in education but the wonderful thing I discovered years ago by exploring a world previously foreign to me is that there’s a lovely intersection where our two worlds collide into glorious harmony. I can’t think of anything more important than BRAVE for educators right now. At this very moment, our teachers are entering a new school year in the midst of chaos and uncertainty. Through no fault of their own, the now find themselves face-to-face with ill-conceived mandates that are running rampant and people making these decisions have little if any educational background. Following mandates devoid of research basis can do great harm to our children and the teachers who are committed to them. Our teachers’ BRAVE is being challenged, stifled and ultimately erased. Schools don’t want teachers to have a voice and make decisions that would honor their children; instead elevating publishers and others with an agenda who waste our time and money with lies, half truths and total disregard for anything that falls outside of narrow views often grounded in opinion rather than substantiated reality. Educators who bring a vast body of research supported knowledge that could fuel their BRAVE, are being told in countless ways that their deepest beliefs about teaching and learning and years of extensive knowledge is of little value. Professional agency and respect is at an all-time low as scripts, packages, tests and very bad advice is at an all-time high. BRAVE is even more important when we find ourselves standing in front of a roadblock everywhere we turn.

Somehow, we need to rediscover the BRAVE that has been buried under the debris of nonsense. In the face of insanity, it could bring sanity and allow us to carry our BRAVE each day we enter our building, and into the teaching spaces where inspired work with children happens when teachers are unfettered of the dictates that block the way forward.

In this tweet with Kimberly Davis from our original chat, we talked about where to begin:

In other words, being BRAVE not only respects small increments of BRAVE – it openly invites them. You don’t have to climb Mt Everest or jump out of an airplane to be BRAVE. You just need to show up and start where you are at that moment and as Kimberly reminds us… “one situation at a time.”

In the Netflix special, Call to Courage, Brene Brown said,

“The key to whole-hearted living is vulnerability. You measure courage by how vulnerable you are. Today I will choose courage over comfort. I can’t make any promises for tomorrow, but today I will choose to be brave.”

Someday it feels as if our BRAVE is being confiscated, chipped away piece by piece until it’s a mere shadow of its former self. Is Covid 19 and the last two years of uncertainty a culprit? There’s no question that it was a factor. And yet, teachers did what they have always done so many people would be able to bear the weight of uncertainty, loss and sadness. They demonstrated superhuman resolve to rise above that uncertainty, loss, and sadness by showing a BRAVE the likes of which we have never seen before.

BRAVE does not need to be big and bold to garner that title. There are many shapes and sizes of BRAVE, ranging from a reluctant “I’m not there yet but I’m giving bits of BRAVE at a time” to “I’ll shout it from the roof top BRAVE. It all counts. For some, it can be a matter of showing up even when your heart is breaking or you can barely put one foot in front of the other. During this pandemic, teachers showed their BRAVE when our educational landscape went from Zoom-less to Zoom culture.

There is the BRAVE that teachers lived and breathed pre pandemic and the BRAVE that they continue to embrace every day when they are being told to do things they know is not in their students’ best interest. There are BRAVE robbers that have long existed in education with a barrage of attacks on teachers being told they’re not good enough because they aren’t doing what those people tell them they should. There are one-size fits all BRAVE robbers who want to standardize every aspect of education. Some days, empowerment feels out of the reach. And yet our teachers come to school every day, walk through the door with a smile even when their heart is breaking and do the right thing for children because that’s what they signed up to do. And that my friends is the heart and soul of what it means to be BRAVE.

I’d like to close this post with a personal reflection on one of the many forms that BRAVE can take in our lives. There is a close connection between personal and professional BRAVE and one influences and fuels the other. In March 2020 a pandemic presented us with never before experienced challenges. It was an extreme wake-up call on so many different levels. For thirty years of my life, I had a long-time dream of moving to Honolulu. This dream amplified across the pandemic and yet, there were so many voices in my head telling me that it was impossible: Will I be okay without family or friends? Can I still travel from Hawaii professionally? What if I get sick? What if I need help? What if I don’t like being alone? Will I be able to find doctors? Can I manage without a car? Where will I live? Is it selfish to do this? All of these questions hung in the air like a dark cloud as I contemplated this move. Then one day I was watching a TV show called “The Big Leap” when the words that nudged me to make a decision rose from my TV screen. One of the stars of the show was giving advice to a woman starting over after a divorce:

Isn’t it more exciting not to know how the story ends?

Minutes later, I sat at my computer booking for an AirBnB. So many fears plagued me in those early days but then I thought about professional choices I’ve made across the years that required bringing my BRAVE to the surface. I couldn’t help but wonder why this was any different. I sold everything I owned, said goodbye to my brothers, nieces and nephews and on February 17, 2022, I boarded a plane to Honolulu. I had no idea what the future held but I was certain that I could figure it out in the place I’d loved for thirty years. I’ve now lived here for 191 days and counting – and I’ve never been happier. Have all of the worries that plagued me early on disappeared? No. But I’m living my dream in paradise, and I’ll figure the rest out out along the way without looking back.

You don’t have to move halfway across the country to be BRAVE. Once we understand what BRAVE means and looks like personally, we can draw from that professionally. BRAVE is different for all of us. Maybe it means it means moving to a new school, speaking up, standing up, fighting for what we believe or even choosing a new professional direction when the nonsense is simply too massive to ignore. BRAVE can come in a wide range of shapes, sizes, options, and perspectives. Nothing is too small.

You can read more about my journey on the blog that I’ve been keeping every day since I first arrived in Hawaii: THE BIG LEAP (Day 1: 2/17/22)

One of my favorite songs that illustrates this topic is If I Were Brave by Jana Stanfield. At the bottom of the video, several people shared their own brave. I smiled today because I’d never noticed one before that now has real meaning:

Bought a one-way ticket to Hawaii 28 years ago. LIFE is a one-way ticket… DANCE. Kay Lynn Satler  

I’d like to close with the words of Kimberly Davis in a quote we shared during the chat and then a few of her tweets from our #G2Great chat.

What It Means to Be Brave: Kimberly Davis TEDxSMUWomen

Side by Side Instructional Coaching: 10 Asset-Based Habits That Spark Collaboration, Risk-Taking, and Growth

The Wakelet artifact of all chat tweets is linked here.

By Fran McVeigh

It was truly a pleasure to welcome Julie Wright back to #g2great. It was four short years ago that Julie and Barry were on #g2great for What Are You Grouping For? in 2018 (link) and Julie again in 2021 for What’s Our Response? (link)

I often begin my blog post with the ending. This one is no different. This was one of Julie’s last tweets from our #G2Great chat for Side by Side Instructional Coaching.

Abby Wambach wikipedia

I loved the “WE approach” in Julie’s tweet. But to fully understand this tweet I had to look up Abby Wambach. I’m not a soccer fan so she was not on my radar. However, I quickly noted that she was “… the highest all-time goal scorer for the national team and is second in international goals for both female and male soccer players with 184 goals …” “Highest” and “second for both female and male soccer players” caught my attention because Abby is better than good. She’s a Great soccer player. Winners and leaders need to build capacity that sparks collaboration, risk-taking, and growth.

So fitting to have a “sports” connection in a coaching conversation.

Winners build capacity for a WE approach. That matches the OLD adage that ‘there is no “I” in team’ as found in the online Urban Dictionary (link).

Hmm. Soccer, leading goal scorer, collaboration, risk-taking, and growth and a #G2Great chat. All 10 of the asset-based habits in Julie’s book are critical for success in life. All 10 of the asset-based habits are a part of both the personal and professional lives of many authors we have featured on #G2Great chats. All 10 of the asset-based habits are a part of my life and those of many of my friends and my own thought partners.

It would be very easy to say,

“Go read the book,”

because it’s an amazing, thoughtful book that will provide guidance when you didn’t even know that you needed any further elaboration for some of the habits. But I can guarantee that Julie’s explanations and examples will allow you to dig deeper in EVERY single habit that you may believe you already excel in!

How can I make that guarantee? It’s a combination of my experience, my skills and years of personally working with and learning from Julie. Without doing the math and trying to count years, I can tell you that I’ve learned in a variety of settings with Julie including large groups of over 100, smaller leadership groups and 1:1 meetings whether they were face to face or via Zoom. And then I’ve also learned even more from her books and her participation in Twitter chats. Personally biased? Yes. Personal knowledge? Yes. I learn from Julie every time we have a conversation! She’s a thought partner/ thought neighbor whether near or far!

This blog post is going to be unlike any others that I’ve written for Literacy Lenses. I’ve included “process” many times, but not to the extent you will find here.

We’re going to continue with Julie’s purposes for writing this book as well as her hopes and dreams for all the readers in the next section with the three yellow headers and our basic author questions.

What motivated you to write this book? What impact did you hope that it would have in the professional world?

When schools need to trim budgets, coaches are often the first to be cut.  Or, they remedy the budget by reducing coaching time and giving coaches dual roles of classroom teacher and coach. While I think these are missteps for the district, I understand why it happens.  When I’m working in a school as the coach of coaches or instructional leaders, I urge them to build systems and structures that can withstand budget swings.  One of those is giving the natural school leaders—the people they rely on such coaches, department chairs, PLC facilitators, team leaders— the tools to support ongoing professional learning. Creating thinking partnerships across a learning community is key.  That’s because every student deserves to have a teacher who has a thinking partner—this work is too complicated and important to go at it alone!

What are your BIG takeaways from your book that you hope teachers will embrace in their teaching practices?

There are a few key take-aways from my book that I hope educators will embrace:

1. Having an asset-based stance—grabbing the good that lives across the learning community—brings JOY and SUSTAINABILITY to this work.  No one shows up to be picked apart, worn down or fixed.  Teachers show up to do good.  If we start with assets and then ask teachers what they want to get smarter about, we can help lift that work by providing support.  This stance works for all ages of learners, adults and students alike.

2. Building relationships in our work in schools matters.  It really, really, really matters!  Don’t shortchange it.  It is what builds the good (assets) and shapes culture.

3. A habit is a practice we do regularly.  When we land on coaching habits that others can count on, we build consistency and trust.  Find your go-to habits (mine are building relationships, co-planning and co-teaching) and then build your coaching routines around them.  

What is a message from the heart you would like for every teacher to keep in mind?

Coaching is a lot like neighboring (reference goes to The Art of Neighboring by Pathak and Runyon.  It’s all about building relationships, an essential coaching habit that creates opportunities to do things together that we could not otherwise accomplish alone.  When we choose to make ourselves available to others in our learning community, it’s more likely that we’ll have time to focus on them.  It’s also more likely that we’ll co-create a list of priorities…together!  

Everyone has something they can give (teach or show others) and something they can get (learning from others).  If we build a learning community that has a constant flow of giving and getting, we all get smarter about the needs and wants of our most important stakeholders—our students.  Coaching creates the opportunities to get smarter together, building short and long term capacity along the way.

Typically by now, I and my fellow #G2Great blog post authors have moved on to thoughts from the actual chat in the form of tweets or summaries of big ideas. But this next section is going to share with you some “behind the scenes” #g2great processes from the development of this chat with Julie as an example of our ongoing professional learning.

We (#g2great team) ask our authors to write four questions for the chat. These were Julie’s questions in a simple format with our own first and last question. Remember that you can explore specific responses to the questions in the Wakelet (link) for an overview of this book and topic.

QUESTIONS

8:35 Q1 Our focus in this chat is on instructional coaching. Reflect on your life experiences.  What are your go-to habits for sparking collaboration, risk-taking and growth?  What attributes make coaching successful? When has coaching been beneficial for your work? How might you partner with a coach this year?

8:44 Q2 Julie believes every student deserves to have a teacher who has a thinking partner because the work we do in schools is too complicated and dynamic to be done alone.  Reflect on your experiences. Who have been your thinking partners and what made your partnership so valuable?

8:53 Q3  In Side-by-Side Instructional Coaching, Julie talks about “sniffing out the good”, using assets as a source of energy, and naming areas that might need a “lift”, or support.  We can use both as entry points to get smarter about our work with students.  How does or can an asset-based stance shape the work you are doing in schools? 

9:03 Q4 This book is written for instructional coaches and anyone interested in or charged with facilitating professional learning—department chairs, team leaders, teachers, curriculum directors, administrators, and others! Julie writes about 10 habits she uses to support professional learning.  What habits do you use in your work and why do you use them?

9:11 Q5 Julie shares simple coaching tips that have a powerful impact – things such as “ask I wonder questions”, “listen more than you speak”, and “provide a note catcher for teachers to hold their thinking”.  These tidbits honor teachers’ time while also increasing autonomy and agency.  What would you add to this list?

9:20 Q6. As you reflect on our chat and the 10 asset-based habits Julie has identified, where will you begin to use this information? Which habit(s) might you strengthen? Which habit(s) require more thoughtful consideration? 

One way that you could begin to study Side by Side Instructional Coaching is to study Julie’s quotes and questions with a friend/neighbor. That might be a place where your professional learning could begin.

But Julie didn’t just stop with quotes, questions and responses to our author questions; instead she challenged us with some possibilities that we could explore.

I share these ideas with you to give you ideas (straight from Julie) on ways that you might USE this book to extend your own professional conversations around coaching.

PD Option 1

This book is broken into 3 sections:  Preparing to Coach, Coaching, and Extending Coaching.   

To prepare to coach, Julie suggests developing relationships, communicating plans to stakeholders and defining beliefs.  How do you use one or more of these habits to create conditions for successful coaching?

During coaching, Julie focuses on designing goals, co-planning, co-teaching, and creating tracks to showcase evidence of growth.  How do you use one or more of these habits to examine curricula, plan with teachers / teams and shape pedagogy?


Julie extends coaching with reflection, building capacity, and prioritizing across the year. How do you use these habits to grow the skills of the teachers/teams to stay focused on their important work?

email from Julie Wright

If you work with a group of coaches or folks who have some coaching responsibilities, how might the questions in Option One inform your work before, during and after coaching opportunities. How might the answers to the questions further define your work? How might your curiosity and joy combine to create deeper collaboration, risk-taking, and growth?

Julie shared her thoughts about the applicability of the contents for all content areas and we are delighted that Benchmark made sure this book title was inclusive of all content areas!

Or you might intentionally consider PD Option 2: “We could hyper focus on a few habits specifically.”

Focus on Beliefs (just one example)

One asset-based coaching habit is to use teachers’ beliefs as an entry point into the work.  Select a topic—purpose of education, learning, assessment, balanced literacy, classroom libraries, or play-based experiences and share one of your beliefs.  Then, we can see how our collective thinking around beliefs inspires and grows new ideas.  I believe _____________.

OR

One asset-based coaching habit is to use teachers’ beliefs as an entry point into the work.  Julie works alongside teachers to select a topic as the focus.  You can select a topic such as education, learning, assessment, balanced literacy, classroom libraries, play-based experiences, and so on. Let’s pick a topic and see how our collective thinking around beliefs inspires and grows new ideas.  Name a belief you have about play-based experiences? I believe _____________.

[we could swap this out for classroom libraries or another one if you prefer]

Deepening Your Understanding

With this book, you have many choices of future actions. Do you increase your own capacity by working with a “thought partner” or a “neighbor” as you read and reflect? Or you could study the questions that we began with in the #G2Great chat and consider the responses from Julie Wright and all the participants. You could also choose to try out option 1 or option 2 above. This book is so inviting that you can begin with any of the “before, during, or after categories” or the individual 10 habits.

Decisions. Decisions. Decisions.

The ball is in your court.

How will you increase your own effectiveness?

Where will you begin?

Find that thought partner and start collaborating. Your only mistake would be to NOT take up the challenge to begin reading and thinking with my esteemed colleague, Julie Wright, the very minute that you open this book. You, your students, and your colleagues will benefit from your learning collaboration. The time is NOW to get started with your very own “WE approach” to collaboration, risk-taking, and growth!

Links

https://www.juliewrightconsulting.com/

https://www.juliewrightconsulting.com/quicklinks

Order book here:  https://www.benchmarkeducation.com/y49678-side-by-side-instructional-coaching-10-asset-based-habits-that-spark-collaboration-risk-ta.html

The First Five: A Love Letter to Teachers by Patrick Harris II

Title slide from G2Great chat featuring The First Five

By: Brent Gilson

For a record of the chat please check out the wakelet archive here

I sit in the car for my 30-minute drive on the highway to my first teaching position. Part-time in a Grade 3 classroom. I was welcomed by the most incredible group of veteran teachers. Wonderfully kind ladies with 30+ years of experience each planning to teach until they couldn’t anymore. Walking in fresh out of University I had big ideas and plans. They wanted me to follow their binders. Teach with fidelity to the things they had always done. I opted to follow my heart. I remember the incredible things that little group of 8 year olds did. I remember as I sat and told them about my dear friend and mentor who had just lost her friend to a terrible tragedy. I remember these little faces tell me that we needed to do something. So we started the Familiar Stranger Initiative and the whole class ran around doing kind acts for others, including kids on the playground. We even wrote a picture book together. That first year and the years that followed shaped who I am now. No longer an elementary teacher but still reading picture books with my students, still in awe of the brilliance they display.

This week the #g2great chat was honored to welcome Patrick Harris II to lead us in a reflective discussion inspired by thoughts from his beautiful new book The First Five: A Love Letter to Teachers. As the chat opened we were inspired by Patrick’s own words.

Reflection is such an important piece of the work that we do. Teachers who joined the chat shared some of their reflections about the advice they might give new teachers based on their own experiences.

One theme that comes out of Patrick’s work is the importance of looking at students and teachers as people first. As the world of education seems to be pulled away from unique, autonomous work and towards conformity and standardization Patrick reminds us of the importance to resist this pull and the WHY that is so important.

As we continued to chat the idea of inspiration came up. Why did you become a teacher? Who acted as your inspiration? As teachers read The First Five I believe they will find inspiration for themselves. As Mary Howard states,

So many teachers shared their inspiration. Family members, neighbors, and teachers who impacted them.

Magic. I think as we all look at what we hope to do as teachers Patrick’s words above really encapsulate it. We hope to make Magic in a single room. For each of our students. The question though is how? How can we create that space? What do we need to do to ensure that the space we help create with our students is one of Magic?

One word. Trust. The key to unlocking change. Trust that folks are working for the best of students. Trust that we can ask for help and support and it will come. Trust in parents that they are doing the best they can. Trust in colleagues that they are doing the same. Trust that an offer to help is extended with sincerity.

The world of education is a bumpy one right now but all we need to push back the dark is a little light. Patrick’s words serve as more than just a little light. His humanity is all over this inspiring book. As many of us are starting our school year soon or already have it can seem pretty hopeless. Leaning into the support of our friends and colleagues. Trust each other and look for those willing to support. They are out there and some of them are writing beautiful books.

In closing with much thanks to Patrick, here are some of his words.

Developing Digital Detectives: Essential Lessons for Discerning Fact from Fiction in the “Fake News” Era

Cover Slide from #G2Great chat featuring book title, author names and chat details

By Brent Gilson

For the archive of the chat please visit the Wakelet here

From the Authors-What motivated them to explore this topic?

It’s not hyperbolic to say that we believe this is the most important work we can be doing right now. As we state in the introduction to our book, Until we get a handle on our own ability to determine what can and can’t be trusted in the information we consume, we stand very little chance of truly confronting the other problems we face as a species.

Without fail every day at the start of my grade 9 class a student will start the day with a “Mr. Gilson, did you hear about [insert topic] and I always ask them to fill me in. The majority of the time the information I get is partly true with a mix of misinformation, disinformation, and a sprinkling of alternative facts. I often times push back, I ask them where they heard this partly true thing. More often than not it is social media: some TikTok video or a snippet of Fox News or MSNBC that has been edited and crafted to tell a different story than the one intended. When I try to illustrate the gaps in information or the outright false information they are repeating, they are often skeptical of me. 

I don’t remember this problem growing up. We had newspapers and new programs with trusted anchors that were just there to give us the news. It seems as technology increases and attention spans decrease those responsible to get information to the masses have adopted the mindset of entertainment is better than education. This model has dire impact on our students and schools as students are faced with a sea of information. I think about the scene in Alan Gratz’s Refugee when Mahmoud discovers that the life jackets his family purchased were fakes. They looked alright but when needed could not keep someone from drowning. Without the proper support, our students will drown in this sea of information in the time of fake news, misdirection, and flat-out lies that fill our news cycles. Students need tools to navigate these seas and this week the G2Great team was so grateful to welcome Jennifer LaGarde and Darren Hudgins to discuss their work Developing Digital Detectives.

From the Authors- What do you hope are the BIG Takeaways for teachers to embrace after reading your book?

Technology has evolved at an exponential pace in the last few decades, but guess what hasn’t evolved very much at all in that time? The human brain. Mis-, Dis- and Mal- information are problems rooted in human behavior, which means the solutions to those problems can be found there, too!

As the chat began participants reflected on the importance of Information Literacy, the ability to discern the Mis- Dis- and Mal- information from the truth.

Question 1 from the chat Jennifer and Darren remind us: "In a landscape filled with misinformation, information literacy is more vital than ever.” Before we begin our #G2great chat tonight, respond to that statement.

Jennifer LaGarde response. Mentions how false information isn't just to misinform but divide us.
Chat response discussing the importance of teaching kids to evaluate information
Chat response highlighting the constant flow of information and how that information can be harmful.

As teachers reflected two pieces that stood out to me particularly were those of Christie Nold and Jennifer herself. The idea that so much of the book banning conversations are fuelled by this twisting of the truth and purposeful misrepresentation to cause fear is something I think needs more attention.

Chat response highlighting books banned based off misinformation.

Additionally Christie’s point regarding the use of misinformation as a recruiting tool. Praying on our youth as a means to further the hateful agenda of white supremacy. 

Chat response mentioning the dangers of recruitment of young people into white supremacy through misinformation.

Next, the chat covered strategies for how to deal with information that triggers an emotional response.

Image shows Question 2 for the chat. Asking how we deal with triggering information.
Chat response highlighting ways to help students process information that triggers them.
Image highlights another strategy in dealing with triggering information
Image highlights a strategy for dealing with triggering information
Image highlights a strategy for dealing with triggering information
Image highlights a strategy for dealing with triggering information

We might help students to look at the information presented to them with a lens of thoughtful reflection rather than jumping to the idea that we disagree and therefore it must not be true. To analyze things we need to take time. Too often even adults, when faced with something they disagree with, turn off their ability to process and just look for reasons it is wrong. This inability to really look at information makes it even more difficult to maneuver to find the truth. If adults struggle with it and have years of experience how can we expect our students to do so without support? 

One very common concern that often comes up in classrooms is the “dreaded” smartphone. Schools have policies that police how/when/if students can have phones out. Students, in my experience, need support in how to leverage their phones to be the tools for learning that they have the potential to be. While considerations like access need to be considered, when used well smartphones can be powerful learning tools. This year I had students making movies for projects with only their phones. Apps designed to be powerful learning tools are readily available if teachers simply put aside that need for control and help students see how useful our phones can be. 


These are troubling times when forces that mean to do harm have learned how to weaponize information and the internet to spread misinformation and hate. Our students are spending more and more time in these waters and without the proper education on how to discern fact from fiction we are putting kids in harm’s way.

Developing Digital Detectives provides us with the tools and language to help our students navigate these waters. We need to prioritize this instruction in our classrooms so that our students are prepared for the world at their fingertips. Literally.

The G2Great team is grateful to all who participated this week in the chat and especially to Jennifer and Darren for leading this discussion and sharing their expertise.

From the Authors- What do you hope teachers can take to heart after the chat?

News, Media and Information literacy can’t be treated as an “add on” or something we do during “advisory” periods when time allows. We must find ways to embed these skills across content areas and grade spans. Our kids, our communities, indeed our world, are depending on us to prioritize this work.

LINKS

Developing Digital Detectives: Essential Lessons for Discerning Fact From Fiction in the “Fake News” Era by Jennifer LaGarde and Darren Hudgins

  • Our monthly  newsletter. It’s free and is organized into 5 sections: Explore (one resources to explore). Teach (one resource to each). Think (one resource to think about). Follow (one Information Literacy leader to follow). Bort’s Bonus: (something extra that we think people will find useful.
  • The Developing Digital Detectives study guide we created for people to use when reading our book as part of PLCs, etc. 
  • The Evidence Locker comes with a digital repository of well over a hundred resources, activities, etc. Our book is like a cookbook, with all the recipes, and the evidence locker is the pantry – with all the stuff you need to get cooking!

Amplify: Digital Teaching and Learning in the K-8 Classroom

See 9/15/16 chat Wakelet HERE • See 6/30/22 chat Wakelet HERE

by Mary Howard

On 6/30/22, #G2Great engaged in a BLAST FROM THE PAST CHAT where we look back across our six plus year history so that we can revisit a previous chat with fresh eyes. Technology has played an increasingly prevalent educational role in recent years, so we chose a book with that in mind that we had initially spotlighted on 9/15/16; AMPLIFY: Digital Teaching and Learning in the K-8 Classroom by Katie Muhtaris and Kristin Ziemke (2015, Heinemann).

Early in the chat, James Oloo made an observation about AMPLIFY and why it is still an important professional resource even seven years after publication.

While advances in technology have supported our instructional endeavors across the years, we have seen mixed technology results ranging along a spectrum of good, bad and ugly. As Katie and Kristin eloquently remind us in a book that highlights the very best of the “good” in that spectrum, technology should be designed to AMPLIFY what we are already doing in a way that is student-centered and will enhance and support our efforts. On the other hand, we have also seen a dramatic influx of products that turn technology into one-size-fits-all scripts that tether our children to a computer screen and usurp precious minutes that could be spent in far better ways. When marketing ploys for financial gain take priority over the needs of children and our responsibility to meet those needs in meaningful relevant ways, technology has taken a dark turn that is disconcerting. If you have ever wondered which end of the good, bad and ugly spectrum your school or you as a professional falls, please read this wonderful book. You will see technology possibilities along with pitfalls to avoid as you distinguish technology designed to AMPLIFY vs. to CONSTRICT.

Katie and Kristin make this important point in a quote we shared in our chat:

Their words should become a centerpiece that will guide our choices about the WHAT, WHEN, HOW and WHY of technology. Our educational goals of literacy, independence and critical thinking remain the same whether we use technology or not. If we relinquish these things, technology is not designed to AMPLIFY but to divert our attention away from what matters most. There is no end to the tools that are available to us, but this does not mean that all tools or the way that we view and use them are worthy of children. In other words, technology does not alter our central goals, underlying purpose and deepest innermost beliefs but rather brings those central goals, underlying purpose and deepest innermost beliefs to life in ways that honor the many instructional choices we make in a day whether technology is part of those choices or not. In my mind, this has been the tipping point for technology that is used in responsible and responsive ways and technology that dishonors the day-to-day instruction that occurs in our schools in the name of students.

These tweets from Judy Wallis and Jen&Hannah highlight this point:

Katie and Kristin further elaborate that day-to-day instruction in the name of students in their book, emphasizing that technology can be used to AMPLIFY the strategies that we are already using when technology is not used. There is an invisible thread that connects those strategies in either case.

“Using technology doesn’t mean that we throw out those strategies that we’ve found to be successful with students.”

This distinction was apparent during the Covid-19 pandemic as technology took a center stage presence in our teaching by necessity. For the first time in our history, online teaching was our only option as teachers everywhere had to pivot in an instant. Since many schools did not offer the support that teachers needed to learn and apply available tools, we began to see a range of technology support through free webinars, podcasts, sessions and a variety of books from respected authors in addition to Amplify: Read the World: Rethinking Literacy for Empathy and Action in a Digital Age by Kristin Ziemke and Katie Muhtaris (Heinemann, 2019), Connecting with Students Online: Strategies for Remote Teaching & Learningby Jennifer Serravallo (Heinemann 2020), and The Distance Learning Playbook: Teaching for Engagement and Impact in Any Setting by Doug Fisher and Nancy Frey (Corwin, 2020). Each of these books had the same message that technology is a tool that should be used to empower (or amplify) rather than diminish our teaching.

Technology can and should draw from the strategies and practices that we are already using. It’s not an either/or proposition of using technology or using the strategies when technology is not in use but using technology to merge and celebrate those same strategies and practices in meaningful ways.

We certainly learned this lesson during the COVID-19 pandemic and the necessity to pivot at a moments notice to technology-based teaching. Teachers quickly began to recognize that technology used in thoughtful ways did not require us to abandon what we held dear but did require us to highlight what was most essential in our face-to-face teaching and apply that to technology and the existing available tools that were plentiful. For many teachers, this was an important part of the learning curve, even in the midst of chaos. In many ways, it was a wakeup call to maintain our sights on research-based knowledge that guides our professional decision-making with or without technology.

Judy Wallis and Fran McVeigh share important points:

I’d like to end with this student-centered reminder from kindergarten teacher Mollie Nye. Regardless of the choices we make when it comes to technology, our children are the overarching guide for making those decisions based on their needs at that time. This is not about using technology for the sake of using technology but rather keeping our commitment to always remain steadfast in our belief that we have a responsibility to be responsive to students to the needs of students and keep tat at the center of all we do.

I’d like to reiterate Jame’s Oloo’s tweet I shared at the beginning of this post that AMPLIFY continues to be relevant still today. We are very grateful to Katie Muhtaris and Kristin Ziemke for inspiring us yet again with a second look at AMPLIFY.

LINKS

AMPLIFY: Digital Teaching and Learning in the K-8 Classroom by Katie Muhtaris and Kristin Ziemke (2015, Heinemann).

Read the World: Rethinking Literacy for Empathy and Action in a Digital Age by Kristin Ziemke and Katie Muhtaris (Heinemann)

A Guide for Amplify AND Read the World by Kristin Ziemke and Katie Muhtaris (Heinemann)

Kristin Ziemke and Katie Muhtaris Website: Read the World + Amplify

Radical Listening: Reading and Writing Conferences to Reach All Students

By Fran McVeigh

The Twitterverse was full of inspiration (wakelet archive) June 23rd when Dan Feigelson joined the #G2Great chat to discuss his new book, Radical Listening: Reading and Writing Conferences to Reach All Students. Much importance has been attached to conferences for both reading and writing, but yet it’s an area where many teachers feel unprepared and often anxious or even fearful of conferences. Perhaps these emotions come from personal experiences. Maybe they stem from a lack of knowledge. Or perhaps the anxiety is from a combination of a lack of conferences in their own reading and writing lives and in their own confidence of how to conduct and what to say in those conferences with students.

Let’s begin with fear for just a minute.

Fear: “an unpleasant often strong emotion caused by anticipation or awareness of danger” (Merriam Webster online dictionary)

Common fear responses in schools:

  1. Fight- argue against the importance, minimize the value, close the door and ignore
  2. Flight – leave the situation whether it’s the classroom, building or district
  3. Freeze-do only what one knows, often the minimum and hope no one notices

What do you think of when you hear the word conference? What’s your role? Are you the conferee or the person facilitating the conference? Does it matter?

If just hearing the word “conference” makes you fearful, anxious, or antsy, then you need to explore those feelings. Is it a fear of the unknown? A fear of being less than perfect? A fear of just doing/ or being less than your best?

What will reduce that fear? What will make conferences more “doable”?

In Radical Listening Dan proposes that the goal of reading and writing conferences is to help all students reach their full potential. Practical. Doable. Impactful. Equitable. Dan uses active listening as the focus in conferences where we listen to, learn from, and guide students. Conferences will make sense after reading this resource.

Let’s begin with the questions that the #G2Great team asks all authors.

What motivated you to write this book? What impact did you hope that it would have in the professional world?

In a conference I always try to convey that the child’s thinking is just as important as what the grownup has to say. I may be the one teaching a new skill or strategy, but I can’t do it without pinpointing what would be most meaningful for the individual student in front of me. With this in mind, I try to avoid too much paraphrasing, which can come off as correcting, i.e., the way you said it wasn’t clear enough, so I’m going to say it better. It’s a subtle difference, but naming what the child did – “So you are the sort of reader who really pays attention to how the author wants you to feel” –  is more empowering than restating and signals listening just as powerfully. 

Dan Feigelson email

Tip: The power of naming what the child says because paraphrasing can be seen as “correcting”

What are your BIG takeaways from your book that you hope teachers will embrace in their teaching practices?

My hope is that teachers start to see their literacy instruction as two parallel streams. There’s the stuff you have to cover because you are teaching 2nd grade, or 5th, or 8th; the end-year expectations or standards for that age group. But at the same time, there are the things you’ll teach this year to these kids, who no commercial curriculum writer or education official ever met. Apart from the obvious importance of targeting instruction to the individual learner, this also send the message to kids that they can and should be owners of their own learning, and not feel it is something irrelevant which is being thrust upon them against their will. 

Dan Feigelson email

Tip: Two parallel streams with the “have to teach items” and “individual learner streams”

What is a message from the heart you would like for every teacher to keep in mind?

One message, which may feel counter intuitive, is that no matter how far behind a student may be as a reader or writer, it just plain doesn’t work to only ever address their weaknesses. If the subject of your 1:1 teaching interactions is always what the student does least well, she will begin to dread those conversations. We can usually address these things more effectively in partner or group situations, which feel supportive, like we’re-all-in-this-together. Confer to the strength, not the deficit.

The other message, from my heart, is that we should allow ourselves the time and space to be fascinated with the way our students think. It sends a powerful message to them, and just plain makes teaching more fun!  

Dan Feigelson email

Tips: 1) Confer to the strength and 2) be fascinated with student thinking

So, why this book? Why this book now?

Democracies of thought when student ideas, noticings, and experiences are honored. What are you honoring with your conferences? What is your intention?

Where do we start? What’s the beginning access point for conferences?

  1. Relationships – Conferences are a place to build relationships.

Conferences benefit the speaker and the listener with radical listening.

2. Listening for “the general in the specific”

Teach the writer not the piece of writing. Teach the reader not the piece being read. What can be taught that will transfer?

3. Use the reciprocity of reading like a writer and writing like a reader to inform conferences

Colleen Cruz’s books are another touchstone. Check out the post about Writers Read Better here.

4. Encourage children to go deeper in their thinking “in such a way that it sounds like an invitation rather than a criticism

Close readers may have noticed that part of that last slide was already in this post but it’s important to note that “paraphrasing can come off as correcting.” Pay close attention to the student’s responses to your few conference words.

5. Invite students to be active participants in their learning through conferences

Conferences need to be a partnership between readers or writers and Radical Listening can help provides some tracking ideas so that each student has the opportunity to maximize their own growth.

In conclusion, there’s no ONE way for conferences to go. Take a deep breath. Think about what makes conferences hard. Plan your structure. Explore your options. Prepare. The teaching in conference should build on previous instruction. Conferences are where your students will stretch and grow as long as you remember to reach the reader or writer – not “fixing” the current work or focus of the students. Radical listening is definitely a great resource for student conferences; it’s an even better resource for teacher learning.

Closing quote 6/23/2022 #g2great chat

Additional Resources

Radical Listening: Reading and Writing Conferences to Reach All Students (2022, School Library Journal)

Radical Listening: Reading and Writing Conference to Reach All Students by Dan Feigelson (2022, Scholastic)

 Reading Conferences, Listening, and Identity by Dan Feigelson (2022, Language Magazine) https://www.languagemagazine.com/2022/05/31/reading-conferences-listening-and-identity/

 Lessons from the Pandemic: Making Time for Listening by Dan Feigelson (2022, International Schools Services/ISS) https://www.iss.edu/publications/newslinks/april-2022?utm_campaign=Pubs%20-%20NewsLinks&utm_content=208596570&utm_medium=social&utm_source=twitter&hss_channel=tw-202598184#flipbook-april-2022-newslinks/5/

 Reading Conferences Reimagined: Student-Driven Conferences to Deepen Critical Thinking by Dan Feigelson (2014, Heinemann) https://www.heinemann.com/products/e05127.aspx

Practical Punctuation: Lessons on Rule Making and Rule Breaking in Elementary Writing by Dan Feigelson (2008, Heinemann) https://www.heinemann.com/products/e00906.aspx

Teaching Readers (Not Reading): Moving Beyond Skills and Strategies to Reader-Focused Instruction

You can read our chat Wakelet artifact here:

by Mary Howard

On 6/16/22, #G2Great welcomed first time guest host, Dr. Peter Afflerbach as we explored his remarkable new book, Teaching Readers (Not Reading): Moving Beyond Skills and Strategies to Reader-Focused Instruction (2022, The Guilford Press). We knew that his message would inspire critical conversations, so we weren’t surprised when fast-paced twitter style discourse reached a fever pitch with the first question. With the all-too common push and pull in our schools positioning the Reading before the Reader, these conversations are needed more than ever, as reflected in a pre-chat quote:

Dr. Afflerbach repeated this issue in his book introduction and conclusion:

It is time to focus on all of the factors that influence reading development, to examine their power, to understand their relationships, and to realize their promise in nurturing accomplished and enthusiastic readers. It’s time for teaching readers.” (page 4 & 161)

Yes, it is time; in fact that time is long overdue. It’s time for us to widen our perspective and reposition our priorities from the READING to the READER to ensure that our readers do not get lost in the mix of curriculum mandates, standardized testing and a narrowed lens of “The Science of Reading” that suggests the flawed view that there is a single science that has all the answers. Peter Afflerbach shared his thoughts on this subject during our chat.

In his book, Teaching Readers (Not Reading) and generous sharing during our chat, he offers wisdom and research we need in order to understand and reverse the current focus from Reading to Reader. This book is needed more than ever as we are asked embrace the depth and breadth of all of the “sciences of reading” as reflected in this chat tweet.

In each of our #G2great book chats, we ask our guest authors to respond to three questions. We know that understanding the thinking and motivation that went into writing the book we are celebrating can offer insight that will support and extend our thinking at deeper levels. Let’s begin with the first question:

What motivated you to write this book? What impact did you hope that it would have in the professional world?

I wrote this book to push back on the idea that there is a single “science of reading.” Across my experiences with teaching readers, I’ve understood that reading strategies and skills are essential for our students’ reading success. I’ve also learned that strategies and skills are not all that our developing student readers need. They need motivation and engagement, self-efficacy, metacognition and self-regulation, healthy attributions and epistemic development. Each of these represents “science,” and each should be given full consideration as we teach readers.

I’ve taught and researched readers for over 40 years—my first position was as a K-6 reading specialist in a small rural school in the Adirondack Mountains of New York. Since then, I’ve taught middle school remedial reading and high school English. I’ve directed 2 university reading clinics where practicing teachers are working toward Masters’ certification as reading specialists. And, for the past 3 decades, I researched reading comprehension strategies. I can certainly testify to the importance of strategy and skill, but I know that the thousands of children I’ve worked with need more than strategies and skills to become lifelong, successful readers.

From day one of my first year of teaching, I’ve been interested (and fascinated) by the complexity of factors that influence our students’ reading development and achievement. Our most accomplished teachers know these factors well, and make sure that instruction regularly addresses students’ need for metacognition, motivation and engagement, and self-efficacy. The research on the relationship between these factors and reading development is conclusive—they must be operating for children to reach their potential.

It’s in this era of learning more about the essential nature of metacognition, motivation and engagement, and self-efficacy that we must confront the idea that there is a single “science of reading,” and that effective strategy and skill instruction is all that our students need to thrive as readers. Remember that the research cited in the Report of the National Reading Panel is a quarter-century old, and that the NRP was constrained in terms of the research that was included. I’m a teacher, and I’m a scientist who has contributed to the strategy and skill literature. I like to think that most sciences continually evolves and that over the past 25 years we should expect to have new insights into reading, how it develops and how best to teach readers. There’s the rub—we know the power of these “other” factors, including motivation and engagement, metacognition and self-efficacy—but they are not regularly acknowledged by a majority of states and school districts, rarely acknowledged by the popular media, not included in most reading curricula and not evaluated by our high stakes assessments. A result is the vast, missed opportunity to further foster students’ reading development.  

In another tweet during our chat discussion, Peter Afflerbach sets the stage for drawing from all of the sciences that matters in teaching the reader beyond a mere skills and strategies perspective:

In his book, Peter Afflerbach details this relevant research by devoting an entire chapter to each of these “SCIENCES” of reading that have long taken a back seat in schools that preference a narrow view. Each research-proven chapter reflects the heart of those “sciences” and support our next step efforts:

Let’s pause to turn back to our Twitter chat discussion. We opened our chat with a question that focused on the title of the book, so I’d like share some of the amazing twitter responses, including three from Peter Afflerbach:

QUESTION 1: Teaching Readers (not Reading)

Before we begin our chat, Peter Afflerbach’s title is an invitation for a reflective pause. What do the words “Teaching Readers (Not Reading)” mean to you? What can schools do to support a collective shift in thinking?

Just imagine the benefits that could rise by posing this very question as we provide opportunities for them to engage in a discussion of the distinctions between these two viewpoints followed by a book study using Peter Afflerbach’s Teach Readers (Not Reading). Now imagine extending that discussion to what this looks like from each side with pictorial evidence shared by teachers on a visible display that represents an instructional shift to the Reader (Not Reading).

Now let’s look at Peter Afflerbach’s response to our second question:

What are your BIG takeaways from your book that you hope teachers will embrace in their teaching practices?

A first, BIG hoped-for takeaway is for teachers to be affirmed in their views of students as complex people, with diverse combinations of characteristics—including but not limited to strategy and skill. A second takeaway is that our instruction should be broad-based, of course informed by research, and certainly not limited to the current and quite narrow conceptualization of the “science of reading.” There are “sciences of reading” (emphasis on the plural!) and we should consult these sciences when creating instruction and building classroom environments conducive to student growth. A third takeaway is that the details of how we promote motivation and engagement, how we teach and foster metacognition, and how we help build self-efficacy—a belief is self as a reader—are included in dedicated chapters within the book. A final takeaway is that there is the overriding demand for research-based reading instruction, so let’s make sure we consult all relevant research!

With the ”more complete portrait of the student as reader” in mind, I’d like to share some new thinking that we would need to consider before change is even possible. Since there’s no way to do justice to extensive detail Dr. Afflerbach has given us in his book, my goal here is simply to spotlight responsibility to this process as professionals. They key ideas are meant only as a starting point to a long-term process that includes a deep study of Teaching Readers (Not Reading):

• Begin by acknowledging the collective impact of these shifts in thinking

• Critically examine the existing resources that may be derailing our efforts

• Ensure that we preference teacher efficacy above programs that dictate

• Re-envision professional learning in place of professional development

• Support professional learning along the way through expert coaching

• Trust knowledgeable teachers who know the child as key decision-maker

• Take a good look at what our actions reflect that we value as informants

• See and know children through an individual vs one-size-fits all lens

• Support collegial discourse that will celebrate our children from all angles

• Push back a focus on THE science and widen our discussions to SCIENCES

Before I share my final thoughts, let’s look at Peter Afflerbach’s response to our third question:

What is a message from the heart you would like for every teacher to keep in mind?

Learning to read is hard for some students and easy for others. Regardless of the path a student takes to becoming a successful and independent reader, it’s so important to understand each of the factors that influence progress. Our understanding of these factors improves our instruction and supports our students. Reading strategies and skills are always essential for reading development and reading achievement. So too are metacognition, motivation and engagement and self-efficacy. 

MY FINAL THOUGHTS

Every person reading this post, our tweet artifact, and Peter Afflerbach’s book has long experienced the issues that are creating an environment where we are moved further from the READER and ever closer to the READING. Those who know the research and have made an investment in their ongoing professional learning know that our attention on Teaching the Reader (Not the Reading) is too often pushed into other directions. This is exacerbated by the pandemic fueled “Learning Loss Narrative” that has caused a narrowing of the literacy playing field and further motivated a preoccupation with raising test rather than raising readers. Couple this tragic perception gaining traction with our ongoing love affair with programs that promise speedy miracle cures and we find ourselves pushed further into a narrow field. With all of these forces at play, our Readers are taking a backseat in as the Reading remains front and center. As a result, a checklist of skills and strategies that can be dutifully checked off with pride are moving us closer to curriculum driven rather than reader-centered teaching.

We know what to do and Peter Afflerbach provides us with both the research and a pathway for reprioritizing our attention on all of the factors that will help us to focus on Teaching the Reader (Not Reading). This is not just about plugging these factors into a lockstep schedule. Rather it is about understanding how each of the “sciences” work in concert and in support of each others. This means that we must avoid viewing them in terms of a single “lesson” but what we do across the entire learning day in every aspect of the curriculum. But first we must loosen the ties that bind. As long as we continue to hold a death grip on programs and narrow prescribed curriculum that preferences a single science and ignore others that are critical to the success of our readers, we will continue to do a great disservice to the READERS who are depending on us.

We are so grateful to Dr. Peter Afflerbach for sharing his vast wisdom on our #G2Great chat. We know that his thinking will inspire much needed change.

The remaining Q2 to Q6 questions with Dr. Afflerback responses are below. His thinking here and in his book offer a guide that will support our change process.

QUESTION 2: Teaching Readers (not Reading)

Do you believe that current reading instruction reflects the breadth and depth of our knowledge of how students’ reading develops? What explains the phenomenon of understanding reading development broadly, but teaching reading narrowly?

QUESTION 3: Teaching Readers (not Reading)

From a developmental perspective, what else matters for student reading success besides strategies and skills?

QUESTION 4: Teaching Readers (not Reading)

Should the research influencing reading instruction be labeled the “science of reading” or the “sciences of reading?” Explain your response.

QUESTION 5: Teaching Readers (not Reading)

Describe the importance of motivation and engagement for student reader success. How do you ensure that motivation and engagement is a central feature of your instructional efforts?

QUESTION 6: Teaching Readers (not Reading)

Peter Afflerbach writes, “… our vision of students’ reading development and of the important outcomes of our reading instruction is constrained by what we look for. (p. 34) What varied student-centered understandings help you to broaden your vision?

LINKS

Teaching Readers (Not Reading): Moving Beyond Skills and Strategies to Reader-Focused Instruction by Peter Afflerbach (2022 Guildford Press)

Understanding and Using Reading Assessment by Peter Afflerbach (ASCD 2017)

SESSION by Peter Afflerback The Sciences of Reading: Metacognition, Motivation & Engagement, and Self-Efficacy

Mary Howard Session Notes on the above webinar:

Mary Howard session notes; Fueling Curiosity with Peter Afflerbach, Linda Hoyt

Meaningful Reading Assessment: by Peter Afflerbach and Adria Klein (Benchmark

12/29/21 message from Peter Afflerbach about Teaching Readers (Not Reading)

Creating a Schoolwide Culture of Responsive Kidwatching

You can revisit our #G2great Wakelet Chat Artifact HERE

By Mary Howard

On 6/9/22 our #G2great chat focused on an ever-essential topic of discussion: Creating a Schoolwide Culture of Responsive Kidwatching. Our chat has often emphasized dialogue around formative assessment where kidwatching finds its home such as Re-Examining and Revising Our Thinking To Transform Our Practices: Formative Assessment on 5/6/21 and Formative Assessment and Maximizing Our Potential: Assessment that Informs on 10/11/18. We have discussed kidwatching in many chats, but this week it was the conversational chat star that was worthy of our central focus.

Since we intentionally merged the words RESPONSIVE and KIDWATCHING, let’s take closer look at the word “responsive.” To do this I’ll draw from Larry Ferlazzo’s wonderful interview with Regie Routman shortly after her incredible book was published: Literacy Essentials: Engagement, Excellence, and Equity for All Learners (2018, Stenhouse)

Formative assessment is integral to responsive teaching-in-action, which depends on carefully observing, listening, and supporting students so that students remain engaged, inquisitive, and learn more. That is, in the act of teaching, based on our observations and students’ responses and actions–and in our reflections before and after–we modify, adjust, and revise our teaching to better meet students’ strengths, interests, and needs. Successfully integrating formative assessments into meaningful instruction is often what separates a teacher who struggles from one who can aptly handle any situation. Regie Routman

Responsive Kidwatching illustrates and celebrates the influential impact of professional decision-making and invites us to gather varied in-the-moment observations so that we may engage in “responsive teaching-in-action.” What we learn from students immersed in the learning process offers the informants that will support the choices we make on their behalf as we “modify, adjust, and revise our teaching to better meet students’ strengths, interests, and needs.”  In this way, we teach with a lens on students who are squarely at the center of our efforts and acknowledge our responsibility to address their unique needs in meaningful, purposeful and intentional ways. Without our commitment to remain “responsive” to students within the kidwatching process, it will be just one more empty educational term on the battlegrounds of failed efforts.

So, now let’s shift our focus on kidwatching with meaning, purpose and intent.

In each #G2Great chat, we craft six questions around our weekly topic that will guide our discussion. The focus of our six questions this week is shown above. Certainly, each discussion focus is important, but the three highlighted questions are critical entry points. Until we reach agreement about what we mean by kidwatching, have a strong sense of perspective about our role, and can verbalize our central purpose, we are doomed to dishonor the very heart of kidwatching from the onset and reduce it to yet another barely recognizable research-supported practice devoid of value.

KIDWATCHING QUESTION #1: DEFINITION

Our first chat question will determine the very success or failure of kidwatching. How we understand and define kidwatching directly impacts how we approach and ultimately implement Responsive Kidwatching in a way that will reflect intent. What better way to do that than to draw from two experts on the topic, Gretchen Owocki and Yetta Goodman who eloquently define Kidwatching in their influential book, Kidwatching: Documenting Children’s Literacy by (2002, Heinemann)

 The primary goal of kidwatching is to support and gain insight into children’s learning by

(1) intensely observing and documenting what they know and can do;

(2) documenting their ways of construction and expressing knowledge; and

(3) planning curriculum and instruction that are tailored to individual strengths and needs. (page x)

Responsive kidwatching is dependent upon all three of these features since they work in support of the kidwatching process. One cannot work in a vacuum as they are complementary. It’s worth emphasizing that we do not engage in kidwatching because it’s the hot topic of the day or required based on a district or program mandate but because we understand what it is and what it looks like in practice so deeply that we are compelled to make it an integral part of every learning day.

#G2Great Chat Twitter Responses to Question #1

KIDWATCHING QUESTION #2: PERSPECTIVE

To honor a strong commitment to kidwatching means putting it into action in the context of teaching and learning and for the purpose of enhancing the choices we make for the sake of student learning. Kidwatching isn’t what is merely scheduled into an obligatory blip on the radar screen of the week if we have time, but a process that we willingly find a place of honor for in each learning day.

When we are dedicated kidwatchers, we observe students while they engage as active participants in the learning process with a curious spirit that drives us to understand who those children are, how they learn and how their identity as a learner and human impacts that learning. This curiosity drives us to know and understand more through close observation, a process Carol Ann Tomlinson aptly refers to as “sleuthing” in So They May Soar: The Principles and Practices of Learner-Centered Classrooms (2021, ASCD)

Consistent, persistent moment-by-moment teacher watchfulness of students as they learn. (p. 150)

What kind of mindset brings this to bear? One of my favorite pages in Kidwatching by Gretchen Owocki and Yetta Goodman is wisely positioned on the first page with a beautiful list of statement about what drives their kidwatching beliefs. Each statement begins with the words: I am the teacher who… Just imagine how we would merge our beliefs about the teaching/learning process and our beliefs about Kidwatching in this way. What would that look like? Why are we doing it? What beliefs drive those efforts? We wondered about that too and so we turned this wondering into the basis of our second question that our chat friends responded to eloquently :

#G2Great Chat Twitter Responses to Question #2

Just imagine what thinking we might not only uncover but discover from a collective perspective if we posed this question based on what each individual brings to the instructional process since kidwatching is an essential part of what we all can and should do:

I am the principal who…

I am the teacher who…

I am the coach who…

I am the support staff who…

I am the interventionist who…

WHAT IF?

KIDWATCHING QUESTION #3: PERSPECTIVE

One of my favorite descriptors about kidwatching is from Kenneth Goodman so we used his words in question 3:

“To REVALUE is to notice and build on what learners can do, and to help them value and reflect on the knowledge they have.” Kenneth Goodman

What I particularly love about Kenneth Goodman’s words is the emphasis on focusing on the strengths children bring to the learning process and making them privy to those strengths as a pathway to new learning. The process of REVALUE directly contrasts to the ever present “learning loss” narrative that asks us to focus our attention on what we purport that children are unable to do. In contrast, Goodman asks us to gaze through an appreciative lens to uncover what they are already doing to use that as a stepping stone to next step efforts.

When we capture those noticings, we elevate in the moment observations over time as a reference to support and extend new thinking. Putting kidwatching onto a concrete written tool of our choice allows us to hold on to what we heard, saw and think. This also allows us to look across days at collective noticings where patterns to emerge that impact our professional choices in actionable ways no just on a particular day but across days. This visible reference could also highlight whether what we are focusing our attention on REvaluing or DEvaluing what children bring to the learning experience. We knew that this question was an important part of our chat discussion and our chat friends did not disappoint.

#G2Great Chat Twitter Responses to Question #5

CLOSING THOUGHTS

The practice of responsive kidwatching is more important than ever in an age where we find our schools and questionable publishers that cater to them hyper fixated on that “learning loss” narrative that is far removed from the spirit of kidwatching. Couple this with a never-ending obsession with standardized tests that label children in ways that lead to impersonal directives, and we find ourselves caught in the perfect ‘data storm’. Rigid curriculum and numerical-fueled assessments connected to them have slowly confiscated common sense and de-emphasized up close and personal professional observation as a key informant. Several principals have illustrated a common misconception to me that reflects how kidwatching has been reduced to an irrelevant sacrificial lamb by referring to any form of teacher observation as “opinion.” This ill-informed perspective is a blatant misconception rooted in other-focused directives that ignore the spirit of kidwatching and shamefully disregards the impact of our educators who are committed to research informed understandings.

Our children rely on teachers who bring knowledge to the teaching/learning table over blind faith in numbers without a face. And they rely on us to use RESPONSIVE KIDWATCHING to model our belief in all the wonderful thinking our childrem bring to the learning process. Dedicated kidwatchers believe that the on-the-spot actions of children in the course of each learning day tell us far more than any number on a spreadsheet ever could.

It’s time to make a collective re-commitment to kidwatching and ensure that it’s a visible feature in every classroom in every school. And so I want to close with a wonderful question that Janelle Henderson posed in her incredible post, Will the Real Data Please Stand UP:

Just imagine the collective commitment to kidwatching this would invite!

LINKS

Kidwatching: Documenting Children’s Literacy by Gretchen Owocki and Yetta Goodman (2002, Heinemann)

Kidwatching 2.0: Top 3 Moves for Real-time Assessment to Meet Every Student’s Needs by Julie Wright (Corwin)

Will the Real Data Please Stand UP by Janelle Henderson (Heinemann)


Maximizing Our Potential (part 5): Assessment that Informs by Mary Howard

Re-Examining and Revising Our Thinking To Transform Our Practices: Formative Assessment by Brent Gilson

Lifting Literacy

By Brent Gilson

For an archive of the chat check out the wakelet here

Last fall I was drawing in a school year filled with new challenges on top of working on grad school. It was interesting how I was learning about Successful Literacy Initiatives at the same time as we were embarking as a division on some new initiatives. The disconnect between what I was learning and what was been done caused an additional level of stress. So I spent more time researching and the consistent piece that always came up when looking for successful Literacy Initiatives was that they are student-focused, data-informed but not singular in focus and focused on teacher development and capacity. As we set out on the chat this week we looked at the topic of Literacy Initiatives and our experience with them, the successes and the failures, and where our focus needs to be.

Teachers discussed the positive and negative experiences that they have encountered with Literacy Initiatives. How they can go sideways when they do not follow student needs and when teachers, who are doing the work are left out of the process. Even more difficult when those making the decisions are not examining the full picture which we are seeing a resurgence of in the current SOR movements in some states leaving huge portions of reader development out of the picture. 

When we consider the most important people in the room, our students, we get a better focus on what needs to be done. The knee-jerk reactions from those outside the classroom who are imagining wide-scale problems that do not exist for the majority of students tend to do more harm to all readers by limiting teachers’ choices and thus the choice of our students. So what do we need?

So we discuss flexibility and that we need to start with our students, we need things in place to help ALL students achieve. What does that look like? How can we demonstrate that we are respecting all students while also addressing any shortfalls or areas of concern?

It seems so simple. To support our students we need to work with them in mind. To support our teachers we need to provide them with the knowledge to do the work. As Kasey states below

Building up the knowledge our teachers need to meet the challenges of today is an important piece of any successful literacy initiative. One size fits all intervention or PD will miss the mark in a high percentage of students and teachers. We (all of us in the education system) are unique so we have unique needs that need to be addressed with unique ideas whenever possible. Unfortunately, we too often fall for the snake-oil salesmen who sell the quick fixes to “save us time” when really it is smoke and mirrors dressed up as support.

As classroom teachers, we are often the last consulted and the first blamed when Literacy Initiatives fail. As we reflected on Thursday the answers seem pretty simple. Invest in kids, Invest in teachers. This does not mean there are no programs or assessments out there that will not support this work. It does mean however that we should not build our work around a program that ignores the expertise of teachers or the lived experience of our students.

Successful Literacy Initiatives should have a goal to support our students in all areas of literacy. This knowledge comes from working with our kids and building off the work of experts. This is not quick work. There are so many possibilities for what causes students to struggle in literacy work. We need time, knowledge, choice, flexibility, and most of all respect to find these answers.

Like Dr. Miah Daughtery states, “we teach reading for liberty.” The consequences of an illiterate population are catastrophic. Our students need to receive the support to find success. Successful Literacy Initiatives can be that support.