My Reading Journey

I am currently taking a course in literacy, and the professor gave us an interesting assignment for homework.  We were told to create a timeline of our reading journey.  It took me some deep thought to accomplish this task, because I was NOT a reader as a child.

As I worked on my infographic, I realized that there actually was a time in my childhood when I loved to read.  I don't remember having any books, and I don't remember my parents reading to me.  I do remember having a set of Encyclopedia Britannica, and I would read sections and write 'book reports' on various topics.  One 'report' I clearly remember was on bees.  Another on snakes.  I had no choice but to read nonfiction!

My next reading memory was middle school.  I had to read To Kill A Mockingbird every year of middle school.  I can't even remember what the book is about at this point, or why I was so turned off.  To this day, I literally do not reread a book.  Ever.  This thought will come full circle in a moment.

Throughout high school, I got by reading Cliff Notes and talking to classmates about the books I was suppose to read.  I never completed a book.  I tried many times, but never finished even one novel.  I still graduated in the top 10% of my class, and I took A.P. classes, and never had to read a book.

In college, I had to take a course in Children's Literature.  That was when I read the book, Are You There God, It's Me Margaret.  I'm not sure why I never read that book as a child.  That is literally the only book I remember reading during that class, and it impacted my life severely.  I enjoyed a book!

Then, something happened.  I started reading novels, and by the dozens.  All genres.  Various authors.  I couldn't stop.  Free books, paperbacks, hardcover, audiobooks...

At one point, I had purchased a book that I had already read.  I came to this conclusion somewhere in the middle of the book, and I was so mad at myself for buying a book I had already read.  Of course I put the book down.  Then it happened again.  And again.  Finally, I bought a small pocket-sized phone book to write down the titles of books I read.  That way, I wouldn't re-buy books I already read.  I still do not reread books.  Perhaps middle school scarred me in more ways than one.

Below is the infographic I completed for the class I'm taking.  It is a reflection of my personal reading journey.  I encourage you to think about your journey, and talk to a friend about it.


easel.ly

4th grade cause and effect sort

I had the pleasure of stepping into a fourth grade classroom for one rotation of social studies so that the teacher could conduct an observation of her mentee.  The teacher left me a very cool sort to complete with students.  First, the students individually sorted cause and effect statements about Pilgrims and Puritans.  After we checked our answers, students then worked in groups of 2 or 3 to play a concentration game with the causes and effects.

This activity was a very effective way to engage students and review material.  I was able to clarify misconceptions, and we had rich discussion around the topic.

I say all this to remind you that sorts are so very easy to implement, and a students critically think in order to categorize.  Loved this activity!

Excited for school this year!

One of the most popular catch phrases in education right now is Growth Mindset. Today, I presented to colleagues about growth mindset, specifically, how we can foster this type of thinking in our specific classrooms. In my presentation, we discussed the importance of having a growth mindset, and the differences between a fixed and growth mindset.  During the session, we looked at ways our thinking affects our students,  as well as our words. We looked at several examples of questions that we can ask instead of saying, "you are so smart." We talked about small, incremental progress, that fosters a growth mindset and aides in developing self confidence. Participants were eager to put some new practices in place. For example, many teachers will introduce students to famous people who have failed, but succeeded over time. Other participants can't wait to use the flipbook with their students, and teach their students a different way of thinking. A way of thinking that fosters a growth mindset.

To see the presentation, click here.

Taylors Fire Department reading to kindergarten and 1st graders!

The Taylors Fire Department came out on December 3rd to read to our kindergarten and first grade students.  It is always so nice to see the firemen squirm at the hands of 5 year-olds!

Great reading and writing strategies presented by author Dr. Katie Stover at SCIRA board meeting yesterday!

I came back from the SCIRA meeting yesterday pumped up!  Dr. Katie Stover modeled two strategies from her new book, Smuggling Writing:  Strategies That Get Students to Write Everyday, in Every Content Area.  I can't wait until this book is released!

The first strategy Dr. Stover demonstrated was ways in which we can engage students in reading and writing by using a Reading Roadmap.  Dr. Stover provided us with examples that help students navigate their way through content reading, guided reading, online text, and so on.  This link will take you to a book for sale with 50 comprehension-boosting reproducibles for 50 picture books.  Dr. Stover showed us yesterday how to create your own reading roadmap for any piece of text in which you want students to practice before, during, and after reading thinking and writing.  I, though, fully believe in borrowing templates from others.  I found this wonderful blog post from Hand-Me-Down Mom Genes that not only gives an excellent description of reading roadmaps, but provides a very user-friendly template!  Please visit the blog for the template.

Dr. Stover encouraged us to integrate technology by creating a roadmap for a piece of text in Prezi.  I think I just might work with some of my staff to do that!

The second strategy Dr. Stover shared was Talking Drawings.  This strategy activates prior knowledge by having the learner create a mental image.  After reading, students draw a revised picture that illustrates their new learning.  Dr. Stover modeled this with us by having us draw what came to mind when she said, "Wolf."  We then shared our drawing with a partner.  Most of the crowd drew sharp fangs, howling at the moon, or something in relation to familiar stories with a wolf.

Dr. Stover then read aloud the book, Wolf! by Becky Bloom.

After listening, we each went back to our original drawing and revised.  We shared our revision with our elbow partner.  Both of us added a smile to our picture and more detail that showed the wolf having intelligence.

The Talking Drawings strategy is especially useful with content area curriculum.  One example Dr. Stover showed us was the before and after picture from a student learning about matter.  This formative assessment was the best example of student learning!  At first the student had just a face with a squiggle mouth saying, What's the matter?  After, the student had a chart with the types of matter and examples!  Wonderful!

I plan to use Talking Drawings with my faculty this Wednesday, in regards to special education accommodations.  I'll have solid evidence of learning that takes place!

GCIRA Fall Conference

Thank you to all of the presenters at this year's GCIRA Fall Conference.  This year's conference focused on writing within the balanced literacy framework, and included presenters from primary grades, universities, district personnel, and the Greenville County's Teacher of the Year!  Attendance was great, and the participants all agree that they learned so much from the presenters.