Exciting News! I will be presenting with my principal Jane Shartzer at the NESA Fall Leadership Conference in Katmandu, Nepal Oct. 21-23. Check out info about our presentation below.

Welcome back to school! My newsletter is available by clicking HERE. (It will open in Scribd.)

One of the steps in the Teacher’s College workshop process is called “Active Engagement.” This phase of the minilesson is one I think deserves more detailed thought and understanding by teachers new to workshop teaching. First of all, active engagement comes after the connection and the teaching of the strategy. It is the moment in the lesson when students actually try out what you’ve just taught. Sounds simple enough right? However, I think it is important to note how this step allows you to do 2 things:

1. Informal Assessment. As students practice, you should be actively moving about the kids assessing where they are with the work. Can they do this? Did your lesson make it clear? Are there a few who still seem confused? Of course, assessing during turn and talk or another whole group moment is an art in itself, but the active engagement phase gives you an incredible opportunity to listen and watch your students.
2. See your teaching articulated. Because every student tries the strategy you’ve just taught, you can see your teaching being “used.”

Many teachers new to this approach are confused by the notion that they will teach a minilesson, but then the students might not be working on what was just taught when they head off for independent practice. The idea instead should be (on most days-of course there are exceptions) you teach a strategy, everyone tries it during the active engagement phase, then those who are ready to use the strategy do so, when they move away to write. As you conference around the room you can ask specific students to use the strategy if you believe it will lift the level of their writing.

Active engagement is an important part of a strong minilesson. Take the time to cultive it in your classroom.

I’m reading the new Ralph Fletcher book Pyrotechnics On the Page: Playful Craft That Sparks Writing. My plan was to be part of the Stenhouse Ning group and work through this book with other educators and Ralph himself. (See my post about that here.) However, 2 days into the work, I was absolutely overwhelmed by the constant emails about posts and comments to posts on the Ning. It was just too much for me! So instead, I’m leisurely reading the book on my own. After finishing chapter 2, I’m convinced there is something BIG here for my work with teachers in the Fall… TALK.

More and more I’m learning how oral language development is the most important indicator of reading and writing success. Students who are strong orally are stronger writers and stronger readers. It makes sense, but this is something I don’t think I’ve really put emphasis on in my classrooms or even with my own daughter.

This doesn’t mean I’m advocating just letting children talk and talk and talk. Instead my emphasis would be on being a better listener to that talk. I plan to focus on engaging a child into moving further in her talk while practicing listening better to what is said.

Certainly there are direct links to conferring here, but really I’m thinking about the classroom environment. We need classrooms where children are taught how to talk; then given the space and time to do it. From KG1 (our PK4) to grade 5, developing talkers is an important step we need to take.

At the institute there was of course talk about Lucy’s new Reading Units of Study books for grades 3-5. I’ve just purchased a set of the units for my school. To start off, I don’t think we will be using these books on a day-to-day basis as we’ve done with the writing, but rather, I see us using this set as a tool to help grow our current units.

One of my jobs as a coach is to help teachers see that we are never finished with our workshops or our planning. Part of being a workshop teacher is being reflective and responsive. Year to year, we will need to alter our teaching to meet the needs of the students in our classrooms. I’m not talking about large scale changes to our units or curriculum each year, but rather small, targeted changes to minilessons, teacher demonstrations, celebrations, small group work and conferences. The changes need to be based on bringing each child one step further along. The changes are quite simply, differentiation.

Lucy talks about the importance of reading workshop on a video on the Heineman website. If you are new to workshop, Teachers College ideas, or just need a little inspiration, check it out. (Top right-hand corner.)

At the Writing Institute, I was part of the Principals group for my small group sessions. We were led by Cory Gillette, co-author of the book Breathing Life Into Essays, which is one of my favorites in Lucy’s UOS series. Once I got over the fact that a. I wasn’t a principal and b. my job isn’t to “supervise”, I was able to sit, listen and think about the good advice we were being given.

Overall, I learned having active principal participation (and therefore leadership) makes the difference when implementing and being successful with reading and writing workshops. If a principal simply hands out the UOS books and says “we are a workshop school,” you can pretty much guarantee there will be a few workshop teachers, but you won’t be a workshop school. Instead, a principal who participates in the learning, leads (or requires) the staff to have professional development, and holds teachers accountable to the workshop model, will ensure her students grow from a systematic approach, sculpted by targeted instruction. In other words, a workshop principal creates a workshop school.

A topic discussed at length by this group was about developing “A Learner Bill of Rights.” This document would articulate for teachers, students, and parents what the school promised it’s writers. (Of course it would be developed for other subjects as well.) This document would start out something like “At ACS, we promise students in grade(s) will…” and would include skills, strategies, and attitudes deemed important. When I first heard about this idea, I thought, “We have that,” thinking as I was about our, Look Fors and Shouldn’t See document generated with teachers and the principal as an observation tool. But now, I realize what Cory was describing was more of a mission or a vision-type tool. One, which we could post in the office, hand out to parents, and share with our learners.

Here is my draft (this would of course need to be created with a group of people…)

A Learner Bill of Rights: Writing

In the elementary school at ACS, we promise our students…

• will be given instruction in how to write well, and not just writing assignments.
• can write from their hearts, about subjects which are important to them.
• will write everyday.
• will have multiple chances to share their writing.
• will grow as writers as they progress through our school.

If you haven’t had a chance to check out the blog over at Two Writing Teachers, do it. I learn so much from these ladies! Which is why, I was amazed when they contacted me to be one of their guest bloggers this summer.

(You can read my post by clicking HERE.)

I’ve never told Stacy and Ruth this, but their blog format, two co-writers on a blog was the inspiration for my daughter’s blog: Over here, Over There. Her best friend is an Australian living in China. They are co-writing a blog to stay connected, to become immersed in this technology, and to share their stories of travel and life as 9-year old TCKs. It has been a great learning experience!

For many years now, I’ve been part of a debate about why, when, and how we should use Lucy Calkin’s series The Units of Study for Teaching Writing. I encounter misunderstandings surrounding these books everywhere I go. While at the Writing Institute this summer, I listened intently to what Lucy herself had to say about using these books. (Happily, she said basically what she wrote in the introduction to both the primary and the intermediate series.)

1. The books are teaching tools. They teach students a unit of study (how to write inside a genre) while teaching teachers how to instruct within the basic outline and frame of a writing workshop.
2. The K-2 and 3-5 series are solid curriculum for setting up and digging into writing workshop as both narrative and expository writing is taught.
3. The units are transcripts of actual lessons taught in real classrooms. (At no point does Lucy expect teachers to use her exact words. However, she has heard from many teachers who have used her exact words to help them teach this way. (I myself belonged to this group years ago when I first got my hands on these texts)
4. The boldface text in the books is the most important part to follow (if you are following it at all) as it outlines the key teaching points of the minilesson: connection, teaching, active involvement, and link.
5. The goal is to outgrow these books and to author your own units of study in and across grades.

For my part, this information was a relief as I’ve been pushing teachers at my school to use the books to help them become workshop teachers. I want us to refer to them, to use them like training wheels until we are ready to ride off down the road on our own. That said, I think the most important use of these books is to help a school develop a strong spiral across multiple grades. As my small group session leader put it, “Writing is a skill developed through use.” Giving students a chance to USE the skills and strategies we teach, multiple times throughout a unit and again and again across grades means they are more likely to walk away with real learning. Learning they can access and use at another time, on another day, independently.

Thanks Lucy.

This institute has been full on. I’ve not had a chance to blog about it, because I’m too busy doing my own writing each evening. This morning, before James Howe’s Keynote address he showed the following YouTube Video. I’m inserting it below, to share my excitement about being here at the conference and about being in NYC in general. Breakdowns of the sessions I’ve attended will be posted following the 4th of July. Enjoy!

Today I attended TCRWP Writing Institute for the first time. I am participating in the Principals Cohort as a Literacy Coach. (Which is interesting because in the literacy coach training I’ve had, there is a clear line between coaching and supervision.) Today I attended the Keynote address by Lucy Calkins, the large group session for grades 3-5 teachers, also led by Lucy, and finally, the first small group session for “supervisors” (principals and coaches) led by Cory Gillette, coauthor of the unit, Breathing Life Into Essays.

The final session was in many ways the most informative. Here is a brief synopsis of some of the topics we covered today:

• How to use explicit training to create a professional community and to help teachers overcome their own writing baggage with explicit training.
• Identifying and reminding teachers of the purpose behind all we do in workshop teaching: Teach the writer not the writing. Keep minilessons short so you can maximize the bulk of the writing period for conferring and differentiated instruction. Success looks like progress, not mastery.
• When observing teachers, principals and coaches can keep in mind the following characteristics of effective workshops:

1. TONE- The teacher sets a tone in the classroom which allows for risk taking and values students as writers.
2. ENGAGEMENT- The teacher uses appropriate, funny, dramatic stories during the demonstration.
3. EXPLICITNESS- The teacher uses clear language throughout the lesson. This is easy to confirm if, after watching the lesson, students and observers can answer How do I do the strategy? When do I do the strategy? Why do I do the strategy?
4. THE LESSON IS MEMORABLE- The teacher provides a lesson students can recall, remember and access. (Teaching tracks like charts are used.)
5. ACCOUNTABILITY- There is a clear expectation that what has been taught will be approximated by students, especially if it was taught during conferring or small group work.

Look for another update tomorrow.