I had the honor of attending the annual WSRA convention for my 5th year. If you’d like to refer back to any of my previous WSRA posts, here they are! I look forward to this very well-organized, professional event year after year because of the amazing, nationally-known speakers that are featured as well as the careful cultivation of trending topics and research in education and literacy. Oh, and all the great friends I get to meet up with year after year!
“Bringing Strategies to Life: Conferring with Individuals and Groups” by Jennifer Serravallo
The first session I attended was offered by Jennifer Serravallo and focused on Conferring. I was very interested to attend this session to enhance my ability to support the educators in my district as we continue to refine our literacy workshop model and our work with Teacher’s College.
After making a strong case for conferring with students (which has a high impact on learning through providing individual feedback, building student teacher relationships, and goal-setting opportunities), Serravallo helped us delve into the steps for establishing a conferring culture in your classroom.
Step 1: Choose a Student Goal
Begin by consulting the “Hierarchy of reading goals” (below). Face-to-face with a student and his/her book bin, work your way down the list with a student, interview style, until you determine where the student needs the most support. Stop at the first level where you notice a need for instruction.
There are several other assessment sources you can reference to set a goal for a student. For engagement: Is the student excited, passionate, and overall engaged with their texts? Observe them during independent reading – what is their time on task? Stamina? For fluency: Take an informal running record and note miscues, rate, inflection, etc. For genre-specific skills, consult the learning progressions of your instruction / curriculum. Additionally, invite students to fill out this form below, which allows them to reflect and self-report on areas they believe they need to advance.
While working to identify a goal for a student, consider engaging in a goal-setting conference, as per the following steps:
Goal Setting Conference Structure
Guided Inquiry – Help the student name a goal (that you already have in mind)
Teach – Offer a strategy to practice the goal
Coach – Provide feedback and support as the student practices
Link – Leave the student with a visual, physical reminder (artifact) of the goal and strategy). This could be a sticky note, copy of an anchor chart, model, graphic organizer, etc.
Below are some Prompts to Use Doing Guided Inquiry to empower students and engage them in their own learning and goal-setting:
What do you think you’re doing well as a reader?
What do you think you might need to work on?
What do you notice about your work?
Can you think fo ways that I can help you grow as a reader?
Look at __ compare it to what you’re doing as a reader.
Step 2: Look for & Reinforce Strengths
Provide “Helpful Compliments” – Notice and name what they are doing. Focus on effort, not ability.
Step 3: Identify and name the students’ strengths.
Resist the urge to focus on deficits! Often, students aren’t even aware of their strengths until we point them out for them. Naming their strengths and skills helps build them up!
Step 4: Think of the Progression of Skills
For example, consider the skill of “adopting new vocabulary” and how students progress through the list below as they master a new word. They don’t jump from “not knowing” to “master” in one fell swoop; it’s a progression! Resist the urge to jump straight to the grade level goal or standard.
Get the gist of the word
Understand the simple definition
Use local context to explain
Use larger context to explain
Consider author’s craft, tone, connotation vs denotation
Research Decide Compliment Teach Conference
Putting all the above together, we land at the R-D-C-T model of conferring. When we confer with students, we engage in the following steps (yes, all within about 5ish minutes!)
Research: Ask questions, have student read aloud, look at artifacts, etc.
Decide: Find a compliment and next step that connect
Compliment: What, why, concrete example of a student’s strengths
Teach: Name the strategy and teach, model, explain (step by step, how to)
Coach / Active Involvement – student reads/thinks/talks as the teacher offers feedback
Link: Repeat the teaching point
Step 5: Group for Efficiency
Develop a strong system of note-taking and management. Group students with similar needs to create strategy groups. Jennifer Serravallo explains that she meets with every student in her class face to face at least twice a week, either through individual conferring and/or strategy groups. This is a great goal!
I picked up all these great new books at the WSRA exhibition center!
I had the privilege of attending the WSRA Wisconsin State Reading Association again this year. I wish each and every teacher could have this experience!
Keynote: From the Cocoon to the Butterfly: How Readers, Writers, and Good Citizens Are Made, Not Born
The convention began with an invigorating keynote address by none other than the famous children’s author Mem Fox. She honored us with a passionate and joyful reading of several of her children’s books, including Possum Magic, Ten Little Fingers and Ten Little Toes, Whoever You Are, Tough Boris, and Wilfred Gordon McDonald Partridge. A common thread throughout her presentation was that children deserve to be read to (yes, all ages, even the bigs!), and they deserve to hear the glorious language of real writing. She is saddened to think that children believe basal readers are real books (no wonder they say they hate reading!). She called basal readers “loathsome rubbish” and “banal words dragging themselves in single file across an arid page.” HA!
More important than selecting a book at a student’s current reading level is selecting a book at a student’s interest level. Mem encourages teachers to lift their students up by exposing them to beautiful language and books that have a ‘reward’ – students deserve literature that inspires them to laugh, cry, think, and wonder. “Great art communicates before it is understood” – T.S. Elliott.
She shared with us an interesting anecdote about a time she was working on publishing a book through Scholastic. Her language had read, “I adore you.” and the publisher asked her to change the word ‘adore’ to ‘love,’ which is more common and readily recognized by students. But what a mistake that would be! Give students new and beautiful words to consume. They may not understand them right away, but they can by the end of the book or through repeated exposure. And this is how students learn! We need to use language to give students wings.
Session 1: Dyslexia: Definition, the Research Base, Perspectives, and Points of Contention by Donna Scanlon
This session was very eye-opening, especially since my school is in its first year of recognizing and addressing the needs of students with dyslexia. We previously only offered comprehension intervention, and this past year we have adopted a program that we are using with small groups and 1-on-1.
Dr. Scanlon shared several interesting conclusions that she has drawn from her reading and research. Most eye-opening to me was that Scanlon would like to retire (or at least redefine) the term ‘dyslexia’ as a lack of response to intensified, appropriately targeted instruction. Let’s break that down. Within research, the terms ‘dyslexia’ and ‘reading disability’ are often used interchangeably. Research has projected that approximately 20% of the population has dyslexia, which has been traditionally defined as a phonological processing disorder. As we know, the purpose of reading intervention is to help these students improve their reading abilities and bring them up to grade level. Theoretically, intervention should be effective for the majority of this 20%. If a student is able to improve his/her reading abilities and function productively in the classroom, what is the purpose in labeling them as having dyslexia? We should reserve the term ‘dyslexia’ for the few students with reading difficulties who do not respond to effective reading intervention. Overusing the term ‘dyslexia’ is not only non-inclusive and may serve little purpose or benefit to the student, but it can destroy a student’s motivation and their willingness to do a task (reading) they are told is a challenge for them.
So let’s talk about effective reading interventions…
Scanlon had several important criticisms of the one-size-fits-all Orton Gillingham based reading interventions that are widely used by school districts to address the needs of students with significant reading difficulties. Many of these programs teach phonics and phonemic awareness in isolation. They prevent or discourage students from relying on contextual clues to decode words (a strategy that students with weak phonological processing skills often rely heavily upon), and yet this is an important strategy that students will need to use to be effective independent readers. There is also a lack of consistency across different teachers and different programs, and students may become turned upside down with different approaches and terms (ex: capital letters vs. upper case letters, naming conventions, or sequencing of sounds / skills).
Readers vary on a continuum of abilities and need different levels and types of support in becoming strong readers. What works for some doesn’t work for others. The traditional OG-based interventions are used as a one-size-fits-all approach, which can’t meet all the needs of all of our students. These methods can also be quite laborious and cumbersome, when we can simply teach students that there are – for example – 3 ‘a’ sounds (long, short, schwa), and if one doesn’t make sense, try one of the others! No need to overcomplicate things with so many rules and processes.
What Scanlon does recommend as effective is explicit instruction in phonological awareness coupled with reading strategies that help students to transfer these word attack skills to their reading in the classroom (she calls this method “Interactive Strategies Approach”). This method relies on the teacher’s knowledge and professional judgment to make thoughtful decisions about what students need. This method could include pre-teaching a word attack strategy that students will need in an upcoming independent read, so that he/she can immediately apply the target skill. It also involves explicit modeling and coaching as teachers guide students in working through difficult reading obstacles. Instruction should also focus on acquiring high frequency sight words and gaining automaticity in decoding. Overall, instruction must be responsive to student’s needs, and canned programs don’t cut it for everyone.
If you’re still reading (I know this part is detailed and dry), and you want to know something you can do right now to help every student in your class, Scanlon recommends hanging up this simple sign (but please note – letter reversals is not the defining characteristic of dyslexia, and many young students struggle with letter orientation).
Session 2: Dishing Up Dialogue: Discussion-Based Strategies for Student-Centered Learning by Suzanne Porath
I chose this session because I want to learn more about supporting my students in becoming stronger, more critical thinkers. I know that can’t happen readily in a lecture-based setting, and it’s so critically important that teachers allow students the time to process big ideas through collaborative discussion.
Porath began by defining dialogue as when people come together to construct meaning and seek to understand (not just respond to) one another. Dialogue requires follow-up. For many of us (adults AND students), dialogue has become about waiting for our turn to speak, and not taking the time to listen and understand – and that is a skill that we can model and help our students to acquire!
Do you use Lucy Calkin’s units in your classroom? If you do, you probably make the anchor charts for your classes. Consider – what if you actually invited students to help you make the anchor chart? What if you did the lesson backwards, and had the students deduce what it is you are highlighting in this lesson? That would certainly spur more discussion!
Porath also encourages you to really consider what you need students to write/record, and what you can simply have them discuss. That traditional assignment of reading a book, picking a character, and having them write up a personality trait with evidence – couldn’t we have more FUN by talking it out with a partner? And you know that traditional assignment where you read a book and have to answer a set of written discussion questions – couldn’t we invite the students to develop and answer their own discussion questions in small groups? All of this would help them to develop interpersonal, collaborative, and discussion-based skills of listening and responding thoughtfully.
To have an effective, productive, purposeful conversation, the following need to be in place:
Create a physical space that encourages interaction.
Set expectations of respect.
Teach active listening strategies
Provide scaffolding (sentence stems, anchor charts, templates, graphic organizers).
To model and practice these discussion skills, a fun idea could include listening and responding to a storybook read by a professional actor, presented on http://www.storylineonline.net/
And finally, discussion should have a purpose to move you forward as a person. It shouldn’t be a performance, but rather an experience. After a discussion, ask your students to reflect on whether the discussion changed them, challenged them, or confirmed their thinking (from Reading Nonfiction – Notice & Note Stances Signposts and Strategies).
Session 3: Sneaking in Social Studies: Fusing Social Studies and English Language Arts
I was very excited to attend this session, because next year our district is moving toward perosnalized learning and ‘blocks’ of classes to allow for more flexibility. An exciting organizational outcome of this will be combining English Language Arts and Social Studies into a “Humanities” block. Therefore, I wanted to learn as much about this concept as I could.
I had a few important takeaways from this session to share with my colleagues:
Consider what we are already doing in ELA that is actually Social Studies based (ex: reading primary sources, engaging in debate, analyzing society and/or human environment interaction, etc.) – you are already heading in the right direction!
Reorganize the curriculum around themes, not events
Focus on essential questions (Wiggins & McTighe) to guide your curriculum
Reconsider the materials you are already using, and consider making some swaps
Adopt project-based learning strategies
Sacrifice breadth for depth
Delve into CER: Claim, Evidence, Reasoning
Consider what you can afford to cut from your ELA and SS curriculum
A final takeaway that I treasure from this session is the concept that there is a wider spectrum than the traditional FACT vs OPINION dichotomy. Instead, consider
verifiable information (instead of facts. this information can be corroborated or proven true.)
inferences (instead of opinions. these are conclusions based on evidence and/or reasoning.)
judgments (are sensible conclusions or evaluations that are personal opinions.)
Example: My mom’s birthday is on Friday (verifiable information). She loved the cookies I made her last year (judgment). This year I’ll surprise her with dinner at 6pm, because she usually gets home from work at that time (inference).
This past weekend, I attended the Cardinal Stritch Fall Literacy Conference. It was a short but powerful conference with JoAnn Caldwell as they keynote speaker (heard of the QRI? Yeah that’s her!). I’ll keep this short and sweet, but here are some key takeaways I have from the conference:
Students SHOULD read frustration level texts.
And all this time, we thought we should be giving students texts at their instructional level. There are some inherent flaws in that arrangement, though. If we don’t model strategies and comprehension with frustration level texts, how will they ever progress? Secondly, if we are giving them only instruction level texts (which are below grade level for intervention students), then they will never catch up to grade level, and we aren’t using the same level of cognitively demanding material. Grade level material will have more complex sentence structure, vocabulary, content, and depth. THAT is what our students need.
Interventions need to focus on TRANSFERRING skills to the classroom.
It seems a simple enough concept, but how often do we actually acknowledge or work on this skill? What students learn in intervention should directly tie into the classroom learning. They should be reading a text at a similar level (but perhaps on a different topic), and we should focus on what Dr. Caldwell calls ‘concept free’ questions, or questions that aren’t directly tied to the topic at hand (ex: What is the theme of this story? How did the author organize this text?) I think LLI or Leveled Literacy Instruction does a great job of modeling these skills.
Students can’t just jump in to a Close Reading.
They need to get the gist of the story first. They need to recognize and acknowledge the topic, textual features, linguistic features, organization of the text, etc.
Intertextual connections is a critical skill we often gloss over in school.
This means making connections BETWEEN two or more texts. How do they overlap? Agree? Differ? This is a skill that must be explicitly modeled and taught.
There’s a new reading comprehension assessment, and you’re gonna want to buy it.
Have you ever given the QRI and thought, “This is such a wonderful tool, but it is so time consuming and laborious to give one on one. I wish I could give it to my whole class at once.” Well, you might like to know about JoAnn Caldwell’s newest tool, the CARA: Content Area Reading Assessment. It is an assessment of reading comprehension across the disciplines. At each grade level, there are 3 literature, 3 science, and 3 social studies passages. Yes, that means you can do a beginning of the year, mid-year, and summative assessment (Hello, SLO!). It is aligned to the common core, and it could serve as a wonderful modeling tool for teachers looking for assistance writing standards based questions from text.
The conference also had a panel discussing the major differences between the QRI-5 and the QRI-6. I own both, and I teach and use both, so this was very informative for me. I certainly can’t do the panel justice by replicating their wonderful Q&A, but I’ll summarize some key points I want to remember:
There is a new kind of passage called the Inferential Diagnostic Level passage. The passage type we are familiar with, Level Diagnostic, are still there as well. However this new kind of passage is designed to be read orally or silently in chunks. The reader pauses to respond orally or in writing to intermittent inference questions. The reader is allowed to look back at the text right away. Passages are a bit longer than we are used to, and readers provide a more concise summary at the end.
Level diagnostic passages from level 6 and up are no longer labeled as just ‘narrative’ and ‘expository,’ but now also include the discipline (i.e. science, literature, social studies, etc.). I asked Dr. Caldwell if that meant we had to give multiple expository selections to diagnose a student’s level, and she said no – either science or social studies would be fine. However, she also clarified that she might lean toward science, since it is markedly different from literature.
Self-corrections during the miscue analysis do NOT count.
To make room for the new passages, 11 ‘oldies but goodies’ had to go on a permanent vacation. I’ll miss “Pele” and “Octopus” most of all! ::sniff::
The prior knowledge questions now have sample responses to help with scoring.
There is no longer a prediction question prior to reading.
There is now an Oral Reading Prosody Scale adopted from NAEP.
The retelling section is shorter with fewer points – many shorter ideas were combined.
I truly enjoyed this conference, and plan to promote and attend again next year. I made a lot of wonderful new connections, and learned some invaluable concepts to enhance my classroom and university level instruction. And, I got to present my own research as well!
I recently attended the Wisconsin State Reading Association in Milwaukee. I had such a great time meeting wonderful educators and literary heroes. At the end of the first day, there was an awards ceremony for the important, influential people that help promote high literacy standards in Wisconsin. One story brought me to tears. A school bus driver started a program on his bus called “Books for the Bus.” He brought in his daughter’s outgrown books and shared them with the students on their hour commute to and from school. He told them if they liked the book, they could keep it, and if they wanted to donate, they could bring their book to share on the bus. The idea was a hit, and soon spread to all of the busses in that school district. I was so touched! You can read more about this heart-warming story by clicking here.
I was also there to celebrate my friend and colleague, Lynda, who received the “Friends of Literacy” lifetime achievement award. She is completing her doctorate (her topic is helping teachers use rubrics to evaluate iPad apps for the classroom), she is a professor, she is an amazing cheerleader and supporter, and an all-around amazing person who can make friends with anyone, anywhere.
I met other important legislators, authors, professors, student teachers, and inspiring educators. Everyone I met was passionate about literacy and student learning. I remember thinking to myself, “These. These are my people.” I can’t wait for WSRA 2015!