Category Archives: classroom teachers

Literacy development and genres: The graphic novel

classroom teachers, critical literacy, literacy, literacy, Teacher education, ,

When I (yiola) first began teaching  (in 2008) I asked student teachers if they knew about graphic novels.  The response was that few students were familiar with the genre or how and why it may benefit learning in the classroom. With each passing year more and more student teachers indicate they are familiar with graphic novels and more and more student teachers recognize the genre inside classrooms.

Some use the term graphic novels interchangeably with comics with others differentiate the two as distinct styles. In either case there are strong arguments for why the graphic novel is a powerful genre for literacy development.

6 Reasons You Need To Start Reading Comic Books

http://neillcameron.blogspot.co.uk/2014/09/comics-and-literacy-part-1-why-reading.html

I introduce student teachers to David Booth’s book “In Graphic Detail” and I share the graphic novel “In a Class of her Own” to demonstrate how critical literacy and language acquisition can be developed in meaningful and interesting ways.

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http://www.theguardian.com/childrens-books-site/2013/mar/19/review-in-a-class-of-her-own-kathleen-gould-lundy

The sharing of the graphic novel as a useful genre in the classroom is a highlight in my course. Many student teachers become inspired to use graphic novels once they are introduced to why they are effective and how to use them in a classroom setting.

Please share any great graphic novel titles that you know to be outstanding.

 

Reading for Relevance AND Fluency

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In the past, I (Clive) have posted about the need to teach for relevance. When recently re-visiting two of Richard Allington’s wonderful books on reading instruction – What Really Matters for Struggling Readers (2006) and What Really Matters in Fluency (2009) – I was impressed with his discussion of the link between relevance and fluency in reading. In his view, there are at least 4 instructional causes of reading difficulties:

  • Texts are too difficult
  • Texts are not interesting enough
  • Insufficient time is given for actual reading (as distinct from studying reading strategies)
  • Reading is interrupted for instructional reasons

Because of these factors, students don’t do enough reading to become fluent. Teaching reading strategies is important, but a balance is needed. Allington says:

[To increase their] store of at-a-glance words, readers need to consistently and repeatedly read a word correctly. [This requires] a lot of accurate reading…struggling readers [should] read at least as much as the achieving readers at their grade level. (2009, p. 38).

He cites what he sees as “one of the greatest failures of the [U.S.] federally funded Title I remedial reading and special education programs: Neither program reliably increased the volume of reading that children engaged in” (2006, p. 43). In fact, the amount of reading was often reduced.

But struggling students won’t read very much – either at school or at home – if texts are uninteresting to them. This is where relevance comes in. According to Allington, if we want students to read a lot they must see the point of reading. But if we force them to read books they aren’t interested in and bombard them with reading strategies, along with “comprehension” tasks that just require them to recall and retell, they may never realize that reading has a point. He comments:

I fear that we will continue to develop students who don’t even know that thoughtful literacy is the reason for reading. (2006, p. 116)

So relevance is valuable in two ways: it helps students learn about “life” and the real world, and it helps them learn how to read.

 

First Class: Tracking wellness

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I (Clare) am following this amazing new blog Eureka Research: Exploring Wellness through digital techniques: http://eurekaresearch.wordpress.com/2014/10/22/first-class-tracking-wellness/
This recent post is about the guidance counsellor who is working with secondary school students to track their wellness and well-being using a number of on-line tools. Wow! This is an amazing use of technology and from the photos it seems the students are very much engaged. I look forward to reading updates on the work and study of the on-line tools.

cathkaiser's avatareureka research

I am in the middle of running my five classes on using a website to track moods, goals, tips, etc.  The website is called Facingus.org and what I like about it is that it is hands on and interactive. Students explored for parts of the site:  Journal, Wellness Tracker, Wellness Plan and Wellness Book (Tips).  This took almost the full hour to explore.  Students wrote for 5 minutes in the online journal – some where very engaged and some struggled quite a bit. I did catch a couple of students reading a book on their laps!  I did also have a couple of students asking if they could have more time to write 🙂

For the Wellness Tracker, I had them focus on three aspects – Well-being (track daily), Symptoms (track daily and weekly) and Lifestyle (track daily).  What I liked about this section, is that there were a lot…

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All About Me Texts

classroom teachers, digital technology, education, graduate students, literacy, literacy, Literacy teacher educators, Teacher education,

We had an amazing literacy class yesterday. We (Clare and Lydia) along with the student teachers in our P/J and J/I literacy courses shared our All About Me texts. As a class we meet weekly in a designated classroom on campus, but this week class was extra special, as Clare graciously invited us into her home to share our texts in a more personal space. The student teachers engaged a rich array of storytelling formats including – playbills, a message in a bottle, interactive ABC books, puzzles, dual language texts, a personal timeline plotted out with illustrated cityscapes, e-books, comic strips, Pokémon cards, nesting boxes housing artifacts documenting developmental milestone – to share aspects of themselves to an attentive audience of their peers. The depth of thought and creativity communicated through their texts was truly impressive and inspiring. I’m sure the children/youth they’ll be teaching in their upcoming placements will enjoy these texts as much as we all did. It was a truly enjoyable day. Thank you to all the student teachers in our literacy community!!

 

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Teachers Speak Up on Work-Life Balance

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Earlier this year the Canadian Teachers’ Federation conducted a survey to gain insight into the obstacles teachers face trying to achieve a work-life balance. The survey found sources of stress for teachers both inside and outside the classroom. In total, 8,096 teachers responded.

Inside the classroom, 95% of teachers felt that they had the “inability to devote desired time to individual students.” While outside of the classroom, 88% expressed they did “not have enough time with own children.” Other school related stresses included: interruptions to teaching by students; student absenteeism; and students’ home life and health related issues.

The five actions recommended to relieve some of these stressors are familiar suggestions. Since I have been in the field of teaching I have heard demands for all of the recommendations given. They include: reduced class sizes; improve support for children with special needs; give more time for planning and preparation; reduce demand of non-teaching related activities; and improve resources. Most of these suggestions require money, and a lot of it. Are these recommendations realistic? How else can we think about promoting better work-life balance for our teachers?

Read more about this issue here:

http://educhatter.wordpress.com/2014/05/06/teacher-stress-if-class-composition-is-the-problem-is-more-money-the-answer/#comments

teacherstressctf14Take a look at this graphic which complies information gathered from the survey:

10 things your child’s teacher wants to say to you

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I (Clare) came across this “open letter” to parents by by Lyndsi Frandsen which I found very interesting. As many schools gear up for Curriculum Night where teachers meet the parents of their students for the first time, I thought this article very relevant. As teachers we so often are misunderstood.Below is the full letter and here is a link to the website>

http://www.ksl.com/?nid=1009&sid=31768239#h1KcVQ2c2uGwgOcx.01

SALT LAKE CITY — Teachers can be a misunderstood breed. A lot of times we find ourselves taking the blame for anything and everything. Your child failed a test? Blame the teacher. Your child got pushed down on the playground? Blame the teacher. You’re having a bad hair day? Blame the teacher.

But have you ever thought about what your child’s teacher would say if the teacher could speak openly and honestly, without any backlash? I interviewed dozens of my fellow teachers and colleagues. Using their comments, I compiled what I hope will be a helpful list of suggestions to improve the parent-teacher dynamic.

Now, before you call an emergency neighborhood meeting and start writing “1,000 things parents wish they could say to their child’s idiotic teacher,” take a step back. Give these teachers the benefit of the doubt, and know the educators who weighed in on this are wonderfully talented, kind, educated, adoring teachers who love what they do.

(On a side note: As I was reaching out to teachers, I felt like I should title this “The help: teacher edition.” It took a lot of coaxing and reassurance in order to get them to talk.)

“Thank you for sharing your child with me each day. … Thank you for trusting me with your most prized possessions. Thank you for helping me create the “magic” that is learning, educating and inspiring.”

1. I can’t do it alone

I am here to tell you that whatever is accomplished during the long school day can be completely undone in just a few hours at home. I am only human. I can’t snap my fingers and get your child to the target reading level. Will I try my hardest? Yes. Will I ever stop trying? No. But if you aren’t actively engaging with your child and reinforcing learning at home, you are robbing your child of opportunities otherwise. I am giving your child the best hours of my day. Please be willing to give your child minutes of your day to spend on homework, reading, etc.

2. I never stop thinking about your child

Even when I am finally home and able to focus on my own little ones, I am still thinking about yours. I am constantly thinking about how to help them overcome educational barriers. I am continuously brainstorming how I can cater to their various learning styles. But it doesn’t end there. I lose sleep thinking about the much-too-heavy-burdens of life their tiny shoulders carry around. I worry about their future and the scary world they will grow up in. I love them fiercely and they are always on my mind.

3. Yes, I am saying your child is lying

I am an adult. I am not a mean, petty, immature teenager who makes up rumors to make your child look bad. If I tell you your child called a classmate a name — then your child did. If I tell you your child refused to complete work — then your child did. Please believe the 30-year-old adult and not your 8-year-old child.

4. We are all cheering for the same team

I know this may come as a surprise to you, but I am not the enemy. Like you, I love your child. Like you, most days I invest more time and money in the children, than I do in myself. Like you, I want what’s best for them. So, when you feel tempted to tell me all the reasons why I treat your child unfairly, or am out to get your child, please remember that. When I hold your child accountable, I’m not treating your child unfairly. When I challenge your child academically, I am not out to get your child. The end.

5. We really don’t think every child needs medication

One teacher (and mother) I talked to learned this lesson firsthand. After her own child was diagnosed with a processing disorder, she realized he just might need medication to help him focus. It was a hard fact to swallow: that the medication she had been so against was the missing piece of the puzzle. Her words: “You would not consider keeping a child from their asthma medication because it would change who they are, so why would you consider keeping a child from medicine that would help them to be their best self?

Medication is not a death sentence. It does not mean that they are dumb or out of control. It does not mean they are ‘one of those kids.’ ” Teachers observe every type of child on a daily basis. Being receptive to their observations and opinions just may pay off for your child. Parents need to advocate for their children. Sometimes, they don’t know how or where to begin. And that’s where we come in.

6. The way you speak about education directly influences your child’s opinion

If you place great value on learning, your children will. If you speak kindly about their teacher, they will. If you tell them they have test anxiety, they will. If you treat school as a chore, they will. If you have high expectations for them, they will.

7. Your child doesn’t have any friends because he is unkind

I understand this isn’t a fact 100 percent of the time. But generally speaking, if your child is kind, compassionate and friendly, then other children will want to be your child’s friend. Funny how that works, isn’t it? It is your responsibility to teach your child how to be a good friend. If your children are hearing you gossip, belittle and exclude others, chances are they will be the same kind of friend you are.

8. It’s OK to let your child struggle

This is how we learn and grow. I understand your overwhelming desire to intervene at the drop of a hat. I understand it is hard to watch your child go through hard things and sometimes fail. I don’t like to watch your child struggle either. But if we do everything for them, they will never be able to do anything for themselves.

9. Your appreciation goes a long way

We don’t want you to feel bad for us. We chose this profession, and if we could go back and do it again … we would be doctors. Just kidding. We would do it all over again. Teachers just want to feel valued and appreciated. Our payoff (clearly) doesn’t come in the form of a check. It comes with watching your child grow and develop a love of learning. Parents who express their gratitude underestimate how far that really goes. So, write a thank-you note every now and again, tell us what a good job we are doing, and spoil the living daylights out of us during teacher appreciation week. (Kidding … sort of.)

10. Thank you

A well-known teacher that has a wonderful reputation with students, parents and colleagues said it perfectly:

“Thank you for sharing your child with me each day. Thank you for taking an interest in what he/she is doing. Thank you for caring about your child enough to let them fail from time to time, but being there to pick them up, brush them off, and help them grow from the experience. Thank you for investing time in your child. It is the most valuable gift you can give them. Thank you for taking time away from your phone or your computer to really be there for them. Thank you for teaching your child responsibility. Thank you for helping them realize that the choices they make are their choices and the consequences, good or bad, are not because of someone else. Thank you for letting me be a part of the ‘village’ that gets to help raise your child. Thank you for the opportunity I get to make a difference in their life. Thank you for trusting me with your most prized possessions. Thank you for helping me create the “magic” that is learning, educating and inspiring.”

Lyndsi Frandsen is the creator of the Facebook page For All Momkind and author of the For All Momkind blog. She has many titles, including wife, kindergarten teacher, sister and her favorite title, Mom.

Can Reading Comprehension be Taught?

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I (Clare) recently read in Teachers College Record a fascinating commentary about reading comprehension by Daniel T. Willingham & Gail Lovette – Can Reading Comprehension Be Taught? http://www.tcrecord.org/Content.asp?ContentId=17701Amelia1stDay

For those of you who teach literacy in elementary school or teach literacy methods courses in teacher education programs you might find their analysis of why teaching comprehension very interesting. In my local school districts teaching specific comprehension strategies seems to be the latest bandwagon. On one level I think direct instruction on how to comprehend/make sense of text can help struggling readers.

On the other hand, one of my issues is with the way these strategies are taught. These comprehension strategies are listed on a poster and students are expected to use those specific 8 strategies. They are drilled over and over and over on them. If a student does not “get them” the first ten times of drilling will they ever get them?

So I found Willingham and Lovette’s explanation informative on why this approach can work interesting:

The funny thing about reading comprehension strategy instruction is that it really shouldn’t work, but it does. This commentary seeks to provide insight into how it should work and guidance on effective strategies for implementation.

They provide reasons why teaching comprehension strategies work:phone1

Here’s our interpretation. The vague Ikea instructions aren’t bad advice. You’re better off taking an occasional look at the big picture as opposed to keeping your head down and your little hex wrench turning. Likewise, RCS encourage you to pause as you’re reading, evaluate the big picture, and think about where the text is going. And if the answer is unclear, RCS give students something concrete to try and a way to organize their cognitive resources when they recognize that they do not understand.

 RCS instruction may be at its best in telling students what reading is supposed to be. Reading is not just about decoding; you are meant to understand something. The purpose is communication. This message may be particularly powerful for struggling readers, whose criterion for “understanding” is often too low (Markman, 1979). One of us works extensively with struggling adolescent readers who frequently approach the task of reading as getting to the last word on the page.

I think one of the ways to go forward is to provide students with many comprehension strategies. I know that when I read I use many more than 8 strategies. If you want to read the entire commentary (which is not too long) here is the article. I will definitely use this article with my teacher education students.Can Reading Comprehension Be Taught

 

 

Working to Make a Difference

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A GTA first grade teacher, Asa Schoondenbeek, is one of 35 recipients of the Prime Minister’s Awards for Teaching Excellence. Mr. Schoondenbeek began a lunchtime reading club for first and second grade boys at his school. During his lunch hour he dresses up as a superhero and reads to boys who choose to be in the club. One of the young boys in the club told CBC News that the reading program is fun because “you get to read and you get to pick any book we want to read.” Parents and the school’s community council nominated Schoondenbeek for the award because they appreciated his efforts and commitment to students.

Link to the CBC news story: http://www.cbc.ca/news/world/asa-schoonderbeek-wins-prime-minister-s-award-for-teaching-excellence-1.2798451

‘H’ints and ‘H’appiness: Literacy learning in FDK

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With the first month of school soon behind us I (Yiola) want to share some examples of my 4 year old daughter’s (Sylvia Clare) literacy learning in Full Day Kindergarten (FDK).

Example 1:  Phonemic awareness.  Sylvia Clare must be learning about the letter H.  On more than one occasion she has demonstrated her understanding of phonemes and phoneme isolation.  I said, “Sylvia Clare you must be hungry”. Sylvia Clare paused and responded, “Mommy, is hungry like Henry? huh huh huh.” I paused in surprise of her observation and connection and simply said, “Yes”.   Later in the evening I said, “Hendrix and Orion are going to visit soon” and Sylvia Clare responded, “Hendrix is like hungry and Henry, right mommy?”

Example 2:  Letter recognition.  One night earlier this week while tucking Sylvia Clare in bed I noticed she was curled in the most unusual position. I observed but said nothing. Just as I was about to pull the bed sheets up Sylvia Clare said, “Mommy, what letter do I look like?”   I respond, “hmmmm, interesting. I’m thinking you look like an I?”  Sylvia Clare laughs, “Noooooo. What letter do I look like mommy?”

She is also taking objects and forming letters. For example, while playing outside, she took two twigs and  placed them together to form the letter “V” and asked, “Does this look like a letter mommy? What letter is this?”

Example 3: Vocabulary development and comprehension.  More and more Sylvia Clare comes home with stories. Vivid stories. Curious stories.  Each day her stories grow in detail and description. The other day she explained she went on a trip to the forest in search of an oak tree. She shared,  “On the way to the forest, I held a boy’s hand [she paused and blushed]. His name is *Sam (changed) and he is in SK (senior kindergarten) so he is bigger.  I fell down on my way to the forest but I did not get hurt and the teacher gave me a bandaid. The forest close to the park mommy, you know the one we always go to.  We went into the forest just a little, not deep in the forest, only at the entrance. There we found a humungous oak tree. It had 4 trunks and they went out like this (uses her arms and points in four different directions). So it really looked like four trees stuck together. We looked at the bark”.  I asked if it was an angel oak tree. She was not sure but she continued to share news about her experience.

Example 4: Confidence.  Sylvia Clare drew a map of the world at home, wrapped it up and took it to school. I thought nothing of this as I dropped her off in the morning. Then I realized I left her lunch bag at home! I scrambled home and rushed back to the school to bring her  lunch.  By the time I returned to the school the children were engaged in outdoor play/education/inquiry.  I saw Sylvia Clare standing with one of her teachers, her map open and making reference to it. The teacher saw me and smiled, “Sylvia Clare is reading her map and we are now trying to find the treasure”.  How wonderful to see play and literacy in harmony. A reader is a person who reads. Sylvia Clare was demonstrating she is a reader. Then, at the end of the day when I went to pick her up she had another paper in hand. I asked, “What did you work on today?” and Sylvia Clare explained that she lost her map so she made another one – she developed a graphic organizer, a way to read, understand and appreciate the world. My thoughts:  thank you teachers, for providing the time and space for Sylvia Clare to engage in what interests her and thank you for appreciating those interests.

On her own, without probe, Sylvia Clare is offering hints of literacy teaching and learning.  With sly enthusiasm she is sharing her learning with me, in subtle, whimsical ways. She is sharing her achievements and understandings and I can tell she is proud that she is learning new things.  What excites me is that her learning is evident; in her sharing, practice and happiness. It is not coming home by way of worksheets or alphabet books.  I look forward to seeing and sharing what the upcoming months hold.