Monday, April 27, 2009
Poetry Portal!
Need more poetry in your life? Want to marinate your students in poetry? Check out the Online Poetry Classroom for more than 2,000 poems, links, curriculum units and lesson plans, and biographies of poet: http://www.poets.org.
Thursday, April 23, 2009
Writer's Notebooks
If my house was on fire (God forbid!), I would grab my son's baby pictures, my brother's ID bracelet, and all my writer's notebooks. Even better than photo albums (which are all now electronic anyway), my writer's notebooks are a time capsule of my life, my thinking, and (hopefully) my growth over the years (I have been keeping a writer's notebook since second grade - not a diary!). Just last week, I took a little tour of my 30's by revisting my writer's notebooks. I found so many quotes, so many "Aaaha!" moments, and so many dreams still living and still reaching out to me.
Here are thoughts from fellow writer's notebook lovers, quotes I dedicate to treasured friends Bonnie Campbell Hill and Carrie Ekey as they work on their book chapters about writing this very week :)
Cheers and happy writing!
Laura
"I always tell kids that the most important book I've written is one that will be published: my writer's notebook. As the TV commercial used to say, I don't leave home with it!"
Ralph Fletcher
"The writer's notebook provides conditions that are necessary for students to grow into strong writers...The writer's notebook gives kids a place where they can enjoy language for its own sake..."
Ralph Fletcher
It's a Place
Why am I keeping this notebook?
Because it's a place where I can
keep track of my life.
It's a place where I can observe
closely
And where I can store little pieces of
strength.
It's a place where I can keep the elements
of Life
(lightning, fire, ice, time, and space)
and Writing
(poetry, words, eyes).
It's a place where tales weave.
All in all
It's a place for ME.
"A notebook is a receptacle, a tool, a way to hold on to things. Students should view notebooks as documents of their lives; they learn not only to honor what they see but to look in the first place. If students become more aware of the world around them and know there is a place for these observations, then this awareness will be more naturally included in their own writing. They will learn to think on the page, so their notions of what's possible in writing become less limited."
Joanne Hindley Salch
"Always, though, I write my stories out first in a notebook. That works best for me. Pencils are easy to carry and I can take them any place I go. I have written in dentist' waiting rooms, in my car during a traffic jam, and in a floating chair in our swimming pool. Sometimes I get an idea when I don't have my notebook with me. What a disaster!"
Eve Bunting
"Writing in a notebook is a way to fuel up. Supreme superior unleaded. And it's free!"
Naomi Shihab Nye
Here are thoughts from fellow writer's notebook lovers, quotes I dedicate to treasured friends Bonnie Campbell Hill and Carrie Ekey as they work on their book chapters about writing this very week :)
Cheers and happy writing!
Laura
"I always tell kids that the most important book I've written is one that will be published: my writer's notebook. As the TV commercial used to say, I don't leave home with it!"
Ralph Fletcher
"The writer's notebook provides conditions that are necessary for students to grow into strong writers...The writer's notebook gives kids a place where they can enjoy language for its own sake..."
Ralph Fletcher
It's a Place
by 5th Grade Poet, John Mihaltses of Long Island, NY
Why am I keeping this notebook?
Because it's a place where I can
keep track of my life.
It's a place where I can observe
closely
And where I can store little pieces of
strength.
It's a place where I can keep the elements
of Life
(lightning, fire, ice, time, and space)
and Writing
(poetry, words, eyes).
It's a place where tales weave.
All in all
It's a place for ME.
"A notebook is a receptacle, a tool, a way to hold on to things. Students should view notebooks as documents of their lives; they learn not only to honor what they see but to look in the first place. If students become more aware of the world around them and know there is a place for these observations, then this awareness will be more naturally included in their own writing. They will learn to think on the page, so their notions of what's possible in writing become less limited."
Joanne Hindley Salch
"Always, though, I write my stories out first in a notebook. That works best for me. Pencils are easy to carry and I can take them any place I go. I have written in dentist' waiting rooms, in my car during a traffic jam, and in a floating chair in our swimming pool. Sometimes I get an idea when I don't have my notebook with me. What a disaster!"
Eve Bunting
"Writing in a notebook is a way to fuel up. Supreme superior unleaded. And it's free!"
Naomi Shihab Nye
Monday, March 16, 2009
Comfort Quotes
In the primer of Life, the first lesson is Love.
Joan Walsh Anglund
God leads men into deep water not to drown them but to cleanse them.
Artist Todd Mossman
We are well practiced at educating the mind for critical reasoning, critical writing, and critical speaking, as well as for scientific and quantitative analysis. But is this sufficient? In a world beset with conflicts internal as well as external, isn't it of equal if not greater importance to balance the sharpening of the intellects with the systematic cultivation of our own hearts? Arthur Zajonc, Love and Knowledge: Recovering the Heart of Learning Through Contemplation, delivered at the "Contemplative Practices in Education: Making Peace in Ourselves and Peace in the World" conference at Columbia University, February 13, 2005
If you are going through hell, keep going.
Winston Churchill
Joan Walsh Anglund
God leads men into deep water not to drown them but to cleanse them.
Artist Todd Mossman
We are well practiced at educating the mind for critical reasoning, critical writing, and critical speaking, as well as for scientific and quantitative analysis. But is this sufficient? In a world beset with conflicts internal as well as external, isn't it of equal if not greater importance to balance the sharpening of the intellects with the systematic cultivation of our own hearts? Arthur Zajonc, Love and Knowledge: Recovering the Heart of Learning Through Contemplation, delivered at the "Contemplative Practices in Education: Making Peace in Ourselves and Peace in the World" conference at Columbia University, February 13, 2005
If you are going through hell, keep going.
Winston Churchill
Tuesday, February 10, 2009
BLESSED with SECOND LANGUAGES and DIVERSE CULTURES: Supporting Literacy Journeys of Linguistically and Culturally Diverse Students
In honor of my beloved god-nephews, Kadeem and Isaiah, the son's of my treasured friend and mentor Dr. Carol Wilcox of Denver Public Schools, and for the incredible international school students I serve in my collaborations with their brilliant and giving teachers...
PROFESSIONAL RESOURCES FOR DEVELOPING Culturally Connected CLASSROOMS and Responsive LEARNING:
Akhavan, Nancy. (2006). Help! My Kids Don’t All Speak English: How to set up a language workshop in your linguistically diverse classroom. Portsmouth, NH: Heinemann.
Au, Kathryn H. (1993). Literacy Instruction in Multicultural Settings. New York: Harcourt Brace.
Benson, Laura. (2004). Deep Thinking: Sustaining Students’ Strategy Learning to Cultivate Their Independence. IRA. The Colorado Communicator, (27), 72 – 87.
Benson, Laura. (2003). Drawing From Our Well: Creating Writing Lessons from Our Reading Journeys, Part One. IRA. Colorado Reading Council Journal.. (26), 18 – 24.
Benson, Laura. (2001). Living a Literate Life. IRA. The Colorado Communicator, (25), 1 and 39 – 51.
Benson, Laura. (2005). Promising Stories: Culturally Responsive Literacy Learning and Teaching. IRA. The Colorado Communicator.
Brown, D. (2002). Becoming a Successful Urban Teacher. Portsmouth, NH: Heinemann.
Buhrow and Garcia. (2006). Ladybugs, Tornadoes, Swirling Galaxies: English Language Learner Discover Their World Through Inquiry.
Cushman, K. (2003). Fires in the Bathroom: Advice for Teachers From High School Students. New York, NY: The New Press.
Darling-Hammond, L., Ancess, J., and Falk, B. (1995). Authentic Assessment in Action: Studies of Schools and Students at Work. New York: Teachers College Press.
Delpit, Lisa. (1995). Teaching Other People’s Children. New York: The New Press.
Doubek, M. Brandon & Cooper, Eric. Closing the gap through professional development: Implications for reading research. Reading Research Quarterly. IRA.
Foster, M. (1995). African American teachers and culturally relevant pedagogy. In J.A. Banks, & C.A.M. Banks (Eds.), Handbook of Research on Multicultural Education (pp. 570-581). New York: Macmillan.
Freeman, David and Freeman, Yvonne. English Language Learners: The Essential Guide. New York, NY: Scholastic. [*numerous titles]
Gay, G. (2000). Culturally Responsive Teaching: Theory, Research, & Practice. New York: Teachers College Press.
Gordon, B.M. (1993). African American cultural knowledge and liberatory education; Dilemmas, problems, and potentials in a postmodern American society. Urban Education, 27(4), 448-470.
Greene, S., & Abt-Perkins, D. (2003). Making Race Visible: Literacy Research for Cultural Understanding. New York, NY: Teachers College Press.
Hale, J. (2001). Learning While Black: Creating Educational Excellence for African American Children. Baltimore, MD: The Johns Hopkins University Press.
Hilliard, Asa. (1991). Testing African American Students. Chicago, IL: Third World Press.
Jackson, Yvonne. (2004). Unlocking the Potential of African American Students: Keys to Reversing Underachievement. Theory Into Practice, 44(3), 203-210.
Krashen, S.D., & Terrell, T.D. (1983). The natural approach: Language acquisition in the classroom. New York: Pergamon.
Ladson-Billings, G. (1995a). But that's just good teaching! The case for culturally relevant pedagogy. Theory Into Practice, 34(3), 159-165.
Ladson-Billings, G. (1994). The Dreamkeepers: Successful Teachers of African American Children. San Francisco, CA: Jossey-Bass.
Ladson-Billings, G. (1995b). Multicultural teacher education: Research, practice, and policy. In J.A. Banks & C.A.M. Banks (Eds.), Handbook of Research on Multicultural Education (pp. 747-759). New York: Macmillan.
Lazar, Althier. (2004). Learning to Be Literacy Teachers in Urban Schools: Stories of Growth and Change. Newark, DE: International Reading Association.
Levine, Mel. (2006). Celebrate Strengths, Nurture Affinities. Education Leadership.
Lipman, P. (1995). "Bringing out the best in them": The contribution of culturally relevant teachers to educational reform. Theory Into Practice, 34(3), 202-208.
Mahiri, Jabari. (1998). Shooting for Excellence –African American and Youth Culture in New Century Schools. New York: Teachers College Press.
Mahiri, Jabari. (2004). What They Don’t Learn in School: Literacy in the Lives of Urban Youth. New York: Peter Lang.
Mann, Augusta. Touching the Spirit. In Press.
Mohr, Kathleen and Mohr, Eric. (2007). Extending english-language learners' classroom interactions using the Response Protocol. The Reading Teacher, 60(5.4), 440-450.
Morrell, E. (2004). Linking Literacy and Popular Culture: Finding Connections for Lifelong Learning. Norwood, MA: Christopher-Gordon Publishers, Inc.
Pewewardy, C.D. (1994). Culturally responsive pedagogy in action: An American Indian magnet school. In E.R. Hollins, J.E. King, & W.C. Hayman (Eds.), Teaching Diverse Populations: Formulating a Knowledge Base (pp. 77-92). Albany: State University of New York Press.
Philips, S.U. (1983). The Invisible Culture: Communication in Classroom and Community on the Warm Springs Indian Reservation. Prospect Heights, IL: Waveland.
Ritchhart, Ron. (2002). Intellectual Character. San Francisco, CA: Josey Bass.
Rome, Stefanie. (2006). The National Urban Alliance for Effective Education Teaching for Intelligence Conference. Minneapolis, MN.
Rothstein, A., Rothstein, E., & Lauber, G. (2006). Writing as Learning: A Content-Based Approach. Thousand Oaks, Corwin.
Singleton, Glen (2005). Courageous Conversations. National Urban Alliance for Effective Education Conference.
Taberski, Sharon. (2000). On Solid Ground. Portsmouth, NH: Heinemann.
Tatum, Alfred. (2005). Nurturing Resilience Among African American Adolescent Male in the Literacy Classroom. Colorado Council of International Reading Association Conference.
Tatum, Alfred. (2005). Teaching reading to black adolescent males: Closing the achievement gap. Portland, ME: Stenhouse.
Teale, William. & Gambrell, Linda. (2007). Raising Urban Students’ Literacy Achievement By Engaging in Authentic, Challenging Work. The Reading Teacher, 60(8), 728 – 739.
Uribe, Maria and Nathenson-Mejia, Sally. (2008). Literacy Essentials for English Language Learners: Successful Transitions. New York: Teachers College Press.
Wolfe, Patricia. (2001). Brain Matters: Translating Research into Classroom Practice. Alexandria, VA: ASCD.
Wong Fillmore, L. (1991). Second-language learning in children: A model of language learning in social context. In E. Bialystok (Ed.), Language processing in bilingual children (pp. 49-69). New York: Cambridge University Press.
PROFESSIONAL RESOURCES FOR DEVELOPING Culturally Connected CLASSROOMS and Responsive LEARNING:
Akhavan, Nancy. (2006). Help! My Kids Don’t All Speak English: How to set up a language workshop in your linguistically diverse classroom. Portsmouth, NH: Heinemann.
Au, Kathryn H. (1993). Literacy Instruction in Multicultural Settings. New York: Harcourt Brace.
Benson, Laura. (2004). Deep Thinking: Sustaining Students’ Strategy Learning to Cultivate Their Independence. IRA. The Colorado Communicator, (27), 72 – 87.
Benson, Laura. (2003). Drawing From Our Well: Creating Writing Lessons from Our Reading Journeys, Part One. IRA. Colorado Reading Council Journal.. (26), 18 – 24.
Benson, Laura. (2001). Living a Literate Life. IRA. The Colorado Communicator, (25), 1 and 39 – 51.
Benson, Laura. (2005). Promising Stories: Culturally Responsive Literacy Learning and Teaching. IRA. The Colorado Communicator.
Brown, D. (2002). Becoming a Successful Urban Teacher. Portsmouth, NH: Heinemann.
Buhrow and Garcia. (2006). Ladybugs, Tornadoes, Swirling Galaxies: English Language Learner Discover Their World Through Inquiry.
Cushman, K. (2003). Fires in the Bathroom: Advice for Teachers From High School Students. New York, NY: The New Press.
Darling-Hammond, L., Ancess, J., and Falk, B. (1995). Authentic Assessment in Action: Studies of Schools and Students at Work. New York: Teachers College Press.
Delpit, Lisa. (1995). Teaching Other People’s Children. New York: The New Press.
Doubek, M. Brandon & Cooper, Eric. Closing the gap through professional development: Implications for reading research. Reading Research Quarterly. IRA.
Foster, M. (1995). African American teachers and culturally relevant pedagogy. In J.A. Banks, & C.A.M. Banks (Eds.), Handbook of Research on Multicultural Education (pp. 570-581). New York: Macmillan.
Freeman, David and Freeman, Yvonne. English Language Learners: The Essential Guide. New York, NY: Scholastic. [*numerous titles]
Gay, G. (2000). Culturally Responsive Teaching: Theory, Research, & Practice. New York: Teachers College Press.
Gordon, B.M. (1993). African American cultural knowledge and liberatory education; Dilemmas, problems, and potentials in a postmodern American society. Urban Education, 27(4), 448-470.
Greene, S., & Abt-Perkins, D. (2003). Making Race Visible: Literacy Research for Cultural Understanding. New York, NY: Teachers College Press.
Hale, J. (2001). Learning While Black: Creating Educational Excellence for African American Children. Baltimore, MD: The Johns Hopkins University Press.
Hilliard, Asa. (1991). Testing African American Students. Chicago, IL: Third World Press.
Jackson, Yvonne. (2004). Unlocking the Potential of African American Students: Keys to Reversing Underachievement. Theory Into Practice, 44(3), 203-210.
Krashen, S.D., & Terrell, T.D. (1983). The natural approach: Language acquisition in the classroom. New York: Pergamon.
Ladson-Billings, G. (1995a). But that's just good teaching! The case for culturally relevant pedagogy. Theory Into Practice, 34(3), 159-165.
Ladson-Billings, G. (1994). The Dreamkeepers: Successful Teachers of African American Children. San Francisco, CA: Jossey-Bass.
Ladson-Billings, G. (1995b). Multicultural teacher education: Research, practice, and policy. In J.A. Banks & C.A.M. Banks (Eds.), Handbook of Research on Multicultural Education (pp. 747-759). New York: Macmillan.
Lazar, Althier. (2004). Learning to Be Literacy Teachers in Urban Schools: Stories of Growth and Change. Newark, DE: International Reading Association.
Levine, Mel. (2006). Celebrate Strengths, Nurture Affinities. Education Leadership.
Lipman, P. (1995). "Bringing out the best in them": The contribution of culturally relevant teachers to educational reform. Theory Into Practice, 34(3), 202-208.
Mahiri, Jabari. (1998). Shooting for Excellence –African American and Youth Culture in New Century Schools. New York: Teachers College Press.
Mahiri, Jabari. (2004). What They Don’t Learn in School: Literacy in the Lives of Urban Youth. New York: Peter Lang.
Mann, Augusta. Touching the Spirit. In Press.
Mohr, Kathleen and Mohr, Eric. (2007). Extending english-language learners' classroom interactions using the Response Protocol. The Reading Teacher, 60(5.4), 440-450.
Morrell, E. (2004). Linking Literacy and Popular Culture: Finding Connections for Lifelong Learning. Norwood, MA: Christopher-Gordon Publishers, Inc.
Pewewardy, C.D. (1994). Culturally responsive pedagogy in action: An American Indian magnet school. In E.R. Hollins, J.E. King, & W.C. Hayman (Eds.), Teaching Diverse Populations: Formulating a Knowledge Base (pp. 77-92). Albany: State University of New York Press.
Philips, S.U. (1983). The Invisible Culture: Communication in Classroom and Community on the Warm Springs Indian Reservation. Prospect Heights, IL: Waveland.
Ritchhart, Ron. (2002). Intellectual Character. San Francisco, CA: Josey Bass.
Rome, Stefanie. (2006). The National Urban Alliance for Effective Education Teaching for Intelligence Conference. Minneapolis, MN.
Rothstein, A., Rothstein, E., & Lauber, G. (2006). Writing as Learning: A Content-Based Approach. Thousand Oaks, Corwin.
Singleton, Glen (2005). Courageous Conversations. National Urban Alliance for Effective Education Conference.
Taberski, Sharon. (2000). On Solid Ground. Portsmouth, NH: Heinemann.
Tatum, Alfred. (2005). Nurturing Resilience Among African American Adolescent Male in the Literacy Classroom. Colorado Council of International Reading Association Conference.
Tatum, Alfred. (2005). Teaching reading to black adolescent males: Closing the achievement gap. Portland, ME: Stenhouse.
Teale, William. & Gambrell, Linda. (2007). Raising Urban Students’ Literacy Achievement By Engaging in Authentic, Challenging Work. The Reading Teacher, 60(8), 728 – 739.
Uribe, Maria and Nathenson-Mejia, Sally. (2008). Literacy Essentials for English Language Learners: Successful Transitions. New York: Teachers College Press.
Wolfe, Patricia. (2001). Brain Matters: Translating Research into Classroom Practice. Alexandria, VA: ASCD.
Wong Fillmore, L. (1991). Second-language learning in children: A model of language learning in social context. In E. Bialystok (Ed.), Language processing in bilingual children (pp. 49-69). New York: Cambridge University Press.
Thursday, February 5, 2009
A YEAR of READING ~ for CCIRA Colleagues
Updated Bibliography [*Please check back in soon for more titles! Thank you :)]
Read More About It!
RESEARCH References & Unit Planning Resources
Akahavan, Nancy. (2004). How to Align Literacy Instruction, Assessment, and Standards And Achieve Results You NEVER Dreamed Possible. Portsmouth, NH: Heinemann.
Atwell, Nancie. [numerous texts]
Benson, Laura. 2004. Deep Thinking: Sustaining Students’ Strategy Learning to Cultivate Their Independence. The Colorado Communicator 27, no. 3, 72 – 87. Denver, CO: Colorado International Reading Association.
Benson, Laura. 1996. Intellectual Invitations: Helping Readers Grow with Grouping Practices. The Journal. Denver, CO: Colorado International Reading Association.
Benson, Laura. 2002. Living Literate Lives: The Long & Short of It – Short and Spirited Texts. The Colorado Communicator 25, no. 3, 34 – 50. Denver, CO: Colorado International Reading Association.
Brand, Max & Brand, Gayle. (2006). Practical Fluency: Classroom Perspectives, Grades K-6. Portland, ME: Stenhouse.
Brown, Dave. 2002. Becoming a Successful Urban Teacher. Portsmouth, NH: Heinemann.
Caine, R.N., and Caine, G. 1994. Making Connections: Teaching the Human Brain. Menlo Park, CA: Addison Wesley.
Cole, Ardith Davis. Knee to Knee, Eye to Eye: Circling In On Comprehension. Portsmouth, NH: Heinemann.
Collins, Kathy. (2004). Growing Readers. Portland, ME: Stenhouse.
Danielson, Charlotte. (2007). Enhancing Professional Practice: A Framework for Teaching, 2nd Edition. ASCD
Delpit, Lisa. 1995. Other People’s Children: Cultural Conflict in the Classroom. New York, NY: New Press.
Diller, Debbie. (2007). Making the Most of Small Groups: Differentiation for All. Portland, ME: Stenhouse.
Duke, Nell & Bennett-Armistead. (2003). Reading and Writing Informational Texts in the Primary Grades. New York, NY: Scholastic.
Gay, G. 2000. Culturally Responsive Teaching: Theory, Research, and Practice. New York, NY: Teachers College Press.
Haberman, M 1995. Star Teachers of Children of Poverty. West Lafayette, IN: Kappa Delta Pi.
Hill, Bonnie Campbell. (2007). Supporting Your Child’s Literacy Learning: A Guide for Parents. Portsmouth, NH: Heinemann.
Hill, Bonnie Campbell. (2001). Developmental Continuums: A Framework for Literacy Instruction and Assessment K-8. Norwood, MA: Christopher-Gordon. (with CD-ROM).
Howard, T.C. 2001. Powerful Pedagogy for African American Students. Urban Education 36, no 2: 179 – 201.
Kentucky Department of Education. [website documents]
Marzano, Robert. The Art and Science of Teaching. ASCD.
Marzano, R.J., Pickering, D.J. & Pollock, J.E. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. ASCD.
Morrow, L., Tracey, D., Woo, D., Pressley, M. 1999. Characteristics of exemplary first-grade literacy instruction. The Reading Teacher 52, no. 5, 462 – 476.
Quate, Stevi and John McDermott, John. (2009). It’s All About M.E.: Motivation and Engagement. Heinemann.
Ray, Katie Wood. (2006). Study Driven: A Framework for Planning Units of Study in the Writing Workshop. Portsmouth, NH: Heinemann.
Reeves, Douglas. (2003). (Third Edition). Making Standards Work: How to Implement Standards-Based Assessments in the Classroom, School, and District. Englewood, CO: Advanced Learning Press
Ritchhart, Ron. (2002). Intellectual Character.
Thacker, Peter, Conroy, J., Dahl, C., Dorn, S., Fussell, J., Jones, S., Kennebeck, C., Kohlmeyer, J., Siegel, A. (2005). Literacy Strategies across the Curriculum. Oregon Reading Association Annual Conference, Student Research Strand. Portland, OR.
Tomlinson, Carol. 1999. The Differentiated Classroom: Responding to the Needs of All Learners. Alexandria, VA: Association for Supervision and Curriculum Development.
Tomlinson, Carol. 1999. How to Differentiate Instruction in the Mixed Ability Classroom. 2nd ed. Alexandria, VA: Association for Supervision and Curriculum Development.
Yatvin, Donna. (2004). A Room with a Differentiated View.
PEDAGOGY PILLARS ~
So many scholars have shaped and chiseled my teaching.
I stand on the shoulders of my mentors as I work to plan and offer students edifying units of study.
Students as Teachers: First and forever, my Students
Portraits, Possibilities, Exemplars: Katie Wood Ray & Lisa Cleaveland;
Nancy Akhavan; Charlotte Danielson; Kathy Collins; JoAnn Portalupi & Ralph Fletcher; Judy Davis & Sharon Hill; Nancie Atwell; Columbia University Teachers College; Project Zero’s Performances of Understanding; Robert Marzano, Debra Pickering, & Jane Pollock
The Rocket Fuel of Inquiry: Katie Wood Ray; Jerome Harste & Kathy Short
The Importance of Knowing Each Child & Responding to All Students: Shelley Harwayne; Bonnie Campbell Hill; Sharon Taberski; Donna Yatvin; Debbie Diller; Irene Fountas & Gay Su Pinnell; Franki Sibberson & Karen Szymusiak; Carol Tomlinson; Marie Clay; Margaret Mooney; Carrie Ekey; Cathy Mere; My son, Tim, and my Nieces & Nephews
The Compass of Generative Topics & Creating Curriculum with Students: Ron Ritchhart, David Perkins, & Tina Blythe; Katie Wood Ray; Stevi Quate; Georgia Heard; Franki Sibberson & Karen Szymusiak
The Goal of Enduring Understandings: Grant Wiggins & Jay McTighe; Ron Ritchhart;
Douglas Reeves, Larry Ainsworth, & Lisa Almeida
The Power of Patterns: Larry Ainsworth; Eric Jensen; Pat Wolfe; Caine & Caine; Art Costa
The Necessity of Intensive Instruction: Mike Schmoker; P. David Pearson & Meg Gallagher; Janet Allen; Kelly Gallagher; Frank Serafini; James Stronge; Robert Marzano; Michael Fullan
The Compass of Authentic Literacy: Richard Allington; Mike Schmoker; Jan Dole, P. David Pearson, Laura Roehler, & Gerald Duffy; Don Graves; Mary Ellen Giacobbe; Jane Hansen; Shelley Harwayne; Sharon Taberski; Angela Peery; Nell Duke; Bonnie Campbell Hill; Carol Wilcox; Regie Routman; Harvey Daniels; Ralph Fletcher; Nancie Atwell; Stephen Krashen; Frank Smith; Jim Trelease
The Linkages in Literacy Processes: Linda Dorn & Carla Soffos; Linda Hoyt; Gretchen Owocki; Linda Rief; Gay Su Pinnell & Irene Fountas; Regie Routman; Carol Wilcox
…and every year I hope I grow stronger and more compassionate and in sculpting literacy learning for students.
Read More About It!
RESEARCH References & Unit Planning Resources
Akahavan, Nancy. (2004). How to Align Literacy Instruction, Assessment, and Standards And Achieve Results You NEVER Dreamed Possible. Portsmouth, NH: Heinemann.
Atwell, Nancie. [numerous texts]
Benson, Laura. 2004. Deep Thinking: Sustaining Students’ Strategy Learning to Cultivate Their Independence. The Colorado Communicator 27, no. 3, 72 – 87. Denver, CO: Colorado International Reading Association.
Benson, Laura. 1996. Intellectual Invitations: Helping Readers Grow with Grouping Practices. The Journal. Denver, CO: Colorado International Reading Association.
Benson, Laura. 2002. Living Literate Lives: The Long & Short of It – Short and Spirited Texts. The Colorado Communicator 25, no. 3, 34 – 50. Denver, CO: Colorado International Reading Association.
Brand, Max & Brand, Gayle. (2006). Practical Fluency: Classroom Perspectives, Grades K-6. Portland, ME: Stenhouse.
Brown, Dave. 2002. Becoming a Successful Urban Teacher. Portsmouth, NH: Heinemann.
Caine, R.N., and Caine, G. 1994. Making Connections: Teaching the Human Brain. Menlo Park, CA: Addison Wesley.
Cole, Ardith Davis. Knee to Knee, Eye to Eye: Circling In On Comprehension. Portsmouth, NH: Heinemann.
Collins, Kathy. (2004). Growing Readers. Portland, ME: Stenhouse.
Danielson, Charlotte. (2007). Enhancing Professional Practice: A Framework for Teaching, 2nd Edition. ASCD
Delpit, Lisa. 1995. Other People’s Children: Cultural Conflict in the Classroom. New York, NY: New Press.
Diller, Debbie. (2007). Making the Most of Small Groups: Differentiation for All. Portland, ME: Stenhouse.
Duke, Nell & Bennett-Armistead. (2003). Reading and Writing Informational Texts in the Primary Grades. New York, NY: Scholastic.
Gay, G. 2000. Culturally Responsive Teaching: Theory, Research, and Practice. New York, NY: Teachers College Press.
Haberman, M 1995. Star Teachers of Children of Poverty. West Lafayette, IN: Kappa Delta Pi.
Hill, Bonnie Campbell. (2007). Supporting Your Child’s Literacy Learning: A Guide for Parents. Portsmouth, NH: Heinemann.
Hill, Bonnie Campbell. (2001). Developmental Continuums: A Framework for Literacy Instruction and Assessment K-8. Norwood, MA: Christopher-Gordon. (with CD-ROM).
Howard, T.C. 2001. Powerful Pedagogy for African American Students. Urban Education 36, no 2: 179 – 201.
Kentucky Department of Education. [website documents]
Marzano, Robert. The Art and Science of Teaching. ASCD.
Marzano, R.J., Pickering, D.J. & Pollock, J.E. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. ASCD.
Morrow, L., Tracey, D., Woo, D., Pressley, M. 1999. Characteristics of exemplary first-grade literacy instruction. The Reading Teacher 52, no. 5, 462 – 476.
Quate, Stevi and John McDermott, John. (2009). It’s All About M.E.: Motivation and Engagement. Heinemann.
Ray, Katie Wood. (2006). Study Driven: A Framework for Planning Units of Study in the Writing Workshop. Portsmouth, NH: Heinemann.
Reeves, Douglas. (2003). (Third Edition). Making Standards Work: How to Implement Standards-Based Assessments in the Classroom, School, and District. Englewood, CO: Advanced Learning Press
Ritchhart, Ron. (2002). Intellectual Character.
Thacker, Peter, Conroy, J., Dahl, C., Dorn, S., Fussell, J., Jones, S., Kennebeck, C., Kohlmeyer, J., Siegel, A. (2005). Literacy Strategies across the Curriculum. Oregon Reading Association Annual Conference, Student Research Strand. Portland, OR.
Tomlinson, Carol. 1999. The Differentiated Classroom: Responding to the Needs of All Learners. Alexandria, VA: Association for Supervision and Curriculum Development.
Tomlinson, Carol. 1999. How to Differentiate Instruction in the Mixed Ability Classroom. 2nd ed. Alexandria, VA: Association for Supervision and Curriculum Development.
Yatvin, Donna. (2004). A Room with a Differentiated View.
PEDAGOGY PILLARS ~
So many scholars have shaped and chiseled my teaching.
I stand on the shoulders of my mentors as I work to plan and offer students edifying units of study.
Students as Teachers: First and forever, my Students
Portraits, Possibilities, Exemplars: Katie Wood Ray & Lisa Cleaveland;
Nancy Akhavan; Charlotte Danielson; Kathy Collins; JoAnn Portalupi & Ralph Fletcher; Judy Davis & Sharon Hill; Nancie Atwell; Columbia University Teachers College; Project Zero’s Performances of Understanding; Robert Marzano, Debra Pickering, & Jane Pollock
The Rocket Fuel of Inquiry: Katie Wood Ray; Jerome Harste & Kathy Short
The Importance of Knowing Each Child & Responding to All Students: Shelley Harwayne; Bonnie Campbell Hill; Sharon Taberski; Donna Yatvin; Debbie Diller; Irene Fountas & Gay Su Pinnell; Franki Sibberson & Karen Szymusiak; Carol Tomlinson; Marie Clay; Margaret Mooney; Carrie Ekey; Cathy Mere; My son, Tim, and my Nieces & Nephews
The Compass of Generative Topics & Creating Curriculum with Students: Ron Ritchhart, David Perkins, & Tina Blythe; Katie Wood Ray; Stevi Quate; Georgia Heard; Franki Sibberson & Karen Szymusiak
The Goal of Enduring Understandings: Grant Wiggins & Jay McTighe; Ron Ritchhart;
Douglas Reeves, Larry Ainsworth, & Lisa Almeida
The Power of Patterns: Larry Ainsworth; Eric Jensen; Pat Wolfe; Caine & Caine; Art Costa
The Necessity of Intensive Instruction: Mike Schmoker; P. David Pearson & Meg Gallagher; Janet Allen; Kelly Gallagher; Frank Serafini; James Stronge; Robert Marzano; Michael Fullan
The Compass of Authentic Literacy: Richard Allington; Mike Schmoker; Jan Dole, P. David Pearson, Laura Roehler, & Gerald Duffy; Don Graves; Mary Ellen Giacobbe; Jane Hansen; Shelley Harwayne; Sharon Taberski; Angela Peery; Nell Duke; Bonnie Campbell Hill; Carol Wilcox; Regie Routman; Harvey Daniels; Ralph Fletcher; Nancie Atwell; Stephen Krashen; Frank Smith; Jim Trelease
The Linkages in Literacy Processes: Linda Dorn & Carla Soffos; Linda Hoyt; Gretchen Owocki; Linda Rief; Gay Su Pinnell & Irene Fountas; Regie Routman; Carol Wilcox
…and every year I hope I grow stronger and more compassionate and in sculpting literacy learning for students.
Monday, January 26, 2009
The Mightiest Word
What if the mightiest word is love?
Poet Elizabeth Alexander
[*Her words keep chiseling my thinking. Those of us who live with children as parents, teachers, and adminstrators witness this truth everyday. For all the people of all the world, love. To sooth and heal Somolia, to build bridges in Gaza, to feed all the hungry, to mend the souls of wounded spirits, love to all, love forever.]
Poet Elizabeth Alexander
[*Her words keep chiseling my thinking. Those of us who live with children as parents, teachers, and adminstrators witness this truth everyday. For all the people of all the world, love. To sooth and heal Somolia, to build bridges in Gaza, to feed all the hungry, to mend the souls of wounded spirits, love to all, love forever.]
The "Why's" of My Workshop...Apprenticeship Guided by Connected Relationships
It’s about apprenticeship… L. Benson, 2001
[Through the lens of a nonfiction focus, here is a bit of the thinking behind workshop learning and teaching.]
First and foremost, you can initiate and nurture students’ nonfiction comprehension before, during, and after reading by being a role model. Think Alouds in which you model and demonstrate your ways of creating understanding as you read are the foundation upon which to build any of the following learning experiences. As quickly as possible, students can and should serve as additional mentors for one another by thinking aloud and articulating their own ways of creating understanding as they read.
Equally important is collaborative practice. Students need to practice comprehending with their teacher and with each other. As Eric Jensen tells us, all learning is a social act. It’s vital to make the invisible and internal world of reading a more public arena for students’ learning. Asking questions during a guided reading group, reading with a partner, talking about a text in a book club fashion, or predicting what will come next with a partner or small group of book mates are just a few of the ways you can forge collaborative comprehension practice into your students’ literacy learning.
Of course, the goal of all before, during, and after learning experiences is student independence. Building bridges between modeling and collaborative practice to students’ independent reading/learning practice is critical. In other words, the ways we practice comprehending with students are always meant to mirror, if not exactly replicate, what each child needs to do when reading on his/her own. Being explicit about this is essential.
Likewise, modeling, collaborative practice, and independent practice with feedback are critical in supporting students’ growth as nonfiction writers. In addition to our writing demonstrations, encourage and ask students to serve as peer mentors by sharing their nonfiction writing with one another (including their reasons, processes, inspirations, etc.). And lean on your favorite nonfiction writers as you work to reveal all the possibilities that this genre holds for your students.
Most of all, help your students know that none of us is ever done getting better. Let them see you struggle and triumph with your own nonfiction reading and writing. Great teachers exhibit the disposition of learning from their students (Ritchhart, 2000) and are wide awake to their own literate lives (Benson, 1993).
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