Copies of Engaging Literate Minds (plus fun journals and pens) are on my front porch for teachers to pick up today at my house. We will also be reading and discussing this book! What are your initial takeaways, questions, comments so far?
Biggest takeaway: We, as teachers and leaders, can "develop children's social, emotional, and intellectual lives" in the ways we intentionally create community, plan for teaching/learning, and in the language we use throughout the day. It's NOT 30 minutes of an SEL program...it's how we operate throughout the day.
That is a critical takeaway. It is how we live in our classrooms, minute by minute, day by day, every day. I often say that our beliefs are apparent when someone spends a morning in our classrooms.
Yes, so true! The practices in our classrooms are evidence of our beliefs. You can see them from artifacts to language to how we spend time. Years ago, Don Graves made a video in Mary Ellen Giacobbe's classroom. I believe the title was, "One Classroom: A Child's View." In the video, Johanna took Don on a tour of the classroom. Her explicit and thoughtful explanation of what took place in every part of the classroom was evidence that this was a community of learning and learners. There was a sense of purpose in everything they did and knowledge of the procedures. Perhaps having a student explain what happens in a classroom is the best litmus test for checking our beliefs.
Great point and example, Judy. If a student can explain the learning environment, some level of independence and ownership must have been achieved.
We started conducting student-led tours of our school for visitors and prospective families (3rd graders). You can really tell what's a priority by what they point out and remember.
So many important point here Judy. It can take courage to look at our teaching through the eyes of the recipients but that may well lead to the most powerful feedback inspired reflection we can possibly do. Too often we only see our teaching through OUR eyes - not theirs. No matter how intentional we may be, there can often be a mismatch between our view and theirs. And this was captured so beautifully in their book!
Annie Palmer's post addresses this statement very well! I appreciate the table that she included outlining specific practices and how they relate to SEL. I will be sharing with our curriculum writers. We are only just beginning UOS with our younger grades; they were to receive training this spring and then...Covid. I think the chapter and posts about book making will help them see the value - not just for authentic writing but for children themselves.
Great to hear you will be applying these ideas to your current work, Clarene. Are you interested in receiving a free copy of one of Peter Johnston's previous books, either Choice Words or Opening Minds?
I appreciate you bringing this up Clarene. We are so limited in our time, and isolating the curriculum is not usually helpful. Do you have a favorite activity or language stem for creating community in your classroom? Or, find an idea in the book you are taking with you?
Off the top of my head, I would say Read Alouds (shared within the community) and Book Talks (sharing our reading with others). Students learn about each other, shared preferences, and thinking about others (via book recommendations or recognizing when a student may or may not like a book). In Engaging Literate Minds, there are examples of students doing similar sharing/thinking with writing and author choices...no matter the age. I especially like the charts on pages 58-59 that show evidence of student action related to concepts and strategies within writing and thinking about books.
Much to enjoy in this book. What I keep coming back to is "Sweekey" by Paul. This quote (p. 52):
"The date stamps...tells us that Paul worked on Sweekey on and off for seven weeks, returning to it again over twelve weeks later. Anyone familiar with Mo Willems's Pigeon books can see how Paul has drawn on Mo as a mentor. The book was an ambitious project, with a great deal of imaginative detail. It wold not have been produced in a single session or to a deadline."
I think about our instructional plans and how they too often leave out lots of time for students to read, write, think, and rewrite, beyond what a unit of study says it should last. Yet I empathize with teachers who feel pressed to "get it all in". How do you create space and time for kids?
In particular, I would be interested in seeing how other schools project out (vs. plan; see Matt Glover) a unit of study, especially their process and any templates to help frame their work.
I would be interested, also. Ours are typically projected out by our curriculum writer(s), however there is some flexibility for teachers to be responsive to students. While this is where I often help teachers think about their students and planning, I know I have a lot to learn.
I am a campus Instructional Specialist (literacy). For the most part, we have a literacy and math IS on each elementary campus. In fact, I have two others (from other campuses) reading the book with me.
"Sweeky" stood out to me as well! I loved how Paul was invited to return two years later as an author. What a beautiful message Merry is sending to her students through the simple act of inviting him into her class about the importance of their work (and his). It also honours the guest author in his goal of wanting to "tell stories to the world" (p. 61).
Matt, you touched on such an important piece by asking how we might create time and space for kids. I read the most inspiring chapter in Ann Pelo and Margie Carter's book "From Teaching to Thinking" titled Creating a Culture of Inquiry (Chapter 2) in which they compare a transactional/banking/traditional approach to education to having "teacher scripts" where we already have a pre-determined outcome and there is little room for collaborative dialogue or inquiry. They suggest, rather, that educators no longer follow scripts and adopt an improvisational approach where they are more likely to say "yes" and walk alongside their students. I see so many parallels from this chapter (from an inquiry lens) and the four chapters that we have read so far in Engaging Literate Minds. I'm so grateful that you put together this book study, thank you!
Thanks Andrea for making that connection, Andrea. A responsive, student-centered approach to literacy instruction is at the heart of this text. The book you suggest reminds me of Pedagogy of the Oppressed ("banking approach") by P Freire. Reading about education in more oppressive societies helps expand our perspective about the importance of building students' abilities to think critically and clearly.
This morning I'm thinking about an essential quote on page 30: "The focus on intentionality in our talk about books encourages children to initiate literate activity and to act strategically, the former being noticeably absent from many approaches to literacy instruction." How can we change this powerful view of literacy and the central role that children play within that process so that it's no longer "noticeably absent?" I think the word INTENTIONAL is key since we can't expect children to simply assume the talk stage unless we have done the hard work to create a culture of student-centered talk. This culture begins by modeling, supporting and extending this thinking but a culture assumes that we also step out of their way and allow them to apply and practice that modeling. "Literate activity that is strategic" is not just some that we can schedule into the calendar but how we bring that to life in our learning spaces just as the teacher/student samples demonstrate in this beautiful book. Sometimes courageous teaching is about stepping back so that student voices fill the air. We can't wait perfection because the real impact potential comes from the messy learning that leads close to the student centered strategic activity culture we are trying to strengthen. Thus intentionality is essential in promoting strategic action, and this is an ongoing process. I wonder what happen if we had the wisdom to step back during a learning experience to assume the role of curious kidwatchers who look for signs of literate activity and strategic behavior (or lack of). What students DO and DON'T DO are a reflection of the culture we have created (or failed to create YET). What is standing in the way of "literate activity that is strategic" and what can we do to create that culture (which sometimes means addressing the roadblocks. We can read this beautiful book cover to cover again and again, but until we move from admiring or wishing and hoping to action, little will change. Heidi Mills says that HOPE is a verb meaning that "noticeably absent?" is unlikely to change unless we study what we want to see (this book) and then put it into action in the company of children who are patiently waiting to rise to the occasion. Just random morning thoughts tapping on my shoulder.
I agree Mary...INTENTIONAL is the key to ALL of this. Being brave enough to step away from how education is "traditionally" administered to pause, lean in, and listen while the kids take the lead as we bring to life this shift in practice. Taking the wisdom from this book and intentionally step back during the learning experience to assume, as you stated, "The role of curious kidwatcher" in an effort to look for an notice the literate conversations and activities taking place. And if it isn't there yet, the courage to keep working on building the capacity to get them there.
Beautifully said Ryanne! "Being brave enough to step away from how education is "traditionally" administered to pause, lean in, and listen while the kids take the lead as we bring to life this shift in practice..." Brave intentional reflective" and inspired by our own curiosity about children to take the next step and another and another on their behalf. So much goodness in this book that helps us do that!
This book came at the perfect time - in collaboration with kindergarten, first and second grade teachers who expressed their belief that children need isolated phonics instruction for the first six weeks of school before participating in any type of writing instruction. The examples of the children in this classroom who are each teachers as well as learners, the joyful community of writers and readers approximating and growing in literacy beautifully along with the teachers' careful and intention development of social-emotional skills is an exemplary environment for both children and adults. Too many highlighted quotes to share here - so I'll choose one, "to be effective, the big picture must be present in the small moments of classroom life. If we lose track of our larger goals, our moment-to-moment decisions are easily led astray."
I am glad you are finding this book timely and relevant, Deserie. You've noted the reciprocal nature of these classrooms, where everyone is responsible for each other's learning.
"We prefer to view teaching as creating conditions in which children will learn" (p. 33). This book does a fantastic job of helping us to slow down and ask ourselves, what are the conditions we want to create and how will they place our students at the centre? How can we be responsive to their interests and allow their intrinsic motivation to drive their learning? What are my beliefs around the capabilities of early primary learners and their identities as readers and writers? What intentions do I need to set to achieve this depth of learning (and moral agency) in my classroom?
I love not only the permission that the authors give to engage in meaningful learning with children (and the fantastic examples of such learning), and but also the logical rationale behind the approach. For example, that highly sequenced instructional theories that emphasize that "children should learn their letters, sounds, and phonics first [...] do not count on students being motivated, creative problem-solvers or being independently collaboratively engaged" (p. 36). Or, "if we stick solely to delivering the school curriculum, [...] how will we build lifelong learners?" (p. 45).
I loved Laurie's goals of "children researching problems, understanding different perspectives, and working to make a difference. She wants her students to acquire literacy along with a caring, critically engaged understanding of life's social, moral, and intellectual complexities, to take up different perspectives and have a sense of moral agency" (p. 8). With regards to Marni's class, "their willingness to ask questions, express confusions, read critically, and think together to solve problems will not only make them smarter but also bring them closer together" (p. 45). This understanding of creating citizen world-makers who have the skills to think critically, collaborate and engage in meaningful dialogue that drives their learning (in literacy and beyond) is the type of work I believe so deeply in. Ron Berger at Harvard describes meaningful, beautiful, valuable student work and acts https://www.youtube.com/watch?v=pPZqcFfLULE and it has driven my practice. If I am engaged in what we are exploring, it is more likely that my students will be too.
"This willingness to ask, and seek answers to, questions is not only fundamental to research, it is also necessary for citizenship" (p. 6). I love the concept of not only the teacher being a teacher-researcher but also the student. This touches so beautifully on the spirit of inquiry and the deeper joy, purpose and identity that can develop for students as they build on these important skills.
I am wondering about making books in older grades (I teach grade 3). On Fridays, we have free choice Fridays where there is lots of book making, but during the rest of the week the writing is within our current unit and included notebook writing, drafting, revising, etc. with "publishing" looking different depending on the unit. The FCF writing is often, but not always, separate. We project units a la Matt Glover (including his newer book on craft and process) and there is lots of choice within that so just wondering if we are missing out by not doing more book making...
My two cents...be brave and let your "wondering" guide you.. You'd be surprised how much kids put forth when they have agency through voice and choice. Third graders would LOVE this opportunity!
I love that you're asking that question because sometimes "I wonder" can be the gentle nudge to new thinking. And isn't that what great books are supposed to do? I love that connection to Matt's book and offering choice (and even thinking about Shawna Coppola's Redefining Writing. If you use choice to broaden not only the genre but the form it might be an incredible addition to the process and strengthen what you're already doing. Maybe this gentle nudge of Engaging Literate Minds combined with what you're already doing is just what you need right now!
I love that Engaging Literate Minds begins with the chapter on making books from the start. In their words, "once you treat children as authors and illustrators, and engage them in conversation about how authors and illustrations do things, they notice more and more of those things and wonder how and why authors do them." In my mind, there are two critical features at work here: 1) celebrating the reciprocal nature of reading and writing as beautifully evidenced by the Reading As a Writer Chart on page 14; 1) authentic view of what it means to be a writer (who reads) as evidence in the chart of page 15. We can't teach readers if WE aren't readers; and we can't teach writers if we aren't writers. The chart shows me that this teacher writes and thus recognizes the challenges that come with writing (in this case writers block. How would we know that if we didn't experience that. Making books allows us to step into the writing process carrying the experiences we have with books and authors along with us. This is so beautifully illustrated no just on these pages but across the entire book.
Thanks for pointing this out, Mary. There is much to appreciate in the book and it helps to have perspectives such as yours here. Being readers and writers ourselves shouldn't be a big shift but it sometimes can be. Hopefully if educators move toward this type of instruction they will find more time and interest to embrace these identities more.
Biggest takeaway: We, as teachers and leaders, can "develop children's social, emotional, and intellectual lives" in the ways we intentionally create community, plan for teaching/learning, and in the language we use throughout the day. It's NOT 30 minutes of an SEL program...it's how we operate throughout the day.
That is a critical takeaway. It is how we live in our classrooms, minute by minute, day by day, every day. I often say that our beliefs are apparent when someone spends a morning in our classrooms.
I like that last sentence, Kathy: "Our beliefs are apparent when someone spends a morning in our classrooms."
Yes, so true! The practices in our classrooms are evidence of our beliefs. You can see them from artifacts to language to how we spend time. Years ago, Don Graves made a video in Mary Ellen Giacobbe's classroom. I believe the title was, "One Classroom: A Child's View." In the video, Johanna took Don on a tour of the classroom. Her explicit and thoughtful explanation of what took place in every part of the classroom was evidence that this was a community of learning and learners. There was a sense of purpose in everything they did and knowledge of the procedures. Perhaps having a student explain what happens in a classroom is the best litmus test for checking our beliefs.
Great point and example, Judy. If a student can explain the learning environment, some level of independence and ownership must have been achieved.
We started conducting student-led tours of our school for visitors and prospective families (3rd graders). You can really tell what's a priority by what they point out and remember.
What a great way to show visitors around the school. I am going to suggest this at my school.
So many important point here Judy. It can take courage to look at our teaching through the eyes of the recipients but that may well lead to the most powerful feedback inspired reflection we can possibly do. Too often we only see our teaching through OUR eyes - not theirs. No matter how intentional we may be, there can often be a mismatch between our view and theirs. And this was captured so beautifully in their book!
Annie Palmer's post addresses this statement very well! I appreciate the table that she included outlining specific practices and how they relate to SEL. I will be sharing with our curriculum writers. We are only just beginning UOS with our younger grades; they were to receive training this spring and then...Covid. I think the chapter and posts about book making will help them see the value - not just for authentic writing but for children themselves.
Great to hear you will be applying these ideas to your current work, Clarene. Are you interested in receiving a free copy of one of Peter Johnston's previous books, either Choice Words or Opening Minds?
I have Choice Words (hard copies and audible), but I would love a copy of Opening Minds!
Great! Email me at renwickme at gmail dot com with a preferred mailing address and I will send it out to you.
I appreciate you bringing this up Clarene. We are so limited in our time, and isolating the curriculum is not usually helpful. Do you have a favorite activity or language stem for creating community in your classroom? Or, find an idea in the book you are taking with you?
Off the top of my head, I would say Read Alouds (shared within the community) and Book Talks (sharing our reading with others). Students learn about each other, shared preferences, and thinking about others (via book recommendations or recognizing when a student may or may not like a book). In Engaging Literate Minds, there are examples of students doing similar sharing/thinking with writing and author choices...no matter the age. I especially like the charts on pages 58-59 that show evidence of student action related to concepts and strategies within writing and thinking about books.
Much to enjoy in this book. What I keep coming back to is "Sweekey" by Paul. This quote (p. 52):
"The date stamps...tells us that Paul worked on Sweekey on and off for seven weeks, returning to it again over twelve weeks later. Anyone familiar with Mo Willems's Pigeon books can see how Paul has drawn on Mo as a mentor. The book was an ambitious project, with a great deal of imaginative detail. It wold not have been produced in a single session or to a deadline."
I think about our instructional plans and how they too often leave out lots of time for students to read, write, think, and rewrite, beyond what a unit of study says it should last. Yet I empathize with teachers who feel pressed to "get it all in". How do you create space and time for kids?
In particular, I would be interested in seeing how other schools project out (vs. plan; see Matt Glover) a unit of study, especially their process and any templates to help frame their work.
I would be interested, also. Ours are typically projected out by our curriculum writer(s), however there is some flexibility for teachers to be responsive to students. While this is where I often help teachers think about their students and planning, I know I have a lot to learn.
Maybe Kathy or one of the other authors would be able to share an example. What is your role or position in your school/district?
I am a campus Instructional Specialist (literacy). For the most part, we have a literacy and math IS on each elementary campus. In fact, I have two others (from other campuses) reading the book with me.
Thanks Clarene for joining us.
"Sweeky" stood out to me as well! I loved how Paul was invited to return two years later as an author. What a beautiful message Merry is sending to her students through the simple act of inviting him into her class about the importance of their work (and his). It also honours the guest author in his goal of wanting to "tell stories to the world" (p. 61).
Matt, you touched on such an important piece by asking how we might create time and space for kids. I read the most inspiring chapter in Ann Pelo and Margie Carter's book "From Teaching to Thinking" titled Creating a Culture of Inquiry (Chapter 2) in which they compare a transactional/banking/traditional approach to education to having "teacher scripts" where we already have a pre-determined outcome and there is little room for collaborative dialogue or inquiry. They suggest, rather, that educators no longer follow scripts and adopt an improvisational approach where they are more likely to say "yes" and walk alongside their students. I see so many parallels from this chapter (from an inquiry lens) and the four chapters that we have read so far in Engaging Literate Minds. I'm so grateful that you put together this book study, thank you!
Thanks Andrea for making that connection, Andrea. A responsive, student-centered approach to literacy instruction is at the heart of this text. The book you suggest reminds me of Pedagogy of the Oppressed ("banking approach") by P Freire. Reading about education in more oppressive societies helps expand our perspective about the importance of building students' abilities to think critically and clearly.
Thank you for highlighting Freire's Pedagogy of the Oppressed! His work has deeply expanded my perspective and inspired my approach.
This morning I'm thinking about an essential quote on page 30: "The focus on intentionality in our talk about books encourages children to initiate literate activity and to act strategically, the former being noticeably absent from many approaches to literacy instruction." How can we change this powerful view of literacy and the central role that children play within that process so that it's no longer "noticeably absent?" I think the word INTENTIONAL is key since we can't expect children to simply assume the talk stage unless we have done the hard work to create a culture of student-centered talk. This culture begins by modeling, supporting and extending this thinking but a culture assumes that we also step out of their way and allow them to apply and practice that modeling. "Literate activity that is strategic" is not just some that we can schedule into the calendar but how we bring that to life in our learning spaces just as the teacher/student samples demonstrate in this beautiful book. Sometimes courageous teaching is about stepping back so that student voices fill the air. We can't wait perfection because the real impact potential comes from the messy learning that leads close to the student centered strategic activity culture we are trying to strengthen. Thus intentionality is essential in promoting strategic action, and this is an ongoing process. I wonder what happen if we had the wisdom to step back during a learning experience to assume the role of curious kidwatchers who look for signs of literate activity and strategic behavior (or lack of). What students DO and DON'T DO are a reflection of the culture we have created (or failed to create YET). What is standing in the way of "literate activity that is strategic" and what can we do to create that culture (which sometimes means addressing the roadblocks. We can read this beautiful book cover to cover again and again, but until we move from admiring or wishing and hoping to action, little will change. Heidi Mills says that HOPE is a verb meaning that "noticeably absent?" is unlikely to change unless we study what we want to see (this book) and then put it into action in the company of children who are patiently waiting to rise to the occasion. Just random morning thoughts tapping on my shoulder.
I agree Mary...INTENTIONAL is the key to ALL of this. Being brave enough to step away from how education is "traditionally" administered to pause, lean in, and listen while the kids take the lead as we bring to life this shift in practice. Taking the wisdom from this book and intentionally step back during the learning experience to assume, as you stated, "The role of curious kidwatcher" in an effort to look for an notice the literate conversations and activities taking place. And if it isn't there yet, the courage to keep working on building the capacity to get them there.
Beautifully said Ryanne! "Being brave enough to step away from how education is "traditionally" administered to pause, lean in, and listen while the kids take the lead as we bring to life this shift in practice..." Brave intentional reflective" and inspired by our own curiosity about children to take the next step and another and another on their behalf. So much goodness in this book that helps us do that!
.
This book came at the perfect time - in collaboration with kindergarten, first and second grade teachers who expressed their belief that children need isolated phonics instruction for the first six weeks of school before participating in any type of writing instruction. The examples of the children in this classroom who are each teachers as well as learners, the joyful community of writers and readers approximating and growing in literacy beautifully along with the teachers' careful and intention development of social-emotional skills is an exemplary environment for both children and adults. Too many highlighted quotes to share here - so I'll choose one, "to be effective, the big picture must be present in the small moments of classroom life. If we lose track of our larger goals, our moment-to-moment decisions are easily led astray."
I am glad you are finding this book timely and relevant, Deserie. You've noted the reciprocal nature of these classrooms, where everyone is responsible for each other's learning.
"We prefer to view teaching as creating conditions in which children will learn" (p. 33). This book does a fantastic job of helping us to slow down and ask ourselves, what are the conditions we want to create and how will they place our students at the centre? How can we be responsive to their interests and allow their intrinsic motivation to drive their learning? What are my beliefs around the capabilities of early primary learners and their identities as readers and writers? What intentions do I need to set to achieve this depth of learning (and moral agency) in my classroom?
I love not only the permission that the authors give to engage in meaningful learning with children (and the fantastic examples of such learning), and but also the logical rationale behind the approach. For example, that highly sequenced instructional theories that emphasize that "children should learn their letters, sounds, and phonics first [...] do not count on students being motivated, creative problem-solvers or being independently collaboratively engaged" (p. 36). Or, "if we stick solely to delivering the school curriculum, [...] how will we build lifelong learners?" (p. 45).
I loved Laurie's goals of "children researching problems, understanding different perspectives, and working to make a difference. She wants her students to acquire literacy along with a caring, critically engaged understanding of life's social, moral, and intellectual complexities, to take up different perspectives and have a sense of moral agency" (p. 8). With regards to Marni's class, "their willingness to ask questions, express confusions, read critically, and think together to solve problems will not only make them smarter but also bring them closer together" (p. 45). This understanding of creating citizen world-makers who have the skills to think critically, collaborate and engage in meaningful dialogue that drives their learning (in literacy and beyond) is the type of work I believe so deeply in. Ron Berger at Harvard describes meaningful, beautiful, valuable student work and acts https://www.youtube.com/watch?v=pPZqcFfLULE and it has driven my practice. If I am engaged in what we are exploring, it is more likely that my students will be too.
"This willingness to ask, and seek answers to, questions is not only fundamental to research, it is also necessary for citizenship" (p. 6). I love the concept of not only the teacher being a teacher-researcher but also the student. This touches so beautifully on the spirit of inquiry and the deeper joy, purpose and identity that can develop for students as they build on these important skills.
"If I am engaged in what we are exploring, it is more likely that my students will be too." Excellent philosophy to teach by, Andrea!
I am wondering about making books in older grades (I teach grade 3). On Fridays, we have free choice Fridays where there is lots of book making, but during the rest of the week the writing is within our current unit and included notebook writing, drafting, revising, etc. with "publishing" looking different depending on the unit. The FCF writing is often, but not always, separate. We project units a la Matt Glover (including his newer book on craft and process) and there is lots of choice within that so just wondering if we are missing out by not doing more book making...
My two cents...be brave and let your "wondering" guide you.. You'd be surprised how much kids put forth when they have agency through voice and choice. Third graders would LOVE this opportunity!
I love that you're asking that question because sometimes "I wonder" can be the gentle nudge to new thinking. And isn't that what great books are supposed to do? I love that connection to Matt's book and offering choice (and even thinking about Shawna Coppola's Redefining Writing. If you use choice to broaden not only the genre but the form it might be an incredible addition to the process and strengthen what you're already doing. Maybe this gentle nudge of Engaging Literate Minds combined with what you're already doing is just what you need right now!
I love that Engaging Literate Minds begins with the chapter on making books from the start. In their words, "once you treat children as authors and illustrators, and engage them in conversation about how authors and illustrations do things, they notice more and more of those things and wonder how and why authors do them." In my mind, there are two critical features at work here: 1) celebrating the reciprocal nature of reading and writing as beautifully evidenced by the Reading As a Writer Chart on page 14; 1) authentic view of what it means to be a writer (who reads) as evidence in the chart of page 15. We can't teach readers if WE aren't readers; and we can't teach writers if we aren't writers. The chart shows me that this teacher writes and thus recognizes the challenges that come with writing (in this case writers block. How would we know that if we didn't experience that. Making books allows us to step into the writing process carrying the experiences we have with books and authors along with us. This is so beautifully illustrated no just on these pages but across the entire book.
Thanks for pointing this out, Mary. There is much to appreciate in the book and it helps to have perspectives such as yours here. Being readers and writers ourselves shouldn't be a big shift but it sometimes can be. Hopefully if educators move toward this type of instruction they will find more time and interest to embrace these identities more.
Every school should have a principal like you.
~blushing~ Thank you, Kathy. I am fortunate to know principals who embrace these same philosophies and live them out in their leadership.
I agree 100%.