Thanks in advance for responding to this question in the discussion thread. I am interested in your perspective as I consider writing topics for 2022.
Plus, a gift for you: A 37 page eBook titled Educators ARE Writers: Ten Strategies for Writing About Our Practice and Profession. It’s a compilation of articles I wrote last school year for this site.
I hope you find this resource helpful for your own writing. Note: this resource is for all subscribers. If you would like to download this book but are not yet signed up, see below - it’s free.
Imagine if our focus was on reporting a student's progress from the beginning of a semester, or year, and not on a number grade. I think the most important problem facing literacy instruction is the ability to formulate a cohesive K-12 strategy to create an enthusiastic culture of reading and writing that supports development for reader/writers of all abilities. Essentially, in a student's elementary and secondary schooling life, that takes 40+ teachers across disciplines who share a similar philosophy and understanding about literacy practices.
The plan should not be attached to high stakes testing yet should be tracked, and we should provide timely and sustainable intervention programs - that do not carry a stigma - throughout the grades as needed. We need to implement true evidence-based practices that enable students, parents, and teachers to recognize progress and combine practices that elicit the joy of reading and writing with targeted instruction that work towards a continuum. All K-12 teachers of all disciplines should be trained in reading and writing strategies at teachers' college. Every educator should be in the position to spot students having challenges and know how to intervene and support development. We should all be able to identify what it means when we see a student is lacking automaticity or prosody, or isn't able to construct a written sentence and have concrete tools to address those issues. We need to be aware that a reading LD is one of the most common learning disabilities and has no bearing on an individual's intelligence.
Dec 31, 2021·edited Dec 31, 2021Liked by Matt Renwick
Students need time built into every class to just “snuggle in” and and practice what we are teaching during instruction. That can also be where we shine as teachers. We also need to teach toward helping students learn ways to search successfully for books that bring them joy, and give permission to give up on those that don’t. They also need time to conference with the teacher as coach (reading personal trainer) to build reading flow and stamina. A block schedule can allow that individualized reading time to “pull together” our literacy instruction and allow us autonomy as literacy instructors for middle school at least.
Teachers need clarity about the literacy continuum and high yield strategies. Students need time, choice, direct instruction, and effective feedback. Less time on intervention more time for authentic, joyful reading built on strengths not deficits.
Here is a question I posed in my recent summary of our school's data retreat: How do we honor professional autonomy while achieving more consistency in our literacy instruction?
The most difficult problem in literacy instruction/leadership is establishing a common language, and philosophy amongst faculty members with regards to literacy. So that students may have the consistency across grade levels. This enhances ones ability to measure growth accurately and provides students with stability with regards to instructional practices.
Thank you for sharing. I look forward to reading your future articles.
Imagine if our focus was on reporting a student's progress from the beginning of a semester, or year, and not on a number grade. I think the most important problem facing literacy instruction is the ability to formulate a cohesive K-12 strategy to create an enthusiastic culture of reading and writing that supports development for reader/writers of all abilities. Essentially, in a student's elementary and secondary schooling life, that takes 40+ teachers across disciplines who share a similar philosophy and understanding about literacy practices.
The plan should not be attached to high stakes testing yet should be tracked, and we should provide timely and sustainable intervention programs - that do not carry a stigma - throughout the grades as needed. We need to implement true evidence-based practices that enable students, parents, and teachers to recognize progress and combine practices that elicit the joy of reading and writing with targeted instruction that work towards a continuum. All K-12 teachers of all disciplines should be trained in reading and writing strategies at teachers' college. Every educator should be in the position to spot students having challenges and know how to intervene and support development. We should all be able to identify what it means when we see a student is lacking automaticity or prosody, or isn't able to construct a written sentence and have concrete tools to address those issues. We need to be aware that a reading LD is one of the most common learning disabilities and has no bearing on an individual's intelligence.
Students need time built into every class to just “snuggle in” and and practice what we are teaching during instruction. That can also be where we shine as teachers. We also need to teach toward helping students learn ways to search successfully for books that bring them joy, and give permission to give up on those that don’t. They also need time to conference with the teacher as coach (reading personal trainer) to build reading flow and stamina. A block schedule can allow that individualized reading time to “pull together” our literacy instruction and allow us autonomy as literacy instructors for middle school at least.
From Dawn Bailey (@cannteach):
Teachers need clarity about the literacy continuum and high yield strategies. Students need time, choice, direct instruction, and effective feedback. Less time on intervention more time for authentic, joyful reading built on strengths not deficits.
Here is a question I posed in my recent summary of our school's data retreat: How do we honor professional autonomy while achieving more consistency in our literacy instruction?
The most difficult problem in literacy instruction/leadership is establishing a common language, and philosophy amongst faculty members with regards to literacy. So that students may have the consistency across grade levels. This enhances ones ability to measure growth accurately and provides students with stability with regards to instructional practices.
Thank you for sharing. I look forward to reading your future articles.