The Marvels, and a Reflection of Myself as a Reader

I wanted The Marvels the second I heard @MrSchuReads talk about it.  I think he had an early copy of it, because I went to Amazon right away and tried to buy it.  No luck.  A few months later, it popped back into my head again, so I ordered it.  And it came.  It was beautiful, with gold embossed pages too!  That day, I say in the entryway to my house and read as many of the 400 pages of pure images for about half an hour before it became completely necessary to give my kids a bath.  Brian Selznick has created his own genre that combines visual literacy with text.

I call it awesome.

I brought the book to school, showed it to some teachers, and then it sat on my shelf.  Waiting.  Waiting for life to calm down so that I could enjoy it fully.

A few weeks ago, I found my niece's copy of The One and Only Ivan, and I got incredibly excited.  Abby is old enough to read books that I enjoy!  The literacy coach in me couldn't help but go home and order her Crenshaw and The Marvels for Christmas.  Crenshaw, because she loved Ivan, and The Marvels because I love it.  Even though I hadn't read it... yet.

Then, finally, an ice storm hit Chicago.  We are on winter break, and winter arrived in the form of sleet and ice and rain.  There was no chance that I would head outside today.  It was finally time to read The Marvels.  Now that my niece has a copy of the book, what if she wants to talk about it?  I felt driven to read it.  Plus, we are reading with a Husky paw over break and tagging the pictures with #HiawathaReads.  It seemed perfect.

So, this mom hid in her bedroom, covered in blankets and with a cup of hot cocoa, and read it from front to back.  672 pages or so in one day.  There was a stop for lunch when my husband made us spaghetti, and a stop for a performance of the Nutcracker by my kids.  At some point I also had to take some pictures of a LEGO creation for my son, because he wants to be in their magazine.  And, there were sections of the book where my kids played around me as I continued to turn the pages.  I was going to read this book.

And I did.  And it is glorious.  (So was my cocoa.)

I would love to tell you about the book, but I won't.  Amazon calls it a narrative puzzle of pictures and prose.  I think it is something that needs to just be read.  But, if you read it, I'd love to talk to you about it.  In case you wanted a sneak peek, here is a Vine made by Mr. Schu with a little preview:
https://vine.co/v/O0gDxF31DHT

The one thing I will mention is how much I love the message it sends about the impact books can have on us.  I found this section of text early on, which was perfect since I was in a snowstorm of my own a few days after Christmas:

The character regularly got lost inside stories, quoting excerpts of famous books and carrying texts with him like his prized possessions.  He spent a lot of time "lost inside stories" and on this wintery day it was easy to say that I did the same thing.  Later in the text it quoted Twenty Thousand Leagues Under the Sea and said:

You will not regret the time you spend reading this book, in a land of Marvels.

However, the reason for this post is not for a book review.  It is for a reflection of myself as a READER.  The reader that hid from her family so that she could continue reading to find out what was going to happen next.  (My husband was home, but still...  This mom tries to be present with her kids.)  But, I HAD to keep reading.  I kept doing what good readers do, and had questions and predictions in my head and I just HAD to find out what came next.

When is the last time your students read like that in class?

The truth is, they usually don't.  They usually read books that they enjoy, but stop and start and sometimes stop and never restart.  So what makes the difference?

I think that the more we put ourselves into the role of readers ourselves, the more we can figure out the answer to that question.

I never once stopped to name a trait of any of the Marvels.  Nor did I track his change over time, or compare them to characters in other novels.  RL3
I never came up with a big theme in the book, and found key details to support that theme.  RL2
I did stop and snap pictures of some favorite quotes alone the way, so I was on my way to analyzing the craft of the book.  But, that would be a stretch.  RL 4 and 5
I wished I could compare it to Hugo, but I left that in my office at school.  No RL 9 today.

I guess my point is this:
While I did not specifically do any standards work today, I could certainly do any of those standards if I was put into a conversation with someone about The Marvels.  I might have to refer back to the text, or think about it a little before I respond, but I can do it.  Since I have been taught those strategies already, I can apply them to any book I read.  But, that doesn't mean that every book I read needs to be picked apart and reduced to standards work to prove that I read.  Trust me, I read that book.  My kids are relieved that I finished, in fact.  :)

Sometimes, readers need to read for the enjoyment of it.

I was thinking these thoughts, because I think sometimes as a literacy coach people think that I will be happy if the Common Core standards are always front and center, and that the kids are showing their ability to do them.  BUT...  I think that first and foremost we need to have kids who consider themselves READERS.  Kids who know the standards today, and USE them as they grow into adult readers.  The standards make students think critically, and those critical thoughts will help them living in the world, both in books and in the actual world.  But, if learning the standards means reading is always a chore, will they actually continue to read on their own?

I was debating this post, and then I jumped into a #learnLAP Twitter chat and this tweet by @Kevreaddenn made me think, "YES!!!"

BALANCE.  We need to teach them how to read deeply, but also how to love reading deeply.

If you are looking for a book to enjoy, I do suggest The Marvels.  :)
It's glorious.

If you want to let your kids love reading and escape into the world of a book, let them do just that.  Let them just read sometimes.  

Know Thy Impact

Efficacy 
noun 
the ability to produce a desired or intended result: There is little information on the efficacy of this program.

ORIGIN early 16th cent.: from Latin efficacia

     I just spent 2 days at a conference with John Hattie on Visual Learning, and my take aways were many.  I intend on blogging about many of them, as the year continues, because their ideas will make our teaching better, and our learners more self directed.  But, I need to write a quick #educoach post today, so I'll start with thoughts about teacher efficacy.

     The impact we have as teachers is immense.  We affect our learners in many ways, some of which are visible the same day, and many that are not visible for years.  Christopher Lehman recently compared teaching to a mission to Mars.  The results of the mission would take years to be seen, but could be extraordinary.

     But, sometimes, the rocket ship crashes.

     As a coach and as a teacher, I have seen teachers feel trampled under the piles of new curriculum and the standards and the new initiatives that come along.  They adopt new programs and strategies, but sometimes don't see the big picture.  They start to lose themselves in the process.  This is not new.  In my 17 years an educator, I have seen many initiatives come and go (and even come back again).  As Ainsley Rose said today, sometimes teachers find themselves in a constant state of disequilibrium because they do not feel true to themselves.

     When teachers don't feel that they have efficacy, when they feel that they don't have an impact on their students, then all seems dark.  Lost in space, if you will.

      What is the answer then?  How can we find our way out of the darkness and see the stars in front of us?

      We need to be evaluators of our own impact.  We need to be the ones who look to our students, and see the difference that we make.  We need to determine what our ethical and moral base is, and we need to be true to that.  If we commit to a purpose, and not a plan, then we stay true to who we are, and our students benefit from our teaching even more.

     The truth is, the classrooms of today are very different from the classrooms that we attended ourselves.  The students we have in our classrooms need to be prepared differently, because the world that they will live in is far more connected than the past.  It is important that we stay true to the needs of our students, but also to the needs of ourselves as learners too.  We are also adapting to this new world of learning.  How can we be both a learner and a teacher at the same time?

     Know thy impact.  Know that the work you are doing is making a difference.

     Collaborate with others.  Don't think you are in this process alone.  You are not.

     Believe in the efficacy of teachers.  Know that you are preparing the future.

     But, perhaps my favorite of the day...

     Be an evaluator of your own impact.

     With all the changes out there, we cannot wait for people to come to us and tell us we are on the right path.  We have to look at our own instruction, and then look to the kids.   Are they learning because of us?  It is in those honest and private reflections where we will know what we need to reteach, or learn ourselves, or ask for support.  It is also where we will see our impact, and know that we matter.

     Here is a video by John Hattie to help with that reflection: https://vimeo.com/41737863

     Know thy impact.  :)  

Also, do your PLN a favor and follow these Visible Learning experts:

@DaveNagelVLplus

@Ainsleybr

@PeterMDeWitt 

Using Tech in Instruction

     I am a literacy coach, so it comes as no surprise that I love books.  To be honest, I love paper books best.  I like holding a book and reading it, and going to the book store and buying them and carrying my new bag of books like a prized possession.  I love reading with my own kids all snuggled up at night before bed, with real books.  

     But, to be honest, the kids today are not me.  They have a whole different set of experiences than the ones I had as a kid.  They like digital reading, too.  They may like it even more than paper books.  So, I suppose we need to keep an open mind when it comes to book sources and our students.  

***I do hope, however, that we never walk into a classroom that doesn't have a paper book library.  That would make me very sad. 

     This starts a conversation about technology, and the benefits and disadvantages of using it in our classrooms.  So, while I am going to focus on myON in this post, I really think the thoughts in this blog post center around 3 questions I think we should ask ourselves before we introduce ANY tech app in our classrooms.  

Graphic of tablet courtesy of Ashley Hughes.

myON Tools

     This week, I spent a day learning how to use the new tools in myON, a digital library that our district has used for the past few years.  The company has been very responsive to our feedback, and since our partnership with them has added many tools and features that make myON a useful literacy tool in our classrooms.  Below are some of my favorite changes since we started using the tool.

     A quick and easy dashboard for teachers to analyze the work students are doing when they are logged in!  If we have book logs and reading conferences about paper books and reading engagement, then we should also have them about their digital reading (especially if you are using myON within the workshop block).  If we have lessons to help teach students how to monitor their reading with books, then we should do it with digital books, too.  This menu helps us do that.

     Previously, we could not search for books based on guided reading level in myON.  Now we can!!!  Because our district uses the Fountas and Pinnell testing system, this can be a huge benefit for us.  We can now search for books that would be appropriate for our guided reading levels.  This is perfect for those primary students who use myON during a digital reading choice.  They can now reasonably be expected to turn off the narration feature and read it themselves, because it is written at their level!  This was always a benefit of RAZ Kids.  Now, they can do it in both programs.   

***WARNING: Children are NOT a letter.  If they use this feature, remember that they should not be given a single letter as their reading identity.  IF they are told their letter, make it a range.  Or, you do the searching and make book sets for your guided reading groups.  

     When I looked at my own dashboard, I found a reading log right at my fingertips.  And, taking a few minutes to look at this report like a reading log, I realized that I am not an engaged reader. I can, with 100% certainty, tell you that I did not read ANY of those 17 pages.  But, I did do a book preview.  If someone conferred with me, they would discover that.  

     There are a few features I would definitely model before having my students just log in and go off independently in myON. If they used the following features well, myON could be a useful tool to continue the work done in reading workshop.

     The little head with the "shh" is the way to mute the reading.  Students are the ones in control of whether they turn the mute on or off, so it is really important to talk about PURPOSE when they start a book.  If they are in primary and using the book for Listen to Reading, then leave the narration on.  If they are in 3rd grade and are listening to the story but armed with their Thinking Journal and pencil in hand, then they might be able to leave the narration on because they focus is on the thoughts like in a read aloud.  BUT... if they are using the books in 3-5 as part of the Reading Workshop block and they are able to search and read for books at their level, then the expectation should be to mute it.  These are conversations you need to have with your students about their purpose for reading.  

     Many classrooms use Stop and Jots, or post it notes, while the kids read independently.  If they are spending time in myON, the same thing can be done digitally.  If they click on the icon of the notebook (next to the house) then a menu of tools opens up.  The fourth one in is a marker with a thumbtack in it.  When you click on it, it opens up a digital sticky note.  When they finish doing their Stop and Jot, they just click on the thumbtack and it closes it but saves it in the text.

     Another tool that I find useful is the journal.  If you click on the first icon of a notebook with a pencil, it opens a journal that you can see in all the books that you read.  So, say you are working on building character trait vocabulary in Reading Workshop.  If you start an entry that says "Character Trait List", and you open the journal and add words about the traits you find in the books you read, then children will be using myON to enhance their mini lesson work.  This feature would also be useful when using books to research a topic across more than one book.

myON Relfections

     These are a few features in myON that I would love to see teachers share with their classes before they release them to using the program independently IF the goal for using the program is to practice the skills we are teaching in Reading Workshop.  For the primary kids, if they are using it more for just a Listen to Reading option, I would still love to see some of those things evolve as the year continues.  

     My personal favorite purpose for myON is the nonfiction texts and the ability to use it with thematic unit planning.  At Hiawatha, most of our 3-5 classrooms don't use myON in the workshop time, but rather in ENCORE block or during unit time.  But, that is a post for another time.  Creating book sets around a topic and a big idea is a post that will hopefully happen later in the year.

Bottom Line:

     Teachers are thoughtful about universal instruction in their classroom (i.e. mini lessons, guided reading planning, unit planning, etc.).  We can also be thoughtful about the use of technology we choose to use with our students.  That thoughtfulness about PURPOSE, MODELING, and EFFECTIVENESS can make the tech use soar our students' learning above the line!

Our Inner Dorothy

     Have you ever felt like you couldn't do something, and then somehow, someway, you actually did it?  Was it almost like you magically clicked your heals, and it was within your power?

     Today, I told one of the teachers that I work with that she is raising readers.  Her response?  She said that it was only because I taught her how.  Time to be Glinda, and tell her the truth.

     People have the power to do great things.  They just don't always see it for themselves.

     All year, the teachers that I am blessed to work with came to me to collaborate and grow together.  Sometimes, we met in my office during their lunch.  Others used their plan times to plan lessons and units.  There were after school meetings, ELA plan periods, text messages, and ideas shared in the hall.  Phone calls, Twitter comments, and even Cold Day conversations.  The teachers in my building embraced a growth mindset, whether in their areas of strength or weakness, and we learned together.  

     The truth is, they always had the power.  They just needed someone to talk it through and collaborate with.  Education is a challenging profession, and it takes a village.

     I am a literacy coach, and I have the best job in the world.  I have come to see that coaching is (in my humble opinion) the single best PD available to us.  It is a powerful thing when a learner decides to learn something, on their own, and they take steps towards their goals.  I know this, because I have been coached along the way myself.  I have also witnessed the growth our students make when their learning is individualized for them.  Their growth can be astounding at times.  So, too, can be that of a teacher.

    Thanks, my Hiawatha and D100 family, for a great year of learning. Thanks for welcoming me into your classrooms and into your students' lives.

    Thanks, +Virginia Burdett, for reminding me to share my purpose for coaching.  I loved being a classroom teacher.  I became a coach so that teachers could find the power within themselves to make decisions in their own classroom.  That was my intent 2 years ago, and remains the same today.  I want to empower people, with learning and growth mindset and reflection, to find their way.  It's just a click of the heals away.   We just need to put those ruby slippers on and believe in the power we all have inside of us.

     That picture is of my daughter (who just happens to have ruby slippers...).  Rather than just text Ginny back with the quote from Glinda, I had to get the camera out, head out into the backyard despite the drizzle, and take a picture of my own Dorothy.  We all have the ability to help others realize their power.  The teachers we work with, the students in our class, our own children...  They all have the power for greatness.  Let's help them become aware of it.   

Finding Our Way

     Have you ever felt that you have lost your way?  That in the hustle and bustle of the world you forget your direction and lost sight of your purpose?  To be honest, that is how I have been feeling the last week or so when it comes to school.  For more than a few reasons, I have felt kind of lost.

    Today, I was reminded of my purpose.

     I had a conversation with a teacher that kind of brought me to tears a bit.  I was listening to her talk about why she does what she does.  She is a teacher who truly wants to help other teachers, but who ultimately will do whatever it takes for her students to succeed.  Everything that she does is with them in mind.  Not the recognition, or her own interests, or the easy path, but rather the path that leads to the success of her students.

     In that moment, I was able to see things from a refocused perspective.  I was able to get some inspiration and some clarity, and see the beautiful lesson that came next.  As it turns out, there was butterfly release about to happen!

     A class of kindergartners eagerly followed their teacher, and their beloved butterflies, to the doors and gathered outside.  They opened the butterfly container and set their little friends free.  I got to watch as our kinders wave goodbye to their new friends forever.

     The truth is, it did not go as I expected.  I thought that as soon as +Melissa Alper  and +Kirstin McGinnis opened the container, those butterflies would just start flying right out of that container and into the blue sky above.  It did not happen that way, though.  Watch the 2 short clips below.

Butterfly Freedom Video #1

Butterfly Freedom Video #2

     Those butterflies did not know their path, either.  They hadn't stretched their wings in their collapsable butterfly home, and they had no idea how to fly.  With some support by Mrs. McGinnis, and some supportive kindergartners, a stick, and a leaf, the butterflies all eventually flew away.  They practiced how to fly, even though they struggled at first or needed a rest, but all found their path to freedom.  While I was watching them,  I couldn't help but compare them to the young kindergartners in front of us.  Watching them grow and stretch this year has been a pleasure, and they too are ready to spread their wings and become 1st graders.  They, too, are finding their path.

     Today, I found my own path again by looking to what matters the most: Our students.   As the year starts to come to an end, don't lose sight of all that they have done this year.  As the list of things to do gets looooooooonger, and the time gets shorter, have faith in the fact that they have grown because of you.  Hopefully, that will help you enjoy the path to the finish line.

     Thanks, +Kirstin McGinnis, for helping me find my wings today.

Warming Up on a Cold Day with Awesome Teachers

     I don't know if you have heard about this, but it was really cold this week.  I mean REALLY cold.  In fact, the only snowman we have built at the O'Donnell house with the highly anticipated first snow of the season was this LEGO snowman.  We even built it during school, because it was so cold that we had 2 cold days.  I mean, that is REALLY cold.  

     OK, that probably isn't news to you guys from Chicago.

     When I heard the news that school was in session on Friday after being off the 2 previous days, I was a bit reluctant about it.  To be honest, I was nervous about the cold weather and sending my son to school, where he waits outside in the car line to be picked up at the end of the day (a car line that I had a feeling would be waaaaaaaaaay longer than normal due to the temps...).  I also knew that my husband would be home, because his school opted to take the third day off due to frigid temps.  But, I woke up and bundled up and drove into school, with just a little bit of the winter blues.

    Then I got to school, and the thaw began!

     I started the day in a book talk about standards based grading.  It was our first meeting to discuss On Your Mark, a book written by Thomas Guskey about the reasons to shift towards standards based grading, led by our principal +Karen Marino.  We had an honest conversation about the purposes for grading, and the reasons that it is an important shift for us.  We began talking about our current report card and its limitations.  We had an interesting discussion about I Can statements and how we use them in our classrooms, effectively and not so effectively.  It was just the beginning of the conversation, but did I mention that it is an optional book talk (the day after 2 cold days) and there were 20+ staff in attendance!!!  It really just shows the dedication that our teachers have to really understanding their students better.

     I then met with a teacher to help her get some video clips of her art project into an iMovie to show her thaumatropes to her students.  They were awesome!  Starting my day with art is always a step in the right direction.

     I then dropped off some children's books to a teacher who is looking to include some mentor text into her writing lessons.  They are starting opinion writing, so I got to look through my books and find some fun books that show strong opinion or persuade.  Nothing brings a smile to my face faster than children's literature, but a close second is a teacher looking for a good mentor text.  

     I stopped into a few classrooms and caught some great mini lessons in both reading and writing.  Our kids were off for a few days, but you could never tell by the learning I saw today!

     I had a thoughtful mini discussion about running records, and the purpose for them and the information we can get from them when they are "cold" or "warm" reads. 

     I then met with a teacher about some ways to get some partnership book clubs going, with the possibility of using some close reading signpost strategies in the process.  While we work that out, she turned the conversation to the PD +Meg Hanisch and I held on Monday at Institute Day about main idea and standard 2.  She decided to do a pre-assessment and asked me to meet with her after school to look at the results and begin to create a rubric of sorts for main idea.  "Of course!" I shouted!  (Ok, I didn't really shout out loud, but I did inside a little.  How fun!)

      I then went to talk to another teacher about one of her higher level reading groups, and some of the challenges we are having since moving to nonfiction.  We decided to use a book from Jennifer Serravallo's newly arrived assessment kit (YIPPEE!!!) with the group, to get a good sense of the information we can gain from the assessment kit.  We plan to have the group do the assessment, and use her system to discuss their answers and really look for their strengths and weaknesses.  

     On the way back to my office, I chatted with a reading specialist about the possibility of her providing some support to a teacher.  We talked about a possible observation cycle of sorts, and then discussed some data I have been analyzing that looks at some trends across 3 and 4 year periods of F&P data.  While that might not sound all that exciting to some people, I am a data junkie.   Proud to admit it.  

     I then went to meet with a teacher who wanted talk about assessments for their character unit, and the possibility of adding some close reading lenses to their current shared reading block.  We looked at a rubric she had already created, and then talked about the types of things we might like to assess for this unit, with a close eye on Standard 3.  We also have an idea for close reading that I will have to share once we actually teach it.  It is going to be so fun.  

     I then talked with a teacher who gave a PD on using formative assessments that I missed this week, and asked her to meet with me and give me a mini version of it because of the positive buzz that it has created around the building.  

     There were three brief conversations with teachers about their individual data walls, as we prepare of our IDM meetings next week.  Questions about universals, RTI, and missing data.  Oh my!

    This is when I had a piece of delicious homemade banana bread, thanks to a dear friend.  Did I mention it was homemade AND had chocolate chips in it?  

     
     I then got a text message with these photos, and the message "Super fun teamwork!"  Um... Can I be in 2nd grade again?  I want to be on their team.

     I stopped into a classroom and took a look at some books and resources left behind by a previous teacher, and found trade books from our last two reading basals and a summer school program.  It is so interesting seeing where we were then, and where we are now.  The previous teacher (ok, it was me) worked so hard to get those leveled readers purchased for her groups.  Now, our book room is filled with authentic reading materials.  

     One of our teachers then invited me to sort some formative assessments with her.  She has started sorting them, but wanted to think about how she could sort them and record them in a way to show progress over time.  While I don't know that we accomplished that goal, we did sort the samples with a lens of "problem/ solution" and had an interesting conversation about her students' responses.  I think we came up with a teaching point to add to her read aloud to help her students move to the next step.  

     I then had bus duty, where I got to meet the grandpa of one of our new Hiawathans.  What a nice man!  

     I finished the day getting to have a brief conversation with a teacher from another building, and then a longer conversation with that teacher who had done the main idea pre-assessment with her students.  We read the main idea student expectations of our CCSS rubric for standard 2, and determined some next steps for her main idea instruction.  We realized that her students are doing a fantastic job using text support and finding key details, so she will use that strength to move them along.

     So, I may have started to sound like Charlie Brown's teacher to you somewhere in the middle of that.  I have a feeling that CCSS based conversations, rubrics, pre-assessements, close reading, partner book clubs, mentor texts, work sample sorts, and book talks about standards based grading do not excite you as much as they do me.  But, I am a but of a nerd.  I embrace it.  So why bother boring you with all that?  I typically don't discuss how I spend my days, because coaching is a private thing at times.  

     I just couldn't help myself.  I just had to share those conversations with the world.  

     Did I mention that this happened the day after two cold days?!?!?  I kind of wanted to be in my slippers still, and they were ready to hit the learning targets.   

     Wow.  While half of Chicago was still frozen and not even attending school, those are the conversations that I had, with some really amazing teachers (and I am sure I missed a few in my list).  I mean, days like today make me realize how fantastic the teachers at Hiawatha really are.  Below zero temperatures do not stop them.   And I couldn't be any prouder of them.

     I just really hope the weather warms up just a little bit next week.  As warm and fuzzy as all that academic talk made me today, I really would like to stay a literacy coach and not become a snowman.      

Teacher Leaders

Teacher Leaders?

     Today I followed a Twitter Chat with ASCD about teacher leaders.  That is actually a topic I have thought a lot about recently, working with the various teacher leaders in my own school district.  I have the lucky position of getting to work with many teachers who lead others, both at Hiawatha and throughout the district in my PD role, curriculum work, the mentor program, and National Board mentoring. So many of these tweets made me think of D100 staff.  So, here are some of the highlights.  Do you see yourself in these tweets?  I do!  

How do you think the role of teacher leader should be defined?

How can admins support and empower current teacher leaders?

What are some ways that teachers can work on becoming teacher leaders?

What are some of the challenges or potential pitfalls of developing teacher leaders?

Tell us about a time when you were encouraged to be a leader, or when you encouraged someone else.

How can a strong teacher leadership structure benefit school climate?

What is the best advice you'd give to someone who wants to be a teacher leader or develop teacher leaders?

     In D100, we are blessed to have many opportunities to lead as teachers.  I am proud of the moments that I have been able to use the skills that I have to help others, but I am even more proud of the co-workers that I see every day lead others on their teams and in our building.  The things we are doing at Hiawatha fill me with pride, and none of those things could be accomplished without the drive, dedication, and perseverance of our teacher leaders.  New teachers, veteran teachers, teachers in between, all rising up and leading others with their talents.  Thank you for what you do.

     To quote @cvarsalona, "Reflective learners become the best leaders." Take time to reflect on your teaching, your students, your purpose, and your goals, and share your light with others.  We are a district full of teacher leaders, making a difference every single day for our students.  

#huskypride

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