Literally Speaking
Summer 2017
Disrupting Thinking
Disrupting Thinking is the latest publication by none other than the dynamic duo of Kylene Beers and Bob Probst. Disrupting Thinking is another book that takes the reader on a journey examining why how kids read matters. At first, the reader may think that “disrupting reading” is a negative idea--we wouldn’t want a reader to be disrupted while reading and thinking and doing all the things that readers are supposed to do while reading, like comprehend what is going on. Well, the way that Beers & Probst look at it, disrupting thinking is a good thing. As Beers & Probst state, “Our students, however, too often go to reading expecting a grade, not growth. So, [Beers & Probst] want to disrupt the thinking kids are doing as they read, thinking that is primarily focused on helping them extract evidence from a text” (pg 60). They want kids and teachers, for that matter, to consider more than simply extracting information from the text--to grow from write-a-summary, create-a-timeline, define-the-vocabulary-words to “How has Terabithia changed your understanding of who you are?” They want students to ask themselves questions like, “What does this text say to me?” “How does it change who I am?” “How might it change what I do in the world?” (pg 21-22).
That is definitely a tall order for a middle schooler to do on their own. Beers & Probst suggest that if we have already taught the Notice & Note Signposts, both fiction and nonfiction, well we are already halfway there. Part II of Disrupting Thinking discusses a new framework to support students. It is called the Book, Head, Heart framework. Simply put, Book, Head, Heart, or BHH, helps readers to focus on the text, their thoughts about it, and what they feel & how they might have changed (63). See anchor (pg 63).
SOME STRATEGIES FOR…
BOOK
Notice & Note Signposts
SWBS
Genre Reformulation
Sketch to Stretch
HEAD
The 3 BIG Questions
HEART (What is in your heart? OR What do you take to heart?)
What did the text help me learn about myself?
What did this text help me learn about others?
Does this text offer me any of my own Aha Moments, Tough Questions, or Words of the Wiser?
Conferring Toolkits
So how to go about creating a toolkit?
- Organize by genre, not by unit. For example, have a narrative section, not one for realistic fiction, one for fantasy, etc. since the skills are all very similar
- Have mentor texts for various types of writing but realize that you might be able to use certain texts for a multitude of skills and purposes
- The mentor texts can be written by you, by former students or they can be from pieces that you are familiar with (rather than hunting around for something new)
- Using texts that students have already been exposed to can help them to glean more from the meeting because there is less time wasted explaining the piece of text
- Begin by figuring out the skills you know you need to support your students with. These will be the foundation of your toolkit
- Consider using plastic page protectors in your toolkit so you can write on the pages and wipe off before the next use. This also enables you to tailor the conference to the specific students
- Other materials you might want to have include: Post-its, markers, folders, small dry erase board, highlighters, scissors and tape
- Have the checklist for the genre in the toolkit so it is readily available. The checklists can also serve as a guide for you. Look at the skills on the checklist and create tools focusing on these areas
- Update frequently! What worked? What didn't? What did you need that you didn't have? This will make life much easier for future conferences!
Resources: Two Writing teachers blog series: Teaching Toolkits, Creating Conferring Toolkits, TCRWP and A Teacher's Toolkit for teaching Writing
Effective Classroom Management Strategies for Use During Small Group Reading Instruction
We've all experienced it. No sooner do we sit down with a small group for our well-planned targeted instruction when it happens: someone outside the small group has a question or starts fooling around or has to use the bathroom or is not doing what he/she was told to do. So very frustrating! Here are a few strategies to try next year that may combat the problems we all face.
Explicitly teach expectations for small group and independent workers. For example, for independent workers the expectations might be to use whisper voices only, place your Post-it on the right corner of your desk if you have a question and keep working, read independently when finished with work and do not interrupt teacher while in small group instruction unless it is an emergency.
When teaching expectations, provide examples and rehearse each one, reinforce compliance, and review them frequently.
Provide instructions for independent seatwork before small group work begins.
Begin small group instruction only after independent seatwork is going smoothly.
Face yourself toward the independent workers while in small group instruction
“Fake” Readers: What’s a Teacher to Do?
Reluctant readers, students who frequently abandon books, and students who aren’t really reading, pose a challenge for workshop teachers. How do we motivate in a non-punitive way, without attaching negativity to independent reading? Here are some tips from a thread on the Notice and Note Facebook Group:
- Have students set weekly goals for # of pages read, and come a with a system of accountability
- Conference more frequently with your reluctant readers
- Require a daily, one-sentence summary
- For “serial book abandoners” allow one “free” stop out per marking period; after that, devise a form that they need to complete in order to abandon a book. This will facilitate self-reflection on their own reading preferences, which may lead to better choices.
- We know that we can’t read every book that our students are reading, but make it a priority to read the books that your “fake” readers choose. When your conversation shows that you know the book, they are more likely to “really” read it!