Another thread on the Notice and Note site that spoke to me so strongly, ‘how do you tell other teachers some practices are out of date?’
And what if they’re not, and what if they just need to be polished?
How do you know when to reuse, recycle, or reduce our teaching stuff?
One thing I do know, is the good doctor, Sarah Donovan, PhD at Ethical ELA encapsulated what I’ve been attempting to do this year
This is what I’m trying to do with my Reading Road Trip, but we haven’t left the driveway yet:
I decided the best way to approach the quarter would be with the question of where stories come from, how authors craft stories for readers, and why we read and listen to stories. Framing our independent reading this way, meant that my job was to ask these questions every day and to set up experiences for students to explore these questions. Standards related to author’s craft, words in context, public speaking, and reading diverse, complex texts informed my instruction as I developed essentially five parts to our class, which I will explain below (independent reading, close reading, text structure, language lessons, and read alouds). Essentially, however, I organized our daily time this way:
Monday through Thursday: 7 minutes of language study,34 minutes of reading and conferring individually and in small groups; during the 34 minutes, I would either take a small group to a table to do a mini-lesson or I would meet with students individually to book talk options and confer about what they were noticing about their books.
. These days, students would read short pieces while their classmates/ audience would listen for and document textual evidence of sensory language, figurative language, tone, mood, word choice, character interaction, etc.
Daily Portfolio Development: Every day, students were responsible for documenting their reading experiences. They’d take pictures of books and sticky notes; they’d document reading responses on Google forms. We used these artifacts for an end-of-quarter portfolio to demonstrate learning and negotiate final grades.
Can I get this moving with a student teacher, other demands, PLC work, district demands, and general tomfoolery of a Title I school (everyone has an agenda, including me, on what works best)?
Someone mentioned the other day our scores have never been good. I guess compared to the district’s numbers, that’s true. Not sure if I paraphrased that correctly, but that was the conclusion she drew.
But have they shown growth? Resoundingly yes.
So, for a few moments, I thought I would look over the scores on the OSPI School Report site, and they are a mixed bag of growth and famine. Consider in the ten years we’ve had three state tests, and during the SBA(C) time the first year of a pilot year, we had no results or data to review. My continuing concern is that the SBA is not a transparent assessment, and we’ve been working mostly blind for years. The fact that my students scored 65-75% passing last year is a testament to them, not me. Overall, last year the 7th grade ELA PLC (of which I was a part) showed significant gains:
But herein lies the rub: whenever we make decisions about what’s best, how do we accurately gauge based on only two years’ worth of data? In other years my 7/8th-grade students grew from about 40% of passing reading to 60-65% on the WASL/MSP. Those years included as many best practices as I could muster, working as the Curriculum Leader in a collaborative way, and cross-content teams. It’s false to paint a picture that our students have never grown.
Here’s what I do know: if you focus on teaching it, students learn it. Clear and concise instruction that includes skills and strategies, with a hefty dose of student self-reflection, independence and choice make the most sense.
What data battles have you had to fight? Is it providing students with reading ideas based on solely their Lexile? Is the collective or group/team misinterpreting the data?
My biggest obstacle to instruction, however, isn’t from others, it’s from my students themselves. Those steeped in learned helplessness and confusion. Somehow along the way they have no idea what’s happening, and don’t try at all, and turn nothing in. And it is different for every student, and unpredictable (and thank goodness–this would limit my ability to truly get to know them).
So———-November. Nine weeks or so till the end of first semester. With my student teacher’s help, I think we can do this. Getting students to read, transfer those skills and strategies to bolster their reading confidence can only help. We’ve got this, right?