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Q & A: How does workshop work to prepare students for college? (Or I love teaching these books) #3TTWorkshop

 

Questions Answered (1)I’ve been asked this question in several different ways:  How do we do this for college prep courses? How does workshop work in an AP English class? If I’m not teaching books from the canon, how am I preparing students for college? And we’ve written about it a lot on this blog. (See here and here and here and here and here and here for starters.)

Sometimes I think we have misplaced ideas about what is expected of students in college — especially if we were English majors, and our students may not be —  and perhaps some skewed ideas of what rigor looks like when it comes to high school English classes.

I first clued in when I read Readicide by Kelly Gallagher. No doubt, I killed the love of reading — and the love of the literature I loved — the way I “taught” the books I expected my students to read. (Most didn’t.) Since then, I’ve studied, practiced, implemented, revised, and stayed up late thinking about how I need to revise my instruction in order to best meet the needs of my students. All of my students — not just those in a college prep or AP English or those going to college — but every student in every English class in preparation for the rest of their lives. I want them to be fully confident in their literacy and all the gifts that will give them in whatever future they choose.

My students, not just those in advanced classes, or on a college-bound track, need to know how–

  • to think critically about their ideas and the ideas of others
  • to articulate their thoughts in writing (in multiple modes) and orally (with clarity and confidence)
  • to support their thinking with valid sources
  • to revisit their ideas and revise them when they encounter viewpoints that require them to extend, modify, or change their thinking
  • to verify sources, and identify and analyze bias

There’s power in these skills, opportunity and freedom — for our students and for ourselves. We do not need a list of “AP suggested novels” to teach them.

What we need is to build communities in our classrooms where students feel safe to engage in inquiry, share their thoughts, receive feedback, and give themselves to the learning process. Study guides, worksheets, TpT lesson plans, and the same ol’ same ol’ approach to teaching the same ol’ books will not cut it. Just because a book is considered of literary merit does not make the learning around it rigorous. Rigor is not in the text but in what students do with the text. (For more on this, see Jeff Wilhelm’s article “Teaching Texts to Somebody! A Case for Interpretive Complexity“)

What we need is to to know our state ELA standards or the AP English Course and Exam Description as provided by College Board. (I think the AP English Course descriptions scream “workshop.”) Then, begin thinking about and hunting for mentor texts, written in a variety of modes, that 1) prompt students to think in different ways about a different topics, 2) engage students in inquiry and class discussion, 3) spark ideas for research, and all along the way, invite students to write beside these mentors:  What do you think? What do you notice? What do you wonder?

At least this is the genesis of answering the question:  How does workshop work to prepare students for college? There’s so much more to it.

Resources that have helped me:  Write Beside Them and Book Love by Penny Kittle, Dr. Paul Thomas’ blog. Currently reading: Why They Can’t Write by John Warner, and the #1 on my summer reading list Handbook of Research on Teaching The English Language Arts 4th edition, edited by Diane Lapp and Douglas Fisher.

I once did a two day workshop, helping a district coordinator move her teachers into the readers-writers workshop model. In a reflection after our training, one teacher-participant wrote:  “I’ve been teaching for 24 years, and feel like I’ve been told I’ve been doing it wrong all along.” Nope.

But. . .

What if we could do instruction better?

 

Amy Rasmussen lives in North Texas where she thinks, ponders, and writes about how to motivate, engage, and teach today’s adolescent readers and writers. She will be spending a lot of her summer facilitating PD focused on readers-writers workshop in secondary English classes. Follow her @amyrass — and she’d love it if you follow this blog!

 

Q & A: Where do you find mentor texts for informational reading and writing? #3TTworkshop

Questions AnsweredHere’s the thing:  Finding engaging mentor texts, whether to integrate current events into lesson plans or use them to teach reading and writing skills, requires us to be readers of the world.

“I don’t have time,” I hear some thinking. Yeah, well, finding the time to read ourselves is the best professional development available.

Want to engage students more in independent reading? Read a wide variety of engaging and inclusive YA literature. Want to shake up literature studies? Read more diverse and award-winning literature. Want to bring real world events into the classroom for some critical discussion? Read a whole bunch of news.

There’s no secret to finding mentors that will work. We just have to do the work to find them.

We can rely on others to help. Kelly Gallagher posts the articles of the week he uses with his students — a good resource. Moving Writers has a mentor text dropbox — also good. However, what works for some students may not work for others. We know this.

We also know our students. We know the instructional goals we have for them, and we know what they need from us in terms of interest and ability (at least we should.)

So — read more. Read with a lens that will best meet your needs and the needs of your students. Sometimes we find treasure.

For me treasured mentors, particularly for informational texts — because they often get a bad rep — are those that are not boring. (In my experience, most students think info texts are boring.) Voice, format, and style = engaging real world informational writing.

I’m sure there’s more out there, but here’s three sources I read regularly. Sometimes I pull long excerpts, sometimes paragraphs, sometimes sentences to use as mentors.

The Hustle. “Your smart, good looking friend that sends you an email each morning with all the tech and business news you need to know for the day.” You can sign up for the newsletter here. Here’s a sampling of a great piece with imbedded graphs and data: How teenage hackers became tech’s go-to bounty hunters. This is a mentor I would love to use with high school classes.

The Skimm. (I’ve shared this before.) “Making it easier for you to live smarter.” Sign up for the newsletter here. The women who started this site are all about promoting and advocating for women. I like that. Their podcast is interesting, too.

Robinhood Snacks. “Your daily dose of financial news.” I’ve been teaching myself about investing for the past couple of years, so this one just made sense to me — the newbie-tentative investor. What I like is how the writers make the information so accessible — and they post a “Snack fact of the day,” which will often work as an interesting quickwrite prompt. Sign up for the newsletter here.

What about you? Do you have favorite resources to stay in the loop of the news or to find treasured mentors for informational reading and writing? Please share in the comments.

 

Amy Rasmussen spends a little too much time reading daily newsletters and checking her most recent stock purchases. Her favorite investing apps:  Robinhood, Stash, and Acorns. Really, if she can do it, you can, too. Amy lives, writes, and loves her family in North Texas. Follow her @amyrass

Four Things I Wish I’d Known When I Became an English Teacher

I’ve got a lot to learn. Even after decades of reading, writing, and learning to be a teacher, I often feel the sinking feeling of inadequate. Every spring she floats to the surface, and sends a garbled message that makes me question:  Did I do enough to help my students?

Help them with what?

When I first started teaching high school English, I thought it was all about the books. I loved literature. I wanted them to love literature. How can they love it if I don’t help them see the complex beauty of well-crafted sentences and heart-achingly human plot lines? I was that teacher:  I taught books instead of readers. (Many of you have heard me speak about my Dickens’ debacle. Believe me, it was the worst of times.) Like many new teachers, I taught like I had been taught. I did not focus on the learner and her needs. I did not focus on the reader and his interest, ability, or anything that matters to growing readers. My focus squared fully on what I thought a high school English class should be:  classic lit (chosen by me), study questions (written by me), analysis essays (prompts by me), and me helping my students “understand” what they had just read. (Not even considering that they may not have read the assigned pages at all.)

Last week I celebrated with family as my daughter and her husband graduated from

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Jenna and Ryan Anderson

Utah State University. We watched close to 2,000 graduates in two different college commencement ceremonies walk the stage and into the next part of their life’s journey. Many of those graduates intend to be teachers. It’s a beautiful thing, really. New blood, new energy, new passion in a very demanding career. I hope it doesn’t eat them alive.

It won’t — if they are better prepared than I was.

That’s what kept hopping through my head as I watched so many young people shake hands and clasp diploma covers — evidence of their academic accomplishment:  Has their education prepared them for the realities of teaching? Will those going into ELA classrooms teach books or teach readers? It’s a lot of years later, do they know more than I did? Of course, I know next to nothing about USU’s College of Education, although according to the Dean, they are highly ranked. That’s not the point.

So what is the point?

I’ve still got a lot to learn. But if I can help speed dial the learning for other English teachers, I’ll do it. Here’s four things I know for sure:

We must–

  1. be literacy teachers — not just literature teachers. (I first heard Kelly Gallagher say this at a conference years ago. This shift in perspective changed me. Readicide is still a go to resource.)
  2. be purposeful in developing readers and writers, and let that be our guide as we plan, prepare, and present lessons. (I thank God for Penny Kittle. Write Beside Them sparked my move into authentic writing instruction. It’s the only professional book I’ve read more than once. Also, Book Love.)
  3. be inclusive in all aspects of our teaching from the resources we choose to the attitudes we take and how we talk and act and advocate, and how we work to create relationships, break down barriers, fight injustice. (In the past couple of years, I’ve learned a lot from Cornelius Minor about having an inclusive mindset. His book We Got This would be a good gift for new teachers, for every teacher.)
  4. be reflective, yes, but more vital to meeting the needs of all learners, be responsive. (That’s the intricate simplicity of the workshop model of instruction:  We meet the needs of individual students in the moment of their struggles and their strengths.)

You and I both know there’s so much more. The whole teaching gig can be so overwhelming. (Thus, one reason I’ve relished in my gap year.) If nothing else, I hope all ELA teachers, new and not-so-new, will focus on themselves this summer: Read a lot. Write a lot. Think a lot. That’s really all it takes to master #1.)

 

Amy Rasmussen lives, writes, paints, and gardens in North Texas. She’s taught all levels of high school English, except AP Lit, and now she’s seriously thinking about middle school — or college. She facilitates readers-writers workshop training wherever she’s invited and loves to see ideas percolate and passions ignite as teachers sit in the seats as learners, internalizing the philosophies and routines of RWW. For more info on trainings, check out the 3TT PD page.

Can a poem be wrong? And other inspiration for #NationalPoetryMonth

I never call myself a poet, but I am in love with words.

I wrote this beside a poem in my notebook one day (I wish I could remember the poem):

Poetry is spiritual. Shouldn’t it be? It’s language laced in love and longing; purpose — and yes, peace. Sometimes. It’s also anger, anguish, sorrow, and despair. Poetry is people trying to find a place. It’s help in healing. It’s the tangle and torment of humanity shouting up and calling out. “Speak your truth.” the voices say. I’ll just play with speaking mine in verse.

Is that a poem? If I called myself a poet, I’d probably say yes. But I don’t, so I won’t.

I am like the kid too afraid to write. Too afraid to be wrong.

Can a poem be wrong?

I remember a several years ago when I first began teaching. I questioned myself a lot back then, and I had a knee-knocking fear of teaching poetry. Thinking to give myself an edge, I picked up the poetry binder the teacher before me had used. It screamed Keats and the Romantics. (Please don’t jump all over me if you revel in this era.) I’m sure the binder had other poets and other poems. I just remember how wrong it felt — how wrong I felt — trying to teach poems I didn’t love in a way my students and I didn’t love. We analyzed and analyzed. Never wrote beside a single one. I fear I passed the baton, my fear and even dislike of poetry, to my students.

That was wrong.

Thankfully, I learned to run toward the pain. I got better at teaching young people instead of teaching poetry. I learned to do more than have my students bring in their favorite song lyrics. I bought novels in verse and poetry anthologies. I read for pleasure. I wrote to discover, to wonder, to enjoy. I learned to love poets who made me think and feel and to experience language like I never had before. I shared all of this with my students.

It took me years to overcome my fear of poetry. How silly and how sad.

So maybe you are like the old me — stuck in a rut or an old binder. Maybe you dread all the talk of poetry in April because you’re stressed about test prep or whatever. Maybe you just want a little spring in your step. That’s what I now think poetry is — a pretty powerful spring.

Whether you love poetry, or not, here’s a little inspiration to get your bounce on:

 

Sometimes it’s fun to look up words we already know. Today I looked up poet.

poet

Don’t you just love the second definition? I’m thinking superhero with a pen.

 

Amy Rasmussen began writing love poems in 6th grade about her boyfriend Frankie, but somewhere along the way of life, she lost her love of poetry. She’s since read Good Poems and all the poetry of Billy Collins. Aimless Love is her favorite. She’s always on the lookout for new poems to write beside. This is a new favorite. She’s not sure why. Follow Amy on Twitter @amyrass 

3TT Talks Gifts: Besides BOOKS, what supplies make your workshops work?

“I think the greatest gift that anybody can give anybody else. . .As a matter of fact, the only unique gift that anybody can give is his or her honest self.”  Mr. Rogers

Teachers give of themselves uniquely all the time. We know this. We live this.

We plan, teach, reflect, carry tote bags of papers home to grade at night and on the weekends. Okay, that doesn’t sound too unique. It sounds like every other English teacher we know.

But — you are unique, and we know you give of yourself uniquely to your unique students. Daily. And since this is a time of year we often get a chance to pause, give thanks, recharge, and give and receive gifts, it seems like a good time to share some of our 3TT favorite things — just in case you need some ideas on gifts for colleagues or ways to spend that stack of gift cards coming your way. (Sometimes it happens.) And just so you know, if you buy through our link, we will get a little something.

I asked Three Teachers’ Talk contributors questions about their favorites. (I already posted a gift list for favorite YA books.) Maybe some of these workshop necessities are already your favorite, too. Maybe they’ll serve as good gift suggestions.

What type of notebook do you purchase for yourself? Any particular size, shape, brand?

 

Zequenz Classic 360 Softbound Journal

Mead Composition Notebooks

Paipur Notebook, softbound, 9.75″ x 7.25″

Moleskin Classic

Exceed Dotted Classic Notebook

Rocketbook Everlast Reusable Notebook

a regular spiral

 

 

What type of pen do you choose to write with most often?

 

 

 

What classroom supplies can you not live without?

 

Do you have any go-to games or activities you use with your readers/writers?

Bring Your Own Book. My juniors love this!

 

Taylor Mali’s Metaphor Dice

Story Cubes

The Autobiography Box

Quicktionary:  A Game of Lighting-fast Wordplay

Crazy Aaron’s Thinking Putty (I have this in lots of different colors. Great for fidgeters or serious thinking time.)

3TT Talks Gifts: What books will you give this season?

If you know me, you know I live by lists. I make them. I collect them. Sometimes I even stick to them. I raised seven children, you know. I had to keep track of who needed to go here, there, and everywhere and who needed what and what and what just to survive and thrive in our robust and rowdy family. Christmas shopping, often on a bone of a budget, gave me hives.

Gift-giving has never been my strong suit. Perhaps my practicality, and my history of stretching dimes into dollars, gets in the way of thoughtfulness. (Not even kidding, my kids got socks and underwear wrapped in cute paper. To their credit, they never complained–at least not to me.) I know it is possible to be both practical and thoughtful, but I am still working on that balance.

So what does any of that have to do with a blog about teaching readers and writers? Not a lot — except, I asked my fellow writers to help me craft a list for literacy teachers. Maybe you’ll find something to gift yourself, a colleague, a friend, or a perfect stranger. (I like the idea of gift-wrapping a book and giving it to one of the Salvation Army bell-ringing volunteers and saying, “This is for you.”)

Part 1 of this literacy teachers’ list is below. I’ll post about professional books, and favorite writer’s notebooks, pens, and other clever things for literacy lovers over the next few days.

BOOKS. What are the top titles students love in your classroom library right now? (Remember, we work with a range of readers from middle grades to AP Lit. There’s old and new, non-fiction, YA, and just some really good recommendations here, in no particular order, that would make great gifts for any reader or want-to-be reader or you-want-them-to-be a reader in your life. )

The Poet X by Elizabeth Acevedo
Long Way Down Track Series (Ghost, Patina, Sunny, Lu) by Jason Reynolds
Ready Player One by Ernest Cline
The Hate You Give  by Angie Thomas
American Street by Ibi Zoboi
Graphic novels (Ghosts, Smile, Babysitters… by Raina Telgemeier
Love that Dog/Hate that Cat/Moo by Sharon Creech
The 57 Bus:  A True Story of Two Teens and a Crime that Changed Their Lives by Dashka Slater
Love, Hate, and Other Filters by Samira Ahmed

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Just Mercy  by Bryan Stevenson & the version adapted for YA
Lies My Teacher Told Me by James W. Loewen
The Handmaid’s Tale by Margaret Atwood & the graphic novel version by Nan A. Talise
The Last Black Unicorn by Tiffany Haddish
The Nightingale by Kristin Hannah
Ghost Boys By Jewell Parker Rhodes
The CrossoverBooked & Rebound by Kwame Alexander
Children of Blood and Bone by Tomi Adeyemi
The Greatest Stories Never Told:  100 Tales from History to Astonish, Bewilder, and Stupefy by Rick Beyer

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An Ember in the Ashes by Sabaa Tahir & the whole trilogy
Looking for AlaskaTurtles All the Way Down by John Green
My Bloody Life: The Making of a Latin King by Reymundo Sanchez
Twisted by Laurie Halse Anderson
Dear Martin by Nic Stone
The Marrow Thieves by Cherie Dimaline

NOTE: Get this book free with a donation to Book Love Foundation

We Should Hang Out Sometime:  Embarrassingly, a True Story & Love and First Sight by Josh Sundquist
I am Not Your Perfect Mexican Daughter by Erika L. Sanchez
Because I was a Girl:  Trues Stories for Girls of All Ages by Melissa de la Cruz

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Between the World and Me by Ta-Nehisi Coates
The Martian by Andy Weir
1984 by George Orwell
The Lovely Bones by Alice Sebold
The Road by Cormac McCarthy
#NotYourPrincess: Voices of Native American Women by Charleyboy (editor)
All the Broken Pieces by Ann E. Burg
The Astonishing Color of After by Emily X.R. Pan
Far from the Tree by Robin Benway

For more book-gifting ideas, check out the Goodreads Choice Awards for 2018; 15 Life-Changing Middle-grade Books; and here’s the School Library Journal list of best children and YA audiobooks of 2018.

Conferring and My Wish for a Time Machine

I am as guilty as the next guy. When I first started teaching, I didn’t have any idea how to get students to read more, write more, do more in my English class. I didn’t even know I would have to work so hard. Although I was in the middle of raising my own teenagers (and they all turned out great), I had no idea how to inspire other people’s teens to give books a long enough look to want to read them or to take the time needed to write something they would want others to want to read. I was all about my content, my lesson plans, my choices, my control. I did most of the talking. I did very little listening.

I remember the first day of my first year teaching. Students sat in assigned seats, alphabetically by last name. I asked each student, seat by seat, row by row, to tell everyone their name and one thing they hoped to learn in their freshman English class. I have no idea what they said — except for one.

“My name is Susie, and I hate white people.”

I am a white woman.

I might have felt stunned, hurt, appalled. I do remember thinking, “The audacity!” and shouldering an internal huff. I tried not to let these words sink me before I ever got afloat, and for the most part, I think I succeeded. Susie and I learned to work together that year, and she did fine in my class.

But my idea of success is much different than it was back then:  I no longer think fine is ever good enough.

I think about those young people from my first few years of teaching, and if time machines were a real thing, I’d set the dial to 2008. I would do things differently because I am different. I know better. I learned to be better.

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Last week I facilitated a day-long training on implementing the routines of readers-writers workshop in secondary classrooms — a shift in pedagogy so students sit at the center and learn through authentic reading and writing practices. These teachers are eager, and their district leadership is providing support to make this happen. Yet they struggle.

In table-group conversations, two topics came up again and again:  Our students lack discipline. We need more tips on conferring.

What’s obvious to me now, that wasn’t back when I first started teaching, is a clear connection between the two. Students need to be heard. Now, I am not saying that implementing a workshop pedagogy will fix all disruptive behaviors, but I do believe these behaviors are often evidence of a lack of conferring. Students need to be seen and heard. (See more on why here.)

We talk a lot about creating a positive culture in schools and cultivating learning communities where relationships thrive. These take intention, effort, and time. In ELAR classes, these take intentionally designing instruction that utilizes every square meter as we practice authentic literacy skills with authentic texts and model the effort it takes to build our identities as readers and writers. To do all of this well, we must meet our students where they are in their learning, or in their apathy, or their attitudes, or whatever we want to call it. Conferring, those one-on-one little talks with kids, is where we do it.

As with anything that deals with humans, it has to start with listening. Listening jumpstarts relationships. Relationships build community. Community shapes culture.

8 Tips for Talking to Adolescents

If I could relive day one of my first year teaching and my interaction with Susie, I’d make sure she knew I heard her. I’d pull up a chair at the beginning of our next class, and I’d listen. That would be the start of Susie doing more than just fine in her freshman English class. I am pretty sure of it.

 

Amy Rasmussen loves her life in North TX. She’s currently reading We Got This by Cornelius Minor, Embarrassment by Thomas Newkirk, and Braving the Wilderness by Brene Brown. She may be a completely different person come 2019. Find her on Twitter @amyrass

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