Book talks about NF like Columbine by Dave Cullen and talking about the writer’s research process capture many readers
Shana and I recently conducted a two-day professional development workshop in Franklin, WI — such inspiring teachers in Franklin!
Franklin administrators asked that we help their teachers move into a workshop pedagogy, which is, of course, a favorite topic at Three Teachers Talk. We shared the background of workshop, which stems from the work of Don Murray and Don Graves, and from the work of our mentor Penny Kittle, whose ears had to be ringing and ringing since we said her name a million times throughout those two days.
Franklin teachers caught the vision and the value of letting loose the reins and opening their hearts to choice reading and writing. They just needed to experience it themselves from the seats of their students.
The discussion covers five of the pressing questions teachers asked during our pd.
They: Where are some great places where I can get resources for books and materials for my classroom library?
Us: The good news for Franklin teachers is the buy-in from their insightful administrators who have reserved funds to begin building classroom libraries. Not all teachers who catch the vision for choice independent reading, and the need for engaging, well-curated classroom libraries, are so fortunate. We weren’t. But finding resources and is certainly possible. Shana wrote this great post awhile back about grants she’s been awarded and the many businesses that give funds to buy books. Amy’s had great success with Donor’s Choose, one of the options Shana mentions. Three grant projects funded there so far! Lewisville Education Foundation has also been a great resource for Amy’s students and the books they love. Be sure you check out the grants offered through your own EF.
Other resources besides books are important, too. We spent time watching and responding to spoken word poetry with our new friends, modeling quickwrites, and studying the craft moves of these poets. Some of our favorite spoken word poets are Shane Koyczan, Sarah Kay, Phil Kaye, Marshall Jones, and Amy’s new favorite Harry Baker. Search online, and you’ll find YouTube videos and posts with the texts.
Engaging non-fiction articles are an essential in workshop instruction. Mentor texts, craft studies, and pairings with literature all make for authentic engagement with thought-provoking non-fiction. Find interesting articles at NewsELA, Izzit.org, Essay5W, and The Learning Network at the NY TImes. And, of course, the excellent mentors curated by our friends at Moving Writers.
They: How can I design units that foster inquiry-based outcomes for my students?
Us: We lead teachers in a gallery walk activity where they explored ideas of what authenticity, modeling, dialogue, inquiry, and other workshop essentials look like from both a teacher and the students’ points of view. It was interesting for us to see the many iterations of inquiry these teachers listed and how closely they overlapped with authenticity. Yes, they should.
However, getting students curious about learning does not always happen instinctively — especially when they come to us hardened by years of sit ‘n git classroom instruction. We must provoke inquiry, pique imaginations, inspire curiosity. Of course, the move to choice opens doors to many of these needs. Providing, introducing, and talking about highly engaging literature helps. But so does allowing students to decide how they want to read it and what they want to do with it to show they are learning from reading it.
Teachers have to let go of control. We have to trust that students want to learn. We have to stop doing all the hard thinking for them. What if we let them find the mentor texts that best suit their needs as writers? What if we give them chances to determine themes they want to study, and then let them take those themes into other genres and ideas?
Let’s invite students into authentic and on-going research, so we move far far away from the one-unit-one-major-research-paper. Shana’s multi-genre project and my students’ engaging in our multi-modal feature article unit are good examples of how we apply this thinking in our own classrooms.
They: I write every day for my job, but I have never written a “persuasive essay” for my job. How do I design authentic instruction that mirrors what my students might have to write in the future?
Us: Read like a writer. Look for mentors everywhere. And know your kids.
We know, if the answer was really that easy, everyone would do it. Although we do believe every teacher could. One way we’ve found to incorporate authentic instruction is to conduct regular craft studies of a variety of texts. We read a lot, and we look for texts in which we can discuss with our students topics like structure, literary and rhetorical devices, tone, etc. We call this reading like writers.
Shana and I agree, we first learned the value of reading like writers from Katie Wood Ray in her book Wondrous Words. Here’s a great Pinterest board to get you started. Shana and I will post the craft studies we find and use with our students more often. You’ll find several we previously posted when you search the “craft study” category.
They: How do we hold students truly accountable?
Us: In a word, conferring. We must talk to our students often and with purpose.
Modeling Silent Reading Conferences
Amy remembers when she first started moving students into self-selected texts how her conferences revolved around the books students read. Eventually, she realized that if she wanted to truly move readers, she needed to talk more to the student — as a reader — than about the book she was reading. This is an important shift in mindset and practice.
If we only encourage students to talk about the plot, summarizing this or that, maybe describing the characters, we miss out on valuable opportunities to help the reader stretch and grow in the skills she needs to mature as an independent reader. Identity matters.
Teachers foster a love of reading not by focusing on the books but by focusing on the reader of those books and helping those students identify themselves as readers. If you need ideas on conferring, Amy and Jackie discussed conferring in this #3TTWorkshop post, Amy wrote about conferring in a crowded classroom here, and Shana wrote about a what to read conference here.
Another important thing to remember about accountability: We can ask students to write about their independent reading. Shana and I both ask students to evaluate their reading lives — several times a year. We consider these summative assessments, and students provide thoughtful commentary on how they struggle, grow, and succeed as readers. Amy quotes many of her students’ evaluations here. They are honest and insightful.
Speed dating with books increases student talk about books, which increases students reading good books
When we ask students to write about their reading, it must be a task they see as worthwhile — and one we see as a support to our ultimate goal: developing life-long readers. Too often, we read about teachers who punitively assign tasks to “catch their students not reading.” If this is you, please stop.
They: How do I create engagement not compliance due to grades?
Us: Choice. Choice leads to engagement. Engagement leads to autonomy. Autonomy leads to independence. Independence is engagement.
Trust the process, and see for yourself.
Lesson: We’ll pass out copies of the article for students to read and annotate, and they’ll also have their writer’s notebooks out.
Aleigha’s Top 10 List: Best High-Interest for Teens
I have never laughed so hard while reading a book. This guy literally takes everything that 
life changing 
The plan? Spend the hour and a half between the end of the school day and kiddo pick up time entering my students’ midterm grades, doing some lesson planning for “Hamlet” and cleaning and organizing my room in preparation for third quarter.
ow characters and plot lines develop and how they mirror their lives. She challenges students to consume pages, develop stamina, and grow in fluency. She gives them opportunities to read more and read harder because she knows the value of reading in building confidence and competency. She introduces different genres, authors, themes. She surrounds them with shelves weighed down by high-interest books and gives them time to read in class. To this teacher, it is not about the book — or the six books of lofty literary merit — it is about the reader. Readers who read 12 books in a year instead of just six. This teacher knows if she makes a reader she can make a life. And the skills gained through reading extensively transfer to their writing and permeate like energetic friends into the reading they must do in other classes.
What are you reading now, and/or what are your latest finds that could be strong mentor texts? 
Shana
My students asked for more craft study and grammar instruction in their midterm 
What prompted you to begin the process of noticing examples of mentor texts or craft study?
The Promise written by Nicola Davies and illustrated by Laura Carlin is a beautifully crafted story of a girl growing up in a hardened city. After stealing a purse from a pedestrian, the main character makes a promise out of desperation, only to realize that the purse she has stolen has no value and is instead full of acorns, which she must now plant across the city. The story reads more like a poem and has a cyclical ending that allows students to see the succinct structure of a short story.
Three Teachers Talk 