Literacy Now

Have you ever finished modeling a lesson, crossed your fingers, and hoped some of the students actually go back and use what you taught? We have all been there, no matter what grade level we teach. Once we have been a model and shown students new ways of reading, we hope they begin to try the strategies when needed in their own books. But we can do more than hope; we can coach readers and help them get started.

When we become a mentor to readers, we sit by them and guide them as they go about deeper thinking, but we don’t take over their books or do the work for them. I see being a mentor as being a coach on the sideline of the field.

As a former soccer player, I noticed two types of coaches I had over the years—“sideline” coaches and “on-the-field” coaches—and the two are quite distinct. Sideline coaches would stay off the field, where they would watch practice, pause the play, give us more instruction, and then set us back to scrimmage. While we were playing, the sideline coaches would comment and suggest—and sometimes even yell—but all of it was aimed at helping us players who were on the field make wise choices.

On-the-field coaches would literally step on the field with us in practice and play with us. They would pass us beautiful balls and set us up to score, but most of the time our level of play was elevated because they were out on the field doing much of the work for us. I learned from both types of coaches, but I developed much more independence from the sideline coaches. Our team’s performance in practice and in games was similar with sideline coaches, but our team’s performance was much less successful in games when we had on-the-field coaches. We were so used to the coach doing a lot of the work for us we never learned to do it on our own.

What kind of reading coach are you? If you are not sure, consider how much work you do in the students’ books and how often you pick up their books to get them started. Consider where you sit in relation to students when coaching. Be on the sideline by sitting next to a student. Consider how much you say as they try a strategy. Are you telling them every step or calling out “plays” in the moment and then watching to see what they need next?

If you are choosing to be in the book with your students like an on-the-field coach, remember to eventually step back and coach from the sidelines.

Here are a few qualities I notice about the coach who sets up independence and transfer:

• Names one step at a time
• Tells students what they can try (not asking a lot questions for them to think through while reading)
• Focuses on what to do (not what to avoid)
• Keeps language and prompts clear
• Does less over time and expects students to take on more

The chart in this post from Mindsets and Moves: Strategies That Help Readers Take Charge shows how you might do less over time.

Gravity Goldberg is a literacy consultant and author of Mindsets and Moves: Strategies That Help Readers Take Charge (Corwin, 2015) and coauthor of Conferring With Readers: Supporting Each Student’s Growth and Independence(Heinemann, 2007) in addition to managing her blog. This post is one in a series on how teachers can create more independence in the classroom by embracing new roles. She also can be reached via Twitter. 

I love a good cooking show. The host finds ways to bring me into the kitchen and make something that seemed so daunting when reading the recipe now seem within reach. When I teach my students a new or complicated way of reading, I think of myself like the host of my own show—only I am not taking them into my kitchen, I am taking them into my reading mind and into my book. When I show students what I am reading and how I go about reading, I am acting as a model.

Think about your favorite cooking show or take a few minutes to watch a clip online. You will notice the steps the host is taking when modeling how to make a dish. These steps are like what effective reading teachers take when teaching students—they don’t just give the “recipe,” they show the process. The three steps I notice are actions we can all take on no matter what grade or skill we are teaching.

The first action is to set the context for students by explaining what you are about to model. When I begin modeling before telling students what I hope they will see and notice, they tend to focus on aspects of the modeling that are not always important. For example, if I don’t say, “I am going to show you how I…” before modeling, some students explain they paid attention to the color of the character’s shirt or the small fact at the bottom of the page. By my setting up the modeling, they know what is worth paying attention to.

The second action is to show the steps by demonstrating each one and thinking aloud as I perform them. Showing the steps seems obvious, but just telling the steps is much easier and we forget to show them. I often see teachers begin by showing the first part of a strategy, and by the midway point they are no longer showing and just telling instead. I think many of us do this because it can sound awkward to think aloud in front of students; it sounds like we are talking to ourselves. I keep my cooking show analogy in mind when demonstrating the steps and remind myself that students need to see my steps just like I need to see the cooking show host cook in front of me.

The third action is for students to summarize what was modeled by naming what I just showed. I know I told students what they would be seeing and then I showed them. Telling them again what they just saw can feel redundant, but many students benefit from the repetition. I think of it like this: The setup is the future tense (“I will show you how I...”), the demonstration is the present tense (“Hm. I wonder why the…”) and the summary is the past tense (“You noticed that I just did…”). By modeling and explaining as you demonstrate, students experience the learning in a few ways by listening, observing, and noticing.

Want to refine your ability to be a model? Go watch a cooking show and notice these same three actions. In the final post of this series, I will explain how to coach readers as a mentor when they are trying new strategies in their own books.

Gravity Goldberg is a literacy consultant and author of Mindsets and Moves: Strategies That Help Readers Take Charge(Corwin, 2015) and coauthor of Conferring With Readers: Supporting Each Student’s Growth and Independence(Heinemann, 2007) in addition to managing her blog. This post is one in a series on how teachers can create more independence in the classroom by embracing new roles. She also can be reached via Twitter. 

Ah, the holiday season: The lights, the music, the hot chocolate...the inability to get your class to sit still. Just this morning, I sent my own daughter off to school knowing that even her little firstborn, über-nerdy self was going to have a hard time listening with visions of imminent cookie baking, a trip to see the Rockettes, and the promise of putting up our tree this weekend dancing in her head. I almost feel as if I should send an apology e-mail to her teacher.

I've been there. I know what it is like to desperately try to stick to the classroom routine when my students seem to be floating in a haze of holiday glitter.

I have often likened teaching during the holiday season to keeping the lid on a boiling pot. I think the key to surviving—and thriving—as a teacher during this time of year is to first take a deep breath and then just accept that this is what is happening for the next few weeks and you might as well get on board. I mean, why fight it?

If your students are going to be all amped up, you might as well harness that energy and help them to channel that buzz into their reading lives.

Here are a few suggestions for survival that don't include massive amounts of caffeine or numerous glasses of your favorite adult beverage:

•  Rapid read-alouds. Choose four or five juicy chapter book read-alouds. Carve out short sections of time across a day to read a chapter or two from each book and then let the kids choose their own adventure by voting on which book to continue reading. Be sure to have multiple copies of all the choices available for friends who catch the fever. Let them buzz about hot new read-alouds!
• Three-minute book reviews. Have two or three students sign up at the end of the day to share a three-minute review of one of their favorite reads. Give students creative control over this presentation with a few guidelines regarding content.
• Reading identity reflections. The impending holiday break serves as a big milestone for the school year—you made it! Allow students to reflect on how they've grown as readers. What authors, genres, themes, topics, or titles are they most interested in? Get creative with how students memorialize and share who they are as readers—get your collage on! Go digital! Let them go for it!
• Faux online shopping. Let students create their own shopping cart to fill with titles of books they'd like to read in the near future. If you're feeling really crazy, let them browse new and upcoming titles online. Post your "carts" to share with all.

Routines are amazing and essential. Anyone who knows me knows I love a good routine and have been known to have heart palpitations over a hot process chart. The joy! However, if asking your class to stick to the daily routine during this season feels like an uphill battle, be open to switching things up in the coming weeks. Although now is not time to jump ship and start hardcore crafting all day, it may be time to loosen up. If they're going to be all abuzz, they might as well buzz about books, right?

Mrs. Mimi, aka Jennifer Scoggin, is a teacher who taught both first and second grades at a public elementary school in New York City. She's the author of Be Fabulous: The Reading Teacher's Guide to Reclaiming Your Happiness in the Classroom and It's Not All Flowers and Sausages: My Adventures in Second Grade, which sprung from her popular blog of the same name. Mimi also has her doctorate in education from Teachers College, Columbia University.

One possible reason why some students progress more rapidly than others is their mindset. By mindset, I mean what Carol Dweck refers to as "the beliefs they carry about their own abilities.” When students develop a growth mindset about their reading ability, they believe that their hard work, struggle, and opportunities for problem solving are all important and valuable parts of the learning process. When students develop a fixed mindset about their ability, they believe their reading level, skill level, and proficiency are static and not much can be done to change them. With a fixed mindset comes resistance to working hard and putting extra effort in because there is really no point. When it comes to developing ownership and independence, having a growth mindset is imperative in the learning process.

The good news is that Dweck and her colleagues have shown that mindsets are malleable and we can help shape them with the kinds of feedback we offer. Regardless of whether a student first enters our classrooms with a growth mindset, we can take on a role that fosters a view of reading with a growth-based lens. When we offer feedback in this way, I call it “being a mirror.”

In my previous post, I wrote about being a “miner” and uncovering how a student reads. Once we have gained important information about a student reader, we can give feedback that shows students what they are doing and the results of that work. Focusing our feedback on the effort and the results emphasizes more growth mindset qualities. I call this role a “mirror” because a mirror’s job is to reflect back what is there without judgment. Our feedback can do the same.

There are five qualities of feedback that foster a growth mindset with readers. First, be specific. When we describe for students how they are reading, we can name the specific steps they took and name them one at a time. For example, instead of saying “You predicted,” which is a bit too general to be helpful, I might say, “You looked at the cover and title, thought about what you would learn, and then went page by page in your book seeing if what you predicted was actually in the book.”

A second quality is to focus on what the reader is doing (not on what is missing). A mirror cannot reflect back what is not there.

A third quality is to focus on the process and the work the reader put in. When we focus on the process, we show students that their efforts are valued and important.

The fourth quality is to make sure it can transfer. Although I do want to be specific with my feedback, I also want to name what the reader is doing in a way that he or she can use it in a different book and context. Instead of saying, “When you thought about why Jonas lied to his dad, it helped you understand why he left,” I might say, “When you thought about the character’s choices, it helped you understand his motivation.”

The final—and often most difficult—quality is to take yourself out of the feedback. This means not saying, “I like how you…” or “I think…” because this sort of feedback makes it about pleasing us adults. Instead of starting with first person pronouns, I start with the reader’s name or simply say, “When you…” and keep the focus on the reader. After all, a mirror stays focused on what is in front of it.

Try being a mirror with your students and notice how not only their reading habits change, but also their mindsets. This is so important because, as sociology scholar Brene Brown explains, “Without feedback there can be no transformative change.” In my next post, I will explain how to be a model and teach in ways that students can really understand.

Gravity Goldberg is a literacy consultant and author of Mindsets and Moves: Strategies That Help Readers Take Charge(Corwin, 2015) and coauthor of Conferring With Readers: Supporting Each Student’s Growth and Independence(Heinemann, 2007) in addition to managing her blog. This post is one in a series on how teachers can create more independence in the classroom by embracing new roles. She also can be reached via Twitter. 

In many classrooms I visit, students do not raise their hands. They are taught early on how to participate in discussions where raising hands isn’t necessary. They respect the speaker’s turn, they listen carefully, and wait for an opportunity to respond. The teacher acts as a facilitator or a coach for the conversation, not as the sole channel though which information can pass. In these conversations, questions are valued as highly as answers. The goal is to create new ideas, ideas that perhaps even teacher had not considered, not to regurgitate old ones.

Although it is so easy to default to the standard way of running a discussion, hands raised, teacher calling on one at a time (often the same few), there is magic when you say to students, “Put your hands down. I’m not going to call on anyone. Just speak when you have something to say.” Doing this sends the message that your students’ voices are just as valuable the teacher’s.

So what happens in a truly great great whole class discussion? A few ideas might come to mind:

• Students listen carefully to one another and respond directly to others’ comments.
• One or a few topics are explored in depth.
• New conclusions, understandings, and ideas are grown.
• New questions are raised.
• All students’ voices are heard.

Build students’ vision of strong talk

Lucille Clifton has said, “We cannot create what we can’t imagine.” Similarly, we cannot expect students to engage in strong discussions if they do not know what these look like. To find samples of strong classroom conversations, you might need look no farther than your school building. If you know a classroom where strong talk is taking place, take a few minutes of video to show to your students (make sure your school’s videotaping policies allow for internal use of students’ images, of course).

Or you can find videos online that show students engaging in discussions worthy of studying.

After watching the conversation, debrief and ask students to name some of what they noticed that helped the conversation to go well. Record these on a chart that will serve as a reminder for students when they are engaged in their own discussions. Because these ideas are student-generated, they will take on greater significance in your classroom.

Guide students to assess and set goals to get better at discussion

Most students understand that they are working on building their skill sets in subject areas such as reading, writing, and math. Many students set goals for themselves in these areas, and, rightly or wrongly, judge their progress against that of their peers. They know, for example, that in math they are working on getting better at converting improper fractions to mixed numbers and that in reading, they are working on developing theories about characters. But many students don’t have a sense of their skill level when it comes to discussion, and some aren’t aware that building skill in discussion is not only possible but also vital. 

Create a simple rubric or checklist with your students using the ideas they generated about good discussions to help them  understand what they need to do in order to get better at accountable talk. Tell them they’ll have a chance to assess their own work during a discussion so that they can get a sense of what they’re doing well and what they need to work on. Then, lead the class in a discussion (recording this for future viewing can be useful).

After the discussion, you can ask students to assess themselves  using the rubric or you can  to fill out one rubric together, considering a discussion is something the entire class creates.

In addition to helping your students to assess their skill at discussion, you can also assess their stamina, the length of time they can keep a rich conversation going. It may well be that your students’ stamina for this kind of conversation is at about five minutes to start. If this is the case, keep in mind that marathon runners must train their way into running 26.2 miles. Record the length of time of the discussion as a benchmark, and encourage students to aim to sustain their conversations for longer and longer amounts of time as the year progresses.

Plan instruction to strengthen students’ talk

Here are a few teaching ideas that can help move your students’ discussions from so-so to great.

• Model effective discussion techniques. Before students are ready to take the discussion reins, they’ll need plenty of teacher modeling. For example, the single most effective way to encourage your students to listen to each other right from the start is to listen to them. One way to model that you are listening is to repeat parts of class conversations in a way that shows you are really trying to understand. “So what I hear you saying is….”
• Teach connective language. The Common Core Standards for Opinion and Informational Writing highlight the use of words and phrases to link ideas and information. Those familiar with the work of the Reading and Writing Project and with Harvey Daniels and Nancy Steineke’s Literature Circles will be familiar with thought prompts such as: For example… This is important because… On the other hand… and What I’m starting to realize is…to help students make connections between ideas in conversations. Making these prompts visible in a chart such as the one above and referring to them often will ensure that these phrases become an ingrained part of the way students talk, and eventually, the way that they think.
• Use visual supports to encourage inclusion. A major goal of discussion is to ensure that all voices are heard. A simple way to help students to understand the patterns in their language is to trace the conversation visually. To do this, create a chart by writing students’ names where they sit in discussions. Then, trace a line from name to name as students participate during a discussion. Analyze the discussions’ pattern and discuss how students might invite those whose voices were not heard to participate.
• Confer with students individually as needed. Some students might need some extra coaching to get better at classroom discussions, either one on one or in small groups. Use language from the rubric as much as possible in your instruction so that students are crystal clear on what they can do to improve.
• Build in frequent opportunities for students to self-evaluate. Be sure to revisit the rubric you created, perhaps even at the start and end of each discussion at first.

Anna Gratz Cockerille is an educator, writer, and consultant. In addition to her years teaching Upper Elementary in New York City, Anna has taught and coached in K–8 classrooms in Sydney, Australia; San Pedro Sula, Honduras; and Auckland, New Zealand. Anna has been a staff developer for the Teachers College Reading and Writing Project at Columbia University and presents at national conferences. Anna also conducts staff development in schools, helping teachers hone their balanced literacy practices.