Views on Literacy Instruction from the Field

There are many experts on literacy, but sometimes it’s nice to hear from people who live it and breathe it every day.  Members of my PLN were asked to share their views on what should be seen and heard in a literacy focused classroom.  Here is what they said:

“What do I want to see children doing during the literacy block? Reading and writing! As much as possible, children should be digging into books, discussing them with each other, and writing about those books. The teacher should be the “guide on the side, not the sage on the stage.” In other words, teachers should slip in to offer guidance and support, then slip away to let the kids work.” -Beth Burke, principal, Shipley’s Choice Elementary

“We are focusing on “talk moves” here in PGCPS.  I love the concept of teachers explicitly teaching students through the use of anchor charts and modeling (out loud). They use turn and talk, think/pair/share, collaborative conversation protocols, pair and square talk, and an accountable talk protocol.  Students should be re-voicing, repeating, and reasoning.  All of these can take place throughout the day and across content areas!” -Walter Reap, principal, Edward M. Felegy Elementary

“I want to SEE students working on meaningful activities that correspond to the standards being taught during guided reading.  I want to HEAR students working cooperatively in some of those literacy groups to help create an engaging learning environment.  I want to HEAR students whisper reading and teachers listening to determine how to assist them become better readers.  I want to SEE teachers facilitating discussion through higher-level questioning and engaging students through purposeful talk.” -Jeff Haynie, principal, Solley Elementary

“I love to quote my reading teacher:  guided reading is learning to read, close reading is reading to learn.  It is important that teachers know the difference and the components and strategies for both.” -Donna Usewick, principal, Oakwood Elementary

“I want to SEE & HEAR children reading independently chosen books (after being provided with a lesson on how to pick a book that best fits their needs as a reader and a learner).  I want to see and hear children discussing books – sharing what they love about books and debating around books that they have shared, perhaps during guided reading lessons with the teacher.  I want to see and hear students applying whatever strategy or goal they were given based on a previous conference with the teacher.  Most importantly, children should be enjoying whatever interaction they are having with a text… whether it is reading, a response to what they’ve read, a project based on something they’ve read, or if they are applying a strategy they have learned – it should be engaging, to foster that love of reading and learning.” -Bonita Bradway, teacher, Tyler Heights Elementary

Great words of wisdom from an experienced group!  I would add that everything in a literacy block should be connected in big and small ways.  When students leave their guided reading group, they should be expected to complete independent work that will use the strategies and/or goals they are working on.  The work they complete independently should be collected and examined by the teacher to make instructional decisions at the whole-group and individual level.

In the spirit of visible learning, we must also remember to include our students in goal-setting.  Every student (some with a little teacher support) should be able to speak about what they are working on and trying to get better at.  Great literacy teachers never rest, they wake up in the middle of the night thinking about what they can do to help students make breakthroughs in reading.  Keep a notebook by your bed in case that describes you!

I am one lucky principal!

We’re coming up on one of my favorite holidays, Thanksgiving.  It’s a favorite of mine because it reminds me of the importance of reflecting on life and thanking those who make a difference.  Professionally, I am fortunate to work in a school that offers many reasons to be optimistic about teaching and learning.  Here are some of the things I am thankful for…

…kindergarten teachers who are patient, kind, and caring.  School culture begins in kindergarten.  Our kindergarten teachers are so good, they make children and parents feel welcome.  They assure parents that their children are in good hands.  Children never forget their first teacher, ours make sure that this is true by taking care of the whole child.

…first grade teachers who embrace the need to be the best literacy teachers they can be.  They are willing to collaborate, be observed, observe others, and attend professional development opportunities outside of the school day to hone their craft.  They laugh a lot and lean on each other when things get tough.  They demonstrate an undying enthusiasm for teaching.

…second grade teachers who work like a well-oiled machine.  They support each other in every way, personally and professionally.  They offer classrooms that are dynamic and active.  Our second grade teachers are independent thinkers who accept new ideas and immediately figure out how to integrate change in their classrooms.

…third grade teachers who always participate enthusiastically in school spirit events.  On any given day you can find them dressed as M & Ms, wearing their school spirit shirts, in Ravens gear, or dressed as green eggs and ham on Read Across America Day.  They look for opportunities to promote project-based learning with their students because they know it enhances engagement.

…fourth grade teachers who spend extra time every year planning for their overnight trip to the local outdoor education center.  Members of the fourth grade team have raised terrapins, organized the annual talent show, and volunteer whenever their colleagues need their help.  They foster relationships with students and families that last for years.

…fifth grade teachers who take it as a personal responsibility to prepare their students for middle school.  They promote STEM, a love for history, and bake cookies for the staff just at the right time.  Our fifth grade teachers organize the annual drown-proofing field trip and take their students to Philadelphia every year.  They give their students a final year of elementary school that they will never forget.

…cultural arts teachers who instill a love for music, art, movement, and literature.  This group reminds us that learning doesn’t just take place in the classroom.  They expose our students to new worlds that many would not see otherwise.

…special education teachers, speech pathologists, school psychologists, and occupational therapists who complete mounds of paperwork while remembering that the students they support are much more important.  They work long hours and are often under-appreciated for the work they do.  They advocate for the needs of their students and foster relationships with families in order to ensure that progress is made for all students.

…a school counselor who supports the social emotional learning of our students.  She supports families who need more than the school can provide by connecting them to social agencies and outside resources.

…resource teachers like Right Start Advisors who help new teachers succeed, ELL teachers who bridge the language gap for students, and support personnel who make sure technology does what it’s supposed to do, enhance learning.

…reading teachers who are consummate professionals.  They constantly work to support classroom teachers with the best and most effective strategies for teaching reading.

…teaching assistants who are flexible and willing to do whatever it takes to help students succeed.

…health room staff who take care of so many needs beyond just scratches and sniffles.

…custodians and cafeteria workers who quietly go about their work with little attention or recognition, yet make a difference to the entire school community.

…secretaries who serve parents, students, and staff members every day with a smile.  They are literally the face of the school for many visitors and their efforts tell parents that they are in a safe, caring place.

…our assistant principal who rarely sits still and supports positive behaviors throughout the building by developing a rapport with students, staff, and parents.

I am one lucky principal.  I have so much to be thankful for.  Teaching is tough.  I’m not sure that the average person understands all that goes on in an elementary school on any given day.  I do, and I hope my staff knows that their efforts do not go unnoticed.  I am proud to be their principal.