Wemta Re-Imagining Literacy
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This document discusses reimagining literacy in classrooms. It advocates for connected literacy where students are connected to themselves, their classroom, and the world. It promotes replacing traditional literacy activities like reading logs and book reports with book clubs, blogging, Twitter for students, Skype author interviews, and collaborations that provide authentic audiences for student work. The goal is to make reading engaging and help students see the real-life purpose and relevance of literacy activities.
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Wemta Re-Imagining Literacy
- 3. My day (is awesome) Oregon School District, WI
- 5. Connected Literacy means: ● Connected to yourself ● Connected to the classroom ● Connected to the world
- 6. 8 weeks for 144 pages
- 7. We need book clubs!
- 9. What do you spend the most time on in your classrooms right now?
- 12. What do students say have made them dislike reading in school?
- 13. No Choice
- 14. “Passionate Learners - Student Engagement” © 2016 Pernille Ripp
- 15. “Passionate Learners - Student Engagement” © 2016 Pernille Ripp
- 16. “Creating Passionate Reading Environments” © 2016 Pernille Ripp
- 17. “Creating Passionate Reading Environments” © 2016 Pernille Ripp
- 18. “Creating Passionate Reading Environments” © 2016 Pernille Ripp
- 19. “Creating Passionate Reading Environments” © 2016 Pernille Ripp
- 20. Book Clubs
- 21. For Better Book Clubs ■ Large selection of choices ■ Groups created with students ■ They choose their book through book browsing ■ They set norms and reading schedule ■ Focus is on discussion not written work ■ Create authentic opportunity ■ Limit them
- 24. Reading Logs
- 25. “ When we ask our students to get a parent signature in order to prove that they are reading at home, we are telling them that their word is not enough. We are telling them that we do not trust them. Jessica Lifshitz “Creating Passionate Reading Environments” © 2016 Pernille Ripp
- 26. Todaysmeet - a backchannel discussion area
- 28. Share your own reading life
- 31. Twitter - for Students Too
- 32. Why Twitter?
- 33. This Is Why
- 36. What Are We Reading For?
- 38. Anxiety now affects 1 in 8 kids. Anxiety Disorders Association of America
- 39. “Creating Passionate Reading Environments” © 2016 Pernille Ripp
- 40. Why not ask an author?
- 41. Homework
- 42. “Creating Passionate Reading Environments” © 2016 Pernille Ripp What Just 10 Minutes of Reading Can Do
- 44. Good Fit Books
- 48. Fluency
- 49. “ There is no ideal speed in reading. Thomas Newkirk, 2011
- 51. Having no “real life” purpose
- 52. KidBlog - Blogging Will Change Them
- 55. Skype in the Classroom
- 58. “Creating Passionate Reading Environments” © 2016 Pernille Ripp Some of the things we have done are… ■ Reading buddies ■ Taught pre-service teachers how to blog ■ Taught teachers how to do Mystery Skypes ■ Book jeopardy games ■ Performed and recorded Elephant & Piggie plays ■ Created nonfiction picture books ■ Created public service announcements ■ Had peer editors from a high school edit our work ■ Shared what our classroom looks like with
- 60. Ideas for collaboration An open-ended question Discussion around a common topic A challenge A presentation A contest A community
- 61. Strangers are nice Image from icanread
- 62. Create Your Own Image from icanread
- 63. Replace rather than add- on Image from icanread
- 64. “ Within our literacy instruction lies amazing opportunities to have students’ work travel beyond our schools.
Editor's Notes
- When I first started teaching reading I thought it was all about reading and answering questions
- I thought if I added book clubs I would reignite the passion - we would have a shared text and students could support each other through it
- Book clubs didn’t do it - I had to realize that I was part of the problem, more so than I thought and that the students needed amazing ways to reignite their passion for literacy.
- How we use our time is the first step? What do we value, not what we say we value, but what we actually do. What is the first thing to go when you are running short on time? For me it was IR and creative writing.
- We can say that about writing as well. Giving them more strategies is not going to change that.
- Turn and talk
- While most students will do book clubs, they ask us to please not assign the book - let them choose from a large selection assign the pages - let them figure it out assign the questions lead the discussion - let them do it have an unrelated project attached to it
- http://www.scholastic.com/readingreport/the-state-of-kids-and-reading.htm
- While most students will do book clubs, they ask us to please not assign the book - let them choose from a large selection assign the pages - let them figure it out assign the questions lead the discussion - let them do it have an unrelated project attached to it
- Most kids don’t need reading logs because they already read Those that could benefit from them usually don’t fill them out They end up quantifying an otherwise relaxing experience If you want to know if a child is reading; ask them Have them fill out a log in class if needed
- http://www.scholastic.com/bookfairs/readerleader/reading-logs-how-do-you-know-if-theyre-reading
- Have a space that is run by the students - have them share their reading life
- Most kids don’t need reading logs because they already read Those that could benefit from them usually don’t fill them out They end up quantifying an otherwise relaxing experience If you want to know if a child is reading; ask them Have them fill out a log in class if needed
- Book trailers
- Students tell me of well-meaning teachers that would take recess away to have them read instead. I have done this. It did not have the intended outcome.
- Why Reading Sucks… Main Points: Ask the students why reading sucks - exorcise their demons to make room for new habits May seem counterintuitive but students need to know they can be honest with you, they have to know they can trust you, plus it gives them a way of testing you - can you handle the truth or will you get upset? This is important as we need students to trust us with their true reading habits - are they really fake reading? Are they really reading the right book or are they too hard For there to be a true passionate reading environment, it has to be mired in truth
- For several years I have used either the 40 book challenge or the 25 book challenge with my students, but I have modified it more and more. Some kids just want to enjoy the act of reading, rather than feel the pressure of a challenge. While I still see the value in challenging students, this response is something that has made me think a lot about how I react myself to a challenge and the pressure I feel, rather than loving reading
- For several years I have used either the 40 book challenge or the 25 book challenge with my students, but I have modified it more and more. Some kids just want to enjoy the act of reading, rather than feel the pressure of a challenge. While I still see the value in challenging students, this response is something that has made me think a lot about how I react myself to a challenge and the pressure I feel, rather than loving reading
- Students report having a lot of homework so then the last thing they want to do when they get done with that is read. As a school community we need to take a hard look at the homework we assign and whether or not it is more important than reading. We are sending mixed signals to students about what is important We often don’t count reading as part of our homework
- Again, in our eagerness to help students discover who they are as readers we have started giving students levels, lexiles, and designations for which books they can read. Students are bigger than their labels. Sure, help them discover which books they should consider reading but do not stop them from reading some books because they are outside of their level. Three things will happen; they will struggle through it, they will abandon it, or they will pretend they read it to save face. Help them navigate great books and keep handing them to them.
- Levels are a teacher’s tool - Irene Fountas Main Points: Trend of levels being used to support readers Be careful, levels can become a box that we place the child in Idea: Only level part of your library Think hard about any level Idea: You grab 3 books that you think may interest a student, they grab 3 books - then they pick.
- Levels are a teacher’s tool - Irene Fountas Main Points: Trend of levels being used to support readers Be careful, levels can become a box that we place the child in Idea: Only level part of your library Think hard about any level Idea: You grab 3 books that you think may interest a student, they grab 3 books - then they pick.
- Our obsession with fluencey has led to a notion that all great readers are fast readers, and that is not true.
- Depends on the purpose, depends on the book Yet we incentivize kids that can read quickly We create environments in which we encourage students to fake read - reading logs, competitions, rewards, - story of Nathan and reading two books in one night
- Levels are a teacher’s tool - Irene Fountas Main Points: Trend of levels being used to support readers Be careful, levels can become a box that we place the child in Idea: Only level part of your library Think hard about any level Idea: You grab 3 books that you think may interest a student, they grab 3 books - then they pick.
- If a child is re-reading something that is not necessarily a bad thing. They may be savoring a text, wanting to revisit it, they may be creating deeper or they may need help finding something that is worthy of their love. Ask questions before you steer away.
- Before you bring the world in, figure out how comfortable your students are. Don’t just assume they all want an audience.
- Ideas: mini book clubs, email to voice, feedback in writing, note student privacy or parental consent