Valuing What Students have to Say (Write)

Jeff Anderson has published an article in ASCD's recent Educationa Leadership titled Helping Writers Find Power. As a 6th grade English teacher, he comes across plenty of struggling writers. One of his first maxims is to:

Say something good about the content of students' writing before saying anything else. Hands down, that's the most important thing. This is their soul on the page. Be sincere; you don't neeed to go gooey over everything they produce. But do rummage for and celebrate what they've done well.

This fits hand in glove with what we have learned through our study of Routman's work. This type of encouragement and celebration will produce students who see themseles as writers with meaningful messages. They will be more invested in making those corrections that will make the meaning all the more clear and appealing.

Primacy of Literacy

In an article on Education World, Pete Hall describes some priorities for focusing the work of an elementary school. Here's what he says about meeting all the needs of content instruction through literacy development.

Teach content through literacy. We would be remiss to bypass the important content areas of science, social studies, mathematics, the arts, physical education, and baseball history. Each of those subject areas has its place in the education of every child, and each, surprisingly enough, can be taught through literacy. Success in integrating content into literacy instruction is not contingent upon having a ton of reading materials and every child's individual level for every topic; rather, it involves utilizing solid literacy-focused instructional strategies to teach the content areas. A serious dedication and laser-like focus on literacy-based instructional methods does not preclude a well-rounded education. In fact, it is a requirement of one.

What I like about this is that it helps solve some of the "time" issue. It's not a matter of maknig more time for literacy, but teaching literacy strategies while delivering all types of content.

High Stakes Learning

I was reading an article in the Los Angeles Times this morning on the high school drop out problem, an issue that I became all too familiar with during my years in high school. I was intrigued by one stat that was quoted for the article. I'm familiar with the usual comparisons of graduates earning more money over a lifetime than non graduates, but this quote really caught my eye.

High school graduates live an average of 9 years longer than non-graduates.

Wow! There's an eye opener. Why is this important for Halecrest Elementary? Well, let me make the connection. Most students who drop out of high school drop out in their 9th grade year. They hit high school with either major gaps in their learning or face life-changing events or make bad choices (e.g. drugs). These students that have major gaps in their learning come from middle school where they are often socially promoted. I worked at a school that regularly sent approximately 15% - 20% of its 8th grade to high school as social promotions. These same students usually left elementary school well below grade level for a multitude of reasons. That brings us to our little cherubs. If we don't help students overcome learning gaps that surface in the primary grades, we are creating an almost surefire drop out! We must have a sense of urgency that every student leaves each grade at grade level or move heaven and earth to make it happen. Understand that the stakes are high. Not to be overly dramatic, but our students' very lives are depending on it.

A challenge to my thinking

My wife handed me a book this weekend by Susan Ohanian which I couldn't put down. Ms. Ohanian has some strong opinions about the Standards movement. Although I think her response to the standards movement is a little harsh (The use of the term Standardisto occurs approximately 279 times in the book - I confess I didn't actually count, but I think I'm close.), she makes some excellent points about keeping students in mind. I can hear a few of our Halecrest staff cheering in the background :). I'll post more on this here later this week - time permitting.

It's the principles, stupid!

Here Fountas and Pinnell describe the goal of our word study instruction.

The goal in phonics, vocabulary, and spelling instruction is to help upper elementary students expand the categories (in their head) by making connections among words and drawing out important principles that they know in a deep way.

I'm wondering how much we focus on these principles of phonics, vocabulary, and spelling versus memorizing a list of words for a weekly test?

What does word study look like?

My Principal Peer Group is reading sections of Guiding Readers and Writers by Fountas and Pinnell. This month we are reading the chapter entitled Teaching for Word-Solving: Phonics, Spelling, and Vocabulary. I'll be sharing some excerpts from this chapter followed by some thoughts and reflections. Here's a good introduction to the chapter.

Word study is not so much about learning individual words as it is about learning how written language is organized - how written language "works." There are many word-solving strategies you can teach students to help them learn important concepts related to decoding, spelling, and vocabulary. You can also support word solving during reading and writing.

It seems to me that the main idea of this chapter is that teachers increase students' knowledge of words by explicitly teaching word-solving strategies and helping students apply these strategies as they read and write.

Boys will be boys

I definitely saw the trend during my 17 years in high school. Compared to girls, boys struggle in school. Year after year, the top performers were overwhelmingly females. Here's an article from the Kansas City Star that refers to current brain research that finds that, by golly, boys are wired differently than girls. Here's a suggestion for teachers if they have some over-active boys, and who doesn't?

Gurian urges teachers to allow kids — boys in particular — to walk freely around the room, squeeze stress balls, deliver papers to the principal’s office, build a report instead of writing one, and work often in same-sex groups.

Good food for thought. Giving a little latitude might help some students perform. Of course, in one particular 2nd grade class, (you know who you are!) you might have more traffic than an Indy speedway.

Building Blocks

Kim Marshall has written much about school improvement and has some excellent ideas about the role of the principal in developing more effective teachers. His article, Recovering from HSPS (Hyperactive Superficial Principal Syndrome) A Progress Report, has some excellent insights on that role. Some of you are probably ready to diagnose me right now! His aricle gives some suggestions on walkthroughts that I'm workin on currently. (The biggest change is one I mentioned a couple weeks ago, namely giving verbal feedback within 24 hours instead of relying on written or e-mail feedback).

He also delineates the structures that need to be in place in a school for significant progress to be made. Here are those four elements and a quick assessment of where Halecrest stands (from one perspective, of course :)

Clear grade by grade curriculum proficiency targets

The standards are definitely in place, but I'm not sure we have a definition of what proficiency looks like in every grade level. Our collaborations around student work are getting us closer to being able to articulate proficiency in writing, for example. I see us slowly, but surely building a common understanding as we spend time discussing student work in light of the standards.

Teacher teams that plan curriculum units with an end in sight

This is very much hit and miss right now. Our work last June was a good start at designing a unit of study around the standards at a particular grade level. We as yet have not moved into planning curriculum units on a consistent basis. It would be good to knock off a couple of collaboratively planned units this spring. It wouldn't take much to plan a lesson around writing. We could even use the models in Routman's book as a springboard for those plans.

Teams engaging in Japanese-style lessons study

We have discussed videotaping our lessons for reflection. The ILT sort of volunteered to do that this year, yet it hasn't got off the ground. I think it's time I put my money where my mouth is and jump out there to videotape a lesson. That will be on my short list of New Year's Resolutions.

A power "learning cycle" in which teachers use student work and data to improve teaching and learning

Of all of these elements, I believe we are farthest along on this one. The staff has embraced the use of data to inform instructional decisions. Our recently adapted Learning Cylce Planning Tool is a step in the direction of refining our dig into data to make specific decisions about students and develop SMARTE goals that can be reviewed and analyzed. I'm hoping this will lead us naturally into developing those curriculum units based on our data analysis, which in turn could lead naturally into lesson study of those very curriculum units.

Thinking about these elements of quality schools gives me great encouragement. The work we are doing is not a band aid approach. We are taking the long view of careful analysis of what students need, how we can deliver that instruction, and assessing if we have been successful. I probably need to be reminded of the adage that "Go slow to go fast" more anyone.

Schools make a difference, not demographics

Or, so says Joanne Jacobs, who just wrote a book about a high school charter school in San Jose. Here she talks about some of the lessons learned by that school in its quest to raise the achievement of disadvantaged students. She also writes about successful elementary schools. Here are some of the insights from a study by Stanford's Michael Kirst who interviewed 257 high achieving elementary schools to determine what they do differently.

Effective schools make student achievement the school's top priority. The principal and teachers define plans to improve teaching and set measurable goals for exceeding API targets.

This has got to be our primary focus. At Halecrest, we are still trying to get our walk to match our talk. I honestly can say that we are getting closer to this ideal every day.

At these schools, reading, writing and math curricula are designed to teach the state's academic standards; teaching is consistent within grades and from grade to grade. Teachers don't close the classroom door and do their own thing.

Once again, we are approaching this goal. For the past year and a half, we have been striving for consistency. The collaboration is helping us achieve that goal. The process may seem too slow at times for some, and too fast for others, which means we are probably moving at a pace that is just right for all.

Principals manage instructional improvement with district support. High-scoring schools tend to be in districts that set clear expectations and evaluate principals based on student achievement.

My take on Chula Vista Elementary District is that this describes them perfectly. The expectations and the support are not lacking in the least.

At high-scoring schools, principals and teachers use data on student performance to fine-tune teaching, target help to students who are falling behind and identify teachers who need to improve.

Without this type of approach, all we have are opinions.

Parent involvement programs, strong discipline policies and collaboration and training opportunities for teachers had some benefit, but not nearly the impact of prioritizing achievement, implementing a coherent, standards-based curriculum, using data to improve teaching and providing adequate teaching resources.

It's good not to lose sight of these priorities and it serves as an excellent checklist to make sure that we are on the proper course.

Synchronicity

Here I was ready to hit the sack when I come across this tidbit thanks to Joanne Jacobs. It appears the Gates Foundation investment in small schools is getting results in reading and language arts but faltering in math. (I sure hope their technology skills are booming!) Does this sound familiar?

"[W]e concluded that the quality of student work in all of the schools we studied is alarmingly low," the evaluation says. "This is not surprising, however, because students cannot demonstrate high-quality work if they have not been given assignments that require deep understanding" and higher-order thinking skills.

That sounds like something Eldon Anderson has been telling us the last two weeks and it definitely is exactly what Marilyn Burns is saying. Let's keep digging deep into quality math instruction. Our kids will thank us when they reach high school.

Connections

Hmmm, one post a month! What does seem to be the problem here?
Since we have been focusing on math instruction this month I thought it interesting to note the connections between the Marilyn Burns article on Math instruction with the Regie Routman principles. Here are Marilyn's 10 Big Ideas for Math. Notice how they dovetail nicely with Routman.

1. Success comes from understanding.
2. Have Students explain their reasoning.
3. Math class is a time for talk.

All three of these reinforce Routman's emphasis on thinking and giving students opportunity to think and discuss before writing.

4. Make writing a part of math learning

I think Regie would give a hearty cheer to this statement.

5. Present math activities in context.

Authentic math activities makes as much sense as an authentic writing activity with a real audience.

6. Support learning with manipulatives.
7. Let your students push the curriculum.
8. The best activities meet the needs of all students.

Whether it's shared writing,independent reading, or conferring with students, Routman always keeps differentiation and individual needs in the forefront.

9. Confusion is part of the process. (No, this is not in reference to one of my e-mails!)
10. Encourage different ways of thinking.

These are a few connections I've noted. Basically, good instruction has many common attributes.

Give 'em the real thing

I've been thinking about our discussion related to isolated skill work compared to the whole-part-whole philosophy espoused by Regie Routman. Years ago I heard someone describe to me how tellers were trained to detect counterfeits. According to Bankers Online training is based heavily on the trainers being able to feel the difference between counterfeit and authentic money. This is the most effective means because the tellers handle so many real dollars day after day that when they feel the fake, it stands out like a sore thumb . (No pun intended!)

I was thinking of this in conjunction with practice exercises that provide errors for students to correct. What evidence is there that this isolated skill practice transfers to independent writing? It makes more sense to me that students will benefit from more time spent immersed in reading. Read alouds, partner reading, guided reading, and independent reading all seem to me to have a greater impact on students' knowledge and facility of language.

I'd love to read the thinking of others on this.

Encouraging Words

Ms. Eilat's 5th graders took the time to write me a thoughtful and kind note on Boss's Day and I thought I would take the opportunity to reciprocate by sharing a letter of gratitude with them.

Dear Mighty 5th Graders,

Your letter on Monday really made my day. I appreciate the thoughts which were both kind and funny! I hope you appreciate the power writing has on people. Your letter lifted my spirits and encouraged me even thought quitting is the last thing on my mind. Working at Halecrest is truly a joy because of the dedicated and inspiring young people, like yourselves, as well as the professional and compassionate staff, like Ms. Eilat. I hope you will continue to develop those outstanding writing skills and use them to write notes and letters to your family and friends who have helped you along the way.

Sincerely,

Dan Winters

Great Writing - Go no farther than Halecrest!

Today I had the chance of visiting two first grade classes that had both recently finished a non-fiction writing piece. I was impressed with the variety of writing that the students had produced as well as the detail and organization of the paragraphs. While talking to the students and subsequently, the teachers, I found several elements that contributed to these wonderful examples of independent writing. The teachers had included both fiction and non fiction read alouds or shared reading as a springboard to discussion. Modeled and shared writing was the next step in getting students more experience with the content and language they would need to write on their own. Students then had a chance to discuss what they were going to write before putting pen to paper. All of this prewriting made for some high level first grade writing, including English Learners. Whale Done Teachers and students!

Do we really have time for all this writing?

That is certainly a valid question. Here are a few thoughts from Regie Routman on the issue.

So when teachers say to me I don't have time to teach writing every day, my response is Yes, you do, if you value it; if you don't have time, you're valuing something else more (perhaps skills in isolation or phonics drills or worksheets). Take a look at your teaching day, and decide what's really most important for helping students to become independent learners. Writing is one of the best ways I know for developing deep thinking, so I make time for it.

I especially agree that writing promotes higher level thinking and reflective learning. If we ask students to explain in writing what they have learned in math, science, and social science, they will understand more clearly what was taught and strengthen those thinking muscles. Write On!

Back from Hibernation

It's been a while since I've been able to post here. Getting the school year off to a good start seemed to be a little more pressing. Well, here's a great article on the 10 myths about reading instruction. This would be a good topic for a staff dialogue. The myth about phonemic awareness caught my eye. I recall my first year in elementary education (last year) asking one of my kindergarten teachers to explain to me what exactly was meant by phonemic awareness!! Let's hope my primary teachers have a better understanding of its importance than I did.

Halecrest beliefs about Writing

A hearty thank you to Sea World, our fine partner, and the wonderful Joy Wolf, as well as Soung Pae who contributed to a fruitful day of learning to kick off the 2005-06 school year. As a staff here are the top seven beliefs about writing that we developed with the assistance of Soung.

We believe...
Reading and writing need to support each other (share literature).
Writing everyday (anytime writing) isessential.
Students should write with a purpose; keep audience/reader in mind.
Authentic and honest modeling and using whole/part/whole methodology is crucial.
We need to have high expectations for writing quality.
We must see ourselves as writers, take risks, and create a safe environment for students to take risks.
Students should talk about their writing with teacher, peers and the whole class.

This will be a work in progress throughout the year, but what a great start we've made!

Too good to be true?

This paragraph in Chapter 1 of Writing Essentials is one of the reasons why Routman is so appealing to read as an educator.

A major purpose of this book is to help you develop and refine your beliefs and practices for teaching writing effectively and in a way that is sensible and enjoyable. By reducing the clutter in our teaching lives - the overplanning, the unnecessary activities, the paper load, all the "stuff" that takes our time and energy and does little to improve teaching and learning - we bring joy back into our work. Nothing I do in classrooms is difficult or draining. As you read this book and get ideas, you will be thinking, I can do that, too.

I hope you have this intended response as you dig into Routman's book.

Sticks and Stones May Break My Bones But Words Really Hurt

As we work to improve our skills in teaching writing, one element that Regie Routman highlights so effectively throughout her book is the central place of the realtionship between the teacher and the student. She emphasizes the need to speak to students in a respectful and kind voice. She also says that teachers should use supportive language in conferenceas and always begin with positive comments. Criticism kills! I think her approach dovetais nicely with the Whale Done philosophy in Ken Blanchard's book. Students will work harder and with greater purpose if they believe that you are for them. It's an old cliche, but full of truth that, "They won't care how much you know until they know how much you care."

Writing to understand

One of the purposes of writing is that it can help one more fully understand a concept or line of thinking. This was illustrated to me while reading Thomas Friedman's book, The World is Flat, a wonderful gift from one of our very kind teachers. Friedman was discussing the genesis of his book idea and said this:

I wanted to drop everything and write a book that would enable me to understand how this flattening process happened and what its implications might be for countries, companies, and individuals.

That really struck me. He indicates that the process of writing the book would better help him understand this phenomenon that he had been uncovering. This underscores the great value in writing across the curriculum. Students should be encouraged and taught to write a summary of a new concept in math or a finding in science. They shuold also be able to write as they explore new ideas. The process of writing will hellp refine their thinking and cement new concepts. This announcement of an NCTE conference gives more food for thought on this topic. Professor Jeffrey Golub says,

We can do so much more with writing than simply use it to show what we have learned. We can actually accomplish the learning itself through writing.

Janet Swenson adds,

These actions are dependent, however, on a student's ability to 're-view' what they have been thinking at a particular point in time--in other words, asking students to write is not always for the purpose of measuring their learning about a particular subject; sometimes it is for the purpose of improving the quality of their thinking.

So, by students writing they can accomplish more learning and improve their quality of thinking, or maybe even write a national bestseller like Thomas Friedman! Let's get to writing!!