Instructional Coaching: Tools Every Teacher Needs

This is the third post in a series on Instructional Coaching. For this post, I’m falling back to my “Three Truths and a Leap” series structure because it fits perfectly with what I’ve learned about coaching and with what I want to share in this post. For those who aren’t yet familiar, I’ll share 3 problematic truths based on my teaching experiences and research, and then I’ll describe the leap I took in an attempt to fix the issues.

Truth: I have wicked bad anxiety about attending any formal classes. I’ve felt this way since some point in kindergarten.

Truth: I’ve never stopped learning. If Ph.D.’s were awarded for self-direction and growth, I’d have one.

Truth: I started peer coaching and cognitive coaching long before I knew they were a thing, and you should too.

The Leap: I’m giving you some materials to get you started, and I’m assuming you’ll want to!

When I think about my growth over the last 15 years, there are certain people who immediately come to mind- a teacher friend in New Hampshire who I immediately bonded with as we began our first years in the classroom. Teachers in my current school who I talk openly with, who are willing to be honest with me when I share areas I need to grow, and who help me by sharing strategies and letting me observe them as they teach. And even our instructional coach and administrators who are always willing to chat, reflect, and plan as if we have an ongoing professional learning community each time we encounter each other in the hallway! Considering Vygotsky’s Sociocultural Theory and the peer coaching format, it makes perfect sense that all of our open and honest encounters, all of the reflecting time in between, the learning from each other’s strengths, and pushing each other’s thinking have helped us grow.

When I said that started peer coaching and cognitive coaching before I knew they were a thing, I wasn’t kidding. But here’s the bit I didn’t reveal: I coached myself for a long time. I videotaped my lessons, I watched and tallied, and reflected, and set goals. And then I videotaped again. A few years into teaching in my current school, I’d had enough day to day interactions with team members to begin really peer coaching, but again, it wasn’t formal. No one asked us to take part or taught us how it worked. But we learned and we grew because we trusted each other enough to reveal problems we were having in the classroom and respected each other enough to accept the guidance and support needed to grow.

Since moving to the reading intervention position, I’m no longer part of a specific team, but I’m still part of peer coaching relationships, and I coach teachers on best practices in literacy instruction. In this role, I’m in the classroom often supporting students who read below grade level and teaching staff literacy instruction strategies. The tools I use are aligned with our school-wide goals and are designed help me do three specific things: (1) I use them to teach intervention students to connect what they’re learning in content classes with what we’re learning in reading intervention, (2) I use them to accurately share observations with teachers, and (3) I use them to plan next steps with the instructional coach as we work with teachers on increasing nonfiction reading instruction. If you are not in a coaching role and don’t yet have a peer coaching relationship, use these tools to reflect on your instruction. They’ll help you recognize areas of strength and also help you notice important pieces that are missing in your practice.

Observation Tools:

Literacy Instruction Observations

Nonfiction Reading Instruction Checklist

Nonfiction Reading Strategies Teacher Self-Assessment

Do you have any favorite observation or reflection tools? If yes, comment and tell us how you use them.

unsplash-logoClark Tibbs

Sociocultural Learning Theory

Is this Really Needed in Schools Today?

Sociocultural learning theory is based on the work of Lev Vygotsky. The main premise is that our understanding stems from our social interactions. Sounds obvious, right? Especially for those who teach in middle or high school! Colleagues and I talk daily about how social our middle level kiddos are! Socialcultural theory gives us a structure to maximize on this trait if we are puposeful in our planning.

There are three areas of sociocultural learning theory, and if we plan for each of these in coaching situations and in the classroom, we will boost student and staff learning.

What is it, really?

  1. Social Interaction: Knowledge and understanding stem from interaction with others. As we communicate with others, we develop and grow.
  2. The More Knowledgeable Other: Someone who has a greater understanding and a higher level and ability than another in a relationship should model desired behaviors and actions, as well as give support.
  3. Zone of Proximal Development: Language and learning occurs within this zone. These are the skills learners can do with guidance from others who can already do them independently.

What Does it Look Like?

When I think about my growth as a teacher, there are certain people who immediately come to mind- teachers I talk openly with, who are willing to be honest with me when I share areas I need to grow, and who help me by sharing strategies and letting me observe them as they teach. Considering Vygotsy’s Socioculteral Theory and the peer coaching format, it makes perfect sense that reflecting on our work, learning from each other’s strengths, and pushing each other’s thinking and practices has helped us grow.

Social Interaction: As we communicate with others, we develop and grow. Peer coaching is most rewarding when teachers form these relationships on their own versus being paired by administration. One of the goals of peer coaching is to reduce teacher isolation. In my own practice, I have two peer coaching relationships. Both were formed organically out of our own needs. Both relationships took time to develop as we learned to trust each other enough to share the issues and concerns we had about our practice. Our interactions are informal and cyclical- its a lot like having a really high-functioning, 24/7,  professional learning community!

The More Knowledgeable Other: One person might be more knowledgeable in one area while the other has more experience in another area. Peer coaching focuses on individual growth with two important goals being to increase student learning and to promote collaboration among colleagues. In my peer coaching relationships, we each have different strengths, and the “more knowledgeable other” changes based on the current topic. One of my peer-coaching relationships is with our school’s instructional coach because is my role as a reading specialist I also coach teachers. Our instructional coach is the more knowledgeable other in terms of strategies for teaching adults while I am the more knowledgeable other in terms of literacy strategies. We learn from each other’s strengths daily!

Zone of Proximal Development: Learning occurs within our personal learning zone, which is a bit beyond what we can do independently. The wonderful thing about peer coaching is that it is specific to each person’s needs. Understanding our own needs requires reflection (another goal of peer coaching), and when we’re honest with ourselves about areas we need to grow, and we’ve formed a trusting relationship with a colleague (or two), we can work with them on the best approach to learning within our zone.

 

References
Social Development Theory (Vygotsky). (2016, September 8). Retrieved from https://www.learning-theories.com/vygotskys-social-learning-theory.html

 

 

 

A Friday Reflection in the Spirit of Halloween: On Gut Feelings & Questionable Decisions

Why Take Time to Reflect?

Reflecting on learning and making plans for success accelerates growth. In our classroom, students reflect on their learning often. We do this at preset points in the process, and we do it naturally when one of us realizes it’s time to take a minute to look at what we’ve been struggling with or accomplished. We also do it every Friday because it provides closure for the week and sets the stage for Mondays when we set weekly goals.

Friday Reflection

Each Friday includes a theme relating to one of the characteristics we need in order to overcome adversity, media of some kind, reflection prompts, and a brief class discussion with compliments for us as a group or for individual students. The entire process takes 20 minutes or less once students get the hang of it, and provides huge dividends when done consistently.

Weekly Theme

“When you have exhausted all possibilities, remember this: You Haven’t”

-Thomas Edison

Media

Animated short “Francis” directed by Richard Hickey, and written by Dave Eggers. From production company CGI Brothers: The story of ‘Francis’ came about interestingly from the famed radio show ‘This American Life’. Broadcaster Ira Glass asked 6 American writers to create a short story about Adventure. One of these stories, written by novelist & screenwriter Dave Eggers, was read on the show to much acclaim and praise. Richard worked with producer Kevin Batten & a team to turn the words into this short film. The film has been shown at Cannes Film Festival and Raindance.

(I know this is a given, but be sure to view the video before playing it for students. It is appropriate for seventh and eighth graders and high school, but please view it before showing it to them; it’s creepy. I will choose another video for my sixth graders when we do this reflection.)

*My students will watch this video once before our reflection on its themes and how they apply to our lives. We always use the  Notice and Note Signposts to analyze character motivation, predict plot, and uncover themes. We are several weeks deep on practicing the signposts, so students will be able to recognize the signposts and ask and answer the signpost questions quickly with this film. (For more information about teaching the Signposts, see “Three Things I Learned by Doing My Own Signpost Assignment” and “Evolving Understandings: Dig Deep with Signposts“)

Reflection Prompt

  • Francis is a bit of a rebel and lives according to her own terms. The night of her “accident,” there were several points that she should have had, and even might have had but ignored, the gut feeling that she was doing something wrong and possibly dangerous. Eventually, she made too many wrong decisions, gave up, and… well, you know what happened in the end. Why do you think she didn’t listen to her instincts? What do you think she should she have done differently? 
  • We are not in the middle of a lake with no one around to help us get back to shore, but it is a good metaphor for some of the things we struggle with.Think of a time when you struggled to learn something new or with having to do something that seemed so hard that you wanted to give up. What did you do: Give up? Avoid the difficult things? Find a way to keep trying hard? Did you stop to think about what people who care about you would want you to do? Did your “gut” tell you what to do?
  • How can we use the themes in “Francis” in our lives? 

Discussion

  • We’ve inferred that Francis didn’t like listening to the advice of the adults in her life (She was a rebel. She sneaked out of her tent in the middle of the night. She smoked cigarettes- yuck!) Sometimes kids decide not to listen to their parents’ advice, and rely on their friends. If you were giving advice to people in this class on how to become better readers, what would you say?
  • What compliments do you have for each other? (This question is intentionally left open-ended because kids will surprise you once they’re comfortable enough to share. I ask the question regardless of the stage my class is in and share my own compliments if students aren’t ready to be open with each other yet.)

 

What types of reflections do you do with students? The more we share, the more we learn!

Friday Reflection: What Can We Do to Support Each Other So That We All Reach Our REAL Potential?

Why Take Time to Reflect?

Reflecting on learning and making plans for success accelerates growth. In our classroom, students reflect on their learning often. We do this at preset points in the process, and we do it naturally when one of us realizes it’s time to take a minute to look at what we’ve been struggling with or accomplished. We also do it every Friday because it provides closure for the week and sets the stage for Mondays when we set weekly goals.

Friday Reflection

Each Friday includes a theme relating to one of the characteristics we need in order to overcome adversity, media of some kind, reflection prompts, and a brief class discussion with compliments for us as a group or for individual students. The entire process takes 20 minutes or less once students get the hang of it, and provides huge dividends when done consistently.

Weekly Theme

“Nothing is impossible. The word itself says ‘I’m possible.’” -Audrey Hepburn

Media

Animated short Zero directed by Christopher Kezelos. The producer, Zealous Creative, describes the film: In a world that judges people by their number, Zero faces constant prejudice and persecution. He walks a lonely path until a chance encounter changes his life forever: he meets a female zero. Together they prove that through determination, courage, and love, nothing can be truly something.

This film is incredible- it captivated my daughter when she watched it, my students when they watched it, and my colleagues when they watched it! Even if you do not think you’ll use this reflection, I recommend watching Zero!

(I know this is a given, but be sure to view the video before playing it for students. It is appropriate for middle school and high school, but please view it through your students’ lenses before showing it to them; it addresses sensitive social issues. This reflection does not go into depth on these issues, but as students study stereotypes and discrimination the next several weeks, we will use this video as means to recognize the stereotyping and discrimination in our society.)

For younger students, substitute the movie with a book with a similar theme. Oneby Kathryn Otoshi, is a story about accepting each other’s differences.

*My students watched this video twice this week as we discussed the Notice and Note Signposts. We use signposts to uncover the themes the video presents. (For more information about teaching the Signposts, see “Three Things I Learned by Doing My Own Signpost Assignment” and “Evolving Understandings: Dig Deep with Signposts“)

Reflection Prompt

Zero is born into his place in society and not allowed to break out of it. Eventually, he does bust out because he and his friend believe they are something, they have courage, and they have love.  Looking back on our first 9 weeks of this school year, what have you achieved that seemed impossible in August? Which people in your life and what behaviors and mindsets helped you achieve it? (Consider all of your family members, friends, and teachers.)

Discussion

  • Think about the time we’ve spent together since August, and consider how you’ve grown more comfortable each week. Think about Zero and the challenges he was able to overcome once he met his friend who accepted him. Use your experiences in this class and Zero’s experiences in overcoming his challenges to answer this question: What do people need in order to feel safe enough to learn? *I will ask students if they think it would be valuable to list these things on an anchor chart so that we can see them and think about them daily. Most will think it’s a good idea, and then we’ll have a good part of our learning about how to learn from 1st Quarter right there for us to use during 2nd Quarter.
  • What compliments do you have for each other? (This question is intentionally left open-ended because kids will surprise you once they’re comfortable enough to share. I ask the question regardless of the stage my class is in and share my own compliments if students aren’t ready to be open with each other yet.)

 

What types of reflections do you do with students at the end of the quarter or semester? The more we share, the more we learn!

Friday Reflection: How can we turn our difficult experiences into seeds for success?

Friday Reflection

Each Friday includes a quote, media of some kind, reflection prompts, and a brief class discussion. The entire process takes 20 minutes or less once students get the hang of it and provides huge dividends when done consistently.

Theme

“Hardships often prepare ordinary people for an extraordinary destiny.” 

-C.S. Lewis

Media

Animated short: Tamara by Jason Marino

*My students watched this video several times this week as we discussed the Notice and Note Signposts. We used the signposts to uncover the themes the video presents. (To read this lesson, see “Evolving Understandings: Dig Deep with Signposts.”

If you do not have access to YouTube, you can also use the book Dear Mr. Falker for this reflection.

Reflection Prompts

  • What is your earliest memory of having difficulty learning something? (I always share my memory from the end of my kindergarten year. My mom found me in my bedroom in tears because my teacher had told us that some kids wouldn’t be going on to first grade because they didn’t know how to read yet. I remember holding the book and trying so hard to figure out what it said, but I just couldn’t.)
  • What has been difficult for you this year that isn’t so difficult anymore? What did you do to make it easier?
  • What is still difficult for you? What steps can you take next week to start making it feel easier?

Discussion

  • As a group, we’ve changed a lot since the beginning of the year. (This is a following to last week’s reflection “Friday Reflection: What Have You Done Differently This Week?” What things should we try to improve in order to help each other continue to learn?
  • Any compliments for anyone? (This question is intentionally left open-ended because kids will surprise you once they’re comfortable enough to share. I ask the question regardless of the stage my class is in and share my own compliments if students aren’t ready to be open with each other yet.)

 

Teachers, what types of reflections do you do with your students? The more we share, the more we learn!

Friday Reflection: What Have You Done Differently This Week?

Reflecting on learning and making plans for success is an integral part of growth. As Carol Dweck, Ph.D., author of Mindset, has explained, it isn’t enough that teachers and parents praise children for effort if our children never actually show growth.

In our classroom, students reflect on their learning often. We do this at preset points in the process, and we do it naturally (now that we’re in week 6) when one of us realizes it’s time to take a minute to look at what we’ve been struggling with or accomplished. We also do it every Friday because it provides closure for the week and sets the stage for Mondays when we set weekly goals.

Friday Reflection

Each Friday includes a theme relating to one of the characteristics needed to face adversity, media of some kind, reflection prompts, and a brief class discussion with compliments for us as a group or for individual students. The entire process takes 20 minutes or less once students get the hang of it, and provides huge dividends when done consistently. Here’s what I have planned for tomorrow:

Theme

“If you always do what you’ve always done, you always get what you’ve always gotten.” Jessie Potter, featured speaker the seventh annual Woman to Woman conference, 1981

Media

Destiny by Fabien Weibel (Be sure to view the video before playing it for students. It can be a bit of a shock! It is appropriate for middle school and high school- They’ll get a kick out of it. For younger students, substitute the movie with a book with a similar theme. WHAT DO YOU DO WITH A PROBLEM? by Kobi Yamada is about a boy who keeps avoiding his problem, but eventually realizes that he should face it head on and find a way to fix it.)

*My students watched this video several times this week as we discussed the Notice and Note Signposts Again and Again, Aha Moment and Tough Questions. We used these signposts to uncover the themes the video presents. (For more information about teaching the Signposts, see “Three Things I Learned by Doing My Own Signpost Assignment.”)

 

Reflection Prompts

  • What is one thing you did differently, as a reader, this week than last week? Did it help you become a better reader and thinker? If yes, explain how. If not, what will you change next week?
  • Describe something you tried to do this week that you’re still struggling with. Which thinking strategies might help you with it? What help do you need from me?

Discussion

  • What do you notice about us as a class now compared to us at the beginning of the year? What helped us make those changes?
  • Any compliments for anyone? (This question is intentionally left open-ended because kids will surprise you once they’re comfortable enough to share. I ask the question regardless of the stage my class is in and share my own compliments if students aren’t ready to be open with each other yet.)

 

What types of reflecting do you do with students? The more we share, the more we learn!

 

 

 

 

 

 

Notice the Tiny Triumphs

We need to celebrate the little things. These little bits of triumph are setting the course for the individual goals, benchmarks,  leaps, and bounds students need to make in order to be real thinkers and readers and doers and changers.

My Top 5 Tiny Triumphs of this School Year:

  1. A student who has hardly spoken until this week, who shook with fear during his first assessment, and who fake-read for a good three weeks (despite all I knew to do to make him comfortable), came to me and said that he thought his book was too easy for him. He wanted to try something harder. HE WANTED TO TRY SOMETHING HARDER.
  2. A kiddo who has made it his school-life’s goal to goof off and avoid all work has repeatedly run into my classroom because he cannot wait to find out what will happen next in our read aloud. I wait to hear that door open every single day. I cannot wait. His enthusiasm is matched by the others
    in his class. I love hearing their loud footsteps down the hallway.
  3. That same kiddo also told a knock-down, drag-out, perfect retelling of our read-aloud to another student who’d been absent… ARE YOU SERIOUS? That was better than I could do! He was my language arts student last year. This year, he’s in a class of 5 reading-intervention students. He is a completely different learner. Frankly, I’m very much the same teacher. What made the difference? *Too much to tackle in one writing.
  4. A student who has a really difficult time forming coherent thoughts, asked this question as we ended our study of schema, “So, is it like if you learn something new, then a new web is made in your brain? Then when you learn another thing new that connects to it, it can stick to make another web?” YES! YES! YES! And now when this kiddo is confronted with new material, he might not turn away. He’ll have an opening to it.
  5. One of my eighth grade classes, filled with kids who weeks ago wouldn’t speak directly to anyone but me and spoke in mumbled whispers for at least the first week of class… who’d also thought liking books and actually reading books was not for them, asked if they could Facetime their absent classmate to show her the two books they’d decided on for our read aloud and ask her which book she wanted to choose. Unfortunately, its against school policy to use Facetime, so I had to say no. WHAT? Not. A. Chance. They Facetimed. Truth be told, I would have looked up her number and handed them my cellphone if one of them hadn’t had her number.

Not Without Worry

I could go on with triumphs, but I won’t. Our triumphs are not without worries and failures. One night this week, I stood in our school book room talking with my friend about the issues I noticed with my eighth graders. Another night, a friend and I talked about our seventh graders. She said that she knows when kids are struggling that she needs to hold up a mirror and figure out what she’s doing wrong. And I joked that sometimes I want to pound the mirror against my forehead a few hundred times. In another meeting, I laughed and laughed with someone who only came to our school this year, but who thinks about kids and struggles with ideas, and asks for thought like all of the rest of us. We all struggle, every single one of us reading this, and we all have moments we can celebrate. In fact, I was just stopped in the hallway by a friend who told me that a kiddo we share (Kiddo from #1 T.T.) went from 2/20 on a vocabulary quiz last week to 11/20 this week. Is there still work to do? Yes. Approaches to figure out? Yes. Should we even celebrate growth that still amounts to an F? Yes. Yes. Yes.

Focus on Growth

I also want every teacher to know that the fact that I could have gone on with positives is most certainly the result of a decision I made long ago. At that point in my life, I needed to look for positives. It had nothing to do with teaching, and everything to do with the very most important part of life: family. When I was much, much younger than I am now, and my family would talk about positive mindset and focusing on the good, I thought that that mindset was “living in fairy tale” and unrealistic. But years later, I needed that mindset, and it worked. In about a thousand positive ways, it worked.

The five little bits of happiness listed above are not the end-all. I have not grown lifelong readers yet. But we have planted seeds. And if I focus my energy on the growth, then they’ll focus their energy there too.

 

 

 

 

Monitoring Comprehension- Introduction for Readers

When we introduce a new thinking strategy to students, it’s important do it in a non-reading way. Using concrete visuals, movies, songs, or experiences to show students how to use the strategy allows them the chance to build schema for it before applying it to reading and other content areas.

First Things First: Thinkers Make a Habit of Activating Schema

When I introduced monitoring comprehension this week, we began by discussing what the word monitor means. We talked about other places we’ve heard it, and several kids recalled playground monitors who “watch out for good and bad behavior.” A few students with monitoring-comp-is-the-protector-photoyounger siblings talked about baby monitors and said that their parents use them to make sure the baby is safe and isn’t upset.

Then we applied what we knew about the word “monitor” to the phrase monitor comprehension. Kids quickly formed the idea that monitoring comprehension means making sure you understand what you’re reading.

I explained, “We can think of monitoring our comprehension as the protector of our understanding. If we don’t protect our understanding, the other strategies can’t even do their jobs.”

“So, it’s kind of like if you don’t even know what’s happening in the story, then you can’t really visualize it or think about who the characters really are,” one student called out.

Kids nod and a collective aha comes over their faces, so I ask, “Be mon-comp-anchor-chhonest. How many of you are aware when you don’t understand something, but you just keep going with it anyway because you don’t feel like stopping or maybe you figure it doesn’t really matter?”

Lots of nods and expressions of recognition.

“I get that. I even did it when I was in school, but I was so wrong. It really did matter. I could have liked reading a lot sooner if I’d made myself stop and think. I would have liked my classes a lot better too because I’d have understood what the heck was going on. The thing is, you’re already monitoring your comprehension and using fix-up strategies when you watch movies and play video games, and you don’t even realize it.”

I wanted to show students what they were already able to do, so I asked them to watch a 60-second commercial and notice the exact moment their brains thought, “Wait. What’s going on here?” Then they needed to pay close attention to what they did to make sense of what was happening.

Are you game? Try it yourself: Watch this US Bank commercial on YouTube, noting exactly when your brain is confused and what you do to fix it.:

After the kids watched, they immediately shared the moment their understanding broke down:

“The woman sat, but there wasn’t anything there!”

“It was an invisible chair!”

“Then she lit a candle.”

“And jumped over a counter.”

I brought us back together, “So, you guys understood what was happening, even though you were confused at first. What did you do to help yourselves understand?”

“She was sitting just like people sit in chairs,” someone gets up to show us.

“And you could totally tell it was a candle!” another student adds.

I ask, “And you’ve seen that a lot, right? Those things are part of your schema.”

Kids smile and agree, so I go on, “You fixed your confusion so quickly by using schema that if I hadn’t pointed it out, you might not even have noticed! And once you fixed your first confusion, you were able to fix all of the confusing parts by keeping your schema activated!” It is then that I realize I’m practically jumping out of my skin with excitement because THEY GOT IT. I almost tone it down a notch, but there’s no need to because they seem really happy. We’re a roomful of people who are  gleeful about monitoring comprehension. It’s my dream come true. Just ask my husband. I’ve tried this with our children.

A child breaks the silence and asks if it’s really that easy to monitor your comprehension in a book.

I answer honestly, “Not all of the time. But the thing is, you guys know how to do it, so now we just have to start practicing with our books. For now, take a minute to think about some of the ways you already know to fix your confusion. What do you do? Or what do you remember your parents or teachers teaching you to do when you were confused about what you were reading? Kids right on their exit slips and leave class feeling satisfied… full of the idea that they can do this… which makes me so very happy for what they can accomplish.

Tomorrow, we’ll look into how we know when we’re confused and some fix-up strategies we can use to repair comprehension. Right now, their wheels are turning. Mine are too.

Up Next:

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60 Books in 6th Grade

This year I decided to do something kind of crazy:  I asked my 6th graders to attempt to read 60 Books in 6th Grade!  I based the idea on Donalyn Miller‘s work in her book The Book Whisperer. I liked the seemingly insurmountable challenge Miller described,  but I wanted more kids to be able to access the varying genres without being frozen with fear by book length.  I co-teach LSS (learning support services) and ELL (English-language learner) classes, and I have many kids who enter sixth grade with reading scores below grade level. I needed to make Miller’s challenge appear a bit more accessible, so I lowered the number of chapter books and increased the number of overall books!

Miller is adamant that teachers not change the book challenge in ways that negate its original purpose; she writes about this in a blog post titled The 40 Book Challenge Revisited. I read her book ages ago, and I’d felt like I’d found my kin.  The reason I’d connected to Miller’s ideas was her main message: Find what you love to read. Read a lot. Those aren’t Miller’s words, but that’s what I gather from her work, and it was just what I needed to hear since I’d struggled with “being a reader” until I was in college.

Another way to illustrate the purpose of Miller’s work is this: This year, I did the 60 Books in 6th Grade Challenge along with my students. Guess what? I did not read 60 books, although some students did. What did I do? I read more than any other year of my life. I found a lot of new authors I like. I realized I like science fiction. That’s HUGE!  And it was huge for my readers to see me grow with them.

Believe Me- This is not as crazy as it sounds!

In today’s high-stakes testing environment, many companies have developed computer-based reading programs that promise to increase test scores.  Yet we all know what students really need to do to improve reading skills: They need to read.  And read.  And read.   Students need access to a variety of books, they need targeted instruction, and they need time to read.

That idea alone is what makes 60 Books attainable.  Students spend a lot of time reading in 60 books quote 2my classes.  The 60 Books log helps them track which genres they read most, it is a record of author’s they prefer, it asks them to step out of their comfort zone and try new genres, but does so by including picture books as an introduction to the various genres.

Believe Me- They’re all reading more!

Some teachers have asked how I make sure students don’t lie and just fill in book titles. The truth is, there is no reason for them to lie.  This assignment isn’t worth points.  We talk a lot about the fact that it really doesn’t matter whether you get to 25, 40, or 60.  What 60 books class photomatters is that this year we are reading more than any other year of our lives! Students feel really good about that! Challenge by choice is a perfect term to describe this assignment- Students are given the task of reading 60 books of various genres and lengths. Students decide how far to take it! The only “requirement” is that students go further than they ever have before!

And you know what?  They are reading more!  We all have students who are shocked because they suddenly realized that they love to read.  When the appropriate structures are in place, students do unearth a love for books.  Yet, 60 Books was a game changer in my teaching and in student growth.  Students have noticed themselves changing as their book logs got longer and longer, and now they realize that attempting to accomplish something that seems really overwhelming and out of their league, can actually happen.  They just need support, time, materials, perseverance, and a plan to get it done.  Intrigued? I hope so.

5 Tips to Help:

  1. Designate independent reading time every day.  Period.  Don’t get rid of it when time is short and you feel like something has to give.  Time to read is exactly the one thing we can’t give up.
  2. Schedule extended reading time once or twice a month. This time should be set aside just for 60 Books!  (Our school has shortened class periods about once a month BeFunky Collagedue to PLC meetings, so we used these days to celebrate our successes and look into what we still had to accomplish on our 60 Book logs.)
  3. Talk about the 60 Books log often.  As soon as a student says they’ve finished a book, celebrate, and ask if they’ve added it to 60 Books.  When a student is looking for a new book to read, ask them to open their 60 Books log and help them narrow down which genre they want to try next.
  4. Talk about effort and honesty often. All year long, discuss that getting to 60 is not exactly the point. The purpose is to read more than ever before, to discover new genres, and to learn about and reflect on reading habits.
  5. Do 60 Books along with your students. This is a huge challenge- there is no way around it. Even when we focus on growth, even with all of the support we give students, this is a big challenge! So, I did my own 60 Books log. I shared my reading challenges- like having to read science-fiction!  I shared my choices- books I knew they’d love too. Seeing me attempt this task alongside them, helped make it real.

If 60 Books in 6th grade (or 40 Books in 4th grade…) seems like a challenge worth your time, please let me know how it goes!  If you run into trouble, I’d be happy to troubleshoot with you.  I can say with all honesty, this task was worth every minute we spent on it.  Kids are really proud of how far they’ve come!