Literature for Older Children

I detested reading as child. When I received TC's Literature for Older Children's syllabus, anxiety overtook my body. I was confronted with my childhood enemies: chapter books.

I stared at Charlotte's Web on my shelf for a week. I remembered Mr. Y assigning me to read Charlotte's Web in fifth grade. I skimmed the book and called it a day. Animals? Boring.

Today, I finally opened Charlotte's Web. I also finished it... and cried at the end. What a beautiful story of friendship.

I'm looking forward to reading the rest of the books I missed out on growing up, and I'd love for you to join me on this journey!

Charlotte’s Web by E.B. White
Because of Winn Dixie by Kate DiCamillo
The One and Only Ivan by Katherine Applegate
Where the Mountain Meets the Moon by Grace Lin
Ella Enchanted by Gail Carson Levine
A Long Walk to Water by Linda Sue Park
Number the Stars by Lois Lowry
One Crazy Summer by Rita Williams-Garcia
The Witch’s Child by Kelly Barnhill
Love that Dog by Sharon Creech
Monster by Walter Dean Myers
Home of the Brave by Katherine Applegate

Rethinking Choice

It's no secret that I support choice in the classroom. If we are going to build readers that enjoy learning, dig deeply, and take action then choice is crucial (Leland, Lewison, and Harste 2013). But, what about the teachers?

At TCRWP Coaching Institute, Mrs. G modeled highly effective coaching that provided teachers with choice. At the beginning each lesson, she asked the teachers: Would you like to stop and ask me questions or would you like me to stop and ask you questions during the lesson?

As literacy coaches, we are pros at whispering in and jumping in when lessons aren't aligned to our expectations. No wonder teachers are roll their eyes when we enter their classrooms. What would happen if we gave them a choice about feedback delivery? Our time with teachers might be enjoyable and even lead them to take action.

Mrs. G also stopped to ask the teacher if she could give me a compliment during the lesson. You should have seen the shift in the teacher's body language and confidence during her small group lesson.

Choice for students is not enough. If teachers are going to enjoy their job, dig deeply into the content and data, and take action then choice is crucial for teachers, too.

Small Group

Small groups can be extremely powerful if the method is mixed up. We can't rely on demonstration alone. I've found this sequence to be very powerful.

Day 1: Demonstration by teacher followed by practice with Just Right Book
Day 2: Demonstration or explanation by teacher followed by practice with Just Right Book
Day 3: Restate strategy (discuss anchor chart) followed by practice with Just Right Book
Day 4: Inquiry followed by practice with Just Right Book

Make Anchor Charts Come Alive

Do you have a million anchor charts on your wall that students don't use? Have you ever taught a beautiful lesson that students mastered during active engagement but didn't apply to their own writing?

I was desperate for a way to make my teaching stick. As a result, I taught students how to create personal anchor charts that represent the mini lesson. Students reference the chart on a daily basis when they are stuck or want to evaluate their own work. 

Hooray! Writing lessons are sticking and the level of students writing has doubled dramatically! What do you do to make sure your lessons stick?

Alexa's personal anchor charts serve as writing goals.

Get Them Talking!