#teachingadventuresinmaine

By the end of the second week of Trimester 1 just about all of the routines for Reading and Writing Workshop are in place - it was an incredible learning curve but one that was helped by the unbelievably detailed notes AAM left me and ‘In the Middle,’ and ‘The Reading Zone,’ as reference guides to review processes and procedures.

What I’ve found is the Reading and Writing Workshop systems really give me something to lean against - what’s the saying – ‘a place for everything and everything in its place’? When something is not working it is possible to go back to the records to check what has gone awry. My records reflect the student’s records, and everything moves forward. It is possible to see who has engaged in the hour of writing homework over the weekend and who hasn’t read because there is a note right there from the previous day. I can see whether there is a pattern of behaviour  emerging that I need to address or whether there is a good reason such as a new book is more difficult than a previous title and the reading rate has slowed a little.

Now that I’m working in the school I’m aware of the bigger picture - how the staff work together to lay the foundations for their colleagues who will take the students after them. The teachers know the students and the students know the teachers and that’s one thing I’m very grateful for as someone in a relieving position. It’s also something that I reiterated to parents at Parent Night - there’s a community at the school and I’m operating as part of the team. Several of the grade 7 and 8 students have been at CTL since kindergarten and their peers have joined them along the way so the community has a shared history, too.

It is a little sad to consider tomorrow begins Week 7. The time has just flown which I think is a combination of learning the ropes, planning and preparing, giving feedback on student writing, and also squeezing in some sight-seeing over the weekends. I have also tried to meal prep (not super hard when working Monday to Thursday), keep up to date with the subject I am taking at university, and I have watched many episodes of 'Dawson's Creek.'

Picture 1. The view from my apartment. 

Picture 2. CTL

Picture 3. Standstill traffic before reaching Wiscasset due to the many visitors after a lobster roll or lobster dinner from Red's Eats.

Being an Intern at the Center for Teaching and Learning

Heart Mapping is a component of Atwell’s Writing Workshop Procedure that it just beautiful and seeing student heart maps on the walls at the Center for Teaching and Learning (CTL) was really powerful. At CTL, Atwell’s methods are utilised day in and day out, and they work. Students write confidently, they edit rigorously, and they confer regularly with their teachers and peers. 

 

I borrowed a few texts, including Georgia Heard's Heart Maps, at the end of my first day at CTL, just to truly inhabit my persona as ‘edugeek’ – I flew halfway around the world to learn from the students and teachers at the school so why not have a look at the Professional Library – these teachers are masters – I needed to know what they read!

Six Reasons for Heart Mapping: 

1.    Authentic writing comes from the heart. It gives writers a chance to connect with what is important to them, what they feel, think, and care deeply about.

2.    Heart mapping opens the door to literacy for all writers – including reluctant, struggling, and blocked writers. Those who feel unable to engage with conventional forms of writing, feel they haven’t the time, or confidence can reconnect through heart mapping.

3.    Heart maps can function as a practical touchstone for writers. A heart map provides the way back to what is essential in a writer’s life, breaking down blocks, and providing a concrete place to work from.

4.    Heart mapping taps into the power of visual learning. Visuals sing to the brain and the heart shape connects the writer to what is important to them on an emotional level.

5.    Heart mapping gives writers the freedom to explore and allows an idea or image room to grow. Using heart maps steers writers away from reductive and restrictive school genres (such as the five-paragraph essay). The map is about sparking joy in the writing process.

6.    Heart mapping connects us to our feelings and helps us empathise with others. Through writing our stories we learn that humans share experiences and ultimately our joys, pain, fear, and elation can be felt by those around us.

So how does Heard begin the process? By sharing her own. Thinking aloud whilst writing down what is most significant in the centre and then filling the heart with other things whilst sharing the stories with the writers about to go on their own heart mapping journey. 

‘Finding home is crucial to the act of writing. Begin here. With what you know. With the tales you’ve told a dozen times to friends or a spouse... With the map you’ve already made in your heart.’ Georgia Heard, 1995

A few extra ideas:

-      Use heart maps at the start of a genre study.

-      Writers can go back to their maps routinely to add extra topics, revise.

Heart Mapping Considerations:

What will the heart look like?

Where will the most significant inclusions be positioned?

What size font will be used and does this symbolise anything?

Will you draw, write, collage (letters/photographs/images etc.)?

What colours will be used and what do these symbolise?

Is one heart sufficient?

Will you include a key?

The book is filled with a range of templates for heart mapping exercises. See the 'Heart Mapping and Writing Presented by Georgia Heard' for an overview or visit Heinemann for a sample chapter. 

Further Reading:

Awakening the Heart: Exploring Poetry in Elementary and Middle School - Georgia Heard, 1999.

Publisher: Heinemann, Portsmouth

ISBN: 978-0-325-00093-0

My Map Book - Sara Fanelli, 2001

Publisher: Harper Collins Publishers, New York

ISBN: 978-0-060-26455-0

Atwell's 'In the Middle'

I usually leave a star rating on Goodreads as I use it, not to find books, but to challenge myself to read more so it is scan the barcode on the book, record pages read, get out. Except for Nancie Atwell's 'In the Middle' - I read all of the reviews after I finished reading the text and then added something of my own because it is not often that a book that is predominantly about the teaching of writing (no romance, dystopian landscapes, or political satire here!) can have such a profound impact on the way that I saw myself as an educator and the way the story Atwell's school, the Center for Teaching and Learning, altered my thinking in the most profound way. 

My Review: I love reading Atwell's publications. She's a marvellous story teller and the depth of her explanation for each aspect of reading and writing workshop is so engaging and useful. I enjoyed the inclusion of student compositions (some brought tears to my eyes) and the pieces really are a testament to the methods outlined. Atwell's ideology and her engagement with her students is heartening and inspiring. She outlines how she would do things in a different context, how to work in supporting students with the requirements standardised testing, whilst always reinforcing the premise that students need regular opportunities to compose as authors and read critically and for pleasure.

Take a look!

Review Reading #3 'In the Middle, Third Edition - A Lifetime of Learning About Writing, Reading, and Adolescents' - Nancie Atwell

Review Reading #3 In the Middle - Nancie Atwell

ISBN: 978-0-325-02813-2

ISBN-10: 0-325-02813-3

Publisher: Heinemann Publishing

Publication Date: 2015

Stockists

Sample Pages

Here is my third 'Letter-Essay,' this time reflecting on 'In the Middle.'

Dear Reader,

In 2014 I was introduced to Nancie Atwell's work in the way of three photocopied extracts from her 1987 publication ‘In the Middle.’ It seems silly to comment but I had never experienced, in all my university readings and countless books I have sitting on my book shelf about the teaching of English, a plan so simple in its brilliance that it is without replication. I will continue to purchase books and read articles about teaching, literacy, English teaching, and writing instruction, etc. – it just seems to me that Nancie Atwell’s workshop approach provides a place for everything I have learnt to hang from (insert umbrella or coat hanger analogy here!).

I read the extracts from ‘In the Middle’ and then purchased both the 1987 and 1998 editions. I was delighted when only a short time later a third edition hit the shelves (serendipitous or what!?). I was heartened to continue this journey with Atwell. Her philosophy and methods remained at their core the same, but in the 2015 iteration Atwell relaxed some – instead of the ‘nevers’ that populated her workshop model in its earlier stages there was a call for flexibility, a trust of teachers to know when to comment on student writing and when to hold back, encouragement to utilise some of the scripts and scenarios provided in the text as a support but to continue the development of rapport with students and to assist them in working in a more student centred environment.

The teacher is not redundant in the workshop model but is more indispensable than ever. They are the ultimate guide - meeting their students’ needs directly and immediately and it is this aspect that I feel could enhance the current classroom model. Accountability has made all actions ‘transparent’ to a point. It is easy to view the quality of feedback that teachers are providing students on the grading sheets that are returned to students after a task is marked. But, I cannot see or ever really know if any of it means something to a student and the way that tasks are currently completed (task outline provided, student completes task with some support or in isolation, the tasks are handed in and marked which could take from 1-3 weeks, feedback is written by the marking teacher, the task handed back to student with a numerical mark as well as written feedback, the student looks at mark and may look at the comment briefly, students move onto the next task). The next task is of a different nature and the feedback provided on the previous task is no longer available, nor is it relevant, students start the process again, from the beginning, for the next task.

Student growth is possible in the workshop model through immediate feedback. It is, of course not possible to thoroughly read a piece and provide written feedback within a few minutes but it is possible to sit with a student to problem solve an aspect of their writing and set them on a path of experimentation with clarity and focus. Students are accountable for creating their best work, they develop efficacy and independence when composing and ultimately authority as a writer. Written feedback is provided periodically by the class teacher and it is accompanying by a short conference explaining the mark up and comments – time consuming in a regular classroom perhaps, but in workshop it is the core business of the day.

What stands out for me in Atwell’s ‘In the Middle’ is how much value is placed on student writing. A very expansive scope and sequence details what types of texts students study from K-8 so students access a wide variety of genres. Students study exemplar texts, are taught specific skills to support their work in particular genres via explicit instructional chunks – mini-lessons and then, they get down to it, and write. And write. And write. Students are on their own schedules for their composition but are given a bit of a nudge if they aren’t making progress. The teacher acts as a rudder, steering students through difficulty and confusion, answering questions whilst reinforcing protocols around the workshop. Writing is celebrated through students compiling portfolios of their best work to explain to their parents during Parent/Teacher Conferences whilst setting goals for the next semester. Students also contribute to the long running publication, ‘Acorns’ which is a compilation of student writing. This is all supported by, you guessed it, reading workshop.

All editions of ‘In the Middle’ are mammoth, especially the third edition which is absolutely jammed packed full of practical strategies, organisational templates, scripts to inform teacher/student conferences, student writing, and anecdotes. It is a beautiful story of Atwell’s teaching career to this point and the impact she has made upon both her past (including her daughter Anne who now teaches the school) and present students at the Center for Teaching and Learning. The striking honesty, ‘The teaching didn’t come easily either…,’ ‘…my uncertainty about how to about how to talk with kids about drafts of their writing…,’ gives way to poignant reflection such as; ‘freedom of choice does not undercut discipline or rigor,’ ‘I saw them take chances…,’ and ‘I watched them take time, as they wrote and planned their writing outside of school as well as in’ are a testament to change as a difficult but worthwhile journey to take and the continued success of the school and the growth in the students present reinforce what a difference it can make.

Yours,

K

Review Reading #2 'Systems to Transform Your Classroom and School' - Nancie Atwell

Review Reading #2 Systems to Transform Your Classroom and School - Nancie Atwell

ISBN: 978-0-325-04266-4 

ISBN-10: 0-325-04266-7

Publisher: Heinemann Publishing

Publication Date: 2014

Stockists

Sample Pages

Here is my second 'Letter-Essay,' this time reflecting on 'Systems to Transform Your Classroom and School.'

Dear Reader,

About a month ago I finished reading Systems to Transform Your Classroom and School written by Nancie Atwell. I love Atwell's prose and found, again, that the expression and explanations were clear and detailed. The anecdotes add a personal touch and were engaging whilst also being honest and heartwarming. The text provides an overview of key systems that operate effectively at Atwell's school the Center for Teaching and Learning (CTL). As a reader there is a clear image of what each day looks like at CTL and it is easy to see that an encouraging community is created through the routines of Morning Meeting, the established Bill of Rights, and the development of school traditions, all of which underpin the focus of the school. The DVD accompanying the text provided great insight and exemplified all of the processes Atwell explored in Systems. It was really exciting to see how engaged the students were in their learning and to listen to the language used to discuss reading, and writing.

As an English teacher I was especially interested in the breakdown of the Writing, and Reading Workshops and how exactly these are structured. I love that the routine is very specific from K-8 so students know exactly how things will run and they can trust that a decent chunk of time is allocated  in every workshop for them to read or work on their writing. The regularity allows for 'voluminous reading' and writing which really underpins the success of the students at the school.

When perusing the section on Reading Workshop I was surprised to see that Mini-Lessons were utilised at the beginning as they are in Writing Workshop. Students are taught how to choose books by 'interviewing' them, to develop a personalised criteria for abandoning a book they do not like (I LOVE this - how often do kids open up to a page randomly to appear to read instead of finding something they can't stop reading!?), and to write their Letter Essays in response to material they have read. As with Writing Workshop, the Mini-Lessons are provided to establish routines early in the year and from then, when they are needed.

The things I totally loved about Systems to Transform Your Classroom and School are:

• The discussion of writing as a 'slow growth process' that requires the investment of time. 
• To perfect writing skills students should learn and review conventions, fail, succeed, and practise (practise, and practise)!
• The important proviso that it is desire and purpose that lead to genuine self expression.
• Gifts of Writing is a beautiful concept and the thoughtfulness of this gesture, of writing well for someone important, is emblematic of the CTL ethos.

QUOTES AND ANECDOTES:

Systems really breaks down Atwell's approaches and it is an excellent overview of the way the school operates. Each chapter includes relevant research that provides further information or the background to a particular aspect which is great when looking for further reading. The key quote that stood out to me is:

• 'I have a voice as a writer, and this is a worthwhile subject for me to advocate.'

Before you read Systems to Transform Your Classroom and School I suggest that you jump online and order In the Middle: A Lifetime of Learning about Writing, Reading, and Adolescents, it will change the way you think about the teaching of writing and reading.

Yours truly,

K

Review Reading #1 'The Reading Zone' - Nancie Atwell

Each year several scholarships are awarded to NSW teachers who wish to embark on a study tour to collect resources, conduct interviews, create resources to ultimately enhance their pedagogical approaches and those of their colleagues. I applied for the Premier's English Teachers' Association English Scholarship in 2016 and whilst I didn't win, I thoroughly enjoyed the application process - reading, writing, and reflecting on the ways in which I teach writing and reading. In preparing, I contacted several schools to possibly arrange visits and I also applied for an Internship at the Center for Teaching and Learning. 

I was lucky enough to be accepted into the Internship program at the Center for Teaching and Learning (CTL) in Edgecome, Maine. One aspect of my proposed study tour included the internship to further my understanding of Nancie Atwell's approaches at the Center for Teaching and Learning, the demonstration school she established in 1990.

Flying to America to to partake in an internship is not something one can usually just do but it just so happened that my partner and I were planning to go to America for a belated honeymoon. We had been putting it off (for nearly three years) - saving a bit more, waiting for a better time, etc. Sometimes you just need a bit of an incentive to get organised and the Internship was it! So work and touristing have combined into our 2017 trip! We will be visiting a range of places before I visit CTL for four days in April before we fly back home.

To prepare for the Internship I have been assigned some readings. I am going to tackle these as well as my preparations for next year - a unit of work to write, Faculty Handbook to collate, Scope and Sequence to update, etc. over the next month before school begins for 2017.

I have been reading Atwell's work for a few years now after I was directed to her texts by Professor Wayne Sawyer from Western Sydney University. He sent me some initial chapters from the first edition of 'In the Middle' published by Heinemann in 1987 and then I went hunting for all of her texts. I was overjoyed when a new edition of 'In the Middle' was published in 2015 - how serendipitous! After engaging with the work of Nancie Atwell I am reminded of what a driven person she must be - she is a prolific writer, reader, and you know, has her own school. Amazing.

Review Reading #1 The Reading Zone - Nancie Atwell

ISBN: 978-0-439-92644-7

ISBN-10: 0-439-92644-0

Publisher: Scholastic Teaching Resources

Publication Date: November 7th, 2007

Stockists

Sample Pages

I am going to respond to the texts by writing a 'Letter-Essay' - a technique students at CTL utilise to reflect on the texts they have read. This is the letter provided for students to guide them when writing their own letter-essays. Students receive a copy of this letter to stick into their workbook.

Dear Reader,

I have just finished reading Nancie Atwell's The Reading Zone. This text explains what constitutes the 'reading zone' and a range of methods and strategies to assist students to reach this place in their own reading. I felt an immediate magnetism to the idea of the 'reading zone' because I have always loved reading and I have the propensity to get so caught up in a story that I simply must continue to find out what is going to happen next. I love the anticipation of continuing reading a text and the feeling when dipping back into a book to see what the characters are up to - will they solve the problem? Will there be an explanation? Will they find the inner strength to overcome an obstacle? The thrill is almost addictive and it is why I have sometimes have trouble choosing books because I do not want to waste my valuable reading time. I want to be immersed in a world and drawn immediately into a story so I am back in the 'reading zone.' So, is it any wonder that I am deeply saddened when my students loudly proclaim - 'I hate reading' and 'I don't read' like it is a feat? Atwell's book gave me some practical strategies to utilise to assist students with their reading to ensure that they too can develop the habits of a reader and experience the joy that accompanies the 'reading zone.'

Atwell writes in a very honest and straight forward manner with references to both research and anecdotes from her time in the classroom. She effectively details the practices and approaches at CTL whilst reinforcing the school's vision and the humility of staff/student interactions. The underlying element to each successful strategy is exactly that humility, the staff member who cares about and knows their students. The conferences between pupils and their teacher are evidence of adults who put the time into knowing what it is that each student needs. I love the reinforcement of this throughout The Reading Zone and all of Atwell's texts. Schools are places made up of people helping other people.

I often get asked about what 'work' students do with our reading program at school what students do once they have finished reading? The Reading Zone outlines an effective way for students to respond to texts using a 'letter-essay' to their teacher or peer. This accompanies regular reading conferences to determine where students are up to with their reading and whether they are reading texts that are too hard, too easy, or 'just right'. The letter-essay gives students a chance to write an in-depth response to a text that they have read. This text is not something assigned by a teacher or on a prescribed reading list but it is a novel chosen by the student after listening to 'Book Talks' and having conferences with their teacher who knows a range of texts to recommend to readers. There are no chapter questions, reports on every single text a student reads but a considered response to a text a student feels strongly about – either positively or negatively!

The Reading Zone provides an excellent overview of the way that the reading workshop at CTL runs and whilst it is filled with success stories, it provides honest ways to work through issues to provide structures to help students who aren't regular readers and ways to give all students an opportunity to experience the reading zone. 

The things I totally loved about The Reading Zone are:

THE IDEAS AND STEP BY STEP PROCESSES:

• Students complete 30-minutes of reading every night for homework.
• CTL works with parents to ensure students are successful as readers. A letter goes home at the start of the year and parents are sent a letter if students are not partaking in their reading. After the third contact a meeting is arranged to discuss reading (as it is so important to student success!).
• Students are given choice of reading material in reading workshop.
• Reading voraciously and reading quality texts supports the development of comprehension skills so comprehension strategies are taught in Mini-lessons - to individuals, small groups, or the class when and if there is a problem. 
• Teachers conduct quick conferences to determine whether texts suit students' ability and to ensure they are not holding onto a text they should have ditched. They also record pages read to ensure HW is completed.
• ‘Someday’ titles – after listening to a Book Talk by a teacher or peer students are encouraged to write the title down if it is something they think they may enjoy.

QUOTES AND ANECDOTES:

I love the way CTL operates and the way students are exposed to a rich and worthy curriculum that builds their autonomy and abilities as critical consumers of texts as well as effective composers. The quotes Atwell disperses through her prose just sing to those wanting to try something different:

• ‘The book which you read from a sense of duty, or because for any reason you must, does not commonly make friends with you’ – William Dean Howells.
• ‘Children learn to read only by reading. Therefore, the only way to facilitate their learning to red is to make reading easy for them’ – Frank Smith
• The personal anecdotes like, ‘I’m being realistic. I cannot read all the literature and also edit all the writing and plan all the lessons, write all the evaluations, attend all the meetings, and teach history, too. But I can become intimate enough with young adult literature to connect particular readers with the particular books they crave. Intimacy with my kids’ books has become the goal.’

I loved this text for an overview of what Atwell does and if you are interested in the ideas I recommend that you jump into In the Middle: A Lifetime of Learning about Writing, Reading, and Adolescents

Yours truly,

K