Book Study! {Chapter 5, Chapter 6, & Chapter 7}

If y'all follow me on Facebook or Instagram {which I hope you do- go  check them out!} you know that I've been in the process of moving from Spain back to the States.  Before this, my good teacher friend from Colorado was visiting me in Spain.   Sooo, life has been fairly busy.  BUT- I've been following along and reading 100 Minutes.  Even if my activity on this lil ol blog has been next to nothing. And tomorrow is the start of Catherine's book club, reading Reading in the Wild.  So much reading and love for this teacher's soul.

Are you reading 100 Minutes?  It's been a great experience for me; challenging me to think differently.  Chapters 5, 6 symbolize the start of Part III:  Writing, Reflecting, and Feedback.  Whoa-  three hugely important tasks of any writing class.  Chapter 5 and 6 focus on "how do we help our students develop a repertoire of approaches to writing that are comparable to reading strategies?"  (p74).  Writing and Reading go hand in hand but I had never thought about teaching strategies for tackling writing.  I am anti-gimicks in writing.  What does that mean, exactly?  Well, I am not a fan of teaching abbreviations or "tricks".  They get confusing {especially for kids who move around} and I don't think they can beat just good ol' writing lessons spent studying what great writers do.  That's my method.  The "secret" to teaching reading and writing.  I learn best.  Am I an expert writer- absolutely NOT- but for all intended purposes, I can serve as one for my little writers.  And THAT'S how we can teach these great strategies... by serving as the model.  Writing and struggling and editing and thinking right there in front of our writers.  It's not perfect, but neither are they and they should know writing isn't perfect.  It's an experience.  An art form.  And something to be treated very very specially.
And in all honesty, that's how

Last year I was lucky enough to travel to Denver to hear THE Lucy Calkins speak.  It was amazing, thought provoking, and encouraging.  I may have sat in the front row and everything.  But she mentioned that in order for students to become real writers, they must be writing daily and for extended periods of time.  They must be producing multiple writing pieces every WEEK.  Not every month or year, but every WEEK.  And Lisa speaks to this as well, stating "In order for students to become good writers, they need frequent opportunities to write for various purposes and audiences.  Through these writing experiences, they learn how to vary their writing style, organization, and voice to suit the purpose and audience for their writing." (79)  Frequent.  The key word.  Sure, I can tell me students 45,613,639 times that they need to write to a specific audience, but that won't teach them how to do it.  I love that Lisa provides many ideas and techniques for drawing out passionate writing in chapter 6.  It touches on what Catherine for Brown Bag Teacher did to motivate her students.  LOVE. 

Chapter 7 kind of switches gears and moves on to the foundation of independence.  I love how Lisa discusses the importance of independent time mixed with specific and purposeful {two words that I love that Lisa loves to use} instructional time.  In this chapter, Lisa shares how her AWARD time {or workshop time, in my mind} is used to benefit readers and writers.  Again, she paints this picture of peace and tranquility where students are working on different things, really being readers and writers.  Want to know more? Go grab the book!

 

There are a few guidelines that Lisa Donohue and her publisher have asked that people follow.

Please read through these carefully. 

Guidelines

• Anything created for 100 MINUTES should be shared for free. 

• Anything created and shared based on 100 MINUTES should include a disclosure statement  "Adapted from 100 MINUTES and not endorsed by Lisa Donohue." 

• Please cite the complete publication information:  "100 MINUTES, (2012), Donohue Lisa, Pembroke Publishers" in order to make it easier for others to find the book.

Book Study! {Chapter 4: Reading Response}

"One of the biggest challenges we face as teachers is assessment of independent reading." (p55)  Can I get an Amen?!  How can we be sure that our readers are thinking while they read?

Chapter 4 of 100 Minutes really helped me think about my students' reading responses.   I really do believe that reading responses are a spectacular way to fit in some extra writing practice.  They're so multi-purposeful and lovey.  There's nothing I adore more than writing about reading.  They're two of my faves!  In this chapter, Lisa discusses how to slowly integrate reading responses into student's workshop time.  "The gradual release of responsibility is created by initially working with students directly through guided reading and then immediately following with a reading response." (p58)  Superb.  By providing this structure to readers, they understand the purpose of the reading responses; something that is frequently lost during this process.  Lisa does a great job of sharing great reading prompts and different possibilities for how students can respond.

What I love, is that reading responses go with everything- not just reading.  Read aloud?  Check!  Science?  Check!  Social Studies?  Check!  In each area there is the opportunity to read and respond. 

While reading this chapter, low and behold, I came across this article via The Colorful Apple's Facebook page.  10 Authentic Ways to Hold Students Accountable for Reading at Home. I think this does a great job pointing out some fun ways to make responses purposeful. 

Source

As adults, we make sense of reading on our own, but our students are still learning how to do this.  How do you make sure students are held accountable for their learning?

There are a few guidelines that Lisa Donohue and her publisher have asked that people follow.

Please read through these carefully. 

Guidelines

• Anything created for 100 MINUTES should be shared for free. 

• Anything created and shared based on 100 MINUTES should include a disclosure statement  "Adapted from 100 MINUTES and not endorsed by Lisa Donohue." 

• Please cite the complete publication information:  "100 MINUTES, (2012), Donohue Lisa, Pembroke Publishers" in order to make it easier for others to find the book.

Book Study! {Chapter 3: Reading Around the Literacy Block}

We're teachers, we all get it, we love to read.  I know we don't always have the time- but something about reading just speaks to our soles.  And reading chapter 3 of 100 Minutes did that to me.  I wish I could share this chapter with everyone... Mine is highlighted and noted-upon like whoa.  

So glad you could stop by for my reflection on Chapter 3!  Kelly over at An Apple for the Teacher is hosting the Book Study this week.  Be sure to stop by and see what she has to say!

As teachers, we read professional development books and envision our own learners in our minds.  Oh that's so Ashley.  We think.  Or Shoot, I wish I had read this my first year of teaching, Justin would have benefitted so much from ____.  It's good.  It means we're growing, right? 

As I read Chapter 3, I reflected on my own teaching.  Things that I know I do, never had a name.  Chapter 3 gives them a name!  They're now "creating a talking-to-learn community" and "maximizing comprehension through talk."  I felt like a student; knowing that I've been doing something all this time but not realizing it's true value until it clicks that "Hey! I do that!"

Chapter 3 dives in to the importance of different types of reading, such as Modeled Reading {read aloud}, Guided Reading, and Independent Reading.  Lisa Donahue shares, "by strategically using the various sections of the literacy block, it becomes possible to seamlessly integrate the gradual release of responsibility when introducing students to new reading comprehension strategies." (p42)  By manipulating these instruction periods, you can get more out of your students.

In this chapter, Lisa spends a decent amount of time reviewing the value of conversation.  I think this is what spoke to me the most during the chapter.  Lisa says, "Learning is a social process; intentionally orchestrated opportunities to talk allow students to extend their own thinking and the ideas of others." (p45) Talking through book clubs, read alouds, and daily assignments, allows students to feel valued and appreciated.  They see that their thinking is important and their place in the classroom is vital to the class' understanding.

 
"In order for talk to be truly beneficial, it needs to be focused and robust.  Students need time to talk about things that are relevant, engaging, challenging, and authentic." (p45) Here Lisa goes again... I love the way she weaves this into each chapter... students need purpose too.  They don't want to have a pointless conversation- a conversation just to talk.  They want to be treated as adults, where their thinking is important and they are solving real problems.  They want to be asked questions that interest them and will require them to dig a little deeper. 


And then, Lisa says THIS, "create a community where talking-to-learn is the norm" (p45).  Isn't that what I'm doing right now?  Typing my opionions and thoughts on this page so that I can learn more?

Just the other day, a teacher I work with was talking to a group of students.  They were stressed about a social issue.  She told them, "When you have a problem, it sits inside your head and gets bigger and bigger and bigger.  But when you take that problem and write it down, it gets smaller and smaller and smaller until *poof* you have an answer."  When students converse, that's what they're doing.  They're taking their thinking and making it smaller, easier to understand.  They're pinpointing and naming their thoughts.  Lisa shares some great strategies and examples for how to to get conversation out of students, and I urge you to check out the chapter so you can make it yours. 

Conversation through literacy is vital.  How many of you are already doing these things knowing they were good but never realizing their true value?  Providing students with the support necessary for them to become aware of their inner conversations while they read, will enable them to grow enormously in their independent reading.  (p42)  So go on out and talk- discuss- and think!

 

Joining the conversation?  Link up below!

Jen over at Teaching, Life, and Everything in Between will be sharing the next chapter!  Be sure to stop by her blog and check it out :)

There are a few guidelines that Lisa Donohue and her publisher have asked that people follow.

Please read through these carefully. 

Guidelines

• Anything created for 100 MINUTES should be shared for free. 

• Anything created and shared based on 100 MINUTES should include a disclosure statement  "Adapted from 100 MINUTES and not endorsed by Lisa Donohue." 

• Please cite the complete publication information:  "100 MINUTES, (2012), Donohue Lisa, Pembroke Publishers" in order to make it easier for others to find the book.

Book Study! {Chapter 2: The Building Blocks}

 

As you know, it's on to Chapter 2 of our Book Study with Beth over at Thinking About Teaching!

What?  You're not following along?  Go grab a copy of Lisa Donahue's book, 100 Minutes, now!  It's okay, we'll be here when you get back. 

Chapter 2 is all about the building blocks of your literacy time: the routine, the instruction, and the workshop time, referred to as AWARD time.

Lisa starts off discussing the importance of building routines.  I don't know about you, but I'm a firm believer in spending a full 6 weeks at the beginning of the year, building community and setting expectations.  Lisa hits the nail on the head when she says, "The time that is invested in the first weeks of school to set stage for focused independent learning will be very much valued as the year progresses.  Independent work time makes it possible for all small-group instruction to happen" (p22).  When it comes down to it, independent work time is what it's all about.  Students get instruction from you and must have time to practice these skills.  It cannot be in a setting that is forced or rushed or boring and like Lisa stated on page 14, it must be important, relevant, and authentic to students.  There's no magic number that states for how long students should read and write each day- but we all know they should be doing both, for as long as possible, every single day in order to grow.

Now, with everything else teachers are expected to fit into a day, how in the world can we make it all happen?   There's the rub.  And luckily, 100 Minutes provides us some insight to what we can do, especially those of us who are struggling with a too-short day and barely any literacy time available.

Very similar to the Workshop Model, Lisa breaks down 100 minutes of Literacy time into a Reading Lesson, Writing Lesson, and AWARD time {Time for students to Apply Writing and Reading Daily}.  I kind of adore the idea of AWARD time {a real "workshop" time in my mind} where students are quietly working on separate tasks, focused on what you just talked about or what they need to complete.  It's very real world and full of purpose.

Sandwiched on either side of AWARD time is direct instruction.  This is where your typical mini-lessons would go.   What is your job during AWARD time?  Great question!  The teachers job is to meet with two small groups.  These instructional groups can be formed any way you need, in order to facilitate student learning.  "These groupings could include mixed-ability groups, talk-partners, instructional-level groupings, groupings by interest or topic, or self-selected partners" (p24) and should be flexible and always changing and adapting to your growing learners.

 
According to Lisa's planning, you are responsible for meeting with two groups for a Guided Reading lesson or a Writing Conference each day.  Lisa plans these groups so meticulously that each Guided Reading group you meet with, heads into their AWARD time to read independently, immediately using the skills and work you just discussed.  Likewise, a Writing Conference will happen after students have spent time working on their writing.  They will come to you with questions, concerns, and you will be available for answers.  As Lisa puts it, "Structuring a literacy block so that students are able to meet with the teacher immediately before reading independently and immediately following independent writing allows for timely instruction, feedback, and transfer of learning."  (p25)  Perfection.  She lays out a weekly plan in her book, which I would love to share but then why would you ever need your own copy?  And you should have your own copy.  Go grab one! 

I feel like this does a nice job summing it all up!

As the year continues, Lisa provides ways to enhance these 100 minutes, adding in all the pieces of a balanced literacy.  Not only does she tell you the what- she shares how to seamlessly do this and provides all sorts of tools for you to copy and reproduce, in her book!  I love that she includes a section on Building in Accountability {so challenging when you have all this workshop time}, a Week at a Glance, and a Sample Yearly Timeline for Introduction of Elements of the Literacy Block.  Word.

Are you blogging about the book too?  Please link up, below, so we can check it out!  

Be sure to stop by Kelly's blog, An Apple for the Teacher on Saturday to join in on the next installment!! Rumor has it, there may be a giveaway involved :)

There are a few guidelines that Lisa Donohue and her publisher have asked that people follow.

Please read through these carefully. 

Guidelines

• Anything created for 100 MINUTES should be shared for free. 

• Anything created and shared based on 100 MINUTES should include a disclosure statement  "Adapted from 100 MINUTES and not endorsed by Lisa Donohue." 

• Please cite the complete publication information:  "100 MINUTES, (2012), Donohue Lisa, Pembroke Publishers" in order to make it easier for others to find the book.

Book Study! {Chapter 1: 100 Minutes}

Literacy.  Balanced Literacy.  Reading.  Writing.  Spelling.  Word Study.  Handwriting.  Comprehension.  Fluency.  So much goes into Literacy!  Where do you fit it all in?  Many teachers {myself included} can feel flustered just thinking about it!

I am very excited to be joining the Book Study with Beth from Thinking of Teaching. Whenever I'm feeling stuck, I can think of nothing I like more than to grab a good teacher book.  New or old, these books are full of wisdom.  Some speak to you, guiding you this way or that way.  Others reinforce what you're already doing and give you new motivation.  Some make you reevaluate your best practice.

Grab your copy!

My hope for myself {and all teachers really} is that this practice is the norm.  The moment I become lackadaisical about my practice is the moment I should no longer be doing it.  Would you want a doctor to stop learning?  Teachers should always, always, always, always, be learning.  So again, I am SO excited to be joining Beth for this book study of 100 Minutes:  Making Every Minute Count in the Literacy Block by Lisa Donahue. Have you grabbed your copy yet?  Grab a latte {or heck, it's Summer, grab some Sangria!} and pull out your highlighters and crack that book.

This past weekend my husband and I went away to celebrate his big 3-0!  I surprised him with flights and tickets to the Monaco Gran Prix {something that's been on his bucket list forever} and used the most of my travel time {airports, buses, taxis, hotels} to maximize my reading.  My hubby snapped a few pictures of me- hard at work.

Chapter 1 of 100 Minutes sets the guidelines for the book.  My first thought:  I love that the book has quotes and space along the margin!  Perfect for note taking and thought processing!  What good is a teacher book if you can't rip it apart and make it your own? 

I love that Lisa Donahue is so down to earth; open about her own trials and tribulations as a teacher.  And most importantly, she's been there.  She's a teacher.  She gets what it's like.  I love what she says on page 14, "students should always see their learning as important, relevant, and authentic."  Already she has spoken to me; shown me that she knows "what's up". 

Lisa breaks the literacy block into 3 "chunks".
-  A Reading Lesson
-  A Writing Lesson
-  AWARD Time {which in my mind is "workshop" time}

With the stakes being raised, it's time for us to figure out how we can "fit it all in" and 100 Minutes provides a new way of thinking... a different style for us to use in the classroom.  I am ecstatic to continue reading and learn more about this strategy.

Be sure to stop by tomorrow to learn all about Chapter 2!  And if you're reading along and sharing your thoughts, please link up below!  See you tomorrow :)

There are a few guidelines that Lisa Donohue and her publisher have asked that people follow.

Please read through these carefully. 

Guidelines

• Anything created for 100 MINUTES should be shared for free. 

• Anything created and shared based on 100 MINUTES should include a disclosure statement  "Adapted from 100 MINUTES and not endorsed by Lisa Donohue." 

• Please cite the complete publication information:  "100 MINUTES, (2012), Donohue Lisa, Pembroke Publishers" in order to make it easier for others to find the book.

Book Club Details!!

Interested in joining a book club??  Want to research ways to balance your literacy schedule??  Join us for a book club, starting May 23rd!  We will be reading 100 Minutes by Lisa Donahue.  You can get some more information in the video below!  {Heads up- it's 33 minutes long} But it will give you a great idea of what you can expect from the book!  Learn more the book club here!

What are you waiting for?  Go grab yourself a copy!

100 Minutes Book Study!

What are your feelings on continuing your education?  Have you started taking extra classes?  Getting another degree?  Getting a PhD?  Or are you more like me and just ready for a good old fashioned book club?

I am a huge fan of book clubs- in the classroom, in the school, and in the real world.  There's nothing that says "I'm a reader!" like being part of a book club.  Are you interested in joining a book club?  Well get excited because Beth from Thinking of Teaching is hosting a book club!  Me and some other amazing bloggers will be co-hosting as we read through the book, 100 Minutes.  Are you a Daily 5 teacher?  A workshop teacher?  A "what works for my class" teacher?  No matter what type of teacher you are or what you believe in, you can take something away from this book.  I am looking forward to discussing, sharing, and picking through this book.  Whether you agree with Lisa Donahue or not, come join us... I think that's what makes a great teacher.  Picking and choosing what you believe and what can work in your classroom.  And knowing why you do what you do- and most importantly- why you don't do what you don't do.  And by sharing your thoughts and feelings with us and other bloggers and blog readers, we can grow as professionals and educators.  Think you're ready to join?  Go grab yourself a book!  You can pick it up from any of the stores below!  {I recommend Stenhouse or Pembroke because they're the cheapest I've found!}  We'll start May 23rd so you have PLENTY of time to pick up a book!

Amazon

 Stenhouse Publishers (The cheapest I've found!!)

Curriculum Press

Pembroke Publishers

And in honor of this celebration, Beth is hosting a giveaway.  You can pick up your own copy of the book for FREE if you win!  Be sure to enter below :)

a Rafflecopter giveaway

Can't wait to get started!!