Text to Self Connection

When I was an undergraduate, practicing piano or flute was a drudgery that I could barely tolerate. I put in what I needed to put in to get through a performance, and, given that I was an adept reader of scores, that was pretty minimal.  I can recall sitting in several Form and Analysis classes and wondering how the heck I could cut it without affecting my grade.This winter, as I have begun to become reacquainted with my piano, I've been mentally revisiting those music analysis classes. And I've discovered that while I struggle to activate the muscle memory for reaches on keys that I used to be able to just do, I've missed some things. I have been so focused on playing the notes accurately I have missed the nuance.When I finally reached a level of note-playing that I could pay attention to the meaning of the melodic line, it was very freeing. Suddenly (well that's not the right word!) I could hear what the piece should sound like. I understood.And isn't that exactly what happens with readers and writers. Our struggling readers and writers do their best to decode and mimic the writing elements of a genre. We offer up mentor texts, but unless we can take the time to analyze these texts with depth (and rigor), the students can only uncover the basics.I think we try to do too much too quickly these days. A mile wide and an inch deep should not be the curriculum model we aspire to. Students need time and guidance to understand and to write agilely.My connection? Learning to play a piece of music, moving beyond simply playing the score accurately, is very much like reading and writing.

Music To The Rescue

In a past life I was a musician and a music teacher.  While I lacked the talent and drive to become a professional musician, music has always been something I've enjoyed.In our classroom, when students need to complete a transition from one activity to the other - for example, universal breakfast clean up to Morning Meeting - we play music. We began the year with Pachelbel and are working on Bach at the moment.My students love to talk - usually to me and all at once -  they talk a LOT. And while I understand and encourage this as part of their processing and language acquisition, it can get pretty loud. When we're in Writing Workshop, there are definitely times I want them talking out loud, but there are times when I'd like them "talking" with their pencils and pens.One day this week, as I was preparing to release my students to their writing tasks, I started explaining to them that I would like to begin experimenting with background music during Writing Workshop.  As I write - even now - we have classical music playing in the background so why not?  This was, as many things about teaching are, unplanned.It was not an instant success -- it took a couple of starts before I could convince my students that they didn't need to try to talk over the music. But over the course of the last three days, the background conversations - the ones that were not about writing - have been replaced so that Writing Workshop is most definitely a more focused work period.Yesterday, one of my friends approached me in amazement saying "we wrote quietly the whole time!" And so they did.  Music to the rescue.

Revisiting Notebooks

Having read Notebook Know-How (Aimee Buckner) this spring; I've moved on the another of her books, Notebook Connections. Know-How is to writing as the Connections book is to Reading. What I am discovering though is that they both are interconnected - as they should be.At this time of year, many of us start thinking about what we need in place on Day 1 of the next school year.  Last year, by this time, I had a very elaborate, custom-designed Readers' Notebook all mapped out and in the copier. That Notebook had many of the elements of the fancy Fountas Pinnell Readers' Notebooks and some of the elements that Beth Newingham uses with her Third Grade Class.What I've come to through reading Notebook Connections and seeing what was tedious, is that much of what I have in the current notebook needs to be revised or maybe even removed.  My students are fairly consistent in completing the daily book log that is part of their current notebook. We both refer to the Color Conference (book level) page and the Goals page. Each week we write back and forth to each other about reading.  But there seems to be lots that is not in use and some places where the Readers' Notebook is not effective.I think I still need something more structured than Ms. Buckner's notebooks so I will keep the basic structure of a separate dedicated notebook for reading. But as I read more of Aimee's book, I want to create something that is going to be more authentic and clearly connects what my students read to what they will write. I want to move my students past retellings to deeper thinkings about texts, so I will make the shift from a Dear Mrs. Bisson response to students actually recording their reaction to parts of texts or strategic reading.While I am savoring each day with my current students, I am looking forward to a new year with new faces and new challenges. And getting excited about trying new strategies for learners.

Let's Toss All the Balls in the Air

Last week, we created our last I-Chart; the one for Listen to Reading. So now we have all the components of the Daily Five in place. It's an exciting yet frightening time .It has not always been smooth sailing. I find I have to keep pinching myself as a reminder that one of the most important parts of the Daily Five is that the responsibility for our classroom environment, for developing independent learners, is for me to give up control. Kind of a challenge for an obsessive, compulsive control-freak.This week I'm identifying some of my barometer kids - I have 3 - those kids who have difficulty maintaining stamina and who need to build their independence with smaller steps. Each of these children have difficulty throughout the day with attending/listening; their hands are always in motion (I've never seen a third grader disassemble a pencil sharpener before!). This is going to be a challenge.Now with all the components in place, it is a matter of logistics -though  my students concept of time is somewhat off reality. What some students feel is about 20 minutes - the time I would ideally like them to spend Reading to Self each day - falls somewhat short; the students like to move through all five choices. We are working through the intermediate Daily Five structure and some days there isn't enough time to complete 5 activities.What is gratifying is to have students choose to read, choose to write. There is a subtle change in attitude that makes all the hard work we have been doing to build independence worthwhile.  There is a lot of work we have to do yet, but the Daily Five is making a positive difference in transferring the responsibility for learning to my students.