Making books is a great way to introduce, practice or solidify the literacy concept. Making books is appropriate for students of all ages, but I’ll focus here on non-readers. This is perfect for one-on-one work or for parents to do at home.
The concept can be described in three steps:
1 - What I think, I can say.
2 - What I say can be written.
3- What is written can be read.
I’ll use an example of a book I made with my two-year old to describe the process. The first step is to recognize when something book-worthy is happening. Carson and I were cutting open a pumpkin in order to fill it with applesauce and bake it when I realized this would make a good book. So, I talked a lot about what we were doing. “I’m cutting the pumpkin with a knife”, “Let’s scrape the seeds out with spoon” and “Good job - you scraped the seeds out with a spoon”. It’s also nice if you can take a picture. Remembering details is sometimes tricky with a toddler, so the photo helps jog the memory.
Later that day, I helped Carson tell his dad about the pumpkin. I showed him the picture and he was able to remember some of the details. I thought it was a good time to make a book. The trick here is to work quickly. We grabbed a piece of construction paper and 3 sheets of copy paper, folded them in half and stapled them.
The title of the book always has his name in it. In this case, “Carson and Mommy Cooked a Pumpkin”. We’re working on that first step in the concept of literacy, (What I think, I can say). I try to get a coherent sentence from Carson. “What did we do with the pumpkin? How did we open it?” As we are working through the sentence, I am drawing a picture. When I say picture, I mean stick-figures and barely recognizable objects. As soon as we get something that makes sense, we move on to the second step (What I say can be written). “OK, I’m writing your sentence: Mommy cut the pumpkin with a knife”. You’ll have to work as fast as the attention span of the kiddo. For me, that’s about 10 seconds per page and 4 total pages. When the book is done, you read it together (step 3 - what is written can be read).
We read the “Carson books” all the time. I encourage him to “read” it and he loves it.
A couple of tips about making books:
- non-fiction and narrative (real life stories are the best practice)
- choose small topics (”my summer vacation” is way to big to be interesting)
- work quickly (keep their attention)
- re-read often (point to the words while you read)
If you are not artistically inclined and worried about your illustrations (I have a hard time differentiating my stick figures), try this: www.moo.com
You can upload pictures and have them printed on stickers. That way, you can give your stick figures a real face.
Before kids can read, they need to understand the concept of literacy. You can break the process into three (non-linear) parts:
1. What I think, I can say.
2. What I say can be written.
3. What is written can be read.
For pre-k, kindergarten, first and second grade “non-readers”:
You can work on this process in a small group. First, choose a topic to begin discussion. Find a picture that will elicit some conversation. Then, just start talking. What do you see? What is going on in this picture? What do you think? Once the students have some ideas, it’s time to form a quality sentence. Let each student form his/her own sentence. Help them make the best sentence possible. Record each sentence on a chart. Next, practice reading the sentences. You can do this with children that “can’t read” yet. They can remember their sentence because they made it. Go over each sentence several times, pointing to the words as you repeat it. Finally, ask children to volunteer to read their sentence on their own. Congratulate them for reading! Let them autograph the chart and hang it up on the wall. Let them show other kids/adults how they can read.
Here is an illustrative example:
Day 1: My group of kindergartners includes Jamal, Kevin, Maria and Isaac. We sit together on the floor in a circle. I show them the picture of three kids sitting in a tent. They all start talking at the same time and I encourage all the ideas. The next step is to get one complete thought from each kid. Jamal says, “The kids.. and camping outside and scared… inside with mommy”. I say, “OK, say that again.” He says, “The kids are camping and they scared. This one kid want to go home.” Now my job is to piece together one sentence that makes sense. “The kids are camping and one kid is scared?” Jamal interjects, “Yeah, he want to go home.” On the chart I write:
Jamal: The kids are camping outside and one kid is scared and wants to go home.
I read “Jamal’s sentence” aloud and we move on to the next student until we have a sentence from each student on the chart.
Day 2: We gather in a circle and begin by looking at the picture again. This time, the conversation begins quickly and the kids have a lot more to say. We look at the chart and I read each student’s sentence… and read it again. We read them together (always pointing at the words as we go). Eventually, the kids volunteer to read their own sentences. Then, they all get to sign the chart and we go hang it up on the wall (with the picture taped on if possible). The kids read their sentence to anyone who will listen.
I had two very different experiences teaching reading. My first year, with first grade, the school did something that resembled reading instruction. Lots of phonics work, sight words, spelling, etc. Kids read from copies of the same text and then answered comprehension questions. They were bored to tears. At the time, I didn’t know anything about readers’ workshop, but I knew they needed something different. I began some small reading groups and got kids talking about their reading. The kids got so excited about this reading time and I felt successful as a teacher.
When I taught fifth grade, the district had implemented readers’ workshop. Each classroom had a library of at least 1000 books, labeled by genre and level. Reading instruction involved a teacher-led “mini-lesson” about reading and comprehension strategies and then independent reading while the teacher met with kids - either individually for conferences or in small groups. I was amazed at how well this worked. It was great to see kids reading on their own and really getting into their books.
Setting up Readers’ Workshop is hard work, especially if students do not have experience reading independently. They have to build stamina in order to read quietly for an hour (or even a half-hour if they are younger). But there is a ton of research about the effectiveness of kids reading at their own level, so there are resources everywhere to help you set it up.
Here are two sites that outline some of the basics:
Tell what you like or dislike about a book and why.
Tell about parts of your book that confused you or made you ask questions.
Tell what you noticed about the characters, such as what made them act as they did or how they changed.
Write something in the book that surprised you or that you found interesting.
Write your predictions and about whether your predictions were right.
Ask for help in figuring out the meaning of your book.
Tell about the connections that you made while reading the book.Tell how it reminds you of yourself, or people you know, or of something that happened in your life.It might remind you of other books, especially the characters, events, or the setting.
Write about the author’s style and how it makes you feel.
Write about the language the author used and why you think the author wrote this way.
Write about the author’s craft – what was effective about the way the author wrote.
Write about your reading goals and how you think you’re doing.
Write about something you wished you could have shared during group, but didn’t get to.
Instructional supervision is a catalyst of growth. An effective instructional supervisor is a facilitator of teaching and learning. That facilitator ensures that teachers, coaches and support staff have all the tools and knowledge they need to constantly improve their practice.Instructional supervisors question, encourage and collaborate.“Teachers are at the forefront of successful instruction; supervision is in the background, providing the support, knowledge, and skills that enable teachers to succeed” (Glickman, C. D., Gordon, S. P., Ross-Gordon, J. M., 2001).
The ultimate purpose of supervision should be maximal student learning.Because the interactions between students, teachers and administrators are complex, the road to student learning is not a direct one. Teachers must improve also. In order for students to have the optimal conditions for success, teachers must be dedicated, collaborative students themselves. Creating an environment in which teachers want to continually improve is a major task of the supervisor. If the end is increased student learning, instructional improvement is the means.
Successful supervisors have an understanding of human relationships. They can look at a problem and see several different points of view at the same time.Successful supervisors have a realistic concept of their own strengths and weaknesses. “We can improve only what we know; to believe only our own self-perceptions is to court disaster” (Glickman, C. D., Gordon, S. P., Ross-Gordon, J. M., 2001, p. 130). Effective supervisors know when to direct, when to collaborate and when to remain silent.They can prioritize, empathize and analyze all in the same moment of reflection.They hold themselves accountable for what they say and do. A successful supervisor can synthesize myriad beliefs and values into a common vision, and inspire others to dedicate themselves to the cause.
All teachers have some common needs regarding supervision. The novice and the expert both need regular feedback. If we subscribe to the notion that all teachers are part of an evolving learning community, then each person’s progress should be acknowledged. All teachers need to be heard and understood. If each person is truly growing, then the pain and discomfort of that growth deserves empathy. A particular teacher’s position of the continuum of effective instruction determines his specific needs regarding supervision. “Effective supervision responds to and fosters teachers’ stage development” (Glickman, C. D., Gordon, S. P., Ross-Gordon, J. M., 2001, p. 89). A first year teacher may need some directives about managing her classroom. A seasoned veteran may need to be encouraged to reflect.In addition to differentiating supervision strategy according to skill level, a supervisor must attempt to support a variety of teaching styles. The firm disciplinarian may not be comfortable implementing a program in the same way as does his more casual counterpart.
Positive relationships between any colleagues revolve around honesty and respect. The relationship between teacher and supervisor is a delicate one. There is nearly always some tension associated with being evaluated. The burden of fostering a positive professional relationship lies with the supervisor. If the administrator employs the appropriate technique, the teacher should feel supported by the supervisor. A teacher can sense genuine intentions, and most will respond positively. Conversely, if the teacher detects contempt or incompetence on the part of the supervisor, the relationship will become strained.
An instructional supervisor should first have an intimate knowledge of the people and the programs in place at her school. A once-a-semester formal observation with an unfamiliar teacher teaching an unfamiliar program reeks of incompetence. Effective supervisors deliberately learn the curricula and the best ways to deliver it. They walk through classrooms often and they listen when teachers talk. Successful supervisors attend trainings and continually increase their own knowledge of effective practices. They should have a realistic notion of their own expertise before they offer counsel. Formal observations should be complimented by many more informal ones. Potential problems should be addressed early and with a genuine desire to help.Instructional supervisors should continually document and provide feedback.
Supervisory technique should not look the same for all educators. Those teachers functioning at very low developmental levels may require a directive approach while those at higher levels may need encouragement to reflect. All teachers should be moving along the continuum toward autonomous leadership themselves. According to Glickman, “…the ultimate aim of the supervisor should be reflective, autonomous teachers facilitated by nondirective supervision” (Glickman, C. D., Gordon, S. P., Ross-Gordon, J. M., 2001, p. 143). As with students, equal treatment is not always the equitable decision.
Effective supervision is not easy. Too often, the norm in schools involves isolated teachers, distant supervisors and tense evaluations. Though so much of the literature cautions against it, erratic and superficial assessment of teachers is the norm. Unfortunately, the “…legacy of independence, isolation, and privatization of teaching remains alive and well in many schools today” (Glickman, C. D., Gordon, S. P., Ross-Gordon, J. M., 2001, p. 20). A typical teacher’s year often involves two or three classroom walk-throughs and the minimum number of district-required formal observations. Staff meetings center on paperwork, deadlines and meaningless formalities. Discussions about instruction are rare. It is no wonder that these schools remain stagnant, or worse.
For teaching and learning to grow, there must be genuine and thoughtful supervision on several levels. The principal should be only one of several informal supervisors for any given teacher. Fellow teachers and coaches should provide leadership and guidance also. If a culture of true collaboration exists, open doors will solicit feedback from several sources.If a school cares about the success of all of its students, then each classroom is of paramount importance. The practices of each teacher should be continually considered and assessed by supervisors – formal and informal. It takes a village to raise a teacher.
When the supervisor performs a formal observation, the criteria used to evaluate should be based on the culmination of the informal data already gathered. The teacher should be involved in the decision-making processes and feedback should not be a surprise. The teacher should be well aware of her strengths and weaknesses. Evaluation should not be based on a snap-shot of a lesson, but on how the teacher has grown as an educator.
References: Glickman, C. D., Gordon, S. P., Ross-Gordon, J. M. (2001). Supervision and instructional leadership: A developmental approach.
I believe that moving towards dismissal for ineffective teachers is an important task a principal must undergo.Lawrence, Vachon, Leake and Leake (2001) note, “Throughout the nation, the dismissal rate of teachers for unsatisfactory teaching performance is very low because many principals fear the dismissal process” (p. xii).Reluctance to go through a dismissal results in unfair opportunities for children.While unions protect teachers’ rights, “It is the role of the principal to ensure that children have only the best teachers in their classrooms” (Lawrence, Vachon, Leake and Leake, 2001, p. xiii).
My understanding of school culture hints that the enemy to good teaching is isolation.We’ve learned that “… successful organizations have a collection of individuals who work together on a common goal that transcends their own self-interests” (Glickman, Gordon and Ross-Gordon, 2001, p. 38).From a supervisor’s perspective, one of the most important things one can do is foster, encourage – perhaps demand – collaboration.
An important tool in helping struggling teachers is differentiated staff development.Glickman (2001) points out that “It is as if teachers were stamped out of teacher training institutes as identical and thereafter have no further need to be viewed as individual learners (Glickman, Gordon and Ross-Gordon, 2001, p. 62).If you want to motivate veteran teachers and support novices, the staff development must be varied.
References:Glickman, C. D., Gordon, S. P., Ross-Gordon, J. M. (2001). Supervision and instructional leadership: A developmental approach. Needham Heights, MA: Allyn & Bacon. Lawrence, C. E., Vachon, M. K., Leaker, D. O., & Leake, B. H. (2001).The marginal teacher: A step-by-step guide to fair procedures for identification and dismissal. Thousand Oaks, CA: Corwin.
The school I worked at for five years was failing academically. Eventually, the superintendent called for proposals to reform the school. I, along with the other literacy coach, wrote this proposal. The school board voted to implement our plan - PACE: Parents, Accountability, Collaboration and Expectations. It is rooted in the research about high poverty, high performing schools.
Book Review: Lisa Delpit’s Other People’s Children
Lisa Delpit’s Other People’s Children is certainly capable of evoking a visceral reaction.The text speaks to the power differential between middle-class white teachers and their often poor African American students.Delpit believes that African American students are at an unfair disadvantage because they are not a part of the “culture of power”.Subtleties in the dominant culture are not known to these culturally diverse students, and it is therefore more difficult for them to succeed.
As a white teacher at a school with an entirely low-income student body, it was at first difficult to accept Delpit’s scathing criticisms.She writes, for example, of a black teacher describing her white counterparts:
They won’t listen; white folks are going to do what they want to do anyway… so I just try to shut them out so I can hold my temper… If I try to stop arguing with them I can’t help myself from getting angry.Then I end up walking around praying all day “Please Lord, remove the bile I feel for these people so I can sleep tonight. (p. 21-22)
Quotes like this are a disservice to Delpit’s message.I can’t support an us-against-them platform.I do, however, respect her comments on what African American students need from their public educators.
Delpit contends that African American students do not come to school with the tools that the “culture of power” provides.She writes, “I suggest that schools must provide these children the content that other families from a different cultural orientation provide at home” (p. 30).An application might be explicitly teaching children academic grammar structure.These students would then be fluent in the language of academia in addition to their own cultural vernacular.There is an important distinction to be made here.Delpit does not argue that culturally diverse students should be held to lower standards than white students.Undoubtedly, Black and Hispanic students are no less capable.Instead, she asserts that we should arm them with skills before moving to a process approach.We should even the playing field before our low-income students fall behind.
Another point Delpit stresses is that “appropriate education for poor children and children of color can only be devised in consultation with adults who share their culture” (p. 45).Schools in low-income neighborhoods often have little parent or community involvement.Delpit argues that it is the duty of the school to actively pursue this participation.
In many schools, the obvious arena for shared decision making is the Collaborative Decision Making team.I think Delpit would argue that declaring this vehicle open to willing participants is a far cry from a legitimate attempt to involve parents.In some schools, the notion that “our parents don’t care” is so ingrained, parents end up being completely excluded.If parents and community members are not showing up at 3:00 on Wednesday afternoons, perhaps the school should work harder to solicit collaboration.If we relentlessly and genuinely seek input – at students’ homes and on parents’ terms, perhaps we could build a true alliance.
For some neighborhoods, the public school is the pillar of the community.It might be the only place in which students are teamed with children from different backgrounds and cultures.Public schools are often the agar of diversity awareness.Social lessons learned in fourth grade shape a child forever.The work we do in exposing children to different cultures rivals the work we do in reading and writing.
The union of the school and the family is infinitely important.If public schools fail to welcome minority and low-income communities, there is much to be lost.When we fail to support a population which is already ill-supported, we contribute to the division in our society.When we include some families and exclude others, our efforts are reflected in our achievement gaps.When we speak a different language, literally or figuratively, we can’t be disappointed when we get no response.
References:Delpit, L. (1995). Other people’s children.
