There’s this widgetsmith on the opening screen of my iPhone that reads, “As long as we’re creating it’s not too late to change our story.”
People’s stories motivate and inspire but they also connect us, help us grow. Throughout my years of being an educator, tucking in beside my fellow professionals, really hearing their journey, it has been transforming. Listening, truly listening, opens my mind and eyes to perspectives, broadening a reality that I was otherwise unaware. Stories also shape and expand our teaching blueprint.
Growing up a small town girl in the northern United States gave me loads of opportunity to get lost in stories. From listening to my grandparents share stories to being mesmerized by great readings at the local library, life opened up for me.
Given my best friend’s father was the town’s librarian, many evenings and weekends were spent lounged across soft rugs with giant pillows traveling to far away places through the pages of a book. As I breezed through the letters on the page that made words into sentences and sentences into adventures that fed my imagination, I was quite aware that the very experiences I found solace within offered great pain and sometimes discomfort for my friend. Needless to say, I did a lot of reading aloud.
My friend loved to hear stories and it was an incredible treat when getting to view stories playing out live on a stage. You see, the process of reading caused her great angst. She is dyslexic. Take it to the classroom and the print on the page represented very different things for the two of us.
What I noticed as a young child was that just because our brains worked differently, a common experience such as reading text had contrasting outcomes for each of us. Someone very dear to me once shared, “Teachers can change the way they teach but dyslexics cannot change the way they learn.” What this evolves into for an instructional design perspective on the diverse needs of learners: the secret strength I found in teaching through a Universal Design for Learning (UDL) lens. In the case of how I learned reading and how my friend learned reading: presentation of materials, or provisions of multiple means of representation as well as action and expression, were key but equally important was engagement.
Let’s take my friend for example. Given learning derived from her mainly through auditory (hearing) or tactile (touching), she learned by hearing or touching and then that information would process through her auditory or tactile memories. When you compare that to my approach to learning being mainly visual (through my eyes), I could comprehend problems, solve them and commit the solution to my visual memory. For me, everything I would ‘read’, both real and symbolic, would link to my perception center. Recognizing a word and processing the word to meaning didn’t require actually hearing the word. For my friend, visual symbols were compromised causing her to compensate by relying on what she heard in her head to associate meaning.
Ready to leverage my childhood story to expand your teacher blueprint to be more inclusive? The following visual provides some examples of building provisions within your teaching and learning to offer students with dyslexia agency in learning. Oh, and don’t overlook this included audio file reading the visual, it’s called inclusive design.
There is a lot to learn from stories. But just like my childhood story, there are often missed opportunities of great significance in the unheard. Stories change our perspective, open our minds and eyes, broaden our reality and shape and expand our teaching blueprint. Learning to truly listen in on the narratives of our profession has proven to be my greatest teacher and perhaps it can do the same for you, too.
Opportunities to sharpen our literacy skills are all around us. Unfortunately, due to a variety of reasons (lack of support/resources at home, irrelevant curriculum, etc.) students can often be disengaged with literacy learning early in life. Once that foundation is shaken, it is tough to rebuild and instill the skills, confidence, and attitude necessary to be successful in the journey to be literate.
There is a huge disconnect. However, our students explore language everyday—we must make them aware of it, and show them how their knowledge and informal language is not too far distant from the formal academic knowledge required in today’s classrooms. Teachers and the outside learning community can instill a love for literacy if they focus on clarity of learning, opportunity, value, and enhancement of lessons. With “L.O.V.E.” teachers, parents and students can get students to see the relevancy of literacy skills beyond their use for academic purposes.
What is L.O.V.E.?
Learning- Many parents lack knowledge in the academic skills required of today’s students as it relates to literacy. Educators often teach skills in isolation or at a “surface” level. Parents and teachers often times try to spark the passion of literacy learning too late for some students and not early enough for others. It boils downs to “do you know the basic skills that your students (or children) need to learn?” Literacy learning must include a combination of motivation and innovative repetition of skills. Learning should always be a chance to fine-tune knowledge. The challenge, is that it must be done in a manner than resonates with students (and parents in order to be able to support). Most important, learning should contain a variety of opportunities to explore concepts- new and old.
Opportunity- Students need the opportunity to transcend and explore the world and their surroundings. A strong literacy foundation promotes exposure to additional opportunities in education. A literate child is given the opportunity to be exposed to creative works, and is capable of producing and using their skillset to work in many different subjects and tasks. The improvement of literacy skills is always presents a learning opportunity (as literacy learning is truly complex). When building a literacy foundation, we should be in search of learning opportunities and resources that are simple to implement and put into practice. Improving student literacy and the process of “why” we read, write, and communicate is a learning opportunity in itself.
Valued- Students will retain information that is valued and applicable. Learning new literary skills must be an experience that students can have some ownership in. Making connections to their experiences and the importance of the skills they are learning is essential. Literacy should be a valued “stepping stone” to a vast field of knowledge in other content areas. Not only should the academic value of literacy skills be taught, but the manner in which literacy accompanies societal tasks and processes is how true value is expressed.
Enhanced- Lessons and skills related to reading and writing should always offer room to further explore. They should enhance and leave room to extend steps higher in order for students to grow, reach, and explore at another time. At times, it will be necessary for open-ended tasks to be encouraged in literacy learning. However, skills should never be introduced in solely in isolation without a clear path of guiding students to a place where they are motivated to improve.
Importance of Incorporating L.O.V.E.
This post stems from the book that I wrote for teachers and parents a few years ago, titled “29 Days to L.O.V.E. Literacy”. It was written with the hopes of building a world or readers, writers, and thinkers who appreciate literacy in all forms, and respect the importance of such a valuable skill. We must move beyond the process of sharing with students “how to read” (although very important), and share the value of “why to read”.
More Information on “29 Days to L.O.V.E. Literacy” and a FREE Resource with activities: http://drkchilds.com/2020/03/free29daystll/
Most students either really love to read and find joy in growing and sharpening their literacy skills, or they feel the opposite. Their experience depends on two things- the instructional decisions made and the environment in which they learn. Educators are often told to create a “literacy rich” or “print rich” classroom setting, but what does that really mean? R.I.C.H. should address four different aspects: Relevancy, Inclusiveness, Creativity, and Hands-On approaches.
Students, younger and older are often disconnected from the literacy skills and expectations that are required in standards-based instruction and assessment. This is because they don’t see the “bigger picture” of learning the skills and strategies that are often taught in isolation. The foundational stages of literacy involve building word sense, concepts of print, and lots of repetition and practice—but educators shouldn’t stop there. The students who often struggle lack the connectedness and relevancy of the materials shared. To gain sense of relevancy and what resonates with students, conversations, bookstack cultivation, and surveys should take place.
Relevancy and inclusiveness go hand in hand. Whether planning the instruction or the “look” of a space, students need to see themselves in the materials presented. Not only do students need to see themselves, but they need to see others who are not like them as well.
When thinking about inclusivity and literacy, one might think of diversity, and the representation of various racial and ethnic backgrounds and perspectives. This is crucial, but just a starting point. Representation can be present in literacy settings, and students still not understand the importance or value of a concept or idea. Therefore, it is important to know that in addition to representation, students need to be exposed to an environment that allows them to feel safe (with learning new skills and contributing), and take risks (with new strategies, with new resources), and be inclusive of families (inside and outside of the classroom).
Literacy learning is often repetitive and can be boring for some. The more creativity that is sparked within lessons—the better. Creative ideas for literacy learning involve using traditional skills and practical, everyday materials and happenings to get students to understand.
Example: Connecting technological and popular culture terms with academic literacy terms
We want students to read, but don’t give them enough opportunity to write (or see the correlation between the two). We ask students about other writers and authors’ ideas, but don’t challenge them to see themselves as authors. Writing centers, blogging opportunities, and spaces where students can critique and explore all facets of literacy (listening, speaking, reading, writing) is a climate that would provide hands-on learning in a “R.I.C.H.” classroom.
The literacy environment has evolved, just as education has changed. Teachers often create themes at the beginning of a school year, and it is to get students excited about being in their class. The literacy environment needs a R.I.C.H. environment that is tailored to the needs of the students who are being served, and the learning community as a whole.
When was the last time you wrote or received a handwritten letter? For thousands of years, handwritten letters have played a critical part in our lives. In this age of digital communication, handwritten letters are becoming a lost art. Emails and text messages can be sent instantly; however, the impact of a good old-fashioned handwritten letter can bring a lifetime of benefits and memories.
Encouraging children to write and read letters will improve their literacy and communication skills, as well as their social and emotional development. Writing can reduce anxiety and stress, as well as decrease depression. It’s especially important during this time of virtual learning and social distancing to provide opportunities for handwritten letters. Let’s explore the academic and mental benefits of being PenPals!
Handwritten letters improve writing skills. We know that reading and writing go hand in hand… but did you know that writing by hand is just as important as reading? By definition, literacy is one’s ability to read and write. Research confirms that integrating reading and writing automatizes those skills. From kindergarten standards of using a combination of drawing, dictating, and writing to compose informative/explanatory texts to twelve grade standards of producing clear and coherent writing, all learners must be able to write to communicate ideas.
Handwritten letters improve reading skills. Research confirms that writing by hand activates reading circuits in the brain that promote literacy. Additionally, research by McGinley and Tierney in 1989 confirmed that integrating reading and writing instruction leads to a higher level of thinking than when either process is taught alone. Providing opportunities to read a letter from a teacher or loved one will lead to improved reading achievement, better writing performance, and increased awareness of self, others, and the community.
Handwritten letters improve communication skills. It’s an old saying, but it’s true: Practice makes perfect. By habit, we mimic the voices around us – which is sometimes not the best grammar. Our speech is a direct reflection of our writing. Writing forces thought and articulation of main ideas while exploring main feelings. Letter writing provides an opportunity to improve vocabulary, knowledge, and sentence structure; and better writing creates a better speaker. What better way to practice and improve communication skills through writing than writing to someone you trust?
Handwritten letters improve self-awareness. Mental health and well-being are the core of who you are. Writing helps to clear the mind, recover memories and organization of thought, and refine ideas. Research confirms that a person can better understand his/her feelings more clearly when it’s written. Writing is a creative way to improve mental recall and well-being.
Handwritten letters improve relationships. In times like these, opportunities to connect with teachers and loved ones are important. Handwritten letters confirm the importance of relationships between educators and families with children. Daily writing opportunities provide deep connections while addressing reading, writing, and social development skills. Addressing the whole child is vital.
Use a dated notebook, versus loose paper, to keep track of how the conversation evolves. This notebook can serve as a journal, mental wellness check-in, calendar, planner, and keepsake for life (or not).
Do not edit children’s’ writings in the journal; however, provide additional opportunities to teach correct sentence structure, etc.
Always begin and end with something positive.
So go ahead, grab a pen and notebook, and begin creating memories while positively impacting literacy, communication, social, and emotional development, simultaneously.
It’s all about the hook. Find what is inspiring to the youth and you find the hook into reading. Take baby steps even if needed. Not interested in reading a book? Start with a graphic novel. Even the old school Baby Sitters Club books are coming back with a vengeance in graphic novel form! Boys! Who doesn’t love adventures about a dog!? Try Dog Man! The goal isn’t to read MacBeth in first grade. The goal is to simply love reading.
Why? Well, let’s start with imagination. We tend to quickly lose the essence of imagination as we grow older. Those dreams you used to have as a kid, gone. Now you dream you are at work, even when you aren’t at work!
Second, you gather information. Yes, you in fact can learn from reading. Try the Who was/Who is/Where is collection. Going out of town? Find out if an inventor came from the area you are traveling. Going to the Grand Canyon? Yes, there is a great Where is the Grand Canyon book full of facts geared towards kids, but in fact, adults can learn a great deal too!
Third, reading is an escape from the real world. I don’t know about you, but TV shows just aren’t the same these days. However, Wild Kratts is pretty phenomenal. Books can take us on some pretty outstanding adventures.
What’s next for you? Maybe take your book to the park, sit on a swinging bench and enjoy nature at its finest. Have a hammock? What better way to spend the afternoon far off in your imagination swaying away in your backyard.
Try it sometime. Your kids might even want to join in on the fun when they notice your joy!
Something that I’ve learned in my time as an educator is the power in providing students with choice. Choice to explore their learning, choice to figure things out on their own, choice to learn new things in a variety of ways. Literacy skills are the foundation of learning, and something that educators should get excited about, because there are so many ways to create and mold literacy instruction in the classroom.
The formative years for a child, let’s say ages 2-6, are critical for literacy development. Reading, rhyming, talking and singing are all ways in which children interact with both written and spoken language. When they are provided with experiences in literacy during those formative years, they are developing the foundation for their relationship with reading and writing that will continue throughout their lives. Healthy development of the brain requires children to have these experiences.
So, how do we give children in the classroom these rich, meaningful experiences that will shape their relationship with literacy?
Research and studies have shown time and time again that children learn best through exploration and problem solving, opportunities to work things out in a way that makes sense to them. So, what does this look like and how can educators incorporate choice into their literacy programs? One way to do this is designing structured, engaging centers that provide students with multimodal learning opportunities. While students may have specific “work with teacher” time, other time can be spent exploring other centers. One center could focus on consonants, having students use a stamp, sticker or other tool to indicate which consonant letter a picture starts with. Another center might have students create a pretend grocery list and find items that start with certain letters. A third center might be a letter-sounds listening game, where students listen to a word, and decide which sound they hear at the beginning of the word. Another center might be working with syllable cards, where the students look at a picture (ex. dog, banana, etc.) and match it to the number of dots – or syllables – on a card (ex. 1 dot for dog, 3 dots for banana). A final center could be a simple picture rhyming match.
That’s 5 interactive, differentiated center ideas! The point? Choice. Allow students to choose which center interests them. Create structured, timed rounds for students to explore each center, before going to a new center. Giving students the power of choice and the opportunity to explore a variety of ways to learn a concept is key to building a child’s relationship with literacy and promoting lifelong learning.
How do you get kids excited about books? Over my 25 years of teaching, I’ve discovered many ways to spark excitement. Here are 10 to get you started:
Start an After-School Book Club
Invite a guest reader from the community to kick off the meetings. After the read-aloud, the kids spread out to read independently or with a friend. You can also invite a high school sport team or club to buddy read with the kids.
Be a “Book Fairy”
Use your points from Scholastic book clubs or grants to gift books to kids. Try to give every student a book by the end of the year. Kids love the surprise and owning their own book is more special than borrowing, so they treasure it.
Invite Guest Leaders as Readers
Leaders in schools and the community love to be a part of this and your students will be inspired to see what some of their role models read. Invite the football coach, the mayor, chief of police, a local veterinarian, and others to share a favorite book.
Encourage Kid-Created Contagious Book Reviews
When a student reads a book they love, have them create a book review to share with the class. You can do these live, or have kids create a video. You can even take the videos, create a QR code for them, and adhere the QR code inside the cover of the books!
Hold a Reading Marathon
The day of the “marathon,” have kids wear running gear, create paper running bibs, allow healthy snacks and water bottles, and read all day! Have kids read independently, in pairs, Zoom in guest readers and authors, and YOU should read aloud to them too.
Kick off the Year with a Book Tasting Event
Use tablecloths and place settings and serve a pile of books on plates. Provide wish lists for your students to jot down the books they are interested in reading that year. This is a great way to get kids familiar with your classroom library and excited about what they get to read! (Use their lists to get ideas for book fairy visits too!)
Host Book-Bartering Days
Kids bring in a book that they’re willing to part with in exchange for another book from someone in the classroom. Students give a 30 second pitch on what they loved about the book they’re offering. Arrange the books on tables and allow students to make their selections.
Get Your Own Little Free Library
As a class, write a grant for a Little Free Library for your school. Your class will love this service project and visit it often! To fill the library, send home a request for gently used books as a donation to the Little Free Library. You will be surprised at how many books come in!
Host Chat and Chews
Choose a book you have multiple copies of. You can make book marks with the dates for each meeting and what chapters need to be read each time. On assigned dates, enjoy your lunch and discuss the chapters of the book together!
Have an Author Visit!
I may be biased, since I’m a children’s book author who LOVES to do author visits, but I truly believe in their power. Kids love to meet authors in person and have a renewed passion for reading and writing afterward. From hearing the story behind the stories, or special secrets the author shares, it is a memorable experience.
When kids see you make reading a priority and a treat to be enjoyed, they are on their way to becoming life-long readers.
The young students frantically waved their hands high in the air. They couldn’t wait to run to the front of the gym and participate in a game I call, “5 in Ten!”. I recently spoke with hundreds of students in different settings (urban, rural, and suburban) and they all enjoyed “5 in 10’!”. The gist of this interactive game is to name 5______ in ten seconds.
The catch is that the students do not know what I will ask them until I say, “go!”. For example, I will call someone up to the front of the class, gym, auditorium, etc. and immediately say, “Name 5 dances in ten seconds…go!”. I typically will have the audience be my shot clock and provide a whisper countdown…10…9…8….7…6…..5…4….3…2..1…Short Buzzer sound! The choices one can use are endless. I can ask participants to name 5 dogs, 5 birds, 5 pizza toppings, 5 songs, 5 movies, 5 shoes, 5 cars, 5 words that start with the letter “A”, etc.
I use “5 in 10” as an ice breaker for students, staff, parents, and families of all ages when I present. Similarly to “5 in 10”, I also use “3 in 5” and “1 in 3.” These are variations of the same “5 in 10” game with the exception that you have to name 3____ in 5 seconds and 1_____ in 3 seconds. Even in virtual environments, students. staff, and parents are excited to play these games!
It was a breath of fresh air to many who were struggling with the remote learning options that were very rigid at times. These fun games get students to speak in front of others. I use it to enhance listening. I use it to help with the correlation between listening, speaking, writing, and reading as well. Before I tackle reading, I typically get students to listen. Historically, stories were told orally (speaking) and the hearer had to “listen well” to pass the story on. Many of these stories were written and these words were read from papers and books. The correlation between listening, speaking, writing, and reading must be leveraged more.
Below are a few ways you can leverage the fun to get some reading gains!
Try “5 in 10”, “3 in 5”, and “1 in 3”
Tell a story and have your students continue where you left off. For example, “It was the first day of school for Anthony. He was so excited he ran out the door and forgot….” Have a student “continue” until you have a complete story! You can interject at times to get the story to keep moving.
After the students finish their collective story, have them write down the story on paper. Allow them to change up certain parts as they see fit.
Collect the stories and make a list of words that you want to highlight for vocabulary improvements.
Encourage students to take these same ideas home and have their families do similar activities!
So here is my call to action for you! At the very least, please try “5 in 10”, “3 in 5”, and “1 in 3” with your students, colleagues, and families. Let me know how they enjoyed it! Remember to leverage the fun as you learn!
Journaling is a common way to encourage young learners to express themselves while also supporting the academic skills of reading and writing. As a reflective tool, journaling is popular among therapists as the therapeutic benefits of journaling are well-established. It’s not surprising that journaling can also be an effective way to help children enhance self-awareness, one of the 5 core competencies of social emotional learning as defined by the Collaborative for Academic, Social, and Emotional Learning (CASEL).
What is self-awareness?
Self-awareness is the ability to assess one’s own strengths and limitations. It includes identifying and understanding the different aspects of oneself, such as emotions, traits, behaviors, and achievements. Self-awareness is important for children because it sets the stage for greater academic and social success. Children who have a better understanding of themselves tend to make better choices to help them be successful in and out of school.
To attain increased self-awareness, it is necessary to focus attention on oneself. While we are born with a rudimentary sense of self-awareness that continues to develop as we mature, it is a competency that children can improve even more through purposeful reflection and introspection. Journaling, specifically guided journaling, is an effective strategy for this.
What is guided journaling?
Guided journaling involves providing meaningful writing prompts to which the child responds. The prompts give the child a specific starting point that guides them to a particular place and help the child explore their feelings. In some instances the prompts necessitate a full page response, while other prompts may require just a few words.
The goal is to provide young learners a unique opportunity to reflect about themselves and their experiences in order to achieve gains in self-awareness. While the same information can be shared verbally, the physical act of writing deepens the reflection and enhances the learning. The addition of prompts helps guide the student to look inward to examine and understand the many aspects of themselves.
When should guided journaling be used?
The starting point for social emotional growth is an understanding of self. That requires looking inward. Students are not often asked to proactively look inward in a meaningful, consistent way. They are more likely to be asked to examine their emotions and identify their personal qualities and achievements in response to a problem. Integrating guided journaling into the curriculum as a weekly practice can help support the social emotional development that every child needs.
A good place to start are prompts that ask students to recognize personal qualities. I typically ask students to journal about their hobbies or subjects they enjoy at school. I sometimes ask them to describe an achievement and how they feel about it.
After spending time reflecting and responding to these types of prompts, students are likely to discover that they have many positive qualities, including qualities they may not have given much thought to in the past. Examples of comments from students after this type of journaling experience include, “I’ve done a lot!” and “I’m not boring!”
To a child, this process is empowering.
Other journaling prompt ideas that support self-awareness include:
Prompts that identify personal qualities or achievements, e.g. Describe a situation when you helped a peer at school.
Prompts that help students identify and respond to emotions, e.g. What are some things that make you sad?
Prompts that help students set goals, e.g. What are some goals that you have at school?
As a result of the simple yet powerful practice of guided journaling, students will realize gains in confidence which is a sign of increased self-awareness. When guided journaling for self-awareness is practiced regularly, the social emotional learning gains are more likely to be lasting.