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Recent Post 11.20.17 (Early Literacy)
Chesaning’s Big Rock Elementary to Launch the Book Bus this Summer!
Chesaning’s Big Rock Elementary to Launch the Book Bus this Summer!
Recently, while on my way to Lansing (again), I passed the ever present Nelson Mandela inspirational value billboard “What can one person do? - Pass it on.” Well, I am going to pass it on!
In a recent meeting with Heather Phelps, our lead early literacy coach, she was telling me about the work around summer reading and brought up the Book Bus that Chesaning Union Schools is creating for the summer of 2018 and I just knew the story needed to be passed on. I reached out to Jill Nieman, Principal of Big Rock Elementary and here is what she said.
Who developed the idea of the Book Bus?
The Book Bus was Michelle Schroeder’s idea. She is the Literacy Coach at Big Rock Elementary. She always dreamed of having a mobile library for students, and when she asked the school board about using one of our retired buses for this purpose, they agreed! Many students can't make it to our community library, and many students in our district can't use the community library because of a millage issue. We think it is imperative for our students to have access to high quality literature year round.
When will the bus run and where will it go?
The Book Bus will run at least two days a week all summer long. It will stop at different areas in our district and be available for students to come and check out books and enjoy a free lunch!
Who is the author that is allowing his artwork and what are his books?
We have contacted Mo Willem's, a children's author and illustrator, and he has agreed to let us use his artwork on the bus. Mr. Willems has written many award winning children's books including Don't Let the Pigeon Drive the Bus and the Elephant and Piggie series for beginning readers.
How was it funded?
The Book Bus has been funded by the school district, the Big Rock Parent group, private donations, and grants.
How will you measure the success of the project?
We assess our students each spring and each fall. We hope to show less of the "summer slide". We hope that students maintain their skills over the summer by reading all summer long. We will also measure our success by the number of families that participate in this project.
Who is driving the bus?
The bus will be driven by the Literacy Coach, and other highly qualified educators.
The Saginaw ISD is looking for more inspirational stories to share. Please contact Rebekah Hornak rhornak@sisd.cc to share your story!
Recent Post 10.16.17 (Early Literacy)
Global Read Aloud- Join Now!
Global Read Aloud- Join Now!
Global Read Aloud, started by Pernille Ripp seven years ago, is about global collaboration and connecting through read-aloud. Over the next month, help your students connect with over 2,000,000 students in 60 countries. Here’s how:
- Visit globalreadaloud.com
- Technology resources and Global Read Aloud FAQs
- Check out these educator resources Google Sheet
- Follow on Twitter: #GRA17
Happy reading! Use #sisdchat to share what with the Great Lakes Bay Region!
Heather Phelps - Early Literacy Coach
Recent Post 9.18.17 (Early Literacy)
Irma and Harvey Bring Current Events Roaring into Our Classrooms
Irma and Harvey Bring Current Events Roaring into Our Classrooms
What is a hurricane? How is a hurricane formed? What is a storm surge? When and how do people evacuate a city? These are just a few questions that may be swirling in many students’ minds these past two weeks. Current events such as Hurricane Irma and Hurricane Harvey can provide authentic learning experiences and can be very motivating for students. Research tells us that just by increasing motivation we can increase achievement!
Some authentic ways to engage students in current events include:
- Develop and research self-created or team-created questions
- Create interest clubs to learn about various topics related to the event
- Take a stand on an issue and engage in debate by making a claim and providing evidence as well as producing counterclaims (and yes, even early elementary children can do this!)
- Promote higher order thinking by asking questions that allow for multiple entry points and ideas related to the event
- Compare news sources
- Analyze photographs to build visual literacy. The New York Times recommends asking the following: What’s going on in this picture? What do you see that makes you say that? What more can you find?
- Take action in response to the event. For example, with the hurricanes, organize donation drives, or with other topics students could educate others through writing, infographic, or media
A few sources for current events include:
- https://newsela.com/
- https://www.tweentribune.com/
- https://www.dogonews.com/
- http://magazines.scholastic.com/
- https://www.timeforkids.com/g34/surviving-the-storm-2/
- https://www.washingtonpost.com/lifestyle/kidspost/?utm_term=.756c447a6439
- https://www.channelone.com/
- https://www.nytimes.com/section/learning?mcubz=3
Share ideas and the great work you’re doing with current events at #sisdchat!
Heather Phelps - Early Literacy Coach and Consultant
Recent Post 9.18.17 (Early Literacy)
Michigan’s Literacy Coaching Model
Michigan’s Literacy Coaching Model
What’s the latest about literacy coaching? Michigan has placed a renewed focus on early literacy and ensuring research-based practices are utilized in every classroom, every day, for every child. As part of that effort, there has been a call for an increase in literacy coaches across the state. The Michigan Department of Education has created a research-based literacy coaching model designed to impact student achievement. The model states that literacy coaching should be supported by districts and administrators as part of a multi-year initiative. This means that this is an ongoing effort and that significant change takes time.
The model also provides insight into how coaches spend time effectively. The majority of the time is spent working alongside teachers, literacy coaches, and leaders through a variety of ways to meet colleague’s needs. Time is also spent working as a literacy leader engaged in activities such as committee work, school planning or presenting. Coaches should also possess specialized knowledge of literacy and adult learning principles. For a quick overview, watch the following video. The GELN’s Essential Coaching Practices for Early Literacy heavily influenced this model and provides more details about many aspects of the model. As coaches across the state work to support colleagues and impact student literacy achievement, this model serves as a guide.
Heather Phelps - Early Literacy Coach and Consultant
Recent Post 8.14.17 (Early Literacy)
Classroom Libraries and Student Engagement
Classroom Libraries and Student Engagement
Alright Great Lakes region, it’s August and time to prepare for the new school year. When it comes to literacy achievement, we know (and research tells us) that motivation and engagement matters and so does the classroom library. Here are some things to consider as you set up your space and library.
Do I have a wide variety of books that fit children’s interests? How will the books be organized?
Children need the opportunity to access texts that interest them and reflect children’s backgrounds and culture. When organizing libraries, some teachers prefer to use a leveled system while others use topics, characters, authors, text types, or interests. Consider a combination, allowing children to select books from both organization systems as seen below. From: http://lessonswithlaughter.com/classroom-library/
Some teachers use labels with pictures, colors, or numbers to help students easily identify where to place texts when finished. Stickers work too. Other teachers make the classroom librarian a classroom job, responsible for placing books away each day, such as in this example.
Some teachers use stickers or labels with pictures, colors, or numbers to help students easily identify where to place texts when finished. Other teachers make the classroom librarian a classroom job, where students place books in one location and the librarian is responsible for placing books away each day.
Where will children read?
How will you make comfortable and inviting spaces available for children to read? We know the pleasure of curling up with a good book. How can we help our students experience that same feeling inside our own classroom walls? Consider alternate seating or decorating spaces in a warm, inviting way like the examples below. It doesn’t have to cost a lot, even allowing children to flip their seats over can offer a change.
How will children gain and share interests in the books?
There are so many ways to expose children to new texts whether that is initiated by you or the students. Read alouds are always a great way to peak interest and motivate children to read a book. Book talks, author studies, spotlight books, countdowns to when new books are released or arrive, book battles in which children vote for favorite books, and displays such as the example below with the first lines of books are all great ways to share books with children. Jim Bailey, principal of Hemmeter Elementary in Saginaw recently wrote a blog post about using a principal’s bookshelf.
Children should own some of this too! As adults we read books recommended to us and also share great books with others. Children should have the same opportunity. Children can do book talks, video book trailers, read their recommended books with partners, or have a system or display for book recommendations as in the fish bowl, tree, and bulletin board examples seen here. These are just a few of the many ways to help children read a variety of texts and share the joy of reading.
How will children share and reflect on their personal reading lives and goals?
Whole group and partner share after reading allows children to share and reflect on the work they are doing, how it connects to daily lessons, and how they are growing as readers. Using a combination of conferring with readers 1 on 1 and small group instruction during reading also allows you to work with children on their individual strengths, needs, and interests providing instruction and feedback to support them. You can also encourage students to keep track of their own reading and progress through strategies such as reading logs or calendars of the books they’ve finished, digital logs in which they snap pictures of the books they’ve read, written reflections or responses to text, the use of “I can” statements and personal goal setting.
Don’t forget to set aside time daily for children to read self-selected text. Some teachers prefer to start and/or end their day with choice reading. Others fit it in before or after lunch or special. Still others have the time as part of their literacy block. Support additional choice reading at home by providing texts students can take home or access to digital texts such as through Epic or MEL.
So Great Lakes Bay Region, what great ideas can you share? Share your classroom library photos or ideas on Twitter at #sisdchat.
Heather Phelps - Early Literacy Consultant
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