RVS Humanities 8/Reading Intervention/Drama Teacher, Chestermere Lake Middle School – Nothing brightens my day more than seeing kids learn a new skill or strategy and knowing deep in my gut that it will pay off in their lives for years to come. As a reading/writing workshop teacher in the middle school, luckily this happens regularly and my days are extremely bright!
For all of you middle school ELA teachers out there, choosing a method/strategy/program… can be extremely frustrating. The ELA Program of Studies is extremely complex, and how can we possibly teach “the good stuff” that is going to stick, when all of those outcomes are so incredibly vague?? (Pet peeve #1) I learned long ago, that implementing a reading and writing workshop in my class was the only way that I was going to move kids forward in multiple strands and enjoy the ride along the way.
I have had the pleasure of studying with Lucy Calkins and the Reading and Writing Project at Teacher’s College at Columbia University in NYC for the last two years. After teaching 23 years, I wanted MORE STRUCTURE with MORE STUDENT/TEACHER CHOICE in my reading/writing lessons and the new middle level Units of Study in Reading were exactly what I wanted. Unfortunately, these reading units for grades 6-8 weren’t available to the public yet, so I decided to save my pennies and take the plunge to learn straight from the masters at TCRWP and get my hands on those units!
In my grade 8 classroom, the first month is spent developing the students’ reading lives. Many students read very little outside of school time anymore, so I need to give them mass amounts of time to explore, investigate and analyze their reading interests, skills and goals. While building this reading life, I also focus on one aspect of narrative reading that is beneficial to them in later analytic endeavors – characterization. It is difficult for kids to analyze and interpret the themes in a piece, when they are still struggling to analyze and interpret the characters and their actions. Through a series of read-alouds, minilessons, conferences and mostly INDEPENDENT SELF-SELECTED READING, I see kids slowly reaching their reading goals (which were all based on growth mindset, of course), talking about books they are reading daily.
Mentor Text for Unit 1: First, French Kiss: And Other Traumas by Adam Bagdasarian – Humorous memoirs of a boy growing up in the 80s…so many cringe-worthy, laugh out loud moments! This novel was exactly what I needed to motivate uninspired readers to want to search harder for more books that interested them.
At the end of the unit, I followed the lead of my colleagues at TCRWP and celebrated! This year, I decided to have a “Glow-In-The-Dark Reading Party” complete with toasts to their reading accomplishments (with water in champagne glasses) and gummy worms (to symbolize their status as bookworms, get it??). I don’t know about you guys, but after 25 years of teaching, I need to pat myself on the back more often for a job well done and the students need that boost as well. Candy is usually part of that celebration in my world!
As part of a balanced literacy program, I alternate a reading unit of study with a writing unit of study, so my students have now moved on to building their writing lives and figuring out what moments of their lives they want to share in their first published memoir. Now how should we celebrate? I’ll let you know when we do!
Until next time,