being a teacher, books, Reading, Reading Identity, student choice, Student dreams, student driven

Centering Reading Joy in the Virtual Classroom

Our class lists were released yesterday and with it came the excitement for the upcoming year. While it may not look anything like I have ever taught before, the year will still start, the 80 or so students will still arrive, and the work with kids will continue much like it has in other years.

This year rather than having a luxurious 5×90 minutes a week with every child, we are fully virtual for the first quarter at least, a decision I am inherently grateful for. That means that I will see my students 2×70 or 4×35 minutes depending on when I have them during the day. They will have 60-90 minutes of asynchronous work to do as well throughout the week. A huge reduction of time and thus also a huge need to really focus in on what we will do together, the learning journey we will be on. As I sat in a meeting with my fantastic colleagues last week, one thing immediately became clear, we all wanted to preserve independent reading during our live time, but not just that, we wanted to center it in reading joy.

But how do we do that when the students are not right there? When we don’t have the tool of proximity, body language, and being able to physically hand them a book? When the time is much shorter? When we can’t read the room or pull them in for a quick conference? When everything has to be pre-planned, pre-scheduled, and done from afar? Well, there is a way to do so.

We will center it in identity. I have written a lot about how (re)discovering and continuing the development of their reading identity is at the center of the work we do. With tools like our reading identity digital notebook which centers in discovery, goal setting, ad honest reflection, this is the work we do all year. That means that within the first week, our students will do their initial reading survey (slide 13 on) in order to establish a baseline for how they are starting and where they need to go. This also offers me a chance to get to know them and their journey up until now. I ask for their honesty but also know that some students rightfully so don’t trust me yet. After the survey, the very first reading conference we have discusses their answers and helps them evaluate the goal they have set. The survey offers me a place to start and a place for the students to reflect back upon as they grow.

We will center it in our reading rights. As a class, we will create our reading rights much like we have in the past, but instead of being able to post our reasons for why reading sucks or why it is magical, we will do it on Padlet. Students will then work in small breakout groups to notice patterns and decide what type of rights they would like to have as readers in our community. I know there are a few rights that they will have no matter what they come up with; they have the right to choose books that matter to them, they have the right to abandon any book, they have the right to do meaningful work, they have the right to read with others. Every year, the students create fantastic rights that create the foundation for our learning together, to read more about the process see this post.

We will center it in personal goal setting. For several years, I set all goals for students and then grew frustrated when there was no buy-in or little progress on the goal. Now, students set their own goals, determine steps for how they will reach them, and reflect at set times on their progress, fine-tuning what they need to work on and (hopefully) noticing their own progress and developments. (Slide 7 on). Diving into the 7th grade reading challenge and discussing what a goal may be beyond quantity has been instrumental to the work we do as it allows kids to see beyond the page number for worthwhile reading habits. Reading growth comes in many sizes and it is important that we acknowledge, protect, develop and praise that. To see more about our reading goal setting, read this post linked here.

We will center it in choice. Getting books in the hands of kids is at the forefront of our ELA departments mind and in collaboration with our incredible library staff, it will happen. We will book talk books during our live time; I do a quick read of the blurb and give my opinion encouraging kids to write down potential titles on their to-be-read lists. We also have static book recommendations as found in our class hub which is housed on our class website. Our librarian will also be booktalking and highlighting books. Students will be able to request books both from the library and from our classroom collection through a simple Google form (here is what mine looks like) and they will have the opportunity to be “surprised” – adding in additional books they may like with every pick up order. They will then have twice weekly pick-up times where books can be grabbed following safety guidelines. If a child cannot pick up the books, we will find a way to get them to them. Book access is paramount for all kids, no matter their access to transportation. For those looking to book browse and shop safely while in class, please see this post for ideas.

We will center it in time. Even though I will have less live time with students than normal, we will still spend time reading together. For the class that only has me for 35 minutes a day, it will be 10 minutes of uninterrupted reading time (mics off), for those with 70 min in a day, it will be 15-20 minutes. I will be working behind the scenes with kids who may not have books, don’t want to read etc during this time. I will say again; if we say we value reading as one of the biggest components of student growth then we have to spend time on it and not just assign it assuming it will happen. Of course, I will hope that the students will also read outside of class but recognize that for some that will simply not happen. The very least I then can do is make sure they have time to read with us when we are together.

We will center it in talk. Reading conferences usually happen when students are doing their independent reading and while that would still be super convenient to continue, I have a feeling that during that time there will be plenty of “in the moment” things to take care of. So instead, I will ask students to confer with me every two weeks where we will have a private ten minute conversation in regard to who they are as a reader and how their goal is progressing. Not only will it give me a glimpse into their reading life, but it will hopefully also serve as a way to get to know them better. Students will have a choice to do it virtually or via the phone, I wrote more about the set up and process here.

We will center it in read aloud. Using read alouds, picture books in particular, has long been a mainstay in our community. This year is no different as I kick off the year with a picture book read aloud, We Don’t Eat our Classmates by Ryan T. Higgins, as a way to dive into what we need to feel safe. I will read it live holding it up to the computer, but as the year progresses, I will scan the pages in so the students can see them in a slideshow while they listen to my voice read it live. Reading aloud bring joy, invites reflection, invites conversations, and offers us a springboard into topics that matter to us; identity, consent, fighting oppression, curiosity and many other aspects of the world. Sharing texts, whether short stories, long form, or picture books, allows us a shared language so we can speak books to one another.

We will center it in time. Building a community centered on reading joy takes time. For some kids they are already invested and ready, others will work on it all year. I know that this year presents additional obstacles that make the road seem even longer, the climb even steeper, yet I can honor every child’s journey by giving them all year to grow. By getting them books. By helping them discover personal value in reading beyond what the teacher asked them to do. I can center our practice in what we know is good for children; choice, time, meaningful work, skill development, community, and access.

We will center it in acceptance and celebration. Our students come to us with so many different emotions tied to reading. I will not help them if all they feel is judged within our virtual walls. I will not help them if I determine their path or tell them how to be a reader. Instead, I can create a space where kids feel that wherever they are on their journey is okay, that however they feel is okay. We will do meaningful work together, we will share read alouds, we will speak about what it personally means to be a reader and develop the skills we need to be stronger readers. We will use reading as a tool of transportation, as a tool of growth, not just in the skills we develop but also in how we view the world. There is room for every child’s reading journey on this mission, there is no one size fits all approach needed.

I know it can be tempting to create a lot of accountability measures in this virtual/hybrid Covid-19 teaching time. I know that it may seem like no big deal if we have kids log every minute, every page. If we ask for adult signatures to prove that they are, indeed, reading like they say they are. If we tell them all to read the same book over and over in order to create classroom conversation. If we ask them to write a short summary, do a small recording, take a quiz every time they finish a book. But what may seem insignificant quickly becomes a potentially damaging requirement. Writing one small summary about a book does not do a lot of harm but having to repeat the process every time one finishes a book can quickly lead to disdain for the reading process itself. Asking kids to log often leads to kids only doing the bare minimum rather than paying attention to when they have the capacity to read longer or the desire to. Asking kids to only read the same books does little to develop their independent reading identity and often makes them liars. The short-term gains from many of these accountability measures are not worth the long-term damage. So rather than focus on the quick accountability tools, take the time to really build the community. To invite the students into the governing decisions. To take stock and change course when it doesn’t work. To continually keep the dialogue open. And to give yourself grace as well. This year for many is not what we had hoped it would be. For many of us we are in entirely new territory. But we got this. We will do our best and then we will return the next day and try again. We don’t need to have all the answers just an idea of where to start.

Building reading joy is possible in virtual teaching, it may just look a little bit different than it has in the past and if there is one thing I know we educators are good at, it is embracing change and making it work. So one step at a time, we got this.

If your district or conference are interested in bringing me in virtually or live throughout the school year, please see information here. I have been supporting teachers remotely and in-person as they plan for meaningful literacy instruction in an in-person, virtual or hybrid model throughout the years and would love to help others as well.

being a student, Literacy, new year, Reading, Reading Identity, student choice, Student dreams, student driven, Student-Led, tools

A Work in Progress: Digital Notebooks for Reading Identity Development

Just the front cover, to see the whole notebook, press this link

While my district gathers information as we try to determine what the fall can look like my wheels have been spinning. While I may not know whether I will be in a hybrid setting or completely virtual, I know that it will not be school as usual and so a huge question I am wrestling with is how do I translate what we do as a community face-to-face into this new mode of teaching? How do I continue to center our classroom on reading and writing identity when we won’t have the same opportunity for daily discussion and community exploration? When I won’t be right there to kid-watch and adjust my instruction and care of them accordingly?

Every year our readers’ notebooks become a trusted place for many of our students to reflect on who they are as readers, how reading impacts them, and how reading fits into their lives. It is all-year work that ties in with the overall focus on identity, how they see the world, how the world sees them, and how our lens of the world impacts our action. It is at the heart of what we do and yet, this year, I don’t know when I will be with them to do this work. How do we still do meaningful work in our notebooks without kids having to upload every image into our learning hub, how do we center our work in our identity and see how we grow throughout the year?

Enter digital notebooks which really are just fancy templates to make slide shows look like notebooks as my husband pointed out. And yet within the fancy template also comes a familiarity. These templates look like the notebooks we would use with kids, they can be organized in ways that will hopefully make it easier for kids to navigate the work and will ground our work for the year whether we are face-to-face or online.

And so last night, I created a digital notebook for our reading identity work based on a template created by Laura Cahill and while it is a work in progress I wanted to share it here as I know a lot of people are trying to wrap their heads around this work as well. As I write this, my former students are assessing it to give me feedback, I have also asked for feedback from other educators. I know it could be better, I know that collaboration will always improve my teaching.

In this work, I also know that I need to be careful with my students’ reading lives. That year after year they tell me how much they hate to write about their reading, how when we attach to-do’s to their reading it becomes a chore rather than a journey. That when we are constantly asking kids to prove that they are reading they start to not read. This is not anything new, I have written and shared the words of my students for years and it grounds me in every decision I make as the teacher who starts our journey and guides it throughout our year.

With this in mind, I had components in my instruction that I wanted to address as I created this tool.

How will I support kids through this tool? Each component is a separate lesson that we place the foundation for in the beginning of our year together and then return to throughout the year. I have written about all of them on this blog throughout the years as well as gathered all of my thoughts in my book Passionate Readers. So when I ask students to use their to-be-read list or reflect on who they are as a reader, they are not going into this unsupported, instead we weave lessons throughout these conversations such as about our reading journey, which emotions tied in with reading we carry, and many other things. It is also so much bigger than this notebook, this is work embedded in the conversations we have, the media we surround ourselves with, the quiet reflections, the surveys, the connections, the trust, the community, and everything else that we do with the realizations and questions we have. Please do not think that this notebook is all we do or encapsulates all of the work that happens throughout our year, it can’t be and it won’t be.

How will I know whether they are actually reading? I won’t. That comes down to trust, where they are on their journey, as well as which role reading plays in their life. There is no single tool that is worth me implementing for all kids that may not cause more long-term damage to their reading identity. When we are face-to-face, I usually have kids sign in for attendance with their page number that day, this allows me to get a quick glance at their reading that then is deepened in our reading conferences, that is not a fully viable option this year. So instead, the “Accountability” tab offers them an option to choose a way to show me when they have finished a book, and the “Reading data” tab gives them a way to keep track of what they are reading. I will be stressing to kids that their reading data is not meant to capture every minute or page read like a traditional reading log would, but instead to let them give a broad statement about their reading life the previous week. It is the two sections in particular I am still not loving, that will probably change as the year gets going and that I will be keeping a deep eye on as far as potential harm to reading habits. I also know that some kids will not want to use this reading notebook at all, that they would rather refuse than engage, so then that will simply be where we start our conversation. I will be utilizing reading check-in conferences as well, I am just not sure what they will look like yet since I don’t know my school year will look like. I will share my ideas for that when I have them.

How can we get ideas for what to read? Book shopping and surrounding kids with books is a cornerstone of what we do and kids need more than audio and digital books to really continue their reading journey. I have already written about ideas of how to help kids get books in their hands if in a hybrid or virtual learning environment and I will be sharing more ideas as I plan with our incredible librarian and other colleagues for when we know more. I know I will be doing live book talks whenever possible, but also dedicating time in our instruction for kids to book browse virtually, as well as continue to suggest books whenever I can to individual kids. Another idea that I am loving is that when students pick up or drop off books, we add extra books to the bag that they may also like, so that instead of just one or two books, kids get a bag of five or so.

How can students set reading goals that matter to them? For too long, I set the reading goals for my students. Luckily, I saw the light several years ago and I haven’t looked back since. Having students set meaningful reading goals, though, takes time. Many kids, even kids who have fantastic relationships to reading, want to hurry through the goal part and set it just so their teacher will check it off on their to-do-list. This is why setting a 6-week goal at a time and following it up with conversation will be so important in our year together. This is why our goal is not just focused on quantity but habits. Yes, they should read more than they have in the past if they can, but “more” encompasses many different things not just quantity. Kids can use the same goal for more than one round of 6-weeks as needed, some of my students work on the same goal all year. I just want to ensure that we have built in reflection time for the goals and will add dates when I know what my school year calendar looks like.

How will they develop their thinking about who they are as a reader? “Who are you as a reader?” is a question we have used for a few years now in our work with students. At first, many of my students have no idea what to answer, they don’t know necessarily what the question means or are not sure what I am looking for in their answer. That is why this is a year-long reflection question and one that we unpack together, especially because reading identity really just equals identity and so when I ask who are you as a reader what I am really asking is who are you? Since trust is something we build, I see a significant change in students’ responses throughout our year together.

While this is not a finished tool, it won’t be finished until we start using it because my new students will surely impact the work we do and how we do it. For now, this is my best draft and so I share it with the world in the sense of collaboration. That also means that you can certainly make a copy of it and use it, but please do not sell it or forget attribution. This is the work that I along with others have developed over several years. I am grateful that Laura Cahill shared the template for free, so this work is shared, as always, in the same spirit. Feel free to leave questions or comments for me.

To see the full reading identity notebook, click this link.

Also, if your district or conference are interested in bringing me in virtually throughout the school year, please see information here. I have been supporting teachers remotely as they plan for meaningful literacy instruction in a virtual and hybrid model throughout the summer and would love to help others as well.

authentic learning, Be the change, being a teacher, Personalized Learning, student choice, student driven, students choice

Choose Your Own Learning – 5 Opportunities for Learning as We Continue Emergency Remote Teaching

Note: Yes, you may adapt this to fit your own needs, please just make a copy because these are my original documents. Please give credit and also do not adapt it to sell it online or in any way benefit financially beyond your salary as an educator.

We got the the news yesterday; school will be physically shut until the end of the year. The emergency remote teaching will continue. I cried when I heard. I know it seems so silly in the grand scheme of things but I miss our community so much, we didn’t say goodbye, I worry about them, the work I am assigning and everything in between. While the year is not over, it still feels so final. Who would have thought that this was it when I told them to take care of themselves and have a great weekend on March 13th?

And yet, we have also prepared for this type of teaching and learning without even knowing it would be needed. As detailed in my book, Passionate Learners, we pursue independent choice-based learning in almost everything we do all year, not by happenstance but by design. We focus on creating opportunities for students to be independent while figuring out how they learn best as individuals. We focus on choice, personalization, and giving tools for students to speak up for their needs. We do self-paced learning throughout the year and have introduced tools to them as we need. We didn’t plan to finish the year apart, but we are as ready as we could be.

The first round of choose your own learning was fairly successful. Many students appreciated the choices, many students enjoyed the opportunity to pick something that would fit their own learning needs right now and then pursue it with different levels of support from their teachers. Many students clearly showed off their learning and found it worthwhile, fairly stress free, and interesting.

As I would in our classroom, I asked for their feedback before kicking off this second round and tweaked a few things. I also added a new option for them; the daily writing exercises as a way for students to flex their writing muscles without worrying about a long piece. I added better instructions a few places, added in a check-in virtually for others. I am sure there is still much that can be done.

This second round will last a little more than two weeks hopefully. If we need to adjust we will, if we need to change it mid-flight we will. And yes, I share so that perhaps others can use it, please adapt it to your own students as this is made for the ones I know. I will try to give links here to everything that I can.

I welcome the students every time with a slide show posted in Classroom. This is where they will see me welcome them back in a video, see the choices and also make their selection on the survey toward the end. To see the slide show, go here it is short and to the point on purpose.

Three out of the five projects require a weekly meeting with me, students are simply asked to sign up on a form that looks like this.

So what are the choices?

Choice 1:  The independent reading adventure.  

On this adventure, you will use a self-chosen fiction chapter book to further your reading analysis skills.  Read and either record or write answers to questions that show your deeper understanding of your chosen text.

Students are given a choice board where they select 4 “boxes” to do with their book. Every box has a video to help them in case they are stuck. These are mostly lessons from me so if you use this, i would encourage you to make your own lessons for your students using language that is familiar to them.

This used to be a much more art-based project, I modified it to fit a written response, only because I am not sure if kids will have access to art materials. However, kids can still choose to illustrate and use art to answer their selected questions. All of the questions are review, so we have done this work before but they get to practice by applying it to a new book. This was inspired by the one-pager project, my colleague does and I am grateful for her work. 

This required more independence from students then I think some realized and so a tweak I have made for the second round is that students need to check in once a week with me to discuss their progress.

To see the overall directions for teachers and for students to make their choice, go here

To see what students are given to do the project, go here

Choice 2:  The picture book read aloud.

On this adventure, you will listen to a picture book being read aloud every day by lots of fantastic people.  Then you will write or record a response to a specific question every day.

This was a popular choice the first round because a lot of students felt it was easy to manage; listen to one picture book read aloud, write a response a day. I love it because it honors the picture book read alouds we have done throughout the year, and it allowed me to gather fantastic picture book read alouds that have been shared. I tried to make sure that all choices here are following fair use and copyright guidelines as I do not want to harm any of the creators whose work is being shared. Sample questions can be seen below and the rest is found in the links.

To see the overall directions for teachers and for students to make their choice, go here

To see what students are given to do the project, go here

Choice 3:  The Inquiry Project.

Ever wanted a chance to just pursue a major topic of interest for yourself?  Now is the chance, craft a learning plan for yourself with Mrs. Ripp, learn more about your topic and then showcase your learning to our community. The students who chose this in the first round, really liked it and said this was easier than they thought, so don’t be afraid to try this project.

Project requirement:  

  1. Identify an inquiry question you want to pursue – remember, inquiry questions are not straight “Googleable,” they will need learning from many sources or experiences to answer.
  2. Fill in the learning plan to show what you will be learning and how you will challenge yourself.
  3. Do the learning on your own, checking in with Mrs. Ripp every week virtually.
  4. Create a product of your choice to showcase your learning – you have many choices of what to create.

Independence expectations:

  1. This is a project that will require discipline and focus. Because you will not be creating a day-to-day product, you are expected to produce a larger final learning product to share your learning.
  2. The inquiry question you choose to pursue can be one that you already know something about or one that you know very little about, it is up to you. 
  3. There should be NEW learning though that happens throughout, not just a summary of what you already knew.

Students will be asked to do a learning plan, so I can support them if they choose this project. It looks like this:

We have done two other inquiry projects so I have seen students navigate this before, I am hoping this will give kids a chance to explore what they would like to explore rather than all of their learning choices being dictated by adults. The few students that chose this the first round loved it and I hope their enthusiam gives other students a chance to try it as well. It was wonderful to see students immersed in learning that they chose again and also thinking about how to showcase it in a way that they may not have used before.

To see the overall directions for teachers and for students to make their choice, go here

To see what students are given to do the project, go here

Choice 4:  The Creative Writing Project.

Have a story to tell?  Here is your chance to use dedicated time in English to pursue your own writing craft and put some of those sweet writing moves you have been working on into action. Decide how you want to grow as a writer, discuss with Mrs. Ripp, and then start writing.  Teaching points will be based on what you are hoping to work on. 

The few kids that chose this loved it. They loved the choice in lessons and the feedback that allowed them to write something meaningful to them. To help with lessons, students are given a video bank of lessons that they can choose from every day, as well as the option to find their own lessons and post those. They are asked to create a daily writing lesson plan so that I can see they are working. The once a week check-ins worked well as well because they were just like the writing conferences we would have in class.

Project requirement:  

  1. Identify your areas of strength as a writer – what do you already do well in writing?
  2. Identify areas of growth in writing for yourself – how will this project challenge you?
  3. Actively work on those areas of growth through independent study of craft techniques and conferring with Mrs. Ripp.
  4. Choices:
    • If a mini-story:  Produce 2 or more pages of a full story.
    • If a longer story (part of a larger piece):  Produce a scene or chapter from beginning to end.
    • If poetry:  5 or more poems or a short story in prose form.
    • If a graphic novel or comic strips:  Discuss with Mrs. Ripp

Schedule a conferring time with Mrs. Ripp each week – that is twice over the two weeks.  These will be via Google Meet.

Independence expectations:

  1. This is a project that will require a lot of discipline and focus. Because you will not be creating a day-to-day product, you are expected to produce a larger final learning product to share your learning.
  2. The creative writing project you pursue should be meaningful to you and show growth in your writing tools.
  3. There should be NEW learning that happens throughout, not just a summary of the skills you already have.
  4. You will need to fill in a  learning plan and submit it to Mrs. Ripp for approval.  It will be posted in Classroom.

Those who chose it loved it but some chose to do poetry rather than story writing so I added some guidelines for that. I also added videos that were shared by students to our daily lesson video bank.

To see the overall directions for teachers and for students to make their choice, go here

To see what students are given to do the project, go here

Choice 5:  Daily Writing Exercises.

Have you wanted to expand your writing techniques and craft?  Here is your chance to be introduced to a new writing exercise a day and then trying it in your own writing.   

Project requirement:  

  1. Watch the video posted for each day (preview in the table below)
  2. Respond either in typing in the box or by submitting an image of your writer’s notebook if you are handwriting. 
  3. You will be given a separate document to record your answer in, this is what you will turn in.

I spent time pulling together ideas for stand alone writing exercises and am incredibly grateful to Amy Ludwig VanDerWater for sharing her daily writing exercises, as well as other resources out there.

I wanted this opportunity to be a way for kids to just have some fun with writing and also have a project that mirrored the manageability of the picture book choice, allowing them do one thing a day and not having to attend to a longer project. I am excited to see how this one will play out.

To see the overall directions for teachers and for students to make their choice, go here

To see what students are given to do the project, go here

A note on choices: Students will indicate their choice on the survey form – this will offer me a pathway forward so that I can send the proper resources to them. Because Google Classroom allows me to only give certain things to certain kids, I can easily provide them the next steps in their choices such as learning plans or other tools. I am encouraging them to choose something else than what they did the first round but have already discussed with one student who would like to continue working on their story. There will be exceptions made as needed in order to make sure this is meaningful to all kids.

A note on grades: You may have noticed that these projects encompass different standards, this is okay because both of these. rounds will be counted toward the same standards. I have also decided that if a child shows any kind of effort then it is an automatic “3” or higher. This is not the time for me to do deep assessment because all I am assessing then is their access to the learning, it is not fair to students, there are way too many inequities playing out for me to pretend that grades would be fair or objective. As far as if a child does not “show effort” then I will be reaching out and discussing with them.

A note on support: I will be individualizing support for my students. For some this will mean just check-ins, for others it will be sharing further resources for their learning. Most kids were successful the first round, some were not, so I will adjust support accordingly. I also have support from an incredible special ed teacher, as well as para educators that I can ask for help from.

If you are wondering where I will be in the coming year or would like to have me speak, please see this page. I offer up workshops and presentations both live and virtually that are based on the work I do with my own students as we pursue engaging, personalized, and independent learning opportunities. I also write more about the design of my classroom and how to give control of their learning back to students in my first book, Passionate Learners.

being a student, being a teacher, Reading, student choice, student driven

Stepping Into Inquiry – How to Use Google Search Better and Whose Voices are Missing?

Note: This is a continuation of the blog series I am doing detailing the work I am doing with students in an inquiry project into how to research better. The first post detailing the set-up and our first module, How to Write an Inquiry Question, can be found here.

Module 3 was a big one for us, spread over two days, not so much for the tips on how to use Google Search better although they were helpful, but more because we wanted our students to think about the types of sources they were finding, as well as whose voice was missing from their sources, so they could consider the impact of those missing voices.

This question; whose voices are missing, is a question we center our work around all year. Throughout the year, I have been actively trying to expand students’ historical knowledge of the world using an “overlooked history” segment every Friday for discussion and reflection, as well as spending a lot of time selecting the media that our students will be immersed in, in order for them to experience as many voices as we can. So we knew that searching for reliable sources to use would be a brilliant opportunity to put this more into their hands as our students don’t automatically consider whose voices they are using an dhow that will impact the knowledge they gain and the direction they take.

There are so many tips for how to use Google Search better, many can be Googled, so we wanted to introduce just a few that would potentially limit their results and bring them more specific results. We watched a video together that discussed some of the limiters, I didn’t love it and will probably search for a better video for next year. The students continued to practice their note-taking skills along with the video and then I walked them through a search so they could see how my results changed.

The limiters we decided to focus on were:

  • Using quotation marks for an exact phrase
  • Using boolean operators.
  • Eliminating unnecessary words.
  • Excluding words.
  • Including year range.
  • and using specific sites to limit their search – this one we just showed but didn’t expect them to use.

Teaching slides day 1

Then they started their work in their student slides (note, there are duplicate slides in here because I was out with sick kids and so they worked through slides I would have taught otherwise). We wanted them to specifically consider:

  • What they actually were searching for, so to clarify their inquiry question.
  • Which types of sources they would search for, we reminded them that video, infographics, and podcasts can also make for excellent resources.
  • We discussed the difference between primary and secondary sources in order for them to think of whose voices they should be listening to.
  • Then led a specific conversation about whose voices they would search for urging them to think of how someone’s perspective is going to change based on many factors such as their economic situation.

Once they had found the sources they wanted to use, they needed to consider whose voices were being represented so they could think of whose voices were missing. You could see a lot of aha moments here as students considered their sources and how they were incomplete. Then they had to consider whose voices they needed to add as well as the the impact those missing voices would have on their research. Honestly, this is the largest point I wanted students to walk away; getting to think about whose voice holds power and who is not represented. My teaching slides for day two had introduced this concept more fully and many students were spot on in theirintial analysis of whose voices were missing and why they needed to find better sources.

For my 2nd day of teaching, I had specific discussion points about changing perspective and why it is so vital we recognize our limitations of what we know and then try to learn more. This was a great discussion supported by the teaching slides and set them up for further work within their own slides.

Day 2 Teaching Slides

Reflection Back

I am still pondering what I need to change as there were many things I liked and some I didn’t. Like I said, I need to find a better video for them to take notes on. We also had our small groups work together on one inquiry question and find sources together for that question, but I don’t love how that limits their choice when it comes to what they are pursuing. Some of the limiters were not particularly helpful and actually increased their results rather than decreased them. But the conversation about perspective, missing voices, and the impact it will have on our knowledge were powerful and will be continued throughout the year because the few days of work we did around it here is simply not enough. It was a taste and something I am still actively working through as an adult.

The one area I want to work on through discussion is why we should be worried about whose voices are given authority and how power is given to certain voices and not others. While I touched on it, it was not enough (I am not sure what “enough” would look like), so I am mulling over how this can be added further.

Note: The unit after this was a lesson on how to use databases led by our librarian so I will not be sharing those slides as they are not mine to share.

After that came another big one: How to check reliability using the CRAAP method.

If you are wondering where I will be in the coming year or would like to have me speak, please see this page.. If you like what you read here, consider reading my latest book, Passionate Readers – The Art of Reaching and Engaging Every Child.  This book focuses on the five keys we can implement into any reading community to strengthen student reading experiences, even within the 45 minute English block.  If you are looking for solutions and ideas for how to re-engage all of your students consider reading my very first book  Passionate Learners – How to Engage and Empower Your Students

Reading, student choice, student driven

Stepping Into Inquiry – What is Plagiarism and How to Cite Using Easybib

Note: This is a continuation of the blog series I am doing detailing the work I am doing with students in an inquiry project into how to research better. The first post detailing the set-up and our first module, How to Write an Inquiry Question, can be found here.

In 7th grade, must of my students know something about plagiarism. They know they shouldn’t copy entire sources, they know they shouldn’t pass work off as their own, that they should be the creators of their own original thought, and yet…every year, without fail, we see kids plagiarise. The most common form is structure plagiarism. They see an article and they use the same structure of it to summarize, changing only a few words here and there. For some reason, they don’t see this as plagiarism but instead as summarizing. So we knew that while plagiarism is a much larger ongoing discussion that would require a lot of discussion and practice, we wanted to establish a baseline of what plagiarism is and also give them a few tips to avoid it in order to lay a foundation for future discussion.

Before we started, I had already checked their inquiry questions from Module 1 and students were, for the most part, ready to move on. A few kids needed some discussion in the crafting of their question, but almost all were ready to move on. Those that weren’t caught up in a small group or were asked to see me. Most inquiry questions were solid, a few were too broad or too narrow, and a few needed to be rethought, but overall, I was thrilled with how brad the interests were. A few sample questions students are pursuing:

  • How does being homeless affect your mental health as a child?
  • Why do people become abusive?
  • Why are dogs viewed as superior pets?
  • How can we reduce our trash production as a class?
  • How does air pollution affect everyday life in India?
  • How do you re-enter the job market after experiencing homelessness?
  • What is life like for a ragpicker?

I knew I wanted students to see some extreme plagiarism examples in order to hook them into the work and so we watched this classic SNL skit to much amusement. That type of plagiarism is easy to spot, but what about the instances that are not? I used headlines from recent music battles where artists have been accused of copying other artists, which helped the students see that plagiarism is a problem that permeates many aspects of life, and not just education. This also led to a discussion of what can happen in our district if they plagiarise and what to do if they iadvertently do it.

Then it was time to practice our note-taking again, this time providing us with an actual definition of plagiarism courtesy of this video from GCFLearnFree.org . Having something short and concise allowed students to have a commun definition, as well as some beginning tools of how to avoid it. We could then release them into their Student Module 2 where most of the work took place. This was a one-day event within our 90 minute ELA block with only a few students needing extra time.

In their Student Module 2, we wanted students to have further exposure to ways to avoid plagiarism, as well get some information about citations, not just why they are important, but also how they are different than say providing a weblink. We then wanted students to walk through creating an actual citation using Easybib, which is the preferred citation tool in 7th grade overall at our school, by citing an article that is relevant to our inquiry. Our geography teachers had already created easy slides to follow for how to use Easybib, so we were able to merely adapt those and have students use them.

Because we knew students came in with different skill levels for this module, we provided an extra activity for those who had time left over. At the end of the module, they would be able to play a plagiarism game created by students at Lyocoming College, an easy game that students thought was amusing and also informative.

Free plagiarism game created by students at Lyocoming College

My teacher slides for the unit can be found here

Reflection back:

This module went well, although, with viruses hitting us all hard, there were some kids that did not have their inquiry question ready. The good news was that they didn’t have to have that ready for this module, so we were able to work on these skills while still working on their inquiry skills.

Time management continued to be a hurdle for a few kids, and so we tightened up around that for the kids who needed it and I also tried to take up very little of their time in order to give them as much work time as possible. Circling around while students worked helped clear up some confusion.

While the Easybib slides were helpful, for some they were confusing and so in the future I may just have kids go to Easybib and try to follow the steps themselves rather than look at slides with steps on them like I have done in the past. I am not sure how I will tweak it, but the few kids that I showed how to use Easybib live found that demonstration easier than following the slides.

And finally, I am not sure this was enough exposure, I constantly feel like I should take the kids deeper and yet then also have to remind myself that it is exposure to level the playing field and to help them all have a more solid understanding as we continue to do inquiry throughout the year. I also have to remember that what may seem easy to me is not always easy for my amazing students and even if a few students finished quickly, it does not mean it was easy.

Next module: How to use Google Search Better.

If you are wondering where I will be in the coming year or would like to have me speak, please see this page.. If you like what you read here, consider reading my latest book, Passionate Readers – The Art of Reaching and Engaging Every Child.  This book focuses on the five keys we can implement into any reading community to strengthen student reading experiences, even within the 45 minute English block.  If you are looking for solutions and ideas for how to re-engage all of your students consider reading my very first book  Passionate Learners – How to Engage and Empower Your Students

being a student, being a teacher, questions, Reading, student choice, student driven, Student Engagement

Stepping Into Inquiry – How to Write an Inquiry Question

Last year, after we finished our first read aloud, we released our kids into their first inquiry project. While we had scaffolds in place, there was plenty of choice, and also specific lessons targeting research skills, my special ed teacher, Kelly, and I still stood back and felt like what we were doing was simply not enough. Or perhaps that it was too much. That somehow we were simply pushing kids through research and yet there were so many executive functioning skills and also simple research skills that we were assuming kids already had a handle of. And yet, they didn’t not all of the kids, despite the wonderful teaching that had happened before 7th grade. We saw it fall apart a bit when kids were really worried about the end product but not focused on what they were learning throughout the unit and they weren’t fully grasping the research skill lessons we were teaching because there was this larger pressure to produce a speech answering their inquiry question.

So this year, we knew we had to do something different. Rather than have students do a full inquiry project into a topic tied in with The Bridge Home, our read aloud, we wanted to create an inquiry project into the art of research itself, not worrying about a final product but instead walk students through specific research skills in separate modules. Sounds great, right? Yet what we quickly were reminded of was that the art of research itself is vast, which we knew, so we had decisions to make; which 7 or 8 research skills did we really want to focus on as a baseline for the kids as we introduced 7th grade inquiry skills.

Knowing that this was a great chance to cross-collaborate between other subject areas , we did just that; surveyed other teachers to see what they thought was important to establish a baseline in, as well as brought it up as a problem of practice in our consultancies with colleagues. The results were clear, we would love 7th graders to be able to have an initial understanding of:

  • How to write an inquiry question
  • How to take notes using the Cornell Method of notetaking
  • How to cite their sources using Easybib – MLA
  • How to avoid plagiarism and understanding what plagiarism was
  • How to use Google Search better
  • How to use our databases
  • How to potentially revise their inquiry question
  • How to use the C.R.A.A.P method to check for reliability
  • How to check for bias in their sources
  • How to find the main idea and supporting details
  • How to synthesize their information into original thought – a primer
  • How to evaluate whose voices are missing and how do those missing voices impact the validity of the research

But that’s a lot so how do we do all that without losing kids in the process? Enter in discussion with my new wonderful colleague, Chris, my fabulous literacy coach, Andrea, and also our incredible librarian, Christine. With the help of them I was able to synthesize some of the thoughts we had about what kids would be able to do as, well as look at which standards this would even cover because we would also need to find a way to assess what kids were doing. After looking at all 9 standards for the year, we pulled the following standards out:

  • Standard 2:  Draw and cite evidence from texts to support written analysis.
  • Standard 3: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
  • Standard 5: Evaluate claims in a text; assess and express the soundness and relevance of reasoning.

Knowing this led us to creating 8 different modules for students to work on throughout the month of November. We knew we wanted choice throughout and also for students to feel supported and not feel ashamed if they wanted to work in a small group with the teacher and instead embrace the knowledge that they knew what they needed at that time to be successful.

So the final modules with their standards assessed became:

  • Module 1: How to formulate an inquiry question – Standard 3 
  • Module 2: What is Plagiarism and How to Do Citations – Standard 3 
  • Module 3: How to use Google Search better – Standard 3 and 2
  • Module 4: How to use our databases (taught by our librarian) – Standard 2 and 3
  • Module 5: How to assess the credibility of a source – CRAAP method ALSO Do you need to revise your inquiry question  Reg – Standard 5, Enriched Standard 2
  • Module 6: How to recognize bias – Standard 2 and 5 
  • Module 7: How to pull out a main idea and supporting details that tie in with your inquiry question – Standard 3
  • Module 8: How to synthesize information without plagiarizing – Standard 3

We launched the inquiry unit while still immersed in our read aloud, The Bridge Home by Padma Venkatraman. While we did a lot of reading work, we also kept an I wonder page that we would visit now and again. We wrote down large questions we had about society as it tied in with the story we were listening to and moved away from predictions.

Sample wonderings included:

  • What do parents do when their children run away?
  • How does being homeless affect your mental health?
  • Who started the idea of landfills?
  • How can we reduce our waste as a family?
  • Which types of diseases affects children living on the streets of India?

Then it was time to launch our very first unit and what better way than to use a picture book?

Bringing us together with our readers’ notebooks we laughed at the whimsy within the pages and then I asked; what do you wonder about within the pages of our read aloud? As students shared, I encouraged others to write down the questions they also had as potential inquiry questions. I love when students nodded and agreed that they had questions about something similar. This also afforded me an opportunity to reiterate that their inquiry question should somehow be connected to the read aloud but should not be answered by the book, but that they instead needed to do research in order to come up with their own answer. We also stressed the importance of this being of interest to them, and while we had potential inquiry questions ready for those who refused or found it hard, we have found we haven’t needed them. This discussion then planted the seed for how to come up with a proper inquiry question.

Our next component of the day was taking notes on a video using a modified version of the Cornell notetaking method. We wanted to introduce kids to a way of taking notes that they can easily use in other classes and also encourage them to make them their own. Rather than do a stand alone lesson, my colleague, Chris, suggested having students take notes throughout as an integrated part of the units which is what we did. This has worked really well and much better than if I had done a separate unit on just note-taking. I explained how to set up their notebook and we watched the first video, How to Develop an Inquiry Question, uploaded to Youtube by Kansas State Libraries. The video was a good introduction to why developing a strong inquiry question was important before kids went any further with their work. We took some notes throughout as I paused the video and then introduced the final component; the reflection questions.

One of the things we discussed in our planning was that a major reason for this unit was for students to understand the transfer of these skills to other subject areas, and also to life outside of school. However, this doesn’t always happen without the proper time and reflection. Therefore, our students have four questions to answer every time they finish a module. They are collected in a packet that I hold on to for ease:

  • What do you think you will remember learning from this module?
  • How is this skill useful to you in life?
  • How is this skill you useful to you in school?
  • How could you use what you have learned in this module in geography/STEAM/or science when you have to do a research project?

After this, we released students into their student module 1 – note this was over the course of two days with 90 minute blocks of English and each student was given a copy of the slides to fill in. The student module 1 allowed them to watch another video that discussed the levels of inquiry questions, look at examples of inquiry questions, and then write different levels of inquiry questions. At the end, I asked them to please come up with a potential level 3 inquiry question that they would be interested in pursuing the next few weeks and then submit it to me. And then I held my breath, how would it go?

Reflection back:

After my first ELA block, I tweaked the student slides to make them easier for them to use and took out some unnecessary steps. There was general confusion between level 2 and 3, which I had suspected would happen and so we discussed as needed and I stressed that as long as they were out of “level 1” territory then I was happy. Some kids created much too broad or much too narrow questions and so I left them feedback or had conversations as needed, however, this is also something that will be assessed more in module 5.

One major thing we are still working on is overall time management, some kids are using all of their time well and thus working through everything with time to spare while others are not. Starting tomorrow, I will be asking students to join me in the small group to do the slides together in order for them to stay on track and not fall further behind.

I also tweaked my teaching slides, in order to get to their work time faster and not have so much talking from me.

Teaching Slides Day 1

Teaching Slides Day 2

The next module is Module 2 – What is Plagiarism and How to Do Citations – a one day module, hopefully.

I will continue to share as I work through all of this, the sharing helps me reflect on what I am missing and at times others share great resources as well, so feel free to ask questions or share resources.

If you are wondering where I will be in the coming year or would like to have me speak, please see this page.. If you like what you read here, consider reading my latest book, Passionate Readers – The Art of Reaching and Engaging Every Child.  This book focuses on the five keys we can implement into any reading community to strengthen student reading experiences, even within the 45 minute English block.  If you are looking for solutions and ideas for how to re-engage all of your students consider reading my very first book  Passionate Learners – How to Engage and Empower Your Students