Summer PD - #CyberPD - Digital Reading, What's Essential in Grades 3

Summer PD - #CyberPD - Digital Reading, What's Essential in Grades 3 - 8

I'm on vacation mode right now, and I don't just mean that I'm on vacation since that's the case for those of us who happen to be classroom teachers. What I mean is that, at the moment, I am blogging from the comfort of my oldest daughter's apartment in the heart of Manhattan, near Times Square. I grew up in NY and during the '70's and '80's you just didn't go anywhere near Times Square at any time of the day or night. The fact that this is no longer true still astounds me to this day. So, even though many of us are enjoying the summer break from school we aren't necessarily just lounging around doing nothing even as we travel to faraway destinations. In fact, many of us are participating in a variety of online #summerPD events. See the images below for a smattering of the PD that I am involved in this summer.

But back to #CyberPD and summer vacation...The fact that I am not at home makes it a bit hard to concentrate on all of the summer virtual professional experiences I've signed up for. Let's face it: NY is a major distraction and family time is a priority. However, I am getting up early to take advantage of some alone time to catch up on reading and writing. I aim to reap the benefits of so many wonderful summer learning opportunities!

Today I am writing about the first two chapters of Digital Reading, What's Essential in Grades 3 - 8 by William L. Bass II and Franki Sibberson. I attended a session that Franki and William Bass did at the NCTE annual conference in 2014. It was super exciting because it was a precursor to their book and I am not disappointed by the final result! I had a lot of aha and yes moments while reading chapters 1 & 2. I look forward to continuing to read this book and to learn with and from other participants this month.

Unfortunately, I finished reading the first two chapters a couple of days ago and none of my comments and highlighted sections were saved on the PDF version of this book. Aaargh! Nevertheless, here is a list of my biggest takeaways so far from memory.

Reading on a digital device requires similar strategies and skills as any other kind of reading.
Reading on a digital device requires new ways of approaching reading instruction.
We want students to be strategic and intentional when reading on digital devices as we do when reading print books.
We need to observe our students carefully in order to understand how they are approaching digital reading in order to provide instruction that is timely and appropriate.
Digital reading offers many more distractions than does reading print books. Therefore, we need to teach students how to navigate the world of digital reading so that they use and benefit from digital links and similar connections.
Reading must be authentic (meaningful and relevant), intentional (readers make careful and intentional choices as they read) and connected (reader connections). This is true for any kind of reading that kids do.

Happy reading!

The Reading Strategies Book - Chapter 12, Supporting Students’ Conversations – Speaking, Listening, and Deepening Comprehension

The strategy lessons highlighted in Chapter 12, Supporting Students’ Conversations – Speaking, Listening, and Deepening Comprehension, in The Reading Strategies Book by Jennifer Serravallo are critical to students’ engagement and comprehension, as well as their ability to write literary essays, or even book reviews, summaries and reflective pieces about books. If students aren’t able to talk about books in a way that is invigorating and joyful, they will be less likely to develop an interest in growing ideas for writing about books. In her introduction to this chapter, Jennifer Serravallo, reminds us that when conversations go well, children are inspired by what they read and are motivated to keep reading. However, when conversations fall flat, then kids get bored and tune out. How do we avoid this situation and teach kids to have focused conversations about books? The answer is easy: teach kids strategies to help them develop effective conversa...

Partner Reading and Content, Too Routine (PRC2)

I'm a hoarder. There, I've said it. I try to deny that I'm a hoarder but it comes back to haunt me every time I move houses, or pack up my classroom at the end of the school year. I have old articles, lesson plans, handouts, folders brimming with teaching ideas, past issues of profesional journals. I hardly throw anything out though I've learned to be more selective over the years. My one rule of thumb, and I really try to stick to this, is that if I haven't used or referred to something in a year, then it's time to toss it into the recycle bin. One exception to this rule (you knew this was coming, didn't you?) is past issues of journals from professional organizations. However, with the ability to locate articles online through my professional memberships, even this exception is becoming less and less useful, which brings me to the topic of this blog post. I am currently reading a copy of The Reading Teacher from 2010. I've clipped a cou...

Rewards and Punishments

I'm always surprised and disappointed when educators I respect support the use of rewards and punishments to control student behaviour. Whenever I feel like my students are "misbehaving" or not behaving as expected or agreed, it's usually because I'm "misbehaving" or not behaving as expected or agreed. Sound odd? Perhaps, but think about this for a minute. When something goes wrong, i.e. not according to plan, it's usually because the kids have responded in unexpected ways to what I'm teaching or presenting to them. Unless I'm prepared to handle these contingencies I can lose focus of the lesson and the children. I find that the best way to deal with these "disruptions" isn't to control behaviour through carrots and sticks but rather to take a deep breath and think about what may be causing the problem. Often the cause has to do with one or more of the following: how I've presented the lesson (it's confusing, ...

A Teacher's Ruminations

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