There is a scene in the movie The Matrix, where Neo, played by Keanu Reeves, sees the “matrix” for the very first time. The codes and numbers that govern actions become transparent to him, and with ease he is able to deflect punches, fight bad guys, and gaze handsomely into the distance while doing so. (30 bonus points for anyone else who knows what “Keanu” means in Hawaiian.) The rules of the world have become visible, and with access to that knowledge, Neo becomes invincible.
There have been countless times when we have claimed to “see the Matrix,” learning to knit, figuring out a tricky yoga pose, finally assembling that blasted piece of ikea furniture. For many, “seeing the matrix” has become shorthand for suddenly understanding an underlying principal that had seemed magical, or in more common vernacular, for finally “getting it.” Now we have Jennifer Serravallo’s new book, The Reading Strategies Book (available here) to demystify what makes for powerful reading instruction, and make “the matrix” of teaching reading accessible to us all.
Jennifer’s book is as visually stunning as it is accessible. She outlines thirteen goals of reading instruction, from engagement to fluency, word solving to comprehension for both fiction and nonfiction, and lays out many many many many strategies to help any child, K-8, achieve each goal. Each strategy has its own page with tips on whom it might help, how you might teach it, prompts you might use, and even a visual cue for a child. Every. Single. One.
Have you wondered how to engage kids whose minds wander?
~There are strategies for that.
Have you wondered how to help emergent readers make sense of books when they can’t yet read the words?
~There are strategies for that.
Have you wondered how to help children wrap their brains around the idea of synthesis?
~There are strategies for that.
We have been fortunate enough to work alongside Jennifer when we were colleagues at the Teachers College Reading and Writing Project. The depth of her knowledge about readers and the art of reading always blew us away and left us often to exclaim, “I wish I could borrow your brain!”
That is exactly what reading this book is like: borrowing the brain of a master reading teacher, one who has an idea for every challenge, a possible answer for every question, and a good idea when you have none. Better yet, Jennifer’s book teaches you how to develop your own expertise. Jennifer’s book doesn’t just teach you about reading, it teaches you how to think about readers.
~The strategies are sound teaching.
~The suggested visuals are clear and engaging.
~The lay out is practical and accessible.
~The book is pretty much genius.
Kristi says: I am entering my fifteenth year of teaching (while never aging a year–it’s miraculous, really) and I am a confident teacher of reading. Within the first 15 pages, I had already used 15 post-its to mark pages, jot thinking, and reflect. New teacher, seasoned teacher, teacher of reading, teacher of humans, this book is important and valuable for every single one of us. See the matrix, become a better teacher for the kids you see every day.
Marjorie says: As I read each strategy I thought of a child who would benefit, not only from the language of the lessons, but the visuals Jennifer has included as well. This book is going to become a permanent part of my conferring toolkit. The organization by goals also helps focus attention on readers, not levels, which makes this book a powerful teaching tool.
Once you have had the pleasure of reading The Reading Strategies Book, leave your thoughts in the comments below. We give it four thumbs up!
Kristi and Marjorie
(Keanu means “wind over the volcano” and it must be true because I read it in Seventeen magazine 25 years ago ~Kristi)
We have received numerous requests to visit schools and to present workshops to school districts, but our day to day life in schools makes this difficult to happen as often as we would like. So we have joined with Heinemann to offer our workshops online as a digital course that anyone can sign up for anytime, anywhere, and access is good for one year from signing up.
We planned the course with the hope that it would help teachers deepen children’s engagement with charts by teaching how charts can build independence and agency, communicate information efficiently and effectively, and help in setting and achieving goals. There are numerous photos of charts and you can see us “live” through videos of us interacting with children and charts through minilessons, small groups, and conferring and the “pièce de résistance” (at least for us–Kristi and Marjorie) are the chats between the two of us that introduce each session.
Discover new ways to create and use charts with your kids that are based on the science of memory, moving your charting work from good to great.
The course explores the following:
- Understanding the philosophy, theory, and research behind charting
- Learning to plan and prepare different types of charts
- Designing charts using language, visuals, and different tools and techniques
- Teaching with charts
- Exploring charting across the curriculum
To catch a glimpse you can view some short animated video clips through the following link: Chart Tips Live
The course can also be taken for CEU credit. You can go to the Heinemann website for further details: Smarter Charts
We can’t wait to interact with you through this Digital Campus course and to continue to share all that we are learning with you.
Marjorie and Kristi
We hope many of you are enjoying the first bits of spring as they (finally) pop up. We find that when spring arrives, so does our desire to streamline, organize, and clear out our spaces at home and in school. In the spirit of mental spring cleaning, today’s post is centered around the idea of streamlining the process of making charts with your students.
Each year we find we do less and less writing and drawing on charts than the year before. There is more student wording, writing, drawing and work captured on the charts hanging in the classroom. Charts are made by the class, for the class. Pulling this off can be tricky, and so we offer a few simple tips to get you started in this practice:
Tip One: Use all the times of the day to make parts of charts
Interactive and shared writing are two fundamentals of the balanced literacy classroom. That time can be leveraged into making charts, as well as pre-teaching or reviewing a concept or strategy. In Kristi’s room, she uses small group word study time as an opportunity to make parts of charts with small groups of kids. At the time when the chart is used, all the parts are put together for the community.
This doesn’t happen every day of the week in the word study, but when it happens it allows a small intimate group a chance to develop wording for a chart, practice their stretching of words, and practice with a concept or skill that they use at other times of the day, such as letter formation, spelling strategies, or punctuation usage.
Additionally, small groups during reading, writing and math, can be pulled to learn a new strategy or refine an existing one, and then afterwards make a chart for the entire community. In this way children get a little extra practice, as well as a feeling of ownership of an important skill or strategy.
Tip Two: See chart making as a time to teach organization, process, and note-taking
In NO WAY are we suggesting that you make every chart with every child. That is a sure fire recipe for disaster. However, making small parts of charts with small groups or in a whole class setting can be an effective and powerful tool for children. When children help to make charts, we have an opportunity to teach the rationale behind them (e.g., “Lets number the steps so we don’t get confused!” or “That part is important to remember, let’s change the color!”) Just as we want children to see us write and read so we can mentor them into being stronger readers and writers, making charts with children in an explicit, clear way you can mentor children into making organized plans for themselves. A share at the end of any workshop can be well spent recording new thinking and learning. Asking children, “What did we just learn? How should we record it so we remember to do it that way again?” helps children understand that part of learning is strategic recording to better help with memory.
Tip Three: Think of charts as disposable, not as artwork
When I need to leave myself a note, I jot it on a sticky note and put it on my laptop. I don’t get a 4X6 frame and hang it up on my wall. Charts are more akin to sticky notes than they are to laminated pamphlets. Freeing yourself from the idea that every inch of it MUST be perfect (that is a backwards B in the word number in the preceding chart), and instead focusing on whether children understand and use it, makes it much easier to ensure that children are engaged in chart making. (As an aside, another child fixed the B shortly after the picture was taken.) If a child draws something to represent an idea on the chart, it does not matter if the drawing makes perfect sense to me, it matters if it makes perfect sense to the children.
Moving forward into the final season of school, we encourage you to pull back the amount you do on charts to make more room for children’s voices. Whether you use small group times during the day or shares at the end of workshop, use the time to teach and reteach skills, mentor organization, and provide scaffolding for the power of a good reminder note.
As always, happy charting!
Kristi and Marjorie
Happy New Year! Welcoming the New Year involves reflecting on the past year and looking ahead to the year ahead. This usually means making a long list of resolutions for what we will do differently during the new year ahead. While made with the best intentions in mind, New Year’s resolutions are often lofty and ultimately unrealistic and by February many become history.
Rather than making New Year’s resolutions, the focus on reflection can be a much more powerful way to propel a person forward into the New Year. Reflection can highlight past efforts, challenges, and accomplishments, which can be built upon rather than starting completely over. We would like to suggest using the classroom charts to begin these valuable reflective conversations with your students about what was challenging, what they have worked hard to learn and what new challenges they are ready for. Talking about what has been hard or challenging can develop what Carol Dweck calls a “growth mindset” and her research has shown that those with a “growth mindset” thrive on challenges and understand that even failure can be an opportunity for learning and growth (Mindset, 2006). People with a such a mindset are more flexible and less likely to give up or think less of themselves when something is difficult.
The charts in your classroom tell the story of the teaching and learning that has happened since the start of the school year, so offer the perfect way in to having conversations about the children’s efforts to date, their attempts, and their successes and what they might be ready for next. The new year is not for completely new, fresh starts, but a continuation of development and growth which can ultimately lead to a more successful year.
Start with deciding which subject(s) you want to focus on. We suggest looking at the Reading and Writing charts together to reinforce the reciprocity between these two subjects. Math might stand alone or be teamed up with Science. Or Science might be looked at with another inquiry subject such as Social Studies. Once you have decided on the subject(s) you are ready to begin charting conversations.
Then ask children to begin the inquiry by choosing a chart to read over, then they can ask themselves or each other, “What have I learned the most?” “What are some things I want to work more on?” or “What is still kind of hard?” As with any inquiry there are no right or wrong answers, just possible insights or further questions.
Standing back, taking a pause, taking a moment to reflect and ponder, can be a good thing for teachers and students both. This is often a sure-fire way to infuse some fresh energy and commitment to the challenges that lie ahead.
Wishing you all Happy Charting in 2015!
Marjorie & Kristi
There have been quite a few amazing NCTE reflection posts around the internet, and we here at chartchums would be remiss if we did not add ours in to the mix. There were so many things that made the NCTE convention special, not the least of which was the incredible community of educators we were among.
So much of our profession is about giving. We give time―to planning, to parents, to meetings, to a special lunch date with a kiddo. We give energy―to our students, to our schools, to our runs up and down flights of stairs. We give our hearts―to everyone. There comes a time when you can feel all given out―when you look around and think, “That’s it, I’ve got nothing left.” For Kristi, that was the week before NCTE. She was fighting a cold while trying to meet data deadlines, finishing up long nights of parent teacher conferences, and finalizing overdue writing projects. Kristi felt she had reached a point of tapping out. Going to a conference on literacy seemed about as desirable as sticking hot knives in her eyes.
Yet, she went. As did so many of you―just as tired, just as empty-feeling.
But here is the thing―every second of NCTE, whether listening to amazing and powerful presentations from people like Kathy Collins and Matt Glover, browsing the booths to see the latest and greatest books, meeting people you fell in love with over twitter (Hi Shawna!!!), falling in love with new people (Hi Katie and Sara!!!!), or seeing friends that fill you with hope and joy (Hi Kristin!!!), NCTE is about filling ourselves up. Filling ourselves up with knowledge, filling ourselves with hope, filling ourselves with joy and energy.
And it is important that we take time to fill ourselves back up, so we can give everything back once again.
Since all of you were not able to attend the conference, we are giving you a summary of our workshop, so you can virtually experience the benefits of NCTE, but as far as the laser light show and ice slide, that you will have to imagine!
The Art of Capturing the Story of Learning Through Teaching Charts – and Changing the Narrative of Children’s Learning in the Process
We (Kristi and Marjorie) were lucky to present with a brilliant writer, editor and friend, Zoe Ryder White. Zoe brought the critical (and sometimes overlooked) parent perspective to our work with charts, and shared how charts can empower children at home, as well as school.
Our presentation focused on the “meta” aspects of charting, specifically that charting is a way to teach types of thinking and that charts underscore a growth mindset.
We spoke about how we believe that certain types of charts help promote certain types of thinking:
- routine charts promote organized thinking and problem solving
- repertoire charts promote flexible, yet tenacious, thinking
- process charts promote strategic thinking
- exemplar charts teach that thinkers look to models and analyze them
- concept charts promote the idea that thinking is grown and revised over time
Some questions we asked our audience, which we ask you also, is: What is the thinking that you demonstrate in your charts? Do you tend to show just one way? Or do you have a varied menu of ways of thinking that you are (implicitly or explicitly) teaching children?
We also spoke a bit about how (smarter) charts are automatically oriented towards a growth mindset. By making and using charts with children, you are showing a path in which to grow. By encouraging goal setting and flexibility, you are helping children realize a positive association between effort and outcome.
Zoe shared some of the ways her child’s incredibly reflective teacher, Maureen Crowley at PS 29 in Brooklyn, has been sending charts home as part of her action research, and how those charts have created feelings of agency in children. No longer adrift with a pile of a books and general ideas, reading charts sent home can anchor children in the work of school, even when they are at home. Zoe also spoke about how the use of charts (and teaching children about the purpose and power of charts) has motivated her own child to create charts to help herself with challenges that arise at home―like getting everything done in the morning before school. Some ways to send charts home/share with parents:
- tweet them out
- post them on a class blog
- add them to a class newsletter
- put them in reading baggies
- put them in folders: math, writing, homework
- use them as shared reading
We hope this helps you in your charting journey and look forward to hearing from you as to the ways you are using charts to help your children think flexibly and independently.
Kristi and Marjorie, and Zoe, too!
The quote “Everything old is new again” could not ring truer for some of the charts in our classrooms. Charts that were hung up at the start of the year and still remain hanging, but are no longer relevant or needed, are simply old. However, so much of what we teach is meant to be carried forward, to spiral, as Jerome Bruner taught us so many years ago. And charts can help make this happen, by taking what was old and making it new again.
For those of you who have been following us for awhile and have read our books, Smarter Charts and Smarter Charts for Math, Science and Social Studies, you are familiar with the 3 R’s of charting: reposition, revise, or retire. We thought we would show you some examples of how charts can be revised over a few months and across changing units of study to remain pertinent and important to the students in your class.
We will start with a writing chart Marjorie made at the start of the year when introducing how the writing of personal stories can be generated and planned. One chart is a repertoire chart with strategies for remembering stories; the other is a process chart that reminds students the steps for planning out a story. Generating topics and planning are an important part of the writing process.
When a new unit started on writing How-to books, rather than making a brand new chart, Marjorie brought the original story chart back down to the easel and reminded the students of what they had already learned about writing books. She then shared with the children that even though they would be starting a different kind of writing, teaching others how to do things, the process was the same. They would still think, tell, draw and write. All they had to do was revise the story chart to make it match the current unit. So the word story was changed to how-to, topic, and steps, depending on the step.
This leads to the other part of the quote from above, “Everything that is new is old.”
The next unit was an informational writing unit based on the book Kristi wrote with Barb Golub and Lucy Calkins, on Writing Information Chapter Books. The children were expected to write all about topics they had personal experience with, but even so, the writing process remains basically the same. So again, instead of making a brand new chart, Marjorie brought back the revised How-to chart and again showed the children that what they already knew how to do would help them with writing informational books too.
Helping children understand that everything that is old is new again and that everything that’s new is old can be a powerful step in understanding that all learning is about using what we know to grow new understandings and strengthen the skills we have learned. This idea works no matter the content being studied. If revision helps us see anew, revising our charts will help our children see that what they have learned will help them learn even more.
Until next time, Happy Charting!
Marjorie & Kristi