Writing - Get to the why

One of the most important questions and answers we can give students when it comes to writing is WHY.
Why do we write?

As adults, we write on a daily basis.  We make lists, plans, emails, texts.  Some of us write stories, poems, journal entries.  We write proposals, lesson plans, briefs.  The list of what we write is endless.  And we always have a purpose for what we write.  That's why we don't sit down with a heavy heart thinking about the list we have to make for the grocery store, or the email we need to send a coworker.  We have a purpose, so we sit and write.
It's imperative that we give our children the same purpose.

So what could this look like?

Katie Wood Ray and a variety of other writing gurus hit on this idea that students need to know why they are writing and teachers everywhere are figuring out engaging ways of exploring this idea.  In the classroom, providing purpose could be done through an exploration of what  is being read.  As you read books, talk about why the author chose to write that book.
Teachers can also hold an inquiry discussion at the beginning of a writing unit and have the kids get to the why.  Let them share their ideas about why they will be writing in a certain genre or a certain piece.

At home, parents can do the same!
Being transparent about our writing purpose and naming it for kids is easy.  When you sit down to make a list or write an email, just say it.
"It's time to make a list for the grocery store! We don't want to forget anything, so we better write it down."
Or
"I need to share these ideas with _________.  I'm going to write an email to them so they will know what ideas I have."
And if you are a writer, even better! You can share your writing time with your child and let them be a part of that process.  Letting them know you just had a great idea for a story that you know will make people laugh and then sitting down to write in front of them would be so powerful. 

In the end, writing is like anything else.  If we want to get better, we have to work at it.  We have to practice.  We have to try new techniques.  We have to keep learning about the craft.  Don't be scared!

Goldilocks and the just right books

As Goldilocks chooses the bed that fits her just right, she realizes that she needs a good book to settle down with.  She chooses one book, nice and thick, lots of words, and begins to read.  
"This is too hard!" 
She chooses another book, a sturdy book, with big pictures, a few words on each page, and big print.  As she begins to read this, she says, 'This is too easy!"
Finally, Goldilocks chooses a book with some chapters, a few challenging words, interesting characters, and even some pictures sprinkled in here and there.  
"Ahhhhh, this is just right for me!" She settles in with her book in her lap and smile on her face. 


In a high functioning literacy classroom, you will hear talk of reading levels, book levels, and matching readers to just right books.  For many parents and even some school people, this sounds foreign and scary.

I want to start by emphasizing that this blog will focus on matching readers to books.  Children can't be boxed in by a letter or number.  If we want to kill a love of reading like the Terminix man stomps out pests, then let's just start referring to kids as a "Level P".  Books are levels, kids are not.

However, there is certainly a place for making sure kids are reading books that are accessible to them.   Think back to a time when you have been faced with a text that had numerous words that were difficult to read and understand.  How did it make you feel? Frustrated? Annoyed? Did you quit? Chances are, yes.  Or you pushed through because you had to, but you really didn't take much from what you read.  That's how our children feel when they are given a text (a book, magazine article, etc) that is too difficult (ie. on a higher level than they can access).
The flip side of that is a book that is too easy.  Students who are learning to read need a chance to practice the skills and strategies they are being taught.  And they need to do it in books that will present the challenges they need to actually use such skills.

There are several different leveling systems for books, but a very prevalent one that has been around for a long time was developed by Fountas and Pinnell.  This system assigns books a letter based on several factors.  In looking at books of different levels, one would notice these factors are everything from text size, white space on a page, text/picture dependency, plot complexity, character development, and more.  This leveling system begins with A, the easiest type of book, and goes all the way to Z+.  In levels A through about J/K, each level is fairly distinct.  The text decreases in size, the white space decreases, word count and complexity increases.  After J/K, text levels are more easily grouped together and the complexity of the text is found in the characters, plot lines, and underlying messages and themes.

Teachers take time to sit and listen to students read, noting their strengths and areas of needed growth.  Based on this, they are able to determine an independent level and an instructional level for each child.  If a child can read fluently and accurately and comprehend most of the story, this would be their independent level.  The instructional level is just outside of their independent reach.  This is the level where teachers can push students, teaching them the skills and strategies for accessing a more challenging text.

What does this mean for parents?
At home, when reading alone, students need to be able to read and understand a book easily.  If you are reading together, choose a more challenging book.
My dad read me the Hobbit when I was in elementary school.  While I think he was a little off on his level, because he was reading it to me, I had the opportunity to talk to him about it and ask questions.  Not only did this help my reading ability and grow my love for reading, but it also gave us some quality time doing something we both loved.
Also, be sure to check with your child's teacher for suggestions for great books at each level.  It can be overwhelming to walk into the library or bookstore and set children free.  So going in with some ideas for what books at the right level would look like can be so helpful! And again, children are not a level.  So I am not saying only choose books at certain levels for your child.  But knowing their reading zone is a good tool.

I'll finish by sounding like a broken record.  Reading together at home is the single most important thing you can do for your child as a student.  If you find time for nothing else, please make time to read together and/or for your child to read independently.  There is direct correlation between the time spent reading and a child's academic success.  Y'all, it doesn't get any easier than that.  Just read.

What's better than, "So what was it about?"

     Reading -- by now we all know how important it is.  Even without being told, we (parents, teachers, human beings) know that reading is critical to the success of our children.  Exposing kids to different genres, types of print, ways to access books -- all key components in literacy growth.  As parents though, sometimes knowing for sure if our kids are reading can be really tough.  I'll be honest, sometimes, as a teacher, it can be tough! We can't read every book out there.  So what do we do about this? How can we make sure our kids are reading, but in a way that doesn't kill the joy.  I certainly don't want to write a book report when I finish my books.  In school, the reality is that there are things kids will do around reading that won't always be fun.  That's life.  But at home, it can be a different story.
     I have a three year old, and while she is very chatty and forthcoming about things that don't necessarily need to be shared with the world, when it comes to talking about what she does at preschool, I get the "I don't know" or the "Nothing" that make me want to throttle something.  Listen, kid, I know you did stuff at school!!
     So, I have to think carefully, employing all my best teacher tools to get at what they really might have done in her three year old class.  And you may find yourself doing the same thing with your 4, 5, 6, ... 15 year old.  I am a literacy coach, I cannot have that kid that won't talk books with me.  That would totally ruin my reputation, not to mention my kids future success as a genius. :) I joke, but truly, I have had to really employ some strategies that I want to share with you in hopes that you can open up some book talks in your home in a way that fosters a love of reading instead of making it feel like a chore right up there with getting your kid to eat her vegetables.

In pre-k through about 1st grade, stories are simplistic.  Language, pictures, and storylines in these books are very surface. There are few characters and they don't change much.  The setting is static.  Problems are simple and solved fairly quickly.
Asking questions like:

• Who is in your story? What are their names? 
• Where is all that happening? Is it in a house? A neighborhood? A city? How do you know? What do you see in the pictures?
• Does this person, place remind you of anything? 
• Here, because this level of books are short and sweet - it's easy to model for your child.  Saying, "Oh goodness! All that snow on the cover, that reminds me of the snow we got last year! Did _______ (character's name) do the same things we did in the snow?"
• What was your favorite part of the book? Favorite picture? 

As the books get longer, it gets harder to engage in conversations around the book because they are very one-sided.  If you haven't read it, you can't participate much.  But you can ask some questions that could spur some talking, like:

• Who are the main people in the book? What is their relationship to each other? How do they feel about each other? 
• When is the story happening? Is it current, past, future? How do you know?
• Who else would like this book? Why?
• Did this book remind you of anyone/anything/another book? Why?
• Has anything surprised you? Made you sad? Made you mad? 
• Asking how the book is making your child feel can really get at the heart of how well they understand the book.  If they aren't feeling anything, are they getting it? Most authors write to elicit certain emotions.
• Has ______________(character) changed at all? 

Finally, as we all know, conversations are much more productive when all parties are involved.  As you engage your child in talking about their book, you have to participate.  Really listen to what they are saying and respond in real ways.  Share your thoughts about a book you are reading or have read.  Make connections to what they are saying.  

Hey, you could even read the same book and have a book club with your child.  

Your children are talking about books in their classroom, with their teachers and friends.  Fostering more talk about books at home will only benefit them more! 

Get reading and get talking!! And I'll do my best to find out what my child is actually doing in her class :)