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Sunday, September 9, 2018

The Independent Reading Files - Student Choice

This year, I am teaching seventh grade reading intervention classes. Not every student in my class is a developing reader (a.k.a., struggling). Some are developing test takers. Others are developing stay-awakers. Some knew they would be promoted regardless of the test outcome. Others experienced morning events that affected their performance. Regardless of the situation, we have a year to spend together, and my goal is to help these students find enjoyment in reading via independent reading.

Cullinan (2000) writes that independent reading comes in a variety of categories: voluntary, pleasure, leisure, recreational, spare time, and outside of school, for example. Within the four walls of my classroom, however, I cannot say that independent reading falls into any of these categories. These descriptors indicate a willingness and desire to read. In my classroom, silent reading time is mandated by me, thereby contradicting the very nature of voluntary reading. My hope, however, is that by participating in daily independent reading, my students will begin to want to read as a means of pleasure and leisure.

Independent reading also includes personal choice, writes Cullinan, and I am making that available to my students. Every day when my students come in to class, they are welcomed by hundreds of books.  I am fortunate to have received two grants in the past that allowed me to build a classroom library, and already this school year (we are three weeks in), I received a Scholastic library that another teacher decided she did not want. Her trash is my treasure because that library helps me provide my students with more reading options. 

It is my job to get the books into their hands by providing them with as much choice as possible. According to Skeeters et al. (2016), student choice empowers and values, leads to deep and meaningful conversations, deepens relationships, and leads to independence. I keep trade books that I have checked out from the public library in my classroom, refreshing them as they hit their due dates. I have novels of every genre. And I have informational texts and drawing books and brain teasers and graphic novels and comic books.

To date we completed fourteen days of daily independent reading, and although not all of the kids are completely on board yet, each day gets a little better. They are looking at and reading books. They are asking to keep reading once my timer goes off. They are starting to ask to borrow novels. They are starting to discover what they do and do not like about the books they are reading. This past week, a student called me over and said, "Miss, I don't find a lot of books I like, but I like this one" (in reference to Ghost by Jason Reynolds).

In addition, my English language arts teammates are starting to catch the bug. One seventh grade and one eighth grade teacher have now added a silent reading day to their weekly lessons. It may only be one day, but that provides more time that students may not read otherwise. And since my students are also in those classes, their reading time is expanding even more. The rest is yet to come.


Cullinan, B. (2000). Independent reading and school achievement. School Library Media Research,3, 1-24. Retrieved September 1, 2018, from

Skeeters, K., Campbell, B., Dubitsky, A., Faron, E., Geiselmann, K., George, D., . . . Wagner, E. (2016, February). The top five reasons we love giving students choice in reading. English Leadership Quarterly, 6-7. Retrieved September 1, 2018, from

Wednesday, July 25, 2018

Nine Box Grid - Modified and Magnified

This week, I have returned to school to assist with our third annual incoming seventh-grade student orientation camp. I volunteer my services for this camp every year for numerous reasons: it gives me a chance to start building relationships with students I may or may not teach later on; the sample of students who participate usually reveal what we can expect from our new student population (so far, so great), and I get the opportunity to try out lessons on a smaller scale before the school year begins. 

As part of the Twitter ELL book club, I  read The ELL Teacher's Toolbox by Larry Ferlazzo and Katie Hull Sypnieski. I love being part of this book club, as I have been exposed to strategies for working with ELLs - and ALL students - that I might not run across otherwise. The unfortunate part about this particular book was that we started reading it at the end of the school year, and I did not have time to implement all of these ideas that had my brain swimming in excitement. 

One activity I have been anxious to use in my classroom since last spring is Katie Toppel's Nine Box Grid. The authors acknowledge that they have modified this strategy, and I have to acknowledge that I, in turn, modified and magnified the strategy for my own needs based on the time constraints of the camp.

The Nine Box Grid involves creating a nine numbered boxes. A word is entered into each box, and they are used one at a time in a writing activity. During the school year, I am likely to use related words that we are learning in class, but due to limited time with my camp students, I chose to use a random word generator to come up with the nine words. These are readily available online. Some allow you to choose the words you want; others provide a set list. I used different types of generators for different groups of students to test out how I could make this activity work. My higher level classes received a specific set of words; my still-working-on-it groups were able to choose words from those provided to build our own list. 

I also turned the activity into a writing challenge by adding in rounds, For each round, the students received a topic (I also used an online generator for this). We started by writing about a topic with one word from the nine box grid. After completing a round, I changed the topic and increased the number of words. Most of the classes completed four rounds. 


  • Round 1
    • Run topic generator 
    • Pick a number on a card (the book says to use dice, but I don't even know where anything is in my classroom right now)
    • Write a sentence with the word in the box matching that number that connects to the topic
    • Share out 
  • Round two
    • Run topic generator
    • Pick two number cards
    • Write a sentence with both of the chosen words, connecting to the topic
    • Share out


    My camp classes consist of English language learners (I have one student who has been here for two years, and she speaks eight languages), 504, special education, Pre-AP, and academic students. Within all of these groups, there was a great deal of groaning when I said we were going to write. I am happy to report that this was not the case by the end of the activity. The kids truly rose to the challenge. If we do not find ways to make writing fun for our kids, regardless of which student groups they fall into, those groans will never go away. We have a responsibility to light a fire within our students. 

    In addition, I have a special education co-teacher with me during one of my class sessions. She loved this activity, and her final class of the day joined mine in order to participate. She took lots of notes and said she is excited to use this with her kids once we return to school. When we model these activities for others, and they get to see how the kids respond, we spread the wealth. 

    Do not be afraid to take risks and try new things. Be contagious. Our kids deserve it. 

    Monday, March 19, 2018

    Visual Note Taking with Poetry

    Over spring break, I managed to read another chapter of Keep it R.E.A.L!: Relevant, engaging, and affirming literacy for adolescent English learners by Dr. Mary Amanda Stewart. Chapter 3, "Read in a literature-rich classroom," offers strategies that are applicable to the middle school classroom, and today I was able to teach poetry in my STAAR class, a supplemental reading class consisting of various types of language learners, including ESL students. And let me tell you, I hate teaching poetry as much as the kids hate learning how to read it. But today, we all enjoyed it. 

    Stewart writes, "Consider using poetry to develop students' listening the poem aloud without allowing students to see the words...Then, read the same poem while displaying the words for students and ask them if they now understood more" (54). I decided to combine this with a lesson on visual note taking (many of these students are also in my regular English classes, and I did not want to burden them with two class periods of standard note taking on our first day back from spring break). 

    Introduction to visual notetaking

    I began by showing my students a video from Youtube that addressed three components of visual note taking: decorative words, images, and connecting elements. Youtube is filled with videos about Sketchnotes and visual note taking. I chose the following video, as it is short enough to provide a general overview without overwhelming my students. 

    Multiple "readings" of the poem

    Because visual note taking was a new skill, I started with an easy poem, Jack Prelutsky's "Be glad your nose is on your face." One of my students recently informed me that I have a witch's nose, so I figured it was a good one to use in class. 

    I wanted to engage in the note taking process with my students, so rather than reading the poem aloud to them, I found an audio recording on Youtube that did not display the text of the poem, forcing my students - and me - to use their listening skills. 

    We listened to the poem multiple times, breaking our visual note taking into different rounds. While the students worked on their notes, I displayed my own paper via the document camera, modeling each step. For our first listen, we focused on words that caught our attention, adding them to our visual notes. We then listened again, drawing images that stood out to us. On the third, fourth, and fifth listens, we drew connectors between what we had drawn. 

    Displaying the poem

    The final layer of the visual note taking was the most complicated for my seventh graders, so I displayed the poem for them after we could no longer gather the information we needed by listening. The students and I referenced the text, adding more to our words, images, and connectors, adding more to their understanding of the poem. 

    Be Glad Your Nose Is on Your Face

    Be glad your nose is on your face,
    not pasted on some other place,
    you might dislike your nose a lot.
    for if it were where it is not, Imagine if your precious nose
    that clearly would not be a treat,
    were sandwiched in between your toes, for you’d be forced to smell your feet.
    it soon would drive you to despair,
    Your nose would be a source of dread were it attached atop your head, forever tickled by your hair.
    your brain would rattle from the breeze.
    Within your ear, your nose would be an absolute catastrophe, for when you were obliged to sneeze,
    be glad your nose is on your face!
    Your nose, instead, through thick and thin, remains between your eyes and chin,
    not pasted on some other place--
    The results
    For a first try, I was really impressed with my students. Not only did they enjoy the note taking strategy, they were actually invested in the poem, something that usually turns them off completely. I worked hard to remove the pressure of getting everything exactly right, focusing on building my students' ability to listen well. For ELLs with beginning and intermediate English skills, I think pairing them up with students with higher level skills might help connect the words and images together to convey meaning.
    Tomorrow I am going to give them a more difficult, grade-level poem to work with to determine if they can garner meaning through visual note taking with a bit less support from me. Again, we will begin by listening to the poem without seeing the words. I am hoping that in the long run, the kids will start to hear how poetry should sound within their own minds without relying on the voice of another.
    This one is mine. I think the kids did better. 

    Thursday, January 11, 2018

    Random Word Stories

    Winter break was a long 18 days, and I did not think about school one time, as I was in the process of selling one house and buying another. Fortunately, the AVID community on Facebook came to my rescue as I scrambled to figure out what I was going to teach the first day back to school with everyone suffering from back-to-school-itis. 

    Another AVID teacher posted that she uses random word generators to spark collaborative writing. Easy enough! I set up the lesson by explaining to my students that I would be providing them with six words from the generator. After discussing word meaning, I would provide them with six minutes to write a VERY short story with their table mates, using all of the provided words. We would then share out to practice listening and speaking skills. 

    Apparently, there are a significant number of random word generators online. I clicked on the first one. I generated a different list for each class period. For some of the classes, I had to click through a few times, as there were words that I did not even know popping up. Sure, I could have used those words as an opportunity to model my own learning, but I was tired

    The lesson went quite well. The time limit helped to keep students engaged. Many of the groups were amused with themselves for what they had created. Some wrote a couple of sentences, working in the words as quickly as possible. Others managed to write short novels in the time provided. If I had not been discussing new procedures for the second semester, I probably could have worked in a second round of this activity. I did have requests from many students to do this again, and I am pondering how to use this to inspire my seventh grade students for their STAAR writing test in a couple of months. 

    If you find yourself in need of a fifteen to twenty minute time filler (or you are having an off /I-can-barely-keep-my-eyes-open day and need to improvise), this requires little energy and planning on the part of the teacher. Give it a shot. 

    Sunday, November 19, 2017

    Keep it R.E.A.L. - Chapter 1 Response

    A few weeks ago, I received an unexpected message in my work email from a professor at Texas Woman's University. Dr. Mandy Stewart, a professor who I have not met, asked if she could share some of my work with potential graduate students. Fortunately, Dr. Stewart could not see me gushing and blushing behind my computer.

    As if that were not flattering enough, our conversation led to a book she recently wrote, Keep it R.E.A.L!: Relevant, engaging, and affirming literacy for adolescent English learners. Dr. Stewart asked me two questions: Would I mind if she sent me a copy to read? Would I mind providing my opinion on how the information can be more inclusive of middle school students?

    Me? Seriously? Two words: Jaw. Drop. What kind of expert am I? Fourteen plus years of experience teaching middle school, six of those as a certified ESL teacher, and I still do not see myself as an expert. But I do have opinions all the time, so why not! So here goes...something.

    Reader Response:

    Dr. Stewart shares how she used reader response instruction with newcomer students in a high school summer institute. Reader response might be the only theory I can comfortably discuss. I read Lois Tyson's book Critical theory today prior to entering the field of education. Even as I was studying this information as part of my English minor, reader response criticism resonated with me the most because it is how I read naturally. Once I entered the seventh grade classroom (and later on eighth), this became my go-to theory with my students.

    Reader response is all about interacting with the text to make meaning. It is about the experience of the reader. Not only do I consider this to be an ideal way for middle school students to develop a relationship with text, I also see this as beneficial for English language learners. Because we are asking our ELLs to engage with the text and develop connections, they cannot be wrong (unless they have completely misread, of course). The students are bringing their experiences to the table that allow them to engage in writing, listening, and speaking, in addition to the reading, all within the framework of a low affective filter.

    The Acronym:

    Just as we wish for students to connect with text, we need to connect with our students. Why not incorporate some slang into our teaching? I could easily say, "We are going to Keep it R.E.A.L. today," as part of a reading lesson. (That is far more comfortable for me than referring to myself as the G.O.A.T. or as Gucci.)

    Newcomers will need instruction in understanding slang American language. Pre-teens and young teens are on a journey of self-discovery, and as much as we may want them to be focused on long-term educational goals, their goal is simply to fit in with and be accepted by their peers. So I am all for keepin' it real. We can teach our newer ELLs an expression that will help them communicate socially, while also making new-language text more accessible.

    So here is my initial opinion regarding this content and students in grades 6-8: The foundation of this work is definitely an ideal fit for the middle school classroom. It allows for all students to connect to the learning, in particular our ELLs who may feel isolated and withdrawn. Reader response through Keep it R.E.A.L. provides for every student to be part of the learning community.

    Dr. Stewart discusses each element of R.E.A.L. in chapter one, and I would rather you read it than have me share all of my reader responses to the questions she proposes in regard to relevancy, engagement, affirmation, and literacy instruction, as we each bring different backgrounds and experiences from our teaching to these topics.

    Friday, October 20, 2017


    October 20, was the National Day on Writing. For weeks, I tried determine how to incorporate the day into my AVID class. We do write, but you see, it had been a long week for my students. They took the PSAT, and then they had to learn about the Pythagorean theory the same week! I had no desire to bog them down with a lengthy writing assignment. 

    Fortunately, I ran across a trending hashtag on Twitter: #TwoSentenceHorrorStory. I started reading some amazing short tales and realized that there was no way my students could complain about writing two sentences. 

    Being me, I presented the writing assignment to my classes as something dreadful. They groaned and complained about having to write until I said, "You only have to write two sentences." Boy, did their attitudes change quickly. After sharing some examples from the Twitter-verse, my students were excited to participate in the activity. I did clarify that scary is different for each person, sharing this example for them that I wrote:

    That is, by far, one of the most terrifying experiences for me. It was bad enough that there were only three yesterday. 

    I have to admit that the kids went above and beyond my expectations. I am not sure the nightmares have stopped yet. Here are some of my favorites:

    You might have to be an AVID teacher to appreciate this one. 

    I liked this lesson because it was short and sweet in addition to being highly engaging. It could be used as a time-filler or a warmup. The tone could be modified to anything one is trying to teach: humor, sadness, grief. I can see a great deal of potential.

    In addition, the limitation of two sentences kept the affective filter low for my ELLs and my struggling writers. And because we wrote on a Padlet board, we were all able to truly appreciate the madness of our minds. 

    Happy writing!

    Wednesday, September 20, 2017


    At our second annual Edcamp Arlington TX, we gave away George Couros' The Innovator's Mindset as one of many door prizes. I chose this one because it is one I want to read. It took me until yesterday to finally buy it, and it had immediate impact on me.

    While I was drying my hair this morning (hey, I work in ever minute I can to read), I was perusing the introduction to the book. Couros writes

    Well, I do happen to be a cat lover, so I stopped to watch the video.  

    We are five and a half weeks into school in my district, and I am not seeing as much effort as I would like from many of my students, particularly for a college preparation class. This commercial spoke to me. I want my students to be more dog! 

    So today I modified my lesson plan to address behaviors I am seeing on campus and in my classroom that I think need to be improved. Cat behaviors!  I was calling my students cats and making cat noises at them, speaking in complete metaphor about the cat behaviors. They were a bit confused until we watched the video. Then they were all about the dog behaviors!

    I asked my students to write three ways in which they could "be more dog" - aside from eating their homework.  There were some definite dog references - be more obedient, fetching work to turn it in on time, walking faster to get to class on time. But I also received some serious responses about being more enthusiastic and actively engaged in class. We always share out, accompanied by some sort of applause - double clap, snapping, a quick Woot! Today, we barked our approval. 

    I cannot say I have ever spent a dog hissing like a cat and barking like a dog in my classroom,  but this blog address does not start with crazyladyteacher for nothing. I am always willing to put my ego on the line and do something a bit ridiculous and adventurous in my classroom if it will benefit my students. 

    I went with a bit of crazy chihuahua today. What can you do to #bemoredog?