Literacy Philosophy of Kelly Sporrer
Personal Background as it Relates to Literacy
As long as I can remember, reading has been a cherished past-time. I remember as a young girl having all of the time in the world to explore various literary fads and popular writers. From my teen-aged discovery of Judy Blume’s coming-of-age novels, to a Stephen King obsession in my 20s, I have once again found this passion in my mid-forties through the Master’s Program. Although I have been zealous about introducing my 8th grade students to the world of books over the last fourteen years, somewhere along the way I found that I had robbed my own self of reading just for pleasure. I’m glad to rediscover that I can both inspire my students as readers, and not have any guilt over stealing valuable moments to lose myself in literature.
I was born and raised in the beautiful, rural setting of Sebastopol, California, and was the first in my family to graduate from college. Both of my parents were the first in their families to graduate from high school, and my maternal grandfather was only “semi-literate” in that he could not read or write in an academic sense. All of my other grandparents had very limited education, and none beyond middle school. I am sure it was my love of reading and literacy that propelled me in school, and I found myself skipping third grade and moving straight from second to fourth grade. Needless to say, finding a path to college was one that I had to discover on my own, since neither of my parents had any experience with researching or applying to colleges. As a junior and senior in high school, I did not have a counselor that actually guided me in the college application process either, and I missed my window for applying to four-year colleges, therefore beginning my journey at the Santa Rosa Junior College. My voyage through college was a lengthy one that was interrupted by the world of work; I had to support myself and pay my own way through college. After just one semester at the JC, I stepped away from school and did not return to it for several years. When I did, I found a pathway through the SRJC that would take me to UC San Diego, where I earned my Bachelor’s Degree in Biological Anthropology, the study of biological, cultural, and cognitive systems, and applying them to our society today. It was also at UCSD where I had my first experience with teaching through the Partner’s at Learning Program (PAL); a program that matched UCSD students with ESL students attending local elementary schools.
Lupe was the second grader in the PAL program who stole my heart and gave me a new perspective on teaching and literacy. One of the assignments was to visit her family, and spend some time with her in her world. This was an eye-opener. Neither of Lupe’s parents could speak English, and Lupe translated all of our conversations. Her parents were quite shy at first, but as Lupe translated, it was quite apparent that they were adamantly devoted to her education. Lupe, who was targeted as a “high risk” student, was extremely proficient at translating between the two languages, and I was humbled at my initial experience with this family of first generation immigrants. Lupe had a long road ahead of her, but her love of learning, enthusiasm, and clear family support gave her an educational advantage.
Once back in Sonoma County, I began teaching enrichment courses at a Creative Arts Magnet Program in Sebastopol, and found myself inspired by the alternative teaching and learning approach. Even though it was a middle school environment, there was a single, core teacher coupled with several “enrichment” teachers to support the curriculum. These enrichment classes enhanced the curriculum, and offered multiple literacy approaches. I was hooked; this was the type of teaching I was meant for. It took me awhile, but through many of my own personal journeys, I found myself in Sonoma State’s Credential Program.
Teaching Profile
As I mentioned earlier, I first began teaching as an “enrichment instructor” in a creative arts magnet program at Brook Haven Middle School, which ironically is where I attended middle school. This was a new program that incorporated core teachers with enrichment instructors. I was immediately taken with the environment, which also had a very active parent and administrative support. After teaching science and math enrichment part-time for two years, I knew this alternative teaching format was the path for me. I enrolled in Sonoma State’s Credential Program and began my journey. I graduated SSU with a Multiple Subject Credential, and two supplemental credentials in mathematics and science.
Throughout my time at SSU, the magnet program began to evolve, and soon it found a new home at Gravenstein Union School District’s middle school campus, Hillcrest Middle School. I was so passionate about the program that I followed it and applied for a position. Because there were no openings in the program, I was offered a position as a math and algebra teacher for 6th, 7th, and 8th graders, with the promise that when a new position came available the following year in the magnet program, I would have first priority. That next year, my dream was realized when I took the position as the 7/8 teacher for Hillcrest’s Creative Arts Program.
My goal from the beginning of my teaching career was to connect universal themes through multiple curricular subjects. I have worked hard to incorporate the methods learned from the California Association for the Gifted (CAG) institute, and the Junior Great Books Institute into my daily lessons. These methods encourage my students to find the depth and complexity within the core curriculum, and find the means to connect them to universal “Big Ideas.” This type of enriched critical thinking is imperative to teaching students to make higher level connections, and is very effective in differentiating instruction to meet and challenge each student’s cognitive capabilities. My goal is to encourage students to see the importance of close examination, pertinent questioning, and healthy decision making. Each of these elements can be applied not only to our academic courses, but also to our personal interactions every day.
School Environment
Our school’s sense of community fosters a high level of ethical and responsible citizenship. I knew from the beginning it was a gem in the making, and I wanted to be a part of its creation and fruition. The ENRICH! Creative Arts Magnet/GATE program exists alongside our traditional program at Hillcrest Middle School. Both programs focus on high quality student performance, however, the ENRICH! Program provides an extended day program which offers a variety of enrichment and elective courses, meaningful field trips, and hands-on projects that enhance core academic content.
I am fortunate to work in a district that allows teachers to meet the standards in a creative and autonomous atmosphere. In addition to the freedom I enjoy in creating and delivering my lessons, I am also highly supported by my administration to continue my growth as a teacher both through school-wide and individual professional growth courses. I firmly believe that education is a life-long journey, and I try to model that to my students that through my own personal endeavors. I enjoy discussing what I am learning in my various courses, and modeling the excitement and reward that comes with that personal and professional growth.
My current teaching assignment extends over several curricular areas: language arts, social studies, algebra, and physical science. As an 8th grade teacher in a semi-self contained classroom, I am able to layer my lessons between subjects. By integrating topics between various subjects, I am also able to present lessons that scaffold both within and across subjects. The other benefit of working with this model is the personal connection and knowledge I have of my students. I am able to gain a true understanding of each student’s strengths and weaknesses and can differentiate lessons accordingly. I can also identify individual learning styles, and help students to embrace and grow from their unique approach to learning and literacy.
Our Reading and Language Arts department touts a daily, two period block schedule, which allows full implementation of the Common Core Standards. Utilizing a combination of materials within the McDougal Littell curriculum, high-interest short stories, and engaging novels, our dedicated staff leads students through finding success in all areas of language arts and literacy. Students successfully develop vocabulary and grammar skills, understand figurative language techniques, and identify word origins and their meanings. Additionally, students comprehend and respond to significant literary works through oral discussions, interactive activities, and written responses. Our goal is for our students to demonstrate a high degree of understanding of all literary elements including characterization, plot development, setting, mood/tone, and theme. Our final objective is to instruct students on the techniques for successfully drafting clear and coherent essays that show organization, structure, and creativity.
Personal Beliefs on Reading and Literacy
A Writer Writes!
Many years ago I took a writing course, and these were the first words out of my instructors mouth; they have resonated with me ever since. In my classroom we write a lot! We have morning quick writes that are generated by many different means and my students are tasked to write during the entire time, even if their writing takes them in a different direction. One of the highlights of the morning is our share-out of what came out of the prompts.
Our class utilizes writer’s workshop in many different ways including formal and informal submissions: argumentative, compare/contrast, autobiographical incidents, creative narratives, response to literature, poetry, Junior Great Book responses, etc. We spend time at the beginning of the year learning about writing process through brain storming, drafting, peer-editing, teacher editing, partner/group sharing, and finally publication.
Some of the techniques I use to enhance my students writing includes Six-Stage Sentence writing. This is a technique of examining simple sentences and going through the process of creating colorful, complex sentences. I also use vocabulary replacement sheets, where students choose words that are either too casual or simple in nature, and they use the thesaurus to create more interesting choices. I also supply each student with a grammar and punctuation flip chart that allows me to quickly refer them to a “skill to work on” for mini-lessons that can be done individually.
Reading
Just like a writer writes, a reader reads, and in my classroom, students have ample opportunity to both read and write through many different avenues. As an 8th grade teacher, my students enter my classroom with a well-developed foundation and belief about their reading skills and level of reading enjoyment; for some this is a positive outlook, and for some a negative one. Because these beliefs are solidly embedded by the time my interactions begin with them, I have to be sure to meet my students where they are, and hopefully inspire them to grow from wherever their individual starting place may be.
Read Alouds
Many years ago, in the Credential Program, I read Jim Trelease’s Read Aloud Handbook. As a teacher, it reinforced the importance of continuing to read aloud to students of all ages. By modeling the enjoyment of reading and experiencing the story together, children will see the wonderment and layers within a narrative. This exposure helps students to build up their own intrinsic motivation to continue reading independently to experience that same enjoyment. The rewards come from the content of the story, “the more you read, the better you get, the better you get, the more you like it, the more you like it, the more you do it” (Trelease, p. 3). I continue to read aloud to my students several times a week, and am often prodded by the students to use those “extra” minutes to read a page or two with them.
The joining of the parent/teacher cooperation in reading aloud to children is most certainly a powerful way of helping children experience greater pleasure in reading on their own, but it also has the added benefit of promoting greater academic success, “The best SAT-preparation course in the world is to read to your children in bed when they’re little” (Trelease, p. 9). It is a fact that if a student has a better vocabulary, they will understand what the teacher is saying and asking of him or her. By reading to children, you expose them to a greater abundance of words as well as proper grammar in context. As Trelease points out, “…grammar is more caught than taught… “(Trelease, p. 49). Finally, one passage that struck me in the Read Aloud Handbook is, “Just as few jobs or marriages are set in stone, so too, children can change their minds about reading. Many are just waiting for their ‘home run book’ (Trelease, p. 136).
Independent Reading, Literature Circles, and Whole Class Novels
I offer many different opportunities for reading throughout the school year. Although there is some resistance from the administration to offer sustained silent reading (SSR) within the teaching day, I firmly believe that this is activity is crucial to one’s growth in all areas of literacy. After reading Donalyn Miller’s The Book Whisperer, I was once again resolved to add more SSR time wherever possible. Like Miller, I also support that SSR time should be a time where students can have freedom of choice in their literature selection. I try to keep a wide variety of materials and genres in my library, and take the time at the beginning of the school year to converse with each student about their interests and thoughts on reading. Throughout the year, I frequently check in with my students about what they are reading, and will often ask if there is anyone who would like a reading suggestion if they are without a selection.
My literature circles are topic based, and I try to offer as many choices as possible within the focal topic. Over the last two years, we have been exploring the ever growing trend of dystopian literature, but in the past we have also explored historical fiction, Newberry winners, etc.. The students are encouraged to do a “book walk” of the offered titles, and then choose their top three of interest. Once the students are placed in their book club, they are given the time span of the group meetings, and are asked to arrange their own reading and jobs schedule. All members keep an on the page/off the page notes where they jot down text from the book and their reaction to it. This may be a piece of text that reveals information about the character, theme, plot, conflict, resolution, foreshadowing, mood/tone, etc. This is a starting point for the discussion when the groups meet.
Over the years, I have concentrated on one whole-class novel reading for the year. This activity usually takes place toward the end of the year, and allows me to challenge the students to access some of the skills that they have acquired throughout the year in their reading of independent and literature circle novels. I mirror Donalyn Miller’s statement that a whole class novel allows us to experience a “common literacy experience to which you can make future connections; and reading a book together fosters community among your students and you (the teacher)” (Donalyn, p. 127).
Junior Great Books:
Students use two Junior Great Book Anthologies throughout the year. One will uses various literary genres including short stories and excerpts from larger novels, and the other focuses specifically on Civil War literature (both fiction and non-fiction pieces).
How does Junior Great Books work?
The Junior Great Book study is geared toward helping students to become critical readers and thinkers. Each anthology is structured to help students explore their own thoughts and feelings on the literary selection itself, in addition to the theme and author’s point behind the piece.
There are five elements involved in each reading. We begin with a text opener question that sparks students’ interest by introducing a theme or issue they will encounter within the text. Next we have our first reading, which is often done as a read aloud. This gives all students access to the story, take in unfamiliar vocabulary, models fluency of reading, and students are able to ask questions regarding the piece. We follow with a second, independent reading that incorporates a directed question which acts as one focal point to a group discussion. During the second reading students are encouraged to write down additional questions regarding the text that arise during this reading. Students use post-it notes to mark their responses to the guided questions as well as jotting down their own thoughts and questions. The fourth element is the “Shared Inquiry Discussion”, which usually follows the next day. Students are encouraged to present arguments, share ideas, ask questions, express feelings about the piece and practice active listening, speaking and cooperative learning. Finally, we conclude the literary piece with a “Writing After the Discussion” response. This gives students practice in articulating, supporting, and developing their ideas after a thorough examination of the material.
Talk, Talk, Talk!
For me, one of the most valuable and critical components to successful literacy practice is oral discussion. An 8th grader’s developmental stage is already focused around social interactions, and I find that post-reading discussions is the one consistent area where I see the most connections made and those incredible “ah ha” moments. Although the students need to be directed in the protocol and management of a successful discussion, they are naturals, and the most enjoyment I get out of any teaching day is witnessing my students lead each other to moments of enlightenment and discovery.
Mrs. Sporrer’s Critical Components of Literacy Instruction:
1. Provide a “scholarly” environment with high expectations of students as learners of literacy; be rigorous yet flexible (I refer to my students as the “scholars” that they are). I encourage them to provide all evidence in full, scholarly sentences.
2. Students are actively involved in their own education; inspire them and empower them to do so.
3. Students are teachers of others, including me; give them the pride of ownership.
4. Shared inquiry approach: using several techniques, including the Junior Great Books training and materials, allow students to discover multiple ways to hear, read, discuss, and question the material.
5. Collaboration; foster a collaborative environment where everyone is heard and respected for their individual gifts and talents.
6. Give cross-curriculum literacy support wherever possible. As a core instructor, I must find ways to link language, social studies, mathematics, and science; help the students to find those connections.
7. Offer a wide variety of materials to read and the time to explore them; keep my library updated and ever expanding.
8. Give a forum for discussion of what the students are reading, both academically and for pleasure; my “reader’s response” page has become a hit with the new technological approach.
9. Recognize and encourage various areas of literacy; students who may not be great readers may be great speakers, struggling writers may be great readers, etc.
10. Embrace an active learning environment through experts and fieldtrips; make literacy meaningful in context.
11. Supply a variety of instruction: direct, one-on-one, partner, small group, whole group, leading, and following.
12. Read aloud to students several times per week; choose something that is interesting to the students, but may allow for academic or social growth conversations.
Personal Background as it Relates to Literacy
As long as I can remember, reading has been a cherished past-time. I remember as a young girl having all of the time in the world to explore various literary fads and popular writers. From my teen-aged discovery of Judy Blume’s coming-of-age novels, to a Stephen King obsession in my 20s, I have once again found this passion in my mid-forties through the Master’s Program. Although I have been zealous about introducing my 8th grade students to the world of books over the last fourteen years, somewhere along the way I found that I had robbed my own self of reading just for pleasure. I’m glad to rediscover that I can both inspire my students as readers, and not have any guilt over stealing valuable moments to lose myself in literature.
I was born and raised in the beautiful, rural setting of Sebastopol, California, and was the first in my family to graduate from college. Both of my parents were the first in their families to graduate from high school, and my maternal grandfather was only “semi-literate” in that he could not read or write in an academic sense. All of my other grandparents had very limited education, and none beyond middle school. I am sure it was my love of reading and literacy that propelled me in school, and I found myself skipping third grade and moving straight from second to fourth grade. Needless to say, finding a path to college was one that I had to discover on my own, since neither of my parents had any experience with researching or applying to colleges. As a junior and senior in high school, I did not have a counselor that actually guided me in the college application process either, and I missed my window for applying to four-year colleges, therefore beginning my journey at the Santa Rosa Junior College. My voyage through college was a lengthy one that was interrupted by the world of work; I had to support myself and pay my own way through college. After just one semester at the JC, I stepped away from school and did not return to it for several years. When I did, I found a pathway through the SRJC that would take me to UC San Diego, where I earned my Bachelor’s Degree in Biological Anthropology, the study of biological, cultural, and cognitive systems, and applying them to our society today. It was also at UCSD where I had my first experience with teaching through the Partner’s at Learning Program (PAL); a program that matched UCSD students with ESL students attending local elementary schools.
Lupe was the second grader in the PAL program who stole my heart and gave me a new perspective on teaching and literacy. One of the assignments was to visit her family, and spend some time with her in her world. This was an eye-opener. Neither of Lupe’s parents could speak English, and Lupe translated all of our conversations. Her parents were quite shy at first, but as Lupe translated, it was quite apparent that they were adamantly devoted to her education. Lupe, who was targeted as a “high risk” student, was extremely proficient at translating between the two languages, and I was humbled at my initial experience with this family of first generation immigrants. Lupe had a long road ahead of her, but her love of learning, enthusiasm, and clear family support gave her an educational advantage.
Once back in Sonoma County, I began teaching enrichment courses at a Creative Arts Magnet Program in Sebastopol, and found myself inspired by the alternative teaching and learning approach. Even though it was a middle school environment, there was a single, core teacher coupled with several “enrichment” teachers to support the curriculum. These enrichment classes enhanced the curriculum, and offered multiple literacy approaches. I was hooked; this was the type of teaching I was meant for. It took me awhile, but through many of my own personal journeys, I found myself in Sonoma State’s Credential Program.
Teaching Profile
As I mentioned earlier, I first began teaching as an “enrichment instructor” in a creative arts magnet program at Brook Haven Middle School, which ironically is where I attended middle school. This was a new program that incorporated core teachers with enrichment instructors. I was immediately taken with the environment, which also had a very active parent and administrative support. After teaching science and math enrichment part-time for two years, I knew this alternative teaching format was the path for me. I enrolled in Sonoma State’s Credential Program and began my journey. I graduated SSU with a Multiple Subject Credential, and two supplemental credentials in mathematics and science.
Throughout my time at SSU, the magnet program began to evolve, and soon it found a new home at Gravenstein Union School District’s middle school campus, Hillcrest Middle School. I was so passionate about the program that I followed it and applied for a position. Because there were no openings in the program, I was offered a position as a math and algebra teacher for 6th, 7th, and 8th graders, with the promise that when a new position came available the following year in the magnet program, I would have first priority. That next year, my dream was realized when I took the position as the 7/8 teacher for Hillcrest’s Creative Arts Program.
My goal from the beginning of my teaching career was to connect universal themes through multiple curricular subjects. I have worked hard to incorporate the methods learned from the California Association for the Gifted (CAG) institute, and the Junior Great Books Institute into my daily lessons. These methods encourage my students to find the depth and complexity within the core curriculum, and find the means to connect them to universal “Big Ideas.” This type of enriched critical thinking is imperative to teaching students to make higher level connections, and is very effective in differentiating instruction to meet and challenge each student’s cognitive capabilities. My goal is to encourage students to see the importance of close examination, pertinent questioning, and healthy decision making. Each of these elements can be applied not only to our academic courses, but also to our personal interactions every day.
School Environment
Our school’s sense of community fosters a high level of ethical and responsible citizenship. I knew from the beginning it was a gem in the making, and I wanted to be a part of its creation and fruition. The ENRICH! Creative Arts Magnet/GATE program exists alongside our traditional program at Hillcrest Middle School. Both programs focus on high quality student performance, however, the ENRICH! Program provides an extended day program which offers a variety of enrichment and elective courses, meaningful field trips, and hands-on projects that enhance core academic content.
I am fortunate to work in a district that allows teachers to meet the standards in a creative and autonomous atmosphere. In addition to the freedom I enjoy in creating and delivering my lessons, I am also highly supported by my administration to continue my growth as a teacher both through school-wide and individual professional growth courses. I firmly believe that education is a life-long journey, and I try to model that to my students that through my own personal endeavors. I enjoy discussing what I am learning in my various courses, and modeling the excitement and reward that comes with that personal and professional growth.
My current teaching assignment extends over several curricular areas: language arts, social studies, algebra, and physical science. As an 8th grade teacher in a semi-self contained classroom, I am able to layer my lessons between subjects. By integrating topics between various subjects, I am also able to present lessons that scaffold both within and across subjects. The other benefit of working with this model is the personal connection and knowledge I have of my students. I am able to gain a true understanding of each student’s strengths and weaknesses and can differentiate lessons accordingly. I can also identify individual learning styles, and help students to embrace and grow from their unique approach to learning and literacy.
Our Reading and Language Arts department touts a daily, two period block schedule, which allows full implementation of the Common Core Standards. Utilizing a combination of materials within the McDougal Littell curriculum, high-interest short stories, and engaging novels, our dedicated staff leads students through finding success in all areas of language arts and literacy. Students successfully develop vocabulary and grammar skills, understand figurative language techniques, and identify word origins and their meanings. Additionally, students comprehend and respond to significant literary works through oral discussions, interactive activities, and written responses. Our goal is for our students to demonstrate a high degree of understanding of all literary elements including characterization, plot development, setting, mood/tone, and theme. Our final objective is to instruct students on the techniques for successfully drafting clear and coherent essays that show organization, structure, and creativity.
Personal Beliefs on Reading and Literacy
A Writer Writes!
Many years ago I took a writing course, and these were the first words out of my instructors mouth; they have resonated with me ever since. In my classroom we write a lot! We have morning quick writes that are generated by many different means and my students are tasked to write during the entire time, even if their writing takes them in a different direction. One of the highlights of the morning is our share-out of what came out of the prompts.
Our class utilizes writer’s workshop in many different ways including formal and informal submissions: argumentative, compare/contrast, autobiographical incidents, creative narratives, response to literature, poetry, Junior Great Book responses, etc. We spend time at the beginning of the year learning about writing process through brain storming, drafting, peer-editing, teacher editing, partner/group sharing, and finally publication.
Some of the techniques I use to enhance my students writing includes Six-Stage Sentence writing. This is a technique of examining simple sentences and going through the process of creating colorful, complex sentences. I also use vocabulary replacement sheets, where students choose words that are either too casual or simple in nature, and they use the thesaurus to create more interesting choices. I also supply each student with a grammar and punctuation flip chart that allows me to quickly refer them to a “skill to work on” for mini-lessons that can be done individually.
Reading
Just like a writer writes, a reader reads, and in my classroom, students have ample opportunity to both read and write through many different avenues. As an 8th grade teacher, my students enter my classroom with a well-developed foundation and belief about their reading skills and level of reading enjoyment; for some this is a positive outlook, and for some a negative one. Because these beliefs are solidly embedded by the time my interactions begin with them, I have to be sure to meet my students where they are, and hopefully inspire them to grow from wherever their individual starting place may be.
Read Alouds
Many years ago, in the Credential Program, I read Jim Trelease’s Read Aloud Handbook. As a teacher, it reinforced the importance of continuing to read aloud to students of all ages. By modeling the enjoyment of reading and experiencing the story together, children will see the wonderment and layers within a narrative. This exposure helps students to build up their own intrinsic motivation to continue reading independently to experience that same enjoyment. The rewards come from the content of the story, “the more you read, the better you get, the better you get, the more you like it, the more you like it, the more you do it” (Trelease, p. 3). I continue to read aloud to my students several times a week, and am often prodded by the students to use those “extra” minutes to read a page or two with them.
The joining of the parent/teacher cooperation in reading aloud to children is most certainly a powerful way of helping children experience greater pleasure in reading on their own, but it also has the added benefit of promoting greater academic success, “The best SAT-preparation course in the world is to read to your children in bed when they’re little” (Trelease, p. 9). It is a fact that if a student has a better vocabulary, they will understand what the teacher is saying and asking of him or her. By reading to children, you expose them to a greater abundance of words as well as proper grammar in context. As Trelease points out, “…grammar is more caught than taught… “(Trelease, p. 49). Finally, one passage that struck me in the Read Aloud Handbook is, “Just as few jobs or marriages are set in stone, so too, children can change their minds about reading. Many are just waiting for their ‘home run book’ (Trelease, p. 136).
Independent Reading, Literature Circles, and Whole Class Novels
I offer many different opportunities for reading throughout the school year. Although there is some resistance from the administration to offer sustained silent reading (SSR) within the teaching day, I firmly believe that this is activity is crucial to one’s growth in all areas of literacy. After reading Donalyn Miller’s The Book Whisperer, I was once again resolved to add more SSR time wherever possible. Like Miller, I also support that SSR time should be a time where students can have freedom of choice in their literature selection. I try to keep a wide variety of materials and genres in my library, and take the time at the beginning of the school year to converse with each student about their interests and thoughts on reading. Throughout the year, I frequently check in with my students about what they are reading, and will often ask if there is anyone who would like a reading suggestion if they are without a selection.
My literature circles are topic based, and I try to offer as many choices as possible within the focal topic. Over the last two years, we have been exploring the ever growing trend of dystopian literature, but in the past we have also explored historical fiction, Newberry winners, etc.. The students are encouraged to do a “book walk” of the offered titles, and then choose their top three of interest. Once the students are placed in their book club, they are given the time span of the group meetings, and are asked to arrange their own reading and jobs schedule. All members keep an on the page/off the page notes where they jot down text from the book and their reaction to it. This may be a piece of text that reveals information about the character, theme, plot, conflict, resolution, foreshadowing, mood/tone, etc. This is a starting point for the discussion when the groups meet.
Over the years, I have concentrated on one whole-class novel reading for the year. This activity usually takes place toward the end of the year, and allows me to challenge the students to access some of the skills that they have acquired throughout the year in their reading of independent and literature circle novels. I mirror Donalyn Miller’s statement that a whole class novel allows us to experience a “common literacy experience to which you can make future connections; and reading a book together fosters community among your students and you (the teacher)” (Donalyn, p. 127).
Junior Great Books:
Students use two Junior Great Book Anthologies throughout the year. One will uses various literary genres including short stories and excerpts from larger novels, and the other focuses specifically on Civil War literature (both fiction and non-fiction pieces).
How does Junior Great Books work?
The Junior Great Book study is geared toward helping students to become critical readers and thinkers. Each anthology is structured to help students explore their own thoughts and feelings on the literary selection itself, in addition to the theme and author’s point behind the piece.
There are five elements involved in each reading. We begin with a text opener question that sparks students’ interest by introducing a theme or issue they will encounter within the text. Next we have our first reading, which is often done as a read aloud. This gives all students access to the story, take in unfamiliar vocabulary, models fluency of reading, and students are able to ask questions regarding the piece. We follow with a second, independent reading that incorporates a directed question which acts as one focal point to a group discussion. During the second reading students are encouraged to write down additional questions regarding the text that arise during this reading. Students use post-it notes to mark their responses to the guided questions as well as jotting down their own thoughts and questions. The fourth element is the “Shared Inquiry Discussion”, which usually follows the next day. Students are encouraged to present arguments, share ideas, ask questions, express feelings about the piece and practice active listening, speaking and cooperative learning. Finally, we conclude the literary piece with a “Writing After the Discussion” response. This gives students practice in articulating, supporting, and developing their ideas after a thorough examination of the material.
Talk, Talk, Talk!
For me, one of the most valuable and critical components to successful literacy practice is oral discussion. An 8th grader’s developmental stage is already focused around social interactions, and I find that post-reading discussions is the one consistent area where I see the most connections made and those incredible “ah ha” moments. Although the students need to be directed in the protocol and management of a successful discussion, they are naturals, and the most enjoyment I get out of any teaching day is witnessing my students lead each other to moments of enlightenment and discovery.
Mrs. Sporrer’s Critical Components of Literacy Instruction:
1. Provide a “scholarly” environment with high expectations of students as learners of literacy; be rigorous yet flexible (I refer to my students as the “scholars” that they are). I encourage them to provide all evidence in full, scholarly sentences.
2. Students are actively involved in their own education; inspire them and empower them to do so.
3. Students are teachers of others, including me; give them the pride of ownership.
4. Shared inquiry approach: using several techniques, including the Junior Great Books training and materials, allow students to discover multiple ways to hear, read, discuss, and question the material.
5. Collaboration; foster a collaborative environment where everyone is heard and respected for their individual gifts and talents.
6. Give cross-curriculum literacy support wherever possible. As a core instructor, I must find ways to link language, social studies, mathematics, and science; help the students to find those connections.
7. Offer a wide variety of materials to read and the time to explore them; keep my library updated and ever expanding.
8. Give a forum for discussion of what the students are reading, both academically and for pleasure; my “reader’s response” page has become a hit with the new technological approach.
9. Recognize and encourage various areas of literacy; students who may not be great readers may be great speakers, struggling writers may be great readers, etc.
10. Embrace an active learning environment through experts and fieldtrips; make literacy meaningful in context.
11. Supply a variety of instruction: direct, one-on-one, partner, small group, whole group, leading, and following.
12. Read aloud to students several times per week; choose something that is interesting to the students, but may allow for academic or social growth conversations.
I included my current teaching brochure to give an overview of the various "hats" I wear in our unique Creative Arts Program, ENRICH!, at Hillcrest Middle School. This is a document that I hand out to all of my incoming students and parents, which gives an overview of the various components of the program and my classroom specifically.