DigiLit Sunday: Refresh -- What's in Your Professional Book Stack? (6th Annual #cyberPD)

Today's post is part of the #digilit Sunday conversation hosted by Margaret Simon.  This week's topic is "refresh" --- and, Margaret, I finally managed a post.  :o)  (See below for links.) 

#cyberPD
As the school year begins to wind down, I'm beginning to feel the excitement of having a little extra time for summer learning.  One of my favorite ways to refresh in the summer is to join professional conversations around literacy --- and, of course, one of my favorites is #cyberPD.  This year will be the 6th annual #cyberPD conversation.  Each year, Laura Komos, Michelle Nero, and I collaboratively host a virtual professional reading conversation across blogs.  The community has grown over the years and is now nearly 200 members strong.

Each year one professional book is chosen to be read by the #cyberPD community.  During the month of July, the book is discussed across three weeks.  Each week participants read and discuss a different section of the selected book.  Past titles have included (revisit conversations here):

• 2011 Conferring:  The Cornerstone of Reader's Workshop by Patrick Allen
• 2012 Opening Minds by Peter Johnston
• 2013 Who Owns the Learning by Alan November 
• 2014 Reading in the Wild by Donalyn Miller
• 2015 Digital Reading:  What's Essential by Franki Sibberson and Bill Bass
• 2016 To Be Determined 

Share Your Stack

To prepare for the event, during the month of May participants will be sharing their professional reading stacks.  Participants can share their stacks using the Twitter hashtag #cyberPD and post in our #cyberPD community under the "share your book stack" tab.  Michelle, Laura, and I will then take a look at the stacks and choose one title to be discussed by the community in July.  Though the event doesn't start until July, we like to make the selection at the beginning of summer so participants know which book to save for the conversation.  The selection announcement will be made June 4th!

As usual, my stack is way too big.  There are just so many books to be read...

Also on my list (but not on Goodreads):

I'm going to be busy!  This doesn't include the children's literature I want to read --- and I have to make time for some personal reading.  Oh my!

Join Us
What's in your stack?  I hope you'll share your professional reading plans with our community and join us in July for the conversation.

Anytime:  Join #cyberPD Google Community
By May 31st:  Share your book stack
June 4th:  #cyberPD book announced
July:  #cyberPD conversation  (3 weeks, with one reflection each week)

As part of a continuous collaboration among educators interested in digital learning, Margaret Simon hosts a weekly Digital Learning round-up on her blog:  DigiLit Sunday.  Stop by Reflections on the Teche.  

DigiLit Sunday: Thinking About Screen Time

It's DigiLit Sunday.  Today I'm pondering screen time...

Recently I was leading a session around technology in the classroom when a teacher inquired, "Don't you worry about screen time?"  It's a smart question.  One I think a lot about.  However, I'm not sure the question is "How much screen time?" instead I wonder if we should be asking, "What kind of screen time?"  For example, yesterday was a day with a lot of 'screen time' for me.  I woke up early and wrote a post for this blog, read a book on my phone as my husband drove us to Bowling Green, and spent time creating a list of meals for break.  The reading and writing I could have done in paper formats, but I prefer to do both digitally.

As a classroom teacher I think there are different kinds of screen time.  Even pediatricians are rethinking screen times as our world changes.  When I see students work to make video book trailers, digital responses to their reading, or share their process in solving a math problem, I see that as a different kind of screen time.  When students are creating a digital composition, reading an eBook, or connecting with experts around the world, I see that as a different kind of screen time.  In my mind, tasks that could be done on paper and pencil, but the learner has chosen to work digitally as they learn, are a smart use of screen time.  Digital tools create new opportunities for us to create, connect, collaborate and work purposefully in new ways.

When I'm asked this question, "What about screen time?" I do pause.  What about it?  Recently someone forwarded an article about student learning which included an image of every student working on an iPad at the same time.  I wondered about choice when I saw the photo.  These were young children, and while there may be times everyone is on a device, I couldn't help but wonder:  What were they doing?  Was everyone completing the same task?  How long did they spend each day on devices?   Did they have opportunities to work with paper, markers, scissors, and paints?  Did they have choice between a variety of tools across their day?  Did they have time to collaborate and talk together about their learning?

I'm excited about new digital possibilities.  As someone who uses digital tools to create, learn, collaborate, and connect, I continually find new ways to work purposefully that weren't possible years ago.  However, I want digital tools to remain a choice.  I hope to create opportunities in which students can determine their purpose, choose their tool, and work with intention.  However, I'm thinking the question is less about "How much screen time?" and more about creating balanced learning opportunities for our students.  When thinking about technology use with my students I think about:

• Who is deciding when technology will be used?
• Is technology one choice among other tools in the classroom?  
• Are students using technology to work in ways that weren't possible before?
• Are students working with intention as they make choices about their learning?
• Are students using technology to connect with others and create new learning opportunities?
• Is technology growing their learning community?  
• Are students using technology to amplify their voice? 
• Are students using technology to create and grow their thinking?  
• Who is doing more work:  the device or the learner?  In other words, who owns the learning:  the teacher, the application, or the student?
• Is technology balanced with realtime conversation, play, and other activities necessary for continued growth and development?  

What are the questions you consider when thinking about screen time?  How do you help balance opportunities for your students?  

You Might Like:
Technology's Impact on Children's Brains
Debate Continues as to How Much 'Screen Time' Kids Should Have with Devices

As part of a continuous collaboration among educators interested in digital learning, Margaret Simon hosts a weekly Digital Learning round-up on her blog:  DigiLit Sunday.  Stop by Reflections on the Teche.  

DigiLit Sunday: Digital Reading Opportunities for Primary Learners

As I work with primary students it seems most of the digital tools they use independently are for creation.  Where would we be without tools like Padlet, Pixie, Educreations, Voicethread or Kidblog?   Among other things, these tools allow students to share their thinking in reading, publish their writing in ways we can share with the world, and build thinking around topics.  Digital composing is a part of our literacy workshops.

Finding sites for primary digital readers is something of greater challenge.  Many of the sites we use work well for shared reading.  Some of these sites students can return to, but for emergent and early readers many digital reading sites are too challenging.  Just as in reading print books, I do work to find digital texts that students will be able to engage in independently.  This is a much greater challenge when we are talking about our youngest readers.  Since participating in the #cyberPD conversation around Digital Reading:  What's Essential by Franki Sibberson and Bill Bass, I've been working to build the possibilities for the young readers I support to experience digital texts.  Here are a few of my favorites sites for emergent and early readers:

Tumble Books:  Tumble Books is a "read to me" site.  I have been a fan of this site for beginning readers for years as it has a wide variety of books available.  Many digital sites have books created specifically by developers for their sites, but Tumble Books has many of the popular picture books and early chapter books students might check out at their library available.  The only challenge of Tumble Books is that it is a paid site, but it can be accessed through many libraries including our local Columbus Metropolitan Library Tumblebooks site.

National Geographic Kids Young Explorer Magazine  Looking for informational text for young readers?  National Geographic has really kept up with needs of student readers.  No matter their product, print or digital, students enjoy finding out more with National Geographic.  The Young Explorer digital site allows readers to view and/or listen to past National Geographic magazines.  There are two versions available for reading:  Scout and Voyager.  Of course, a stop by the National Geographic Kids website can always provide additional digital material for students.

The Poem Farm with Amy Ludwig VanDerwater  It's true, I'm a bit of a poetry fan so I like to make sure digital readers have the opportunity to experience poetry.  Amy LV's site is the perfect stop for teachers as she shares so much about her writing process.  Honestly, Amy's site is one of my favorite stops for digital writing mentor texts.  You'll find her site to be helpful in planning for poetry mini lessons.  You can look up poems by topic and technique making it a great stop for shared reading as well.  However, this post is about digital reading for kids so I digress.  The reason I like this site for our youngest readers is that Amy always includes a SoundCloud version of her poem.  Students can revisit poetry and listen to her read it!  There's nothing quite like hearing a poet read her own poetry.

Storyline Online Beginning readers need to hear the sounds of books.  There's something about those wondrous words whispering in their ears through read aloud.  Storyline Online has many titles available to listen to as they are read by readers you just might know.

Unite for Literacy  This website is a must see for young readers.  Displayed as a digital bookshelf, readers may click on a title of choice.  Students can read the book independently or have a narrated voice read for them.  Words are not highlighted and the narration is a bit choppy, but this is an excellent stop for finding digital books.  Additionally, you can adjust the language to have different different languages read.  When I switched the narration I was still viewing the English text, but with the other language narration.

eBooks with Narration  Recently I noticed in my library's Overdrive site that digital titles are becoming available "with narration."  In a recent stop to Overdrive, I discovered that books are becoming available with narration.  This allows readers to view the text WHILE listening to the story being read to them.  Game changer for younger readers!  I've tried to find out more about this, but haven't been able to really get to the heart of what is available and if it will be sustainable shift in children's books.  Anyone know anything more?  Check out your library's digital reading section to see if titles are available.

Digital books with narration.
Columbus Metropolitan Library

  

You can see how I have been able
to locate titles available with narration.

I'm hoping to grow the list of sites available for my youngest readers.  I'd love your recommendations.

Here are some other favorite digital sites (not all are for beginning readers):

Follow Mrs. Cathy's board Reading Websites on Pinterest.

As part of a continuous collaboration among educators interested in digital learning, Margaret Simon hosts a weekly Digital Learning round-up on her blog:  DigiLit Sunday.  Stop by Reflections on the Teche.  

DigiLit Sunday: The Global Read Aloud 2015

DigiLit Sunday seems the perfect day to talk about digital reading and connecting with other learning communities through the Global Read Aloud.  It all starts tomorrow!  I will be participating with students in the conversation around picture books by author, Amy Krouse Rosenthal.  I'm so excited she has been chosen for this year's event.  Of course, if you're not a primary teacher there are other titles featured for students at a variety of age ranges.

As a reading intervention teacher, my plan is to take one day each week to read the title being discussed with students I support whose classes aren't participating #gra15.  We will then likely take time to post on our blog and join the conversation with other classrooms via the hashtag #graAMY.  I'm never quite sure where the event will go so I just dive in and get started.  The connections and next steps seem to become obvious once we begin.  Across the years I've learned to trust the process.

I've found certain benefits to be true year after year:

• Students get excited about the featured author.
• Students begin to notice patterns in the author's work. 
• Students find authentic ways to respond and talk about the featured titles.
• Students learn to talk about books in connected conversations.
• Twitter allows us to see what others are thinking about the titles featured.
• Twitter allows us to connect with other classrooms around the world.
• Students talk about the author across the year.  

I'm looking forward to joining the Global Read Aloud with my students.  You can sign up for the Global Read Aloud here.  Thanks to Pernille Ripp for getting us organized.  I hope you'll join the global conversation.  Who's in?

As part of a continuous collaboration among educators interested in digital learning, Margaret Simon hosts a weekly Digital Learning round-up on her blog:  DigiLit Sunday.  Stop by Reflections on the Teche.  

DigiLit Sunday: Digital Tools Change What's Possible

We finally purchased a new iPad for my husband.  He still had the original first version which was working amazingly well, but it doesn't have a camera.  Let's face it, the camera changes everything.  We didn't really purchase it for personal reasons; we purchased it so he could use it at school.  Since purchasing my iPad five years ago, the way I work as an educator has changed in ways I still find hard to explain.  It's not just the iPad that makes the change, but it certainly makes it all so much easier.

What can be done:  Pulling up our class Twitter account during a share session, for example, allows me to amplify our conversation by sharing it with others beyond our classroom.
Grows Our Connectedness:  Having access to a few computers and iPads certainly opened the door for students to connect more with one another.  Through blogging, sharing learning artifacts created or captured digitally, and utilizing digital spaces students began to connect more to the learning of their peers in our classroom community.  Additionally sites like Twitter, Padlet, and Weebly allowed us to grow our connections beyond our classroom.  Having an iPad in hand made it easy to say:

• "Let's tweet that out to other classrooms to see what they think." 
• "Let's ask this author about their thinking when writing this book." 
• "Let's share that with our families."  

What can be done:  During reader's workshop a student is reading a nonfiction text.  He has used the picture initially to determine meaning, but as he reads he discovers the author intended something different.  I can snap a picture of the page, open up Airserver, and show students what their friend noticed that might also help them in their reading.    
Provides a Window into Process:  As a teacher it has always been possible to walk around a classroom and see process.  I've always been able to sit down with a student to confer and talk about their process.  Now with an iPad (or other device) it is possible to make process more immediately visible to students.  An iPad made it possible for me to quickly snap a picture, bring up a piece of digital writing, or share other artifacts that show next steps in a process or allow students to talk about the thinking behind their work.  Some examples of ways we can show process thanks to digital tools:

• Kidblog makes it possible to show a post in the beginning stages and the most recent edits/revisions side by side.  Viewing these two pieces side by side can help students talk about the changes they made and the decisions behind revisions.
• Using Educreations, Explain Everything, or other interactive whiteboard tools can allow students to share their process across content areas by taking pictures, adding text, and talking about their steps along the way.
• Using audio and video tools on a device can allow students to share their decisions in learning with others.  

What can be done:  A student builds a lego design at home after much work.  She takes a picture of it and embeds it in a blog post explaining it to students.  I can then project the post the following day.   
Increased Authenticity:  Since beginning teaching many years ago, I worked to create authentic opportunities for students.  Digital tools have made these opportunities truly authentic.  Students have more ways to show their understanding, share their learning, and collaborate with others in authentic ways thanks to a variety of tools, applications, and spaces available -- and, yes, beyond our school day.  Some ways we more authentically work thanks to digital tools:

• Often our class works to answer questions or solve problems shared by other classrooms on Twitter.  
• Students now have a variety of ways to grow and share their thinking with others.
• We talk often about places as we participate in learning with classrooms around the world.

What can be done:  A student spent days writing a picture book.  It's a story of his favorite space at home with drawn illustrations and carefully written text.  He'd like to share it with his family.  He snaps pictures in Educreations, adds his voice, and we send it in an email (or share it on Twitter or embed it in his Kidblog account).
Real Audience:  No matter how hard I tried, it seemed so much of our learning was between the student and the teacher.  Now, however, students have a real audience.  Their voice doesn't just matter tomorrow, but can be sent out into the world today.  Response and feedback from others can be shared easily with students.

• Students receive comments from others on their personal blogs.  They soon discover ways to strengthen their message for readers.  Conversations around titles, information shared, images included, and other decisions to bring an audience to our work are a part of our work.
• Twitter makes it easy to connect with a real audience.  It is also possible to quickly questions/comments to experts, companies, and friends who can help us discover more. 
• Voicethread can make it possible for students to actually hear from their audience as people comment around the work they are sharing.  

What can be done:  During a reading conference, a student decides to change his reading goal.  We can quickly add the goal to the reader's goal book, and then snap a picture to send home to parents.  
Timely Communication:  Having an iPad makes it possible to share our learning with others in a click.  It's now possible to take a piece of learning and share it with parents, families, and other classrooms in just a snap.

• Parents can be kept up-to-date with information shared on our class website.  Through shared blogging on our class site, students can work together to share important learning with others.
• Learning conversations can be recorded in applications like Evernote and shared with parents.
• Using whiteboard tools lessons can be recorded and shared with parents so they have an understanding of new concepts being taught.  

What can be done:  After each student in our small group finishes reading the selected text we write about our thinking.  Ava grabs her reader's notebook, a pencil, and some thin markers.  Ry picks up a device and goes to his Kidblog account.  Tommy grabs an iPad and opens Pixie. He begins to draw and add audio to share his thinking.  
Differentiation:  Technology gives students new possibilities for learning.  Choices are no longer only paper or pencil, but students can write on blogs, create videos, write infographics, make sketch notes, and have choice in the way they like to learn.  In many ways, this is the game changer.  Students have a variety of options that can change the way they work.

• Younger students transitioning to written storytelling can use audio tools to record stories first as a method for prewriting.  Telling and listening to the story as they work can make it easier to move from story to paper.  
• Audio books can provide another way for students to read and think about new literature.
• Students who have much to share and enjoy thinking during lessons can utilize tools like Padlet, Corkulous, Today's Meet, and other writing/drawing applications to track thinking across lessons.  

What can be done:  Students are working to determine how many chairs are in our classroom.  Most students are walking around trying to count and recount to solve.  Dani picks up a container of math tools and begins to set up a visual representation that will allow her to solve.  She's quietly tucked in a corner so I stop by to see what she is doing.  We decide to share her strategy with students.  I pause the group, snap a picture of her work, and project it on the group.  Dani shares her thinking with the students.  

Proximity Changes:  Having an iPad that can connect to my computer has allowed me to move more  freely around the room.  I no longer have to be right beside my computer to share sites and digital information with students.  I can snap a picture from the back of the room and show it to students.  I move in our share circle to other locations and still be able to move quickly between digital artifacts.  Students also have these same opportunities to project from a variety of spaces in our classroom.

• Students can learn and share from places outside of our classroom.
• I can project digital artifacts from a variety of spots around the room which gives me the freedom to sit in circles with students, stand in the back of the room, move to the corners, and be beside students as we learn together.
• While sitting in our classroom students can learn with other students located in other places in our building, learning from schools all around our district, or reach out to learners around the globe.  

What can be done:  Our class is working to create stronger visual images in our writing.  Some students have added words and lines that strengthen the visual images for readers.  I take pictures of pages of student writing that show these attempts.  During share we project them on the screen and underline the words and lines we notice using Skitch.  
Create More Visual Opportunities for Learners:  Since first starting to teach, I've really learned the power of having visual reminders for students.  As a community we often create charts to follow inquiries, track conversations, and provide references for students.  Having quick access to the internet opens the door to new opportunities to make learning visual for students.  If we are reading a book by Todd Parr, I can quickly pull up his site so students can see what he looks like and learn more about him.  Students can also show their learning new ways.  Having an iPad allows me to:

• Pull up a video that will illustrate a concept we are learning about in our class.
• Create charts (or snap pictures of charts created) to return to as we are learning.
• Use tools for written response that allow students to not just hear what friends are thinking, but to see it as well --- and return to it later.  

What can be done:  In a conversation I can quickly create a Padlet or open a Today's Meet room for students to share their thinking.  If we are talking about a topic and want to learn more we can seamlessly pull up sites.  If we want to ask groups a question in a snap we can send it out on Twitter.  
Spontaneity:  It's so much easier to follow a conversation and take it new places now.  It used to be if we wanted to know more I had to follow up the next day.  I had to go to the library and find the right books.  I had to figure out how we could contact an expert.  Now much of this ability is at my fingertips as we talk.  Having an iPad allows me to say:

• "Let's take a picture of that so we can share it with others."
• "Let's see if we can find more information about that topic." 
• "Let's ask that question and see what others think."  

Technology has made many changes in the way I support learning in our classroom.  Being connected exponentially increases the power of what we can accomplish and makes our learning more authentic.  Tracking our learning journey is much easier as is highlighting important next steps.  Of course, most of all there is a much greater is ease in the flow of our work.  I'm excited about the new opportunities my husband will soon find as he uses his iPad in daily instruction.  

The examples above are attempts to illustrate new possibilities.  For every example, there are many more ways digital learning has changed our daily work.  What are the possibilities you've discovered?

As part of a continuous collaboration among educators interested in digital learning, Margaret Simon hosts a weekly Digital Learning round-up on her blog:  DigiLit Sunday.  Stop by Reflections on the Teche.  

DigiLit Sunday: Have a Hub

When I first began taking steps toward digital literacy with my students I realized there were a few challenges; among them getting six year olds to a myriad of spaces.  When you are six typing in a URL can take a bit of time.  It was in these early days that I realized the need for a central location to make it easier to get to the places we needed to go.  It was then that I began to create, what I like to call, a "hub" for our classroom community.  In its first days, the hub made it possible for students to learn one link that would take them everywhere they needed to go.  It was possible for students to access this site from school or home.  It wasn't long until I realized there were other benefits to a hub in connecting our learning community to others.

Why Have a Hub

• Centralize Links:  As a classroom community we use Kidblog, VoiceThread, Educreations, Shelfari and other sites for learning.  Knowing how to get to all of these sites can be challenging for young learners.  To help them to locate spaces without having to wander the internet, I found creating a hub to house our important links makes it easier for students to get places.  Additionally, families and other classrooms can easily locate the work we are doing around the internet.  
• Build Connections:  Using a Twitter account (@DarbyCreekReads) to connect with other classrooms, I found having a hub helped other classrooms find out more about the work we are doing.  Additionally, during events like the Classroom Slice of Life Challenge, we have a common place to host our participation.  
• Inform Parents:  The possibilities of the internet can make it nearly impossible for parents to keep up.  Locating spaces and finding information can be a challenge if it is housed around the internet.  By including a page specifically for parents I can keep parents informed of important information.  This page not only includes important updates, but also allows me to share links, embed Pinterest boards for parents, and share other useful information in one central location.  

Choosing a Host Site 
There are many sites available to host a class hub including Google Sites, Blogger, and Edublogs (more possibilities can be found in this post from Education Technology:  10 Excellent Platforms to Create Your Classroom Website).  When creating a hub, I chose to use Weebly (here's why).  Weebly combines flexibility and ease of use.  I'm able to create webpages around topics or common information.  

Here's a very informal tour of my Weebly hub:

Each Weebly site allows multiple pages.  In addition to creating webpages with fixed information and links, blog pages can also be added.  As a classroom teacher, I have found Weebly to be the perfect place to host our class blog.  Using the class blog for shared writing of posts with students in our community allows us to share important information about our learning, but it also provides opportunities to understand the decisions we make as writers of blogs.  In addition to a blog page, our Weebly hub often houses Symbaloo collections of links for learning, how-to videos created to help when similar questions continue to arise, links to other school accounts, and much more.  Having a hub is the first step in growing a community that easily extends beyond classroom walls.

Other Hubs I've Created:
Weekly allows you to host multiple sites under one account which has allowed me to create and host other hubs for centralizing learning conversations.  A few hubs include:

• Merely Learning Together (my old class hub)
• #cyberPD (in process to connect #cyberPD community)
• New Voices, New Audiences (a site to collect and share links about digital literacy)

DigiLit Challenge: Digital Transformations (and a few others)

True confessions.  During the end of the year I have tunnel vision.  I just get busy accomplishing my to-do list and lose site of everything else in the world.  Like a runner nearing the finish line, I take deep breaths and keep my eyes straight ahead.  Of course, now that I can breathe again I'm noticing the little things that have slipped through my fingers in the last weeks:  my house (oh it needs cleaned), my mail (oh the stack is mountainous), my flowerbeds (oh the weeds!), and this #digilit challenge hosted by Margaret Simon.

Margaret graciously hosts a Sunday #digilit round up each Sunday.  I try to participate as much as I can.  It has pushed me to think more about my use of digital technologies to make meaning.  It has made me pause to consider the way digital literacy is shifting the work I do with young children.  Two weeks ago, in the midst of the end of the school year, Margaret posed a challenge:  to reach.  Her plan was to offer a bit of digital challenge for four weeks to push participants to reach to new understandings and considerations for digital literacy.

Well, I'm late to the party, but I JUST LOVE THIS IDEA.  Today I'm going to try to catch up.

Here we go:
Week 1 (5/24):  Challenge this week: Turn an image of nature into a work of art: #photoart

I used Photo Splash to take turn this photo of our
tulip tree (poplar) into a black and white --- then splash
the color back into the flower on the tree.  I then moved
it into Frame It to add a frame.

Week 2 (5/31):  This week’s DigiLit Challenge is an Invitation. You can create your invitation on the app of your choice.

Here's an invitation to relax made on my current favorite 
quick video app --- Magistro.  Choose a theme, find a song, 
insert video and/or photos, and presto --- you have a video. 

Week 3 (6/7):  I invite you to think about digital literacies and transformation.  

Digital tools and social networks have changed the way I work as a reader, writer, and educator.  I used to find my next books by going to the library or bookstore to look at what was displayed.  Now most everything I read is digital.  I keep a list of "next reads" on Shelfari and learn about new titles from blogs and readers on Twitter.  I used to write in a notebook, but web 2.0 tools have pushed me to write for an audience and be more thoughtful about my purpose.  Professional development as changed drastically.  No longer am I limited to the professional development in a seat, now I can learn in virtual communities.  For me, the connections have proven to be the most significant transformation.  I have a community of educators ready to jump in and think through new ideas with me at anytime.  There's virtual book talks, MOOCs, Google Hangouts, and much more to keep me learning.  

I've been fascinated by Sketch Notes.  I've been wanting to try my hand - literally - at this way to show thinking.  I started with Sketch Note, then tried Ink Flow, but finally went back to Noteshelf as I preferred the drawing tools and the ability to write in a magnified view.  

What about you?  Want to join the party?

DigiLit Sunday: Digital Connections with Poet, Amy Ludwig VanDerwater

Poetry Across Spring

So It Began
It began in a poetry unit planning session.  It was one of those team conversations where one person says something, then another person adds to that, then another person links the ideas, and before you know it all of the talking and adding and linking creates an unbelievable plan.  This was the way poetry planning went with first grade teachers Carolyn Carr, Deb Frazier and Marie Nixon.  Though I have moved to a primary intervention role, these three still let me crash literacy planning parties.  (The benefits of this, both personal and professional, are a topic for another post.)

As we were planning the learning for the poetry unit, we began to talk about how we would create excitement around poetry.  What would hook readers from the start?  Many ideas were discussed, but in the process we began to talk about a Skype session with Amy Ludwig VanDerwater, author of Forest Has a Song and contributor to many other poetry books.  Amy's poetry is often used in first grade with students as Amy shares poems daily on her blog in addition to writing about her process in her poetry and sharing tips for poets.  Amy's Poem Farm is often a part of our mini-lessons and shared reading in our workshops.

Planning a Skype Session 

Amy Ludwig VanDerwater her decisions
as a poet.  Will she write about, to, as
or with?

Having a surprise Skype session would be fun, but we wondered if there was a way to help students get more from talking with Amy Ludwig VanDerwater.  We knew she had much she could teach us.  So we talked and crossed our fingers and hoped we could make this work.  In conversations between the four of us and Amy it was decided that instead of one session, we'd arrange three sessions.  The sessions would stretch across the spring to give us time to work from what we had learned in between our learning conversations.   We wanted the sessions to accomplish these things:

1. Session One:  get students excited about poetry and put the sounds of poetry into their ears  
2. Session Two:  help students to understand the craft of writing poetry
3. Session Three:  to celebrate student work  

There are no words to describe how grateful we are to Amy for taking on this role in our poetry study.  There are no words to describe how excited we have been to learn from a poet with such experience.  There are no words to describe the way it unfolded even better than we had hoped.  Every time we talked with Amy, her words carried into our lessons and inspired our young poets.  

As I reflect I think these things helped to make our Skype sessions a success (this is not an exhaustive list -- and I am sure Amy would have different points to add -- these are just parts I noticed from my point of view):

Learning with Amy Ludwig VanDerwater

Learning from Experts

Digital literacy is changing the way we learn, communicate, and live in our world daily as adults, but it is also making huge shifts in the way we work in our classrooms.  Digital learning gives students a voice today.  Digital learning provides new opportunities to connect with experts, collaborate with others, and learn in new ways.  When I was in school, communicating with an author was rare.  If you did get to touch base with an author, it was often by sending a letter and maybe - just maybe - getting one back.  

the entire first grade in a session
with Amy Ludwig VanDerwater

In our work with Amy Ludwig VanDerwater, we were able to move beyond the excitement of talking with an author to using our time on Skype to learn from her.  Amy helped us to see the fun in reading poetry and playing with words (lesson 1), in ways to think about our poetry (lesson 2 writing about, to, as and with --- point of view of a poem), and in celebrating our work (lesson 3 listening for the parts of poetry that catch us and make us pause).  

There was also the additional advantage of being able to follow her blog and tweets to continue to learn from her.  We were able to continue our conversations between Skype sessions on Twitter and in student blogs.  Students enjoyed, and learned a lot from, her Sing That Poem! project in April.  They learned about topics, rhythm, rhyme, and craft (and a little about music too).  Students were able to share their poems digitally and comment on the poetry of their peers.  Digital literacy opens new doors and creates new opportunities for young learners.  

A HUGE THANK YOU TO AMY LUDWIG VANDERWATER!  XOXO

As part of a continuous collaboration among educators interested in digital learning, Margaret Simon hosts a weekly Digital Learning round-up on her blog:  DigiLit Sunday.  Stop by Reflections

DigiLit Sunday: Running Record Calculator

My entire day is spent working with small groups of readers needing support.  In this work, I find there are key essential components to maintaining progress.  Our lessons feature time for familiar reading, word work, new book (comprehension/strategy instruction), and writing.  In this work I also work to maintain daily assessment to guide instruction and work toward new shifts.

As part of my assessment practices, I try to take a short "check in" running record of one student in the group each day.  I really have to push myself to maintain this habit and there are times I have to get myself back to this important practice.  There are also times I will focus on particular student in collecting this information for several days in a row.

One tool that I find helpful in continually monitoring progress with running records is The Running Record Calculator.  It's not the be all, end all, of running records, but it does allow me to collect information quickly and on the go.  Usually I pick the passage I want to use for the running record (typically 150 words), and then grab the app when the reader gets to that point in the text.  

To use the app:

1.  Press "start timer" and the app will record the reading and keep time for fluency measurement.

2.  As the child reads, press buttons for substitutions, omissions, and rereading.  You can also mark self-corrections.

3.  When the reader reaches the end of the text, stop the recording.  The app will give you reading rate, accuracy, and self-correction rate.

4.  I then email the recording and information to my Evernote account.

What I like about running record calculator:

1.  Easy to use.

2.  Seamless part of my work alongside students.

3.  Helps me collect data on reading rate, accuracy, and self-correction rates.  This information is very useful with particular reading goals focused on these outcomes.

Running Record Calculator Limitations:

1.  It's tricky when students make an error, read on, and then return to self-correct.

2.  It doesn't have in-app saving ability (which might matter if you don't have a digital record keeping system).

3.  It doesn't let you look at types of errors and cueing systems being used.

4.  You cannot continue to record comprehension conversations as it makes reading rate invalid.  Readers with comprehension goals are best recorded in Evernote.

*note:  I use the FREE app and am unsure of benefits of paid version

I like using the app for quick check-ins, especially those related to reading rate and self-correction.  It is a quick way for classroom teachers to take quick checks as well.  As digital as I am, there are still many times that nothing beats a hand written running record.  When looking closely at cues used and reading behaviors to sustain reading, paper is often still the best tool for me.  This tool, however, remains an important tool in my daily assessment toolbox.

As part of a continuous collaboration among educators interested in digital learning, Margaret Simon hosts a weekly Digital Learning round-up on her blog:  DigiLit Sunday.  Stop by Reflections on the Teche (today's link-up) to read, discover, and link.  

DigiLit Sunday: Puffin Web Browser is a Must-Have for iPad Users

Puffin Web Browser

There are some things that as soon as you learn about them you wonder where they've been all your life.  The first time I used a straightener for my hair, ate a Reese's Peanut Butter Egg, made cookies with a Kitchen Aide, and had a Starbucks Marble Mocha, I asked myself this very question.  Where had each been all of my life?  The first time I went to the Pearl and had ricotta dumplings, it was the same experience.  Wowza!

At the risk of being a bit dramatic, I have to admit I felt the same way when I learned about Puffin Web Browser this week while at a conference.  At the time, I was keeping notes on my iPad.  The presenter was sharing a book online, but because it somehow involved Adobe my browser wouldn't open the PDF.  Then the presenter shared a video - same problem.  A woman at my table suggested I download Puffin Web Browser to be able to view documents and video which required Adobe to view.

Oh.  My.  Goodness.   Where had Puffin been all of my life?  Suddenly I was able to view PDF documents with ease, watch videos, and get around Flash requirements.  There are actually three versions of Puffin:  Puffin Web Browser Free, Puffin Web Browser $3.99, and Puffin Academy for kids.  I'm currently using the free version and have found I've been able to view sites and documents that once were a problem on my iPad.  This probably isn't news to you, but if you are like me and live under a rock you will be grateful for this news.  The truth will set you free!  Puffin is my new digital love!

DigiLit Sunday: Five Poetry Stops You'll Want to Share with Students

Shared Reading
Shared reading has evolved with the introduction of technology to our classrooms.  A big book is no longer the only way to gather students to read a text together.  Now it is possible to project small books to make the print large enough for others to see, or to project a piece of writing from the internet to read together.

As a primary teacher, I find shared reading to be one way to help bring students to a text they might otherwise be unable to read.  By making it familiar, it is possible for young readers to be able to read the text independently later.  Additionally, shared reading helps build reading vocabulary, improve fluency, and brings joy to reading.  It allows students to think deeply and discuss their reading together.

What better genre than poetry for shared reading with its rhythm, occasional rhyme, and wondrous word choices?  Poetry is perfect for these shared reading opportunities.  Reading poems together and then having them available for students to reread helps to increase the volume and complexity of reading students can accomplish independently.

There are many sites available to find poetry for students.  Since it is National Poetry Month, I thought I'd share a few of my favorites.

Websites for Shared Poetry Reading
Amy Ludwig VanDerwater:  The Poem Farm  If you don't know Amy's website, go there right now.  You'll be amazed.  Get a cup of coffee because you'll want to spend some time meandering around The Poem Farm.  Amy has so many poems that could be used for shared reading.  During April, she's featuring her Sing That Poem! project.  If you go to her Find a Poem tab, you can search by technique or topic for a poem to share.  In addition to the variety of poems she shares, there is often a SoundCloud link that would allow readers to listen to her read the poem.  She also shares the thinking and craft decisions behind much of her poetry, making her site useful for many focus lessons in writer's workshop.

Laura Purdie Salas:  Writing the World for Kids  For National Poetry Month, Laura is sharing a quick tip for teachers or others sharing poetry, and then a poem to read each day of the month.  Browse around for a bit to discover other poetry and interesting poetry information.

Irene Latham:  Live Your Poem  For National Poetry Month, Irene is featuring her ARTSPEAK series where she is writing about images found in the online collection from the National Gallery of Art.  Additionally, Irene shares many poems across the year and other important poetry information.  You can listen to her read her poems on SoundCloud as well, if you click SoundCloud in her sidebar.

Poetry Minute Poetry Minute is a site organized by Kenn Nesbitt.  This site is full of tiny treasures.  You can search for poetry by author or by category.  Kid-friendly, this site will provide a variety of poetry for shared reading with students.

Giggle Poetry  Looking for poems to share with your students, stop by Giggle Poetry which features Poetry Class (my favorite link as there is a bit of information about the type of poem, a little writing advice, and then some examples), Poetry Fun, Poetry Theatre, and Word Games.

Follow Cathy 's board Poetry Sites for Shared Reading on Pinterest.

Please share your favorite poetry sites for shared reading with students in the comments below.

As part of a continuous collaboration among educators interested in digital learning, Margaret Simon hosts a weekly Digital Learning round-up on her blog:  DigiLit Sunday.  Stop by Reflections on the Teche (today's link-up) to read, discover, and link.  

DigiLit Sunday: Why Leaders Should Be Connected

Not too long ago we received an email from our superintendent titled:  Follow Your Passion.  Apparently he sensed the apprehension growing over upcoming mandated testing.  The email was several paragraphs in length and sent to remind us to stay focused on what we do.  Here's a piece of the letter:  

"Don't allow outside forces to compromise your classroom environment, building culture, or faith in yourself.  Good teaching trumps all... teach well and let the tests take care of themselves.  Be true to your passion and true to your students."  Dr. John Marschhausen

This was a timely email, perhaps a result of a growing anxiousness about testing that seemed to be starting to build in buildings and even in social media.  We have been fortunate in the last few years to have leaders working to stay connected using email, blogging platforms, Google, VoiceThread, and social media, among other digital tools.  As a teacher in a large district, I appreciate the time leaders take to stay connected.

It didn't seem uncommon, years ago, to sit in a meeting and hear about a new initiative that seemed to just come from nowhere.  It was hard to process it all.  All of a sudden there would be something new we were doing, and as a teacher you worked to catch up to it.  It didn't seem uncommon to talk to teachers in one building who had different information than we had in another building.  Leaders made a good effort to keep everyone informed, but information shared in meetings and through people will arrive in different ways and at different times.  It feels different now with leaders staying connected; messages are more consistent.

Not only are messages more consistent, but it is easy to see the unfolding of ideas across time.  Many of our technology, curriculum, and administrative leaders have started to share and collaborate using Twitter.  I've found following these accounts and conversations has helped me to stay informed and continued to inspire me across the school year.  As district leaders have thought about developing a growth mindset, blended learning, digital literacy, personalization, grading practice, assessment, and re-visioning school, they've shared interesting articles they've discovered, new steps being considered, and ways to grow the work we do with children.  It is easy to see the collaboration and learning happening across the district.

In addition to supporting a journey of learning, they have helped to tell the story of the work we do.  They've shared the work of committees and the conversations in community meetings.  They've shared the stories of the many things happening throughout our district.  It's much easier to see the connectedness of our learning environments.

Finally, it would be easy in any district to get caught up in our own work and lose sight of envisioning new possibilities.  Connected leaders continue to grow in their own thinking as they have conversations and follow the thinking of colleagues around the globe.  Many have grown their personal learning networks and started to participate in larger conversations that push their thinking.  There's something exciting about being in a community where learning, sharing, and risk-taking are becoming common.  Connected leaders make a difference.  

DigiLit Sunday: The Digital Maker Playground

Photo:  Pete Proedohl

Professional development is no longer confined to physical spaces.  A myriad of opportunities are available for professional learning across social media, through blogs, and in online learning spaces.  Educators are busy so opportunities to learn in different spaces and at a variety of times opens new doors.

Julie Johnson and I are hosting the digital playground for educators in our district and around the world to connect and learn from one another.  The Digital Maker Playground is MOOC-ish digital maker space where participants gather to share and learn together.

Teachers work together
during the Live Workshop.

The Digital Maker Playground
The Digital Maker Playground, #P2Lmooc, is a unique opportunity open to everyone near and far. All educators are invited to play with us as we explore new tools, create and compose projects around themes, as well as share and collaborate with one another.  The Digital Maker Playground is located on Google Plus where participants can ask questions, discuss topics, and share makes.  The goal is to allow time to consider meaningful digital composition while providing opportunities to connect with other creators.

The course takes place across April and May with a new make every other week.  Currently the community has over 50 participants from local districts and around the globe.  The course is free and open to anyone who would like to participate.  You are welcome to join the fun.

Our Makes 
Our first make was sharing our maker space with one another.  A variety of tools were utilized to share our spaces.  (You can view the maker spaces here.)  This week our next make will be posted in our Digital Maker Playground.    The next make is about lifting a line from literature and finding a way to share it with the community.

Our first live workshop.

Every two weeks, Julie and I host a live workshop for those who would like to attend.  Our first workshop was two weeks ago.  We were excited to have so many people join the workshop from our district as well as neighboring districts.  The time is for participants to work, ask questions, and puzzle things out together.  It was fun to watch everyone work together and share what they know.

Professional development is no longer confined to one space and one time.  Opportunities like this allow us to learn and grow together in a supportive learning community.

As part of a continuous collaboration among educators interested in digital learning, Margaret Simon hosts a weekly Digital Learning round-up on her blog:  DigiLit Sunday.  Stop by Reflections on the Teche (today's link-up) to read, discover, and link.  

DigiLit Sunday: Growing Communities in Digital Spaces

As part of a continuous collaboration among educators interested in digital learning, Margaret Simon hosts a weekly Digital Learning round-up on her blog:  DigiLit Sunday.  Stop by Reflections on the Teche (today's link-up) to read, discover, and link.  

As technology and educational practice evolve I find myself constantly asking new questions. Are the changes I am making improving education for children?  Are the changes I am making helping learners to build connections with other learners?  Do these changes give children more control and ownership of their learning and work?  Is what I am doing best practice or am I just working in old ways in a new space?  

I think we constantly have to ask ourselves if this practice is empowering children in new ways.  If we are just delivering content in the same way, we have missed an opportunity to create spaces that provide information, share resources, encourage interaction and put students in charge of their learning.

One of the greatest gifts of digital spaces is the power to connect.  Digital spaces allow us to connect in new ways within, and beyond, our learning community.  Digital spaces equalize the voices in our learning community.  Everyone can contribute, ask questions, and seek more information.  Digital spaces allow learners to not only create and share with others, but to receive and give feedback to other learners in authentic ways.

Learning in digital spaces can create possibilities for students to own their learning in new ways.  In digital spaces, students can own the work they are producing and collaborate with other learners.  They create content for, not just their teacher, but for a much larger audience.  They can choose learning opportunities that match their personal interests and fit their needs.  They can find answers and revisit challenging material in digital spaces.

Joining Digital Learning Communities:  Slice of Life

Our Slice of Life Writing Group

New connections are possible in digital spaces.  This week begins the Slice of Life Writing Challenge.  Two Writing Teachers host this challenge on their blog, connecting writers and classrooms around the world as they work to write every day in March.  This will be my fourth year in the challenge, and my second year to have a group of students to join the event.  The digital space hosted by Two Writing Teachers will allow us to connect to other classrooms and writers.  We will give and receive feedback from a variety of people, and learn new things about ourselves as writers along the way.

In this event, children aren't writing for the teacher; they are truly writing for an audience that reaches beyond the teacher.  Through the event they will connect with other writers.  They'll learn the power of their message and ways to get people to respond to their writing.  They'll understand the importance of making their writing clear and easier for someone else to read.  The process, and the feedback they will receive, will change them as writers.

Creating a Hub
Anytime I work with a community of learners, I think it is important to create some type of hub.  This is a digital space everyone knows they can visit for links to other spaces, important updates, and other  information that becomes useful as we work together.  Typically I use Weebly to create hubs with student learners.  In the case of Slice of Life, I chose Weebly for my hub as it will allow me to create a page for updates, links, information, insert video, and build a space useful for writers.  By adding a page to my Merely Reading website, I can easily bring together our community by putting all information in one space:  March Slice of Life Challenge.  On our page you'll find:    

Students learn to start at the hub.
Once students arrive at the site, they can click the blue
button to get our blogging space.

Buttons will take students directly to the
blogs of friends participating in the event. 

Here we will grow important links to other
participating classrooms and build resources for
helping writers.

The page allows me to continually
share important information with students
and families.  (Yes, snacks are important.)

I can also create short video tutorials
to answer questions commonly asked by students.
(I can also post video created by students here as well.)

This year my group of writers are students in grades 1-5.  They come from a variety of classrooms, and have a varying amount of knowledge of writing and digital publication.  For this reason, I know I will need space to create short video tutorials and share important updates.

New Possibilities
Digital spaces allow us grow our learning communities so students can access information outside of our school day.  Writers will be able to go to the website from anywhere, at anytime, to get to their digital writing spaces, access important information, receive help, and connect to other writers.  These possibilities completely shift the dynamic of learning.  No longer are conversations only teacher to student, but instead student to student, student to community, student to world.   Digital spaces make new things possible for young learners as they work meaningfully to discover, learn, curate, collaborate, create, and connect in purposeful ways.