The Internet has the power to connect people across the globe. I think we can all agree that’s already been well-established. The realization that I’ve recently had, though, is what a powerful impact this can have on my own professional learning. The first time I participated in a Twitter chat, I felt like a superfan who had just received a backstage pass to a Broadway show. There were so many “stars” of ELA, and we were all part of the same conversation!
I feel that same electric excitement whenever I stumble across a blog in which another teacher writes about something I’ve also been working on. Such was the case when I read Allison’s post about children’s literature. In the post, there were a few main points that I felt immediately connected to:
Her kids worked with children’s literature as a genre. This was exciting because this year, I tackled the project of a children’s book with my literacy lab, an elective intervention class comprised of students who struggle with reading and writing. Using children’s literature as a genre was non-threatening while still allowing for in-depth analysis, and it opened the door to other, more challenging texts.
She wrote about the power of having students collaborate on their writing. Collaboration was crucial to our project – mostly because it was such a heady project to tackle. Instead of a bunch of individual stories each paired with artists, though, we all worked together on the same book and then partnered with an artist who was willing to illustrate their work. We found that we needed each other to succeed in this endeavor. Each student had different strengths ranging from generating ideas to rhyming, and they lifted each other up to make an enormous project seem a lot more “doable.”
She used mentor texts to drive the instruction. I share a classroom, and many times I wondered if my teacher-roommate thought I was crazy when she’d arrive before we’d finished cleaning up. The desks were stacked high with every sort of children’s literature imaginable from board books on up. The students even gathered a collection of anti-mentor texts, or books they deemed to be so awful they wanted to make sure to avoid pitfalls that could potentially put our book in that category.
As I reflect on my own experience with our children’s literature project, I know that these were three key factors to its success. What really was the game-changer for me and my students, though, was the authentic audience. Continue reading