by Laura Robb

Each year, education publishers, promote programs that offer guarantees for boosting reading scores and transforming striving readers into students who read well and widely. These programs require total fidelity from teachers if students are to show progress on assessments. The problem is in order to show progress, most program’s assessments focus on collecting data only on the program’s materials that students have practiced. And data includes phonics, phonemic awareness, and fluency exercises; syllabication practice and worksheets with a short text and questions that test recall of information.  I take issue with these programs because:

1. They don’t know anything about the children you teach: their strengths, needs, interests, and feelings about reading.
2. They include short texts that don’t build the stamina students need to concentrate on reading a book.  Moreover, a diet of recall questions makes reading boring and fails to engage students in analytical and critical thinking.
3. Reading wonderful books is not part of their intervention protocols.

Fragile learners—students three or more years behind their grade level—continue to lose reading ground because they aren’t reading.  Instead, they’re practicing skills in isolation, out of the context of reading.  In fact, they don’t have opportunities to practice and apply strategies and skills because their reading volume of books is close to zero. In his 1977 article, “If They Don’t Read Much, How Are They Ever Gonna Get Good?” Richard Allington wrote:

“Too often the procedures commonly employed in remedial and corrective reading instruction seem to mitigate against developing reading ability by focusing more on the mastery of isolated skills with relatively little emphasis on or instructional time devoted to reading in context. To become a proficient reader, one needs the opportunity to read. “

Allington’s words ring true today! For striving readers to improve and move forward, they need fifteen to twenty minutes every day at school to read self-selected books they can and want to read.  Teachers help them select “good fit” books that they can enjoy and that inspire them to read more!

What’s the Purpose of Interventions?

A question that teachers and administrators should revisit a few times a year, so they remain grounded in responding to the kinds of interventions appropriate for each student.  For me, the answer to this question is to help striving readers thrive and become proficient readers who love to read and choose reading at school and at home.  The best way to accomplish this is by helping students find books they want to and can read and enjoy. This means having a rich classroom library, with multicultural books on diverse reading levels that are relevant to students’ lives.

Once Students Are Reading, What Else Can Teachers Do?

In student-centered classrooms, teachers have an abundance of interventions at their fingertips. Confer with students to discover their feelings toward reading and whether their reading is fluent and expressive.  Listen to students’ discussions with a partner and small group to gain insights into how they view characters, conflicts, problems, and why characters change. You’ll notice whether students are inferring and drawing conclusions, pinpointing big ideas, etc. Read students’ notebooks for their written responses reveal their reactions, questions, and depth of comprehension and understanding. Then decide whether you need to meet with individuals or small groups to think-aloud, model, or re-teach a lesson.  Or, you might pair-up students who can support one another with notebook writing, figuring out tough words using context clues, etc.

Note that the interventions grow out of the needs each child exhibits based on their instructional and independent reading.  Everyone won’t need the same interventions. You, the skilled teacher, can develop interventions that are flexible and respond to and meet the needs of each child.

Why is the Classroom Teacher Important? 

The classroom room teacher is the most important interventionist. The research completed by Gretchen Owocki  (2010) points out that a skilled core curriculum teacher can improve the reading of 80 percent of his/her students.  Daily interactive read alouds, where the classroom teacher thinks aloud to model how he/she feels about a book, reacts to the story, figures out tough words using context, and applies strategies are interventions. Students’ self-selecting books for daily independent reading is an intervention that offers them time to practice and apply strategies. Instructional reading, supporting students’ growth as they read books that stretch their reading capacity with their teachers’ support, is an intervention. Notebook writing about reading that asks students to analyze and think deeply about texts is an intervention. Discussing books to develop critical thinking is an intervention.  Conferring that invites teachers to model and think-aloud and then asks students to practice, is an intervention.  

Somehow we’ve lost our way and bought into the notion that worksheets, isolated skill-and-drill lead to reading proficiency and joy in reading. Unfortunately, the results of the 2019 NAEP (The National Assessment of Educational Progress) tests in reading for grades 4 and 8 show the opposite. Scores have been flat for ten years, and 67 percent of fourth-graders who took the NAEP in 2019 read below proficient.  When students achieve a proficient score on the NAEP, it indicates that they have learned enough in fourth or eighth grade to do well in the next grade.  This. Isn’t. Happening. The result? Too many students are being left behind!

We Can Do Better

We can and must do better. It’s time to listen to Richard Allington who cautions teachers that our most fragile readers need to have texts of appropriate difficulty in their hands all day long (my italics). This means that schools invest in books at diverse reading levels so that every child will be reading throughout the day in social studies, science, math, electives, and during library classes.  Yes, reading is an intervention! And when students practice the skills related to reading expertise in the context of wonderful, inviting and engaging books, teachers can change the trajectory of their students’ reading lives.

Laura has written many excellent books! Check out The Reading Intervention Toolkit

Follow Laura on Twitter @LRobbTeacher

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By Lester Laminack

One morning at breakfast I noticed Steve, with coffee mug in midair, staring through the windows into the woods behind our house. I sat quietly watching him for a moment. Then, without shifting his gaze, he spoke aloud.  “I’m so impressed by the fearlessness of squirrels. They just run to the end of the branch and leap with no fear of missing the next branch, no fear that branch will not hold them.”

I’ve thought about those squirrels and the idea of fearlessness. Squirrels make branch-bridging-tree-travel look effortless. Indeed there appears to be no fear at all. But is it fearlessness that leads them to move quickly, gracefully even, through the trees? Or does that freedom and grace come from another source? Is it confidence? Skill? Practice? Or something else? At what point do baby squirrels become those confident, graceful branch-bridging acrobats? Are they trained by their elders? Is it a matter of natural agility, instinct, and genetics? Or is it that great skill developed over time builds confidence. And that confidence fuels practice which in turn builds competence.  And that competence reinvested in authentic use yields performance that appears effortless, or dare I say, fearless.

My thoughts shifted to both teaching and learning. When we see someone doing something so well that they don’t even seem to think about it, we can quickly fall into the trap of believing that it must be easy. It is likely that you have experienced this phenomenon yourself. Those DIY shows for home improvements are led by individuals with a passion for the work, extensive knowledge, much practice, and experience with both failure and success. Those hosts break the project down into small steps with the camera fading in and out between steps. The episode makes a project appear to be manageable and accessible to the novice. The show gets you engaged and energized so you make the trip to your home improvement store, purchase the supplies, return home and fearlessly begin to make that magic makeover yourself. Then it suddenly becomes more complex than you had imagined. You can’t remember the sequence of steps involved. You watched the show in under an hour but forgot to factor in those captions on the screen signaling a four-hour wait for stains to set and sealers to dry. Your project doesn’t turn out quite right and you have to call in someone to help. You get frustrated. You vow to never attempt another DIY project. You proclaim yourself “not the handy type” or “just not good at this sort of thing.” You become skeptical of those DIY programs. Your experience shapes a portion of your identity, and unless you have a new experience–one with success–that identity may become a permanent thought that limits your willingness to even attempt another DIY project.

Consider the possibility that teachers can be like the hosts of a DIY show. Like those hosts we have a passion for our work, extensive knowledge, much practice, and experience with both success and failure. A competent teacher can make any task seem accessible. A teacher’s demonstration can make something seem easy, effortless, natural. Yet, when the novice student fearlessly attempts the task and is met with less than stellar success there may well be a sense of frustration, even failure. That experience may come with a resistance to make another attempt; an ego protecting wall saying this stuff is useless in the real world. I fear that too often we teachers meet those reactions with an attitude that is less than supportive and understanding. I fear that, as teachers, we forget we are the hosts of the DIY show and our students are the one’s with wide-eyed eagerness who can be easily disillusioned.

Do not misunderstand me here. I want fearless learners. I want us to encourage our students to jump in and have a go, to attempt without fear of failure. But, how do we have that without squelching their desire to try or instilling a belief that they aren’t capable? Consider this again, great skill developed over time builds confidence. Small successes build confidence. And that confidence fuels practice which in turn builds competence. And that competence reinvested in authentic use yields performance that appears effortless, or dare I say, fearless. Now, let’s think about what it takes to reach the point where students are willing to invest time building essential skills, knowledge, vocabulary, and processes that will give them the confidence needed to continue.

It has been my experience that there are at least four essentials:

• Trust
• Feedback
• Vision
• Tenacity

I believe that learning hinges on an established relationship between teacher and student where there is trust. Students must trust that they are allowed to attempt without the expectation of perfection. They must trust that you and their peers will support them in their attempts, no matter how shaky. They must trust that it is natural and expected and accepted that learning is a series of repeated attempts with growth over time.

I believe that trust builds with feedback that speaks to strength. Students need to hear what they are doing well as a context for suggestions for improvement. I believe that students need suggestions in small digestible bits that they can implement to experience growth and success. I believe such experience leads to receptivity to additional suggestions, in fact, they may well seek them out.

I believe that success brings confidence that engenders the competence to imagine more, to develop a vision for the work. The ability to envision allows the student to imagine not only what comes next, but also to imagine how all the steps fit together and become the whole. Vision, in my experience builds and becomes clear with experience, knowledge, language/vocabulary, success, feedback, and trust.

And that leads us to tenacity, the ability to stay with the task and cope with the small stuff along the way.  Tenacity, in my experience, is fueled by vision. One must have a sense of purpose, a sense of the outcome, a sense of how to get there, before the willingness to stick with it emerges.

Fearlessness may be the wrong word for squirrels and learners. But that graceful movement sure looks fearless to me.

Lester’s books are on Amazon!

Learn more about Lester Laminack, check out his website!

Follow Lester on Twitter @lester_laminack

By Cameron Carter

As teachers, we make thousands of decisions a day. We often reflect on these decisions and wonder, “Was the decision I made the right one?” or “How could I have done things differently?” We continually question ourselves in order to grow.

Just as we model what we teach to students, it is imperative to model how to be a reflective learner, especially in the areas of reading and writing. Reflection can be directly linked to critical thinking and creativity, which outlined by Battle for Kids, are the top 21^st century themes for every student around the world.

Connect Reading and Writing Through Reflection

I’ve stated in prior blogs, “Reading and writing are interconnected processes woven together like a beautifully, intricate spider web.” Reading and writing are not rivals or isolated islands. I’ve been asked, “What’s your specialty, reading or writing?” My response is always the same: both. In my philosophy of literacy, I cannot, and will not, separate the two. Yes, I have strengths in reading, and yes, I have strengths in writing, but I would never think to place one above the other.

A powerful tool that is embedded throughout reading and writing is reflection. Teachers can model reflection orally or through written expression. Reflection will look different for each and every learner.

In our first grade classroom, we use the Units of Study as our writing framework and resource to dive deeper into the genres of narrative, informational, and opinion writing. In each genre, students revise their pieces using the rubric and checklist created by the Teacher’s College Reading and Writing Project (TCRWP). In doing so, the students reflected upon the goals set by TCRWP, and decided to use their own language to create the goals connected to the particular genre we were writing.

The students, each with their own special “magic number”, reflected on each goal as they moved through the checklist evaluating if they were in the “Not Yet”, “Starting To”, or “Yes!” column. Students reflected with me during conferring time, and students also reflected with one another. On some days, students even reflected independently. We had many conversations regarding the writing process, using this statement: “Writers are never done; they’ve just begun!” First-grade writers knew that the checklist was a continuous, flowing anchor, which allowed and encouraged them to move their Post-It note to where they were in their writing pieces.

Each and every day, we come together for our “Share” portion of “Writer’s Workshop.” This is when most of the power of reflection comes into play. Students share what is going well for them during their “work time,” and they share challenges they are facing in certain areas of their pieces that connect to the student-created checklist of goals. It has been incredible to see, over time, how students have grown in sharing honest reflections that truly improve their writing.

Not only have we applied reflection within our Units of Study writing time, we’ve also embedded reflection when writing pieces that connect to a read-aloud. For example, this week, students inspired me to read aloud, How to Catch a Snowman. The students chose the read-aloud because it was a new arrival from Scholastic. After reading, we reflected on what should inspire our writing. The students decided they wanted to write a “How-to” piece–their own version of How to Catch a Snowman.

The voices of the students were strong, as they reflected on the important writing goals that should be connected to this writing piece.

As one can see, the writers chose goals that also connected to their prior writing experiences, such as unfreezing a character (adding dialogue) and using the signal words (first, next, then, last) to show a sequence of events.

In today’s busy world, reflection is more important than ever! We must model reflection for our students, just as we model how to read fluently or write expressively with detail.

Reflection helps us grow! Therefore it should be woven daily into reading, writing, and all content area lessons because reflection guides students’ process and supports growth across the curriculum.

Cameron Carter is a first-grade teacher at Evening Street Elementary in Worthington, OH. He is the former Elementary Lead Ambassador for the National Council of Teachers of English and the current Elementary Liaison for the Ohio Council of Teachers of English Language Arts. Cameron has a Masters in Reading and Literacy from The Ohio State University.

To continue learning with Cameron, follow him on

Twitter @CRCarter313

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By Gary Armida

As an English Teacher, I believe that the single most important thing we can do for our students is to arm them with the skills to use their voice to make a difference in the world. It is difficult in today’s world where kids are constantly being told that they are too addicted to their technology, they are lazy, and they aren’t as good as the kids from previous generations. Of course, that’s a lie because every previous generation was told the same thing.

And, truthfully, the world needs them to not only believe in their voice, but to use it now.

All year, I have struggled to get my freshmen to believe that they are more than those stereotypes. They truly don’t believe they can make a difference. And, I feel that they are probably symbolic of the majority of kids their age.

January 6, 2020. This might have been the date all of that changed for our class. 

My plan was to launch another argument writing unit. We had previously gone through the basics, but this time I wanted them to realize the importance and why we’ve spent so much time going through argument writing techniques, why we stressed narrative writing as a way to argue, and why their words matter.

So, I decided to launch the unit without any tricks. I decided to do what I feel I do best and something that was impressed upon me by a former student, Phoenix Dalto, during his Tedx Talk; I decided I would start this one by just talking with them.

I didn’t know where this would lead, but I knew that if I could get them talking, we could tap into their passions.

“What are some things you wish you could change about school?”

That wasn’t the greatest opening and it showed. A couple of kids responded with the usual homework, start time, and “teachers who don’t care” answers. I did spend a couple of minutes talking those through, but I could tell we weren’t locked in yet.

After a couple of more tepid questions, I finally hit one, “What are some things that scare you?”

30 students, almost in unison, responded. 

“World War Three”

And, there it was. 30 kids, either speaking or nodding along with that fact that they are scared about what a war would mean for their world. After hearing what they knew–they actually knew quite a bit–and how they felt about the key players involved, I asked them where they got their information from.

“Twitter.”

“Instagram.”

“Snapchat.”

“Tik Tok.”

Truthfully, their news sources are a lot like mine. I get my news, leads to articles, and leads to news videos from Twitter. Most of their information comes from Instagram and Snapchat, but I was surprised about how many Freshmen have a Twitter account.

We had common ground. We find our news on social media. They didn’t believe that they were consuming news, but they knew quite a bit.

The next day, I asked them to take out their phones. We were going to take 20 minutes to go on our social media accounts. Their task was to find news items that interested them, scared them, made them angry. It could be in any area of interest. If they were into sports, find an issue in sports. The few students who didn’t have a phone were given a chromebook so they could go through their feeds. And, the couple of students who didn’t have social media were tasked with searching the web for their issues.

There was a lot of World War Three talk, but some interesting topics about equality, the Australia fires, global warming, the impeachment hearings, drug abuse, technology tracking, overuse of medication, sleep time and school performance, and poverty were being discussed as they scrolled through their accounts.

My point to them was that they were more aware of things than they are given credit for. Sure, their “dances” on Tik Tok take up a lot of time, but they are now, hopefully, aware that they are consumers of news.

Now, I have two other important tasks. First, I have to get them to see that they can make a difference in these issues. Second, I have to get them to see that they must consume news with a critical mind.

I decided to take on the first one right away. Again, it was a simple conversation, no gimmicks.

“You all realize that you can make an impact on these issues? Each one of you can add your voice to the fight. Each one of you can make a change. Writers are the ones who inspire change. Look at history. People are moved by words. Change happens with great words.”

One young lady responded. “Armida, nobody listens to us. We are just 9th graders.”

I was hoping to hear that.

“Ok, go on your social media account. Find some information about Emma Gonzalez and Greta Thunberg.”

Some of them had heard of Greta Thunberg, but most haven’t. After a few minutes, they were talking to each other.

“Trump is making fun of her.”

“Damn, she spoke in front of that many people.”

I heard Emma Gonzalez’s speech being played. 

“These are just two examples of people your age making an impact. Age doesn’t matter. It’s the message. It’s the belief that you can make a difference and have to make that difference. Do you really think their voices aren’t being heard? Politicians are talking about them, some good, some bad. But, they know who they are. Why can’t you do the same?”

The bell rang. They left the room, thinking about that.

For the next couple of days, we examined how arguments are made, specifically discussing the three appeals: ethos, pathos, and logos. It’s important for them to realize that writers and news organizations employ these techniques to move people or to get them to agree. One group activity crystallized it for them.

I divided the class into three. Each group had an appeal. Their task was to argue against me reversing my “no homework” policy and giving them homework every single night. They were given 20 minutes to come up with their argument and could use any resources they wanted. The logos group started doing research. The ethos group, to their credit, found the studies by Stanford University and Yale University. Each of those groups presented some compelling facts. The Pathos group did a skit. It was dramatic; kids were pretending to cry about how they had no life, no friends. It was all because of homework. The audience was hysterical. I was hysterical. The pathos group “won” best argument by a class vote.

Teachable moment time.

“So, the last group won even though they had no facts, no evidence? What’s that say to us as writers?”

“That we have to get people to listen to us before we give them the facts.”

Ok, maybe that wasn’t what I was truly hoping for, but they are in the right ballpark.

Another student.

“People like the drama. We didn’t even listen to the facts.”

Better.

“Ok, so how do we, as citizens of the world, use this?”

“We have to cut through the B.S. so we know what the issue really is.”

Microphone drop.

So, now we are ready to move forward. It won’t be easy to undo the stereotypes that are forced upon them. There will be days when the lesson falls flat or they aren’t as passionate. But, it is too important to not keep going. Our job is to give them those tools, the writing skills, and the confidence to go out in the world and make a difference.

In the coming weeks, we’ll continue to examine the news, to dissect it not only for content, but for how it’s constructed. We’ll find an issue we are passionate about. We are going to start a class blog so they can publish their words after going through all of our revision processes.

We are also going to learn that argument comes in many different forms, so they will use their social media to take their words and transform them to fit their social media feeds. And, most importantly, this group of freshmen will learn that their voice matters. Truthfully, the world needs them to realize it.

I believe they will.

Gary ArmidaEnglish Department CoordinatorFieldstone Middle School

Follow Gary on Twitter @GaryArmida

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