Making Room for Thinking in the New Reading Wars

Challenge

Watching the news these days is depressing as, whether it’s Syria, Iraq, Ukraine, Gaza, Ferguson or our dysfunctional Congress, the whole world seems enmeshed with conflicts. And here, on the literacy home front, we seem to be in the midst of a new round of reading wars, with Balanced Literacy and ‘just right’ books being pitted again Achieve-the-Core-style close reading methods and complex texts the same way that phonics was set in opposition to Whole Language way back in the 1970’s.

false_dilemma

© 2013 Alejandro Giraldo, illustrator of The Illustrated Book of Bad Arguments (New York: Jasper Collins Publishers). Reprinted with the illustrator’s permission. http://www.alejogiraldo.com

Just as then, this either-or mentality isn’t terribly helpful, nor is it always accurate. In fact, all of these this-versus-that positions seem like examples of a particular kind a reasoning flaw called the false dichotomy or dilemma or the black-and-white fallacy. This flaw in logic appears in arguments when an author presents a reader with only two opposing alternatives without any acknowledgement, let alone consideration, of other options or shades of gray. And, in fact, there are all sorts of other options. In many a classroom, for instance, phonics instruction co-exists with various whole language approaches—and no teacher or child has yet died. Balanced Literacy can meet the objectives of the both the Common Core Standards and close reading as the two lessons I compared in “Weighing in on Balanced Literacy” demonstrated. And in both their recent blog post and their fabulous article in this month’s Reading Today, “Break Through the Frustration: Balance vs. All-or-Nothing Thinking,” Jan Burkins and Kim Yaris push back on what many have framed as a choice between complex texts and ‘just right’ level books with this sound advice:

“To avoid the educational equivalent of scurvy and the whiplash that comes from the constant pendulum shift, we suggest moving from ‘either/or’ conversations about instructional- and frustration level reading to ‘both’ conversations.'”

There’s also something key that’s left out of all these this-text-or-this-approach-versus-that talk: Thinking. What kind of thinking are we asking or setting up students to do regardless of the texts or approach? Is it identifying text structures or using more clues to figure out unknown vocabulary as the two lessons I shared in that earlier post did? Or are we Main Idea Google Searchreally asking students to consider a text’s meaning at both the literal and thematic level, whether it’s a quantitatively measured complex text or a ‘just right’ book? And what kind of thinking are we engaged in ourselves when we create those lessons? Are we filling in the boxes of lesson planning templates with Standard numbers and objectives or searching google for a lesson on, say, the main idea (which yielded 1,770,000 results in .53 seconds)? Or are we thinking deeply about the texts we’re putting in front of our students to better understand how a reader actually determines the themes of that text through its specific details?

Personally, I can’t help but wonder whether we’d be in this whole Common Core/complex text pickle if we always set students up for deeper thinking instead of practicing skills or strategies that don’t necessarily lead to closer reading and more insightful meaning making. But that means that rather than investing in supposedly Common Core-aligned curriculum and training sessions on creating text-dependent questions, we would have needed to give teachers more time and space to be readers—deep, close and thoughtful readers who authentically think about how specific texts are put together and the kind of demands they place on a reader. And of course, we didn’t.

For a long time now I’ve believed that building our own capacity as readers is the key to helping our students become deeper thinking readers, too. And that belief informs much that I do, from offering occasional read alongs on the blog to starting workshops by asking teachers to read a text not as teachers, but as readers, as I did last week when I had the great privilege of working with coaches and teachers from the Los Angeles Unified School District’s South schools. And so I was utterly thrilled to learn about a keynote speech Lucy Calkins gave at the opening of one of this summer’s Teachers College Reading and Writing Project Institutes, where in her inimitable stirring and raise-the-bar way she said this: “To lift the level of your teaching, you must work on your own reading . . . [you must] try to outgrow yourself as a reader.”

Reading Today CoverWhat’s fascinating, though, is that Timothy Shanahan, one of the key proponents of the Standards and the author of another ‘just right’ book bashing article that also can be found in this month’s Reading Today, says more or less the same thing. In his clearly frustrated post, “Why Discussions of Close Reading Sound Like Nails Scratching on a Chalkboard,” he suggests that rather than “signing up for a workshop in ‘How to Teach the Close Reading Lesson,'” teachers would “be better off signing up for a Great Books discussion group,” which he likens to the a “reading version of the Writer’s Workshop approach to professional development” where teachers write to become better teachers of writing.

And that makes me wonder about what could happen if we focused on what we have in common rather than on how we differ: the need to carve out time and space for teachers to deeply read together and then apply what they learned from those experiences to design instruction that helps students grow into close and thoughtful readers. Perhaps then we wouldn’t need to create these false choices between this or that text or approach because we’d all share a more developed vision of what deep reading really looks and feels like. And who knows, perhaps that would even help us solve some of those other conflicts.

P.S. If you’re looking for more food for thought, here’s three links worth checking out that  are related to this week’s post:

1. To hear more incredibly sane and wise thoughts from Jan Burkins and Kim Yaris, check out their new book Reading Wellness.

2. To see more fun illustrations and explanations of other logical fallacies, check out The Illustrated Book of Bad Arguments by Ali Almossawi and Alejandro Giraldo.

3. And to get a taste for some of the work I did last week in Los Angeles, check out this podcast interview I gave with the Instructional Superintendent of LAUSD South schools, Robert Bravo.

The Third Annual Celebration of Teacher Thinking

 
I know many teachers and students around the country are already back in their classrooms, but for the third year I’d like to mark what here in New York City is the start of the school year by sharing some of the incredibly inspiring and thoughtful comments that educators have left on this blog over the last twelve months. Those months have been marked with ongoing conflict about the Common Core Standards, the corporatization of public education, standardized testing and certain literacy practices. Yet, if the comments below are any indication, it’s also been a year in which teachers have increasingly found their voices and are using them to speak out with passion, knowledge, and the conviction that comes from experience about what students—and they, themselves—need in order to be successful. And if I see a trend in this year’s comments, one of the things teachers are speaking out about is the need for a vision of education that’s not straight and simple, but messy and complex.

As happened before, it’s been quite a challenge to choose a handful of comments from the nearly two hundred I received. So if you find yourself hungry for more, you can scroll down and click on the comment bubble that appears to the right of each blog post’s title—and/or go to each responder’s blog by clicking on their name. You can also see the post they’re responding to by clicking on the image that goes with the comment. And for those of you who would love to hear and meet other bloggers and To Make a Prairie readers in person, I’ll be chairing a session at NCTE this year with Mary Lee Hahn, Julieanne Harmatz, Fran McVeigh and Steve Peterson called “It’s Not Just for the Kids: Stories of What Can Happen When Teachers Embrace Curiosity, Openness, Creativity and Wonder in the Teaching of Reading.”

And now, without any more ado and in no particular order, are some words to hold on to as we enter another year that I hope will be exciting for all:

Preparation of Life QuoteYes, it should be about the complexity of thought for our students. This is what they will carry with them into college and career—not a Lexile level. Spending time with a text and analyzing it through all those lenses to get the big picture should be our goal. I think many teachers are stuck on the standards, which to my mind is the old way of teaching. They want to create assessments for standards that they can easily grade and check off as ‘done’. We need to step back and think about how to teach our students to delve into a book and use multiple ways to explore the text, to come up with big ideas and original thinking. It begins with teaching them to love books and reading. We need to expose them to many kinds of texts with lots of opportunities to talk and write about what they’ve read. Not teach a skill, provide a worksheet, give an assessment and call it ‘done’. Annabel Hurlburt

Bernini's fountain of the four rivers, Piazza Navona, Rome, Ital“I too wrestle with how much to scaffold for students, and for adult learners and for how long. It seems the sooner we can remove the scaffold, the better. Sending learners off to inquire and grow their theories and ideas on their own, and to find their own answers is certainly always the goal—independence! . . . Seems that teaching students and adults as well to ask the big questions is also important, letting us grapple with new concepts and ideas grows us as learners. Less scaffolding supports this type of inquiry.” Daywells

Word Choice Matters“Another subtle nuance to a word is when we refer to schools as ‘buildings.’ A school is much more holy than that, because that’s where learning happens that shapes the future of the world. We don’t call houses of worship ‘building.’ We call them by their true names: church, synagogue, temple, mosque. These indicate that something spiritual is happening in them. When we call school a building, unless we’re talking about the physical plan, we’re helping them in the battle in lowering the value in what we do. These word choices seep into our daily work and shape our daily work into something we don’t want it to be!” Tom Marshall

“A point that stood out especially is that the inquiry process is not straight and easy. It isPuzzled Confused Lost Signpost Showing Puzzling Problem messy, and so we must let our students safely enter the muck. It can be difficult to know how much to intervene, especially when students seem to be veering far off course. The questioning you adapted from Jeff Wilhelm’s book seemed like a nice way to gently guide students toward considering more details before drawing conclusions, thus allowing them to arrive to more logical conclusions on their own. Anna Gratz Cockerille

Steering wheel of the ship“I would add that a culture of looking at many viewpoints from the earliest ages can add to the abilities of students when they arrive at the more sophisticated levels like you’ve shared. Even kindergarten students can begin to look at other points of view through mentor text stories and through problem solving in their classroom communities when students bring their own experiences into conversations. Part of this means that teachers must be open to NOT asking for the ‘one right answer,’ [and instead] inviting possibilities.” Linda Baie

Pinky and the Brain Pondering Critical Thinking2“‘Trainings’ operate with a limited vision of the competence and capabilities of teachers—and, in turn, support a model of education that operates with a limited vision of the competence and capabilities of children. Standing against that tendency means living in the tension between people desperately seeking simple answers to complicated questions and messy lived experience. I think that [the Opal School has] been siding with keeping it complicated, which seems to have the combined effect of deeply connecting with the learning of the educators who find us and limiting the number of people who do so. A real paradox! Matt Karlsen

And with these words in mind, let’s get messy! And here’s hoping that I get a chance to see some of you in D.C. this November!

NCTE Convention 2014

When Is a Scaffold Not a Scaffold?

Bernini's fountain of the four rivers, Piazza Navona, Rome, Ital

© D. A. Wagner 2012, dawagner.com

Over the last few weeks I’ve found myself reflecting a lot on how much has changed in the educational landscape and my own thinking since What Readers Really Do came out two and a half years ago. And having also spent some time last month working with Lucy West, Toni Cameron and the amazing team of math coaches that form the Metamorphosis Teaching Learning Communities, I want to share some new thoughts I’ve been having about the whole idea of scaffolding.

From what I could gather from a quick look at (yes, I admit it) Wikipedia, the idea of scaffolding goes back to the late 1950’s when the cognitive psychologist Jerome Bruner used it to describe young children’s language acquisition. And by the 1970’s Bruner’s idea of scaffolding became connected with Vygotsky’s concept of a child’s zone of proximal development and the idea that “what the child is able to do in collaboration today he will be able to do independently tomorrow.”

Even before the Common Core Standards, teachers have been encouraged to scaffold by using scaffolding moves like those listed below (which were culled from several websites):

  • Activating students’ prior knowledge
  • Introducing a text through a short summary or synopsis
  • Previewing a text through a picture walk
  • Teaching key vocabulary terms before reading
  • Creating a context for a text by filling in the gaps in students’ background knowledge
  • Offering a motivational context (such as visuals) to pique students interest or curiosity in the subject at hand
  • Breaking a complex task into easier, more “doable” steps to facilitate students achievement
  • Modeling the thought process of students through a think aloud
  • Offering hints or partial solutions to problems
  • Asking questions while reading to encourage deeper investigation of concepts
  • Modeling an activity for the students before they’re asked to complete the same or similar one
Bernini's fountain of the four rivers, Piazza Navona, Rome, Ital

© D. A. Wagner 2012, dawagner.com

As I looked at in last year’s post on Common Core-aligned packaged programs, scaffolding these days has been ratcheted up even more, with teachers more or less being asked to do almost anything (including doing a think-aloud that virtually hands over the desired answer) to, in the words of one program, “guide students to recognize” and “be sure students understand” something specific in the text. And, for me, that raises the question: What is all that scaffolding really helping to erect or construct? Is it a strong, flexible and confident reader who’s able to independently understand all sorts of texts? Or is it a particular understanding of a particular text as demonstrated by some kind of written performance-based task product?

If we think about what’s left standing when the scaffolding is removed, it seems like we’re erecting the latter, not the former—though in What Readers Really Do, Dorothy Barnhouse and I attempted to change that by making a distinction between what we saw as a prompt and a scaffold, which can be seen in this chart from the book:

Prompt vs. Scaffold 2

Most of the scaffolding moves listed above don’t, however, follow this distinction. Many solve the problems for the students and are also intended to lead students to the same conclusion—Sisyphusa.k.a. answer—as the teacher or the program has determined is right. I’m all for reclaiming or rehabilitating words, but given that the Common Core’s Six Shifts in Literacy clearly states that teachers should “provide appropriate and necessary scaffolding” (italics mine) so that students reading below grade level can close read complex texts, redefining the word scaffold may be a bit like Sisyphus trying to push that boulder uphill. So I’ve been thinking (and here’s where the math folks come in) about recasting the kinds of scaffolds Dorothy and I shared in our book as what my math colleagues call models.

Models in math are used not only as a way of solving a problem but of understanding the concepts beneath the math (which Grant Wiggins has just explored in a great “Granted, and. . . ” blog post). Here, for instance, are two models for multiplication: The first is a number line which shows how multiplication can be thought of as particular quantity of another quantity (in this case, three groups of five each), and the second the Box Method, or an open array,  shows how large numbers can broken down into more familiar and manageable components and their products then added up. Each model is being used here to solve a particular problem, but each can be immediately transferred and applied to similar problems:

Number Line Model

Open Array

And here’s a text-based Know/Wonder chart that records the thinking of a class of 5th graders as they read the first chapter of Kate DiCamillo’s wonderful The Tiger Rising (and—sneak peak—will be appearing in my next book):

TigerRisingKnowWonder

© Vicki Vinton 2013, adapted from What Readers Really Do by Vicki Vinton and Dorothy Barnhouse (Heinemann, 2012)

Like the math models, it references the specifics of a particular text, but it’s also a model for solving certain kinds of problems—in this case, how readers figure out what’s going on at the beginning of a complex texts and develop questions they can use as lines of inquiry as they keep reading. In effect, the chart makes visible what those students were “able to do in collaboration” that day that they’ll “be able to do independently tomorrow,” because, whether we call it a scaffold or a model, it’s directly and immediately transferrable to other texts that pose the same problem.

In the end I don’t think it really matters what we call this kind of support, but I do think we have to ask ourselves what, exactly, we’re scaffolding or modeling. Are we helping students get a particular answer to a particular problem or text in order to produce a particular assignment? Or are we, instead, really offering a replicable process of thinking that’s tied to the concepts of a discipline, which can start being transferred tomorrow not an at indeterminate point in the future? Of course, that raises the question of what the underlying concepts in reading are, which we don’t talk about as much as my math colleagues do for math. But that I’ll need to save for another day . . . .

Rome Piazza Navona Fountain of the Four Rivers 2

 

Where Have All the Readers Gone?

Where Have All the Flowers Gone

On those days when book writing is hard, I sometimes sneak over to twitter and blogs to feel both distracted and connected. And last month I noticed that many educators were passionately tweeting and posting about what can often feel like an endangered species, independent reading.

All the tweeting and blogging about independent reading may be connected to the balanced literacy bashing I wrote about in my last post, as teachers raise their voices to counter what feels to many of us like a misinformed assault. For if nothing else, balanced literacy does what virtually none of the Common Core Standards packaged reading programs do: It structurally carves out time for independent reading—and I mean independent reading of books students choose, not whole class books they’re required to read often out of school for homework; the kind of reading that promotes a love of reading, without which too many students can see reading as a chore.

That’s not to say that some of those programs don’t note the importance of independent reading, but it’s usually mentioned as a footnote or an aside, not as a central component. And given the amount of time it takes to implement those programs, it takes a real Empty Librarycommitment on the part of the teachers and schools to keep independent reading alive in classrooms—despite the fact that students who self-identify as readers who regularly read for pleasure consistently score higher on standardized tests than those who don’t, and they participate more in the civic life that’s needed for democracies to thrive. And as I’ve seen first hand, without that commitment from teachers and schools, independent reading vanishes within a shocking short period of time as students stop carrying books in their backpacks and don’t talk about them in the hall and fewer and fewer think of themselves as readers and libraries start looking forlorn.

And so this week, I want to share some links I recently read or viewed that speak to both the power of independent reading and the power of teachers who dedicate themselves to changing students views about reading.

  • First off, is Colette Bennett‘s post “Braggin’ About Independent Reading,” in which she shares both her students experiences as readers as well as some compelling hard data.
  • Colette led me to Penny Kittle‘s video for Heinemann “Why Students Don’t Read What’s Assigned in Class,” which was the inspiration for her post. There you’ll see students candidly speak about how and why they’ve virtually stopped reading before arriving in a classroom with a teacher who, like Nancie Atwell, believes that “The job of adults who care about reading is to move heaven and earth to put that book into a child’s hands.”
  • Then there’s Justin Stygles‘s “5th Grade Summer Readers,” in which he recounts his experience with some summer school students who’ve developed a hatred of reading, committing himself to trying to turn the tide against reading around.
  • And finally, here’s a link to “SparkNotes Nation,” a post I wrote over a year ago about work I did with a high school teacher who wanted to bring some choice and meaning back to students who, like Penny’s, had become quite adept at avoiding reading.

And now it’s back to the book . . .

Weighing In on Balanced Literacy

weighing in

As the New York Times reported the other week, our new Schools Chancellor Carmen Farina recently gave a big endorsement to balanced literacy, which had been cast aside in many city schools after the previous administration embraced packaged reading programs, such as Pearson ReadyGen, Scholastic Codex and Core Knowledge, that were supposedly Common Core aligned. Many of these programs’ claims have since been called into question, but it’s Carmen Farina’s words that seem to have ushered us into a new stage in the reading wars. And from where I sit it’s gotten kind of ugly.

An op-ed piece in yesterday’s New York Times, for instance, called balanced literacy “an especially irresponsible approach,” while a commentary appearing in the Thomas B. Fordham Institute’s blog “Flypaper” called it a “hoax” and likened it to “the judo-like Hydrapractice of using terms that appeal to an audience as fig leaves for practices that same audience would find repugnant.” And over at “Used Books in Class,” my friend, colleague and fellow blogger Colette Bennett takes a look at another “Flypaper” writer who’s “recast the phrase ‘balanced literacy’ in mythological terms, as a hydra,” coming to get us. That’s a lot of virulent language for a pedagogical term.

What’s interesting to me, though, is that the New York Times article on Farina’s endorsement begins with an example of balanced literacy in action in a classroom, which is described as follows:

“[The teacher] took her perch in front of a class of restless fourth graders and began reciting the beginning of a book about sharks. But a few sentences in, [she] shifted course. She pushed her students to assume the role of teacher, and she became a mediator, helping guide conversations as the children worked with one another to define words like ‘buoyant’ and identify the book’s structure.”

And here’s an excerpt from “What Does a Good Common Core Lesson Look Like?” a story that appeared on NPR’s education blog, which also includes a classroom anecdote. The NPR piece looks at a ninth grade class that’s beginning to read Karen Russell’s short story “St. Lucy’s Home for Girls Raised by Wolves,” which I wrote about earlier. This time, however, we’re told that we’re seeing close reading in action, not balanced literacy:

“First the teacher reads an excerpt of the story aloud . . . Then, students turn to individual close reading. They are told to reread sections and draw boxes around unfamiliar words [and] . . . after they have gotten to know the story well, students pair up to tease out the meaning of words like  lycanthropic, couth and kempt.”

Just AlikeI hope I’m not the only one out there who thinks that, in all the really important ways, these two anecdotes are just alike. In the words of the ninth grade teacher quoted by NPR, both teachers are trying to “create content where there is a productive struggle… where all students are being asked to work toward the same target as everyone else” rather than “mak[ing] sure they see everything that’s cool about the text.”

Of course I have some questions about whether that struggle should all be spent on vocabulary words instead of a text’s deeper meaning. And I would never begin the class as the ninth grade teacher does by discussing the standards with the students since I think the standards are for us, not for them. But the point I want to make here is that balanced literacy is an instructional structure, just as close reading is (or has become). And while I personally love balanced literacy because giving students a combination of whole class, small group and independent experiences just makes sense to me, what’s really important is not what structure a teacher uses, but how he or she uses it to help students read meaningfully and deeply. And that reminds me of a quote I shared a while ago from the authors of the great book Making Thinking Visible:

“Rather than concerning ourselves with levels among different types of thinking, we would do better to focus our attention on the levels of quality within a single type of thinking. For instance, one can describe at a very high and detailed level or at a superficial level. Likewise . . . analysis can be deep and penetrating or deal with only a few readily apparent features.”

I think the same is true about teaching approaches and structures: We’d do better to focus on the quality and depth that’s brought to a structure—i.e., what kind of thinking are we asking of students within whatever structure we use—rather than get caught up fighting over which one is better, knowing that a teacher who really listens to students, reflects on her practice and is a critical thinker and learner herself can make almost anything work.

And now that that’s off my chest, I want to share something else: I’m working on a new book on reading that I plan to finish by the end of the year. That doesn’t mean I’m bowing out of blogging, if for no other reason than writing a blog post is so much easier than writing a book. And I love the immediacy of it and the connection with other teachers and readers. But while I may be posting less frequently, I’ll still be trying to wrap my mind in words that speak to the things we all care about.

 

On Rigor, Grit, Productive Struggle and What Our Word Choice Means

Word Choice Matters

As happened last year, many of the teachers, administrators and parents who left feedback on last month’s English Language Arts test at testingtalk.org pointed to what they felt were questions that focused on minutiae which, as Brooklyn principal Liz Phillips said “had little bearing on [children's] reading ability and yet had huge stakes for students, teachers, principals and schools.” Most of those questions were aimed at assessing the Common Core’s Reading Standards 4-6, which are the ones that look at word choice and structure. Having not seen this year’s tests, I’m not in a position to comment—though if the questions were like the ones I shared from some practice tests earlier, I can see what the concern was about.

Most of the practice test questions associated with those standards were, indeed, picayune and disconnected from the text’s overall meaning. But I don’t think that means that thinking about word choice and structure isn’t important—only that the test questions weren’t very good. Word choice and structure can, in fact, be windows onto a text’s deeper meaning. Or as my colleagues Clare Landrigan and Tammy Mulligan have suggested, thinking about Reading Standards 4-6 can get us to Standards 1-3, which are all about meaning. And so this week, I’d like to apply Reading Anchor Standard 4—”Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choice shape meaning or tone”—to three key buzzwords attached to the Standards—rigor, grit and productive struggle.

Rigor DefinitionTo me, all three seem to have strangely negative connotations. And in that, I’m not alone. Many educators have pointed out that, if we look up the word rigor in the dictionary, we find definitions that suggest something downright punishing. That’s why some educational writers, such as Stevi Quate and John McDermott, the authors of Clock Watchersdeliberately decided to use the word challenge instead of rigor in their most recent book The Just-Right ChallengeOthers, such as former NCTE president Joanne Yatvin prefer the word vigor, which turning to the thesaurus this time, lists synonyms such as energy, strength, gusto and zing. Either or both of those words seem better than one connected to stiff dead bodies—i.e., rigor mortis. Yet rigor is the word that’s most in vogue.

The word grit is also popular today and is frequently touted as “the secret to success.” Yet it, too, has a whiff of negativity about it. Grit is what’s needed to get through something
Child Refusing Dinnerunpleasant, boring or even painful that someone else has said is good for you—like eating your vegetables or sitting through days and days of standardized testing. And as Alfie Kohn notes in his great piece “Ten Concerns about the ‘Let Them Teach Grit’ Fad,” grit seems connected to a slew of other terms, like self-discipline, will power and deferred gratification, all of which push students to “resist temptation, put off doing what they enjoy in order to grind through whatever they’ve been told to do—and keep at it for as long as it takes.”

Here, too, we could choose another word, like resilience, without the same connotations as grit, but we don’t. According to Merriam-Webster again, resilience focuses on “the ability to recover from or adjust easily to misfortune or change,” not just the stamina or toughness to trudge through it. And as former principal and speaker Peter DeWitt notes in his EdWeek blog post “Should Children Really Be Expected to Have Grit?“, resilience “can coincide with empathy and compassion,” whereas grit seems more about sheer doggedness—and in the case of vegetables and tests, compliance, which may be the word’s hidden agenda.

And then there’s the term productive struggle, which I confess I’ve embraced in the past, as an earlier blog post attests to. I believe completely in giving students time to explore and wrestle with a text in order to arrive at their own meaning because whatever is learned through that process—about that text, texts in general, and the reader himself—will stick much more than if we overly direct or scaffold students to a pre-determined answer. But that word struggle comes with the same negative connotations as the two other words do. The thesaurus, for instance, lists battle and fight as synonyms for struggle, with pains and drudgery as related words. And while I think we can reclaim words—such as turning the word confusion into something to celebrate rather than avoid—I’ve recently started to wonder if we shouldn’t choose a more positive word to get at the same concept, as you’ll see in the twitter exchange I had with two teachers after reading a blog post by the wonderful Annie PaulTwitter Inquiry vs. Struggle

Merriam-Webster defines inquiry as “a systematic search for the truth or facts about something” and unlike the word struggle, which seems mostly connected to hardship and conflict, the word inquiry is connected to questioning, challenge and self-reflection. In fact, it seems to embrace the very habits of mind that NCTE has identified in their Framework for Postsecondary Success:

NCTE Habits of Mind Framework

So what does it say about our culture that the words we’ve chosen to latch on to the most all seem to carry connotations of hardship, toughness and forbearance? Some writers, like Alfie Kohn, see this as simply a new manifestation of the Puritan work ethic—in a time in which it’s become much harder to pull yourself up by your own bootstraps. Others, like P. L. Thomas of Furman University, sees in the “‘grit’ narrative” something much more insidious: “a not-so-thinly masked appeal to racism”, with students of color being tagged as the ones most in need of more rigor, grit and time spent struggling.

In addition to these troubling implications, these three words also focus on student deficits, not on student strengths. And they suggest that we, as teachers, should be like Catwoman with her scowl and her whip, rather than like the Cat Lady who invites children to get to know the kitties. And I can’t help thinking that if, as a society, we chose some of those other words from the NCTE Framework instead—such as curiosity, openness, creativity and engagement—students would engage in productive struggle, even with something deemed rigorous, without explicit lessons on grit. And that’s because . . .

Word Choice Matters 2

 

 

 

 

 

The Secret to Teaching Poetry: Focusing on Feelings

Can You Keep a Secret While I’m a firm believer that poetry should be read throughout the year, I fear I tend to wait until April, when it’s National Poetry month, to write about it—just as many a teacher waits until then to dust off the poetry books. This is a shame, if not a crime, as is the fact that too many Common Core interpretations have all but squeezed poetry out of the curriculum or relegated it to a handful of lessons to tick off Reading Literature Standards 4 and 5.

Why this is so, I can’t say for sure–though for me it’s related to the schools where I work doing less poetry. But I’ve wondered whether the reason why poetry is so absent from the Common Core has to do with the fact that, perhaps more than any other genre, poems ask, even beg, to be felt. Poets want us to feel their words in a way that seems almost antithetical to those Common Core close reading approaches that say that the meaning of the text resides, not in a reader’s heart or mind, by within the four corners of the text. Mary Oliver, for instance, talks about the pleasure readers feel when they “enter the rhythmic pattern of a poem:”

“It takes no more than two or three lines for rhythm, and a feeling of pleasure in that rhythm, to be transferred from the poem to the reader.”

And Dylan Thomas’s definition of poetry goes straight to feelings as well:

“Poetry is what in a poem makes you laugh, cry, prickle, be silent, makes your toe nails twinkle, makes you want to do this or that or nothing, makes you know that you are alone and not alone in the unknown world, that your bliss and suffering is forever shared and forever all your own.”

My experience in classrooms, however, is that if I begin by asking students what a poem is, I get a list of terms of the things poems can have—stanzas, rhyme schemes, similes, metaphors; I’m sure you know all the culprits. But if we begin instead by reading poems Seeing the Blue Betweenwith the question “What does a poem do for a reader?” in mind, we get closer to Dylan Thomas as students start seeing that poems can make us smile or feel sad or see ordinary things in extraordinary ways. Once kids start feeling poems this way, it’s often fun to bring in quotes by poets like Dylan Thomas, which can affirm what students are experiencing and offer new ways of thinking about how a poem affects them—as in, considering which poems make your toe nails twinkle. For younger students I love using quotes from Seeing the Blue Betweenwhich pairs poems with letters of advice to young poets and readers of poetry by 32 renowned children’s poet. And for older students, I have a stash of quotes, such as the ones below:

“What is poetry? And why has it been around so long? . . . When you really feel it, a new part of you happens or an old part is renewed, with surprise and delight at being what it is.”  James Dickey

“Poems are other people’s snapshots in which we see our own lives.”  Charles Simic

“We should read poetry because only in that way can we know man in all his moods—in the beautiful thoughts of his heart, in his farthest reaches of imagination, in the tenderness of his life, in the nakedness and awe of his soul confronted with the terror and wonder of the Universe.” Amy Lowell

Then and only then do I move from exploring what a poem does for a reader to how it manages to do that. And one of my favorite ways of helping students—and teachers—see how poems work their magic on readers is by asking students to think about how a poem is different than a greeting card, such as this birthday card for a mom: Mom Birthday Card And this poem by Judith Ortiz Cofer:The Way My Mother Walker Judith Ortiz Cofer Many students can readily see that the poem on the card is broader and more general—even, we might say, generic—and it more or less hits one emotional note. Cofer’s poem, on the other hand, is highly specific. She writes about a particular mother who we can picture and hear and who is much more complicated than the every mom of the card. Because Cofer’s mother is so complicated, she and the poem seem more real to me than the ‘always’ mom of the card. And while my mom never wore an amulet or lived in a second-floor walk-up, the poem gets me thinking about all the complicated and confusing messages she sent me through the way she put on her lipstick or clutched my white-gloved hand in hers as we hurried through Grand Central Station.

In this way the poem does exactly for me what Simic says poetry does. I see myself in the specifics of Cofer’s poem, despite the fact that all those specifics are quite foreign to me. And this is the magic of poetry—and, I think, of all literature: the more specific and particular it is, the more it taps into universals that enrich, deepen and move us.

The poem, though, is harder to understand than the card, which is why some students say initially say that they like the card better. But focusing on feelings can help us here, too. As a strategy for accessing poems that feel hard, we can ask students to think about what feeling the poem evokes for them—even if they’re not sure why—and to locate lines where they think they feel it. This also works as the kind of rich task I wrote about the other week, as different Anchorstudents pick up whiffs of different feelings arising from different lines. In this poem, for instance, many students pick up fear, which they feel in various lines, though some also feel safety or relief in the last few lines or a sense of the daughter’s pride in the line about the “gypsy queen.”

Anchoring themselves in the poem through these lines, students can then begin to think how these lines and feelings are connected with others by wrestling with the sort of open-ended questions I shared in January. This will ultimately allow them to interpret the poem and then—and only then—to hit Reading Standards 4 and 5. Or put another way, before students can analyze how a poet’s specific choice of words, structure and figurative language shape meaning, they have to feel the affects of those choices on themselves as readers first.

Of course the words ‘feel’, ‘feelings’ and ‘pleasure’ are nowhere to be found in the  Standards. But if we hold on to what the Standards do say—that they “define what all students are expected to know and be able to do, not how teachers should teach.”—it seems we’re in the all clear. Or we could just keep it our little secret to share with our colleagues and friends.

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