Joan Moser
July 15, 2016
Issue #417
The summer break stood in front of me like a colorful welcome mat, beckoning me to enter the time of needed rest and rejuvenation. I was ready. My bedside table was stacked with much-anticipated professional and children’s books saved for this uninterrupted reading opportunity. I was enthusiastically looking forward to the extra time I would have to prioritize my pile of books-to-be-read and dig in.
I recently met a teacher who told me about the last day before summer vacation at her school. As staff members checked their mailboxes, they each found two professional books and a note neatly tucked inside. They were told that they needed to read these books over their break. Additionally, the 20 guiding questions on the sheet that accompanied each text were to be answered in preparation for staff discussion the day they returned to school.
This teacher shared her dismay at seeing the books in her box. She appreciates having a leader who encourages professional growth, but like me, she and her colleagues had book titles they were planning to read ready and waiting. The books in her mailbox were not books she had on her to-be-read list and wouldn't address her own questions, the type that cause someone to pause, think deeply, wonder, and read more.
We have relished the opportunity to learn from a variety of researchers and authors, including, but not limited to, Richard Allington, Mary Howard, Jeffrey Wilhelm, and Michael Smith, all of whom have invested time researching and writing about the undeniable, positive results choice reading has on the students in our classrooms. We share this research as we speak to administrators and teachers, such as the teacher mentioned above. We talk passionately about the importance and power of teaching children how to choose books they want to read and that are a good fit for them.
During this summer break or whenever you have the opportunity to delight in reading a book, magazine, newspaper, or blog you have chosen, I challenge you to consider your feelings and think about the children in your care. Every single student deserves to feel the anticipation of their next book, delight in learning something new, fall in love with characters and authors, or abandon a book they don’t find fulfilling. Yes, the research is conclusive about the importance of choice for all readers, and sometimes treating our students as we want to be treated is the most powerful thing we can do in our classrooms.
News from The Daily CAFE
Our Libraries . . .
Three Guilt-Free Tips for Weeding the Library*
Considering these three simple things will help you determine what is still worthy of being in your classroom library and what isn’t.
Math Matters . . .
A Solution for Storing Math Tools
Here is the why behind this area and one way to store math materials. Shannon Campbell, a fifth-grade teacher, shares her thinking about math tools, the tools themselves, and why she has chosen this storage bin to be used for community supplies.
Survey Says . . .
We asked and you answered! Last week we answered questions about classroom organization and design. This week we provide insight into methods and strategies for pre-K and kindergarten.
- Introducing Daily 5 in a Kindergarten Classroom—9-Part Series*
- CAFE in Kindergarten*
- Book Boxes for Kindergarten and Beginning Readers*
- Elaborating Writing with Kindergarten and Emergent Writers*
Focus on Health . . .
Find Your Focus
Here are four tips for finding your focus.
*Available to members
Professional Development Opportunities
2016 Live Workshops
Join The 2 Sisters at a LIVE workshop to learn about current research and practices supporting Daily 5, Math Daily 3, and CAFE. Select a location below and sign up while space is still available.
| Location |
Day 1 Daily 5 + Math Daily 3 |
Day 2 CAFE |
| New Brunswick, NJ |
July 30 |
July 31 |
| Tacoma, WA |
Aug. 6 |
Aug. 7 |
| Chicago, IL |
Aug. 20 |
Aug. 21 |
| Anaheim, CA |
Sep. 17 |
Sept. 18 |
| Orlando, FL |
Oct. 8 |
Oct. 9 |
Online Seminars
Prefer short bursts of information combined with independent learning? Each session offers separate seminars on Daily 5, CAFE, and Math Daily 3.
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July 3–July 30
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July 31–August 27
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August 28-September 24
Graduate Course (3 credits)
Register for these courses and earn graduate credits while you learn.
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EDU 555: Launching Daily 5 and CAFE
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EDU 533: Launching Math Daily 3