{"id":4039,"date":"2023-09-12T20:38:56","date_gmt":"2023-09-12T20:38:56","guid":{"rendered":"https:\/\/sites.resa.net\/ela-newsletter\/?p=4039"},"modified":"2023-09-13T02:29:58","modified_gmt":"2023-09-13T02:29:58","slug":"2023-september-use-your-megaphone-inspiring-excellence-in-literacy-instruction","status":"publish","type":"post","link":"https:\/\/sites.resa.net\/ela-newsletter\/2023\/09\/12\/2023-september-use-your-megaphone-inspiring-excellence-in-literacy-instruction\/","title":{"rendered":"2023 September “Use Your Megaphone”: Inspiring Excellence in Literacy Instruction"},"content":{"rendered":"\t\t
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This newsletter has been created by Wayne RESA literacy consultants for literacy educators. In each issue, you will find Literacy Learning Network updates and information, statewide <\/span>initiative updates,<\/span>\u00a0<\/span>book synopses, teaching and coaching strategies, and upcoming professional learning opportunities. We look forward to partnering with you as we engage in best practices in literacy instruction for all students.<\/span><\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\"Literacy\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t
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Literacy Learning Network Updates<\/h3>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t
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Annual Summer Blitz Wrap-Up <\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t
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For the third consecutive summer, Michelle Wagner<\/a>, Manager of Educational Services, has spearheaded this truly collaborative effort to bring professional learning directly to you–wherever you might be. This year, 2138 participants registered to attend sessions centered on rediscovering the sheer joy of teaching and learning. Topics appealed to educators from a variety of different disciplines, and each session was recorded for future viewings. A complete library of recorded sessions is now available on our Wayne County Literacy Learning Network YouTube channel<\/a> and on our Wayne RESA Professional Growth<\/a> page. To date, these videos have received over 1200 views! We hope that you will join us again next year for a month of inspiring and engaging sessions that reignite our desire to bring our best selves to the students and families we serve.\u00a0<\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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Equity-Focused Literacy Series<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t
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We are proud to announce our fourth annual Equity-Focused Literacy Series<\/a>. With a focus on Restorative Literacies, the series <\/span><\/span>begins on September 26th. Each session will feature a keynote speaker who will lend their expertise around equitable and restorative literacy practices that center students’ humanity by helping educators cultivate a culture of care and academic excellence. Restorative literacies transcend time, space, and academic discipline. During the first session, former literacy consultant and author Deborah L. Wolter will share stories from her book and discuss how restorative literacies expand our thinking about literacies to restore relationships between students and teachers as well as students’ relationships with literacies. Wolter will explain how centering the voices of students and educators can repair harm, strengthen agency, develop leadership and sustainability, and recognize literacies and identities. <\/span>Register for Restorative Literacies: Creating a Community of Care<\/a>\u00a0to attend her session.\u00a0<\/span>Other featured speakers for the series include\u00a0Felicia Rose Chavez<\/a>, Dr. Maisha T. Winn<\/a>, and Dr. Dawn Miller<\/a>. In addition, Dr. Rosalyn Shahid and Heather Rottermond will lead participants in a four-session book study of Dugan and Safir’s Street Data<\/em>. Any one of these opportunities will lead to introspective and transformative thinking, but since there are no limits, why not register for all?<\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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Coaching Connections<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t
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It is our hope this year to work more intentionally on coaching cycles as a way to build teacher capacity and to improve student outcomes. A coaching cycle is the process through which a teacher and instructional coach work collaboratively to set an instructional and\/or student learning goal, make a plan for supporting the goal, monitor progress toward the goal, and then reflect on how well the plan supported the goal. Coaching cycles are typically 4-6 weeks long; during this time, the teacher and coach work together to increase student achievement by changing practice. It is important to document the goal, the plan, the evidence supporting implementation of the plan, and the reflection. There are several templates available online, such as the Effects of Coaching Cycles on Student Learning<\/a> document created by the ISD Early Literacy Coaching Network, but we encourage you to modify any template to best suit your context.<\/span><\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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Statewide Updates<\/h3>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t
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\"\u2b50\"Michigan legislators have recently voted to remove the retention component of the Read by Grade 3 law. This change will go into effect in 2024. MDE’s recent memorandum<\/a> provides additional details.<\/span><\/span><\/span><\/span><\/p>

\"\u2b50\"MAISA GELN and lead researchers have revised the K-3 Essential Instructional Practices in Early Literacy<\/a> document. With updated supporting research and additional details for educators using the document, these ten practices are intended to be used with every child, in every classroom, every day in an effort to improve student outcomes.<\/span><\/span><\/span><\/span><\/p>

\"\u2b50\"<\/span><\/span><\/span>The Disciplinary Literacy Task Force has created an EduPaths Information Document<\/a> to facilitate participation in their recently developed online courses. Courses 1-7 are currently live, and Courses 5 and 6 include two parts, Part 1 and Part 2. In addition, all courses now have facilitation guides<\/a> available for those working on the modules in collaborative groups<\/span>.<\/span><\/span><\/p>

\"\u2b50\"MDE has announced that it will continue to use the SAT as an accountability measure. As planned, the SAT will be converted to an online format beginning in the 2023-2024 school year. For educators wishing to familiarize themselves with the new format, the College Board has created a variety of resources<\/a> as well as a video<\/a>. More updates will be coming soon; register for the MDE Spotlight Newsletter<\/a> to stay informed.<\/span><\/p>

\"\u2b50\"<\/u>Public TV\u2019s Michigan Learning Channel <\/a>continues to provide educators and families with free PBS videos and printable resources designed to ensure that all kids succeed. <\/span><\/p>

\"\u2b50\"<\/u>The Library of Michigan is pleased to announce the selection of award-winning poet Nandi Comer as the Michigan Poet Laureate. As a part of the 2023-24 Michigan Poet Laureate program, the Library of Michigan and the Michigan Department of Education will support a limited number of events for the Laureate to engage with schools, libraries, and organizations across the state of Michigan. As a part of these limited events, travel and accommodation costs are covered. If you are interested in hosting an event with the Poet Laureate of Michigan, please fill out this\u00a0form<\/a> with as much information as possible.<\/span><\/p>

\"\u2b50\"Registration for the MCTE Annual Fall Conference <\/a>is now open. The Conference will be held on October 13 at the Kellogg Conference Center in East Lansing. Join the conversation!<\/span><\/p>

\"\u2b50\"Save the date! The 2024 Michigan Reading Association Annual Conference will be held in Lansing, Michigan, from March 15-17. The Call for Proposals<\/a> is open–consider sharing your expertise with literacy educators across the state!<\/span><\/p>

\"\u2b50\"The NCTE Annual Conference will be held in Columbus, Ohio, from November 16-19. For additional details and conference registration, see the NCTE General Information<\/a> page.<\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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Books and Strategies<\/h3>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t
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Book Talk<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t
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Abdul’s Story<\/i><\/b><\/span><\/span>
Jamilah Thompkins-Bigelow<\/b><\/span><\/span><\/p>

\"Cover<\/span>In this touching story by Jamilah Thompkins-Bigelow, Abdul is known by his friends as a storyteller. He cannot wait to share the details of his latest escapades as he and his classmates wait for the bus each day. Yet, when it comes to writing those stories down on paper, Abdul struggles. One day, a writer visits Abdul’s class and, armed with his own examples, he explains that writing can be a messy process. Inspired, Abdul embraces the messiness and begins to write the stories he loves to tell.<\/span><\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t

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Hope Wins
<\/i><\/b><\/span><\/span>A Collection of Authors, including R. L. Stine and Matt de la Pe\u00f1a<\/span><\/b><\/span><\/span><\/span><\/p>

\"Cover<\/span><\/span>This is an anthology of short stories and essays written by popular children and young adult authors. These real life stories highlight that hope can be found anywhere and at any time, even when life feels bleak. Stories include characters with terminal illness, anxiety, autism, grief, and unreliable parents, just to name a few.\u00a0 The description by Penguin Random House states, \u201cWhere does hope live? In your family? In your community? In your school? In your heart?\u00a0 No matter what happens: Hope wins.\u201d\u00a0 These stories would be powerful models for memoir or personal narrative writing.<\/span><\/span><\/span><\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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When Stars Are Scattered\u00a0<\/i><\/b><\/span><\/span>
Victoria Jamieson and Omar Mohamed<\/b><\/span><\/span><\/p>

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A national Book Award Finalist, this graphic novel is about two young boys who are being raised by an elderly neighbor in a refugee camp in Kenya. The main character Omar is given the opportunity to go to school, and he knows he needs to take it in order to improve his future; he and his brother rarely have enough food and have no medical care. His brother is nonverbal, so Omar also worries about leaving him all day to attend school. The story follows the day-to-day experiences of living in a refugee camp; there is heartbreak, hope, and humor throughout this book that keep the reader engaged in learning about life in Dabaab.<\/span><\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t

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Hollow Fires
<\/i><\/b><\/span><\/span>Samira Ahmed<\/b><\/span><\/span><\/span><\/p>

\"Cover<\/span><\/span>In this compelling mystery, Jawad Ali has gone missing. The fourteen-year-old son of Iraqi refugees had recently gained notoriety in the Chicago area because he brought a costume jet pack to school, which was mistaken for a bomb by his teacher. After an embarrassing arrest and subsequent school suspension, Jawad tries to fly under the radar at school, and suddenly, he is gone. Just a few miles away, Safiya Mirza, a high school senior, feels inextricably tied to Jawad. Her search for clues uncovers a sinister plot that threatens to endanger Safiya and those close to her. Undeterred, Safiya is determined to seek “justice for Jawad.”<\/span><\/span><\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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Teaching Black Boys in the Elementary Grades
<\/i><\/b><\/span><\/span>Alfred W. Tatum<\/b><\/span><\/span><\/span><\/p>

\"CoverIn a recent professional learning session, Dr. Tatum emphatically divulged that “all texts belong to Black boys.” In his recently published book, he outlines seven pathways to nurturing and sustaining a sense of belonging for Black boys, such as developing a “passion for ideas” and allowing time for “voracious reading” and writing. Tatum’s multidisciplinary approach, couched within a supportive and caring environment, centers students’ identity and collaboration as inroads to academic engagement and success.<\/span><\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t

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AI for Educators
<\/i><\/b><\/span><\/span>Matt Miller<\/b><\/span><\/span><\/span><\/p>

\"\"<\/span><\/span>In his opening vignette, Matt Miller, author of Ditch That Textbook<\/em>, describes his introduction to ChatGPT in December 2022–less than one year ago. Miller cites Brockman (2022) and Hu (2023), who note that within five days, ChatGPT had 1 million users, and two months later, that number hovered closer to 100 million. Clearly, the general public has embraced AI, but where does that leave the educational world? Miller carefully articulates the growing shifts for teachers and learners along with plans for using AI in the classroom.<\/span><\/span><\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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Say Good-Bye to Independent Reading & Hello to Interdependent Reading<\/span><\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t
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Independent reading has long been a part of many students\u2019 days. This practice usually involves students reading text on their own with minimal or no assistance from other students or adults. Recently, however, you may have noticed that in Essential 8 of the <\/span>Essential Instructional Practices for K-3 <\/span><\/i>from MAISA GELN, the word <\/span>independent <\/span><\/i>was excluded from the last bullet, and it now reads:<\/span><\/span><\/p>

Opportunities for children to engage in the reading of materials of their choice every day, with supports that include: a) instruction and coaching in how to select texts, b) instruction and coaching in employing productive strategies during reading, c) feedback on children\u2019s reading, and d) post-reading response activities, including text discussion.<\/span><\/i><\/span><\/p>

Educators may wonder if they should eliminate independent reading from their school day. In a recent presentation entitled <\/span>From Independent Reading to Interdependent Reading<\/span><\/i>, Dr. Nell Duke shared that currently, research has not shown that independent reading has a significant impact on reading achievement. This, however, does not mean that students shouldn\u2019t be allowed to read materials that they choose, but rather that they should be supported in their reading by peers and teachers so that precious educational time is used to increase students\u2019 achievement in reading. This shift would be considered i<\/strong><\/em>nterdependent<\/b><\/i> reading.<\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t

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Interdependent reading scaffolds students by providing strategies and practices that help them develop a purpose for reading, activate prior knowledge, read actively for meaning, and reflect on text when they have finished reading. The teacher is using the time when students are reading as teaching opportunities. The following are examples of practices that could be utilized when thinking about interdependent reading:<\/span><\/p>