Skip to main content

Reading Ladders - Teri Lesesne


The Hawaii Council of Teachers of English (HCTE) sponsored "Professor Nana," Dr. Teri Lesesne (rhymes with insane) for their fall workshop this morning at Mid Pacific Institute in Mānoa.

Neither the $50 fee nor the fact that this was a gorgeous Saturday and we were in a 1/2-day workshop was enough to dissuade the packed cafeteria of teachers. If you LOVE, LOVE, LOVE YA and tween books like I do. . .if it's your guilty pleasure. . .if you read YA books in order to find something one of your reluctant readers will devour, then Professor Nana is the ultimate source in YA books. I first saw her in San Antonio for a literacy workshop with Kylene Beers. I have followed her blog The YA Goddess since 06, and whenever I'm at NCTE, I make sure I go to at least one of her sessions. It's true that her power points are always on her slide share account, but I always get more insight when I watch her because she book talks some of the covers that are in her slide show.

In between teaching my 9th graders and reading for my doctoral class this semester, I'd love to discuss some manaʻo from her book, Reading Ladders: Leading Student from Where They Are to Where Weʻd Like to Be (Heinemann). The gist of what I got from today's talk was that reading ladders combine elements of thematic units, vertical alignment and planning, as well as horizontal alignment and planning. It's a way to scaffold instruction as well as a way to keep students motivated to read, so that with the less secure readers, you take smaller steps.

I think this concept of having the next book ready for students, and planning horizontally and vertically around reading is one of the pieces that is missing in unsuccessful SSR programs. It's just not enough to tell the kids to read. It's not enough to take them to the library. We need to read aloud to our secondary students, and we need to carve out some time to talk books. We need to think schematically (and thematically) about books. Now if only we could get paid to read for pleasure.

Mahalo to Anna Lee from HCTE for letting me know about the workshop. They have more fabulous speakers coming: November 6, 2010 Stephanie Harvey and Smoky Daniels (Comprehension and Collaboration: Inquiry Circles in Action); February 12, 2011 Ralph Fletcher (Pyrotechnics on the Page: Playful Craft that Sparks Writing)

Comments

Popular posts from this blog

Kino (an indigenous logic model): post 1 of 4

Passion I have. What I need is to practice my elevator speeches, those short informative program synopses that can be done in the time it takes to ride the elevator.  Of course it will take me 4 posts. Post 1: The honua: building on solid ground The Alana culture-based education course is graphically depicted by the above logic model. The honua (green box), the earth, represents the mo'ok ūauhau, the geneology of this program that informs and guides the building of this course. Dr. Shawn Kanaʻiaupuni and her team lay the foundation for culture-based education (CBE) modeling and immersion within the course. Dr. Walter Kahumoku and Keiki Kawaiʻaeʻa, in consultation with Dr. Bernice McCarthy (4Mat) bring to the geneology the work of moenahā, a curriculum planning concept based on the way kupuna taught. Makawalu, literally eight eyes, is a concept practiced by Kaʻimipono Kaiwi and her teachers at Kamehameha Kapālama to encourage multiple perspectives in the standards-b

5 things that teachers do when they are in all-day workshops

1. Listen attentively for 10 minutes Presenters: welcome to your worst teaching nightmare. Teachers learn how to be antsy from their students. If you have a lot of middle school teachers, expect them to act like middle schoolers, ADHD disorders and all. You have 10 minutes to hook us and we want to get up, move and be active every half hour. 2. Talk to our neighbor while the presenter is still talking This practice is a natural way for teachers to use each other as a sounding board for the connections they are making to their own teaching (or they're just gossiping). If you can't tell the difference between productive noise and idle gossip, you need to go back to the classroom and practice. 3. Text and read posts When speakers talk about another author, or another concept, we get on our smart phones and look up the links so we can expand our knowledge immediately. (Or we're blogging or catching up on our email). Don't be offended. Only kick us out if we don't realiz

The Last Teacher

  6/4/24 Anna's last day was Friday, May 31, 2024 She collected all of her gifts and notes from her students Took pictures with her seniors who she had as freshmen four years ago Turned in her keys and walked away from her Georgia classroom made up of predominantly  black and brown students  who needed her to stay. She is not (really) leaving because of the constant shift of politics/policies/procedures of her school district She survived that. She is not (really) leaving because she suddenly lost her colleague and mentor last year, her marigold. She survived that. She is not (really) leaving because of the overwhelming needs of her students  Who continue to need her even after they have left her class.  She did this tearfully because she was both too empty and too full to stay another year. She is going to graduate school for counseling in the fall Her next dream is to do horse therapy for children and young adults. She sees this as a failure on her part.  She could not stay in th