The quality of our expectations determines the quality of our action.
Andre Godin
I am observing students in Katrina Edwards’ first-grade reading workshop during independent reading. It’s time to transition to partner work, and while music plays, everyone gathers up their book boxes and supplies, replaces materials, and starts to move to the designated area for the next component of workshop. Except for Carly, who stands near a bookshelf, seemingly in a trance as she strokes the leaves of a potted plant. Katrina moves among the students, with a gentle hand on their backs to encourage them. When she gets to Carly, she stops and says, “Well — this is unexpected.” Katrina pauses, and within a few moments Carly starts gathering up her books and cleaning up materials like everyone else.
“Well — this is unexpected.”
It’s a phrase I’ve already heard a few times from Katrina in the hour I’ve spent observing these young readers and writers. The language of learning fascinates me. What teachers say again and again, as part of classroom routines, lodges in students’ brains.
“Well — this is unexpected.” Implicit in the phrase is the understanding that something else was expected — that there are expectations at that moment, as part of literacy routines, that something else will be happening. The phrase begs the question and nudges the child to think, What is expected?
It’s not enough to redirect children when they aren’t doing what needs to be done — teachers like Katrina with their language are helping children learn to monitor and reflect on their own behaviors. And if a child can’t answer that implicit question “What is expected?” through their actions, then there likely is a teaching opportunity. Every unexpected classroom event is an opportunity for learning — either by teachers or students.
This week we consider the needs of English language learners. Plus more as always — enjoy!
Brenda Power
Founder, Choice Literacy
Free for All
[For sneak peeks at our upcoming features, quotes and extra links, follow Choice Literacy on Twitter: @ChoiceLiteracy or Facebook: http://www.facebook.com/ChoiceLiteracy or Pinterest: http://pinterest.com/choiceliteracy/]
Ruth Shagoury shares advice for conferring with young English language learners in this quick video interview:
http://www.choiceliteracy.com/articles-detail-view.php?id=580
Jennifer Schwanke explains why advocacy is the most important skill she looks for when she interviews potential ELL teachers:
http://leadliteracy.com/articles/384
If you’re a fan of morning meetings for building community at the start of each day, you’ll enjoy these tips for adapting the greeting for English language learners:
For Members Only
Katie DiCesare finds patience and observation are the keys to helping a first-grade English language learner who is in the silent period:
http://www.choiceliteracy.com/articles-detail-view.php?id=2247
Stella Villalba shares some Modifications for English Language Learners that can help them demonstrate skills and knowledge:
http://www.choiceliteracy.com/articles-detail-view.php?id=2271
In this week’s video, Jason DiCarlo completes his lesson on character traits in third grade. This is the final installment in a three-part series:
http://www.choiceliteracy.com/articles-detail-view.php?id=1744
In an encore video, Max Brand leads a guided reading lesson with kindergarten English language learners:
http://www.choiceliteracy.com/articles-detail-view.php?id=1453
If a busy fall has left you behind on new Choice Literacy postings, you can catch up on past issues of the newsletter over the holiday break at the Big Fresh link:
http://www.choiceliteracy.com/articles-popular-category.php?id=10034
That’s all for this week. Remember, we’re off until January 9 for our annual winter break. Happy Holidays!
