If there was a way to squeal over writing insert here.  If you have read my other two blogs about my son and writing (here and here) you know that it has been a struggle. In fact it has become my mission to help boys (and girls) love to write and, more importantly, choose to!

Quick recap: my son Sam is in grade three. He is an excellent reader and has always been a reluctant (sometimes hostile) writer. Being the Literacy Lover that I am I decided I was going to change that.  I have worked evenings and summers with Sam on his writing. In fact the revised Scope and Sequence to our Writing Station in the Lit Pit is 100% due to my discoveries with my son and his adventures in writing.  Now I would love to tell you that his transformed attitude is due to an amazing lesson I created and the inspiration I have given him, but that would be lying. Sam's turnaround in writing came from his incredible grade three teacher (I could kiss her!).  

Sam came home telling his dad and I that in his free time in class he's been writing a chapter book.  The shock on both of our faces was visible, and the looks between us were actually comical.  When we asked him to tell us more he went on and on about his story, his characters and the plot. He talked about the adjectives (and yes, he used that word) that he was going to use to describe his characters and then went on (in case we didn't know) to explain what an adjective was.  When I could finally get a word in (and, trust me, we were hanging on every word of his writing adventures), I asked him what it was that inspired him to write.  He simply said, "Mrs O. She told me that writing and reading are almost the same and then she told me that she was going to teach us the building blocks of words and sentences to help us create great stories. She just loves writing and reading so much, Mom, that it inspired me to write." 

There isn't much more I can say. His success and comments have simply reinforced the idea that Bryn and I try to secure our teaching to - it's not simply just important to teach How, it's important to inspire a Love for Literacy that will get our students excited about Reading and Writing.  Our Motto - Love to, Learn to and Choose to - was driven home this week.  Mrs O's love for writing got Sam excited about writing. All these times I've been working with him it's been more about a "job" and less about getting him to love it. Oh Mrs. O, thanks for the reminder! 

Love to, Learn to and Choose to read.

The interesting question in a world where technology is everywhere is "how do we continue to inspire our young people to not only be motivated to learn to read, but to love to read and choose to?" There are more and more distractions and more and more things drawing kids away from books. In May of this year we had an epiphany.  Teaching reading was just one part of what we actually wanted to accomplish in the Lit Pit. Knowing how to read was one thing, loving to read and choosing to read, was completely another. The more we discussed it with each other and then took it to dinner table conversations (our poor friends), we quickly discovered that knowing how to read didn't mean that you would choose to. This became our motto, our mandate and our challenge. 

So our discussions have changed a little, not only are our discussions surrounding how to teach reading but also how to inspire our students to love to read. Our first change in the Lit Pit came at the listening to reading station. We decided to re-brand this with our students and call it Love to Read!! Now I know Bryn has mentioned our administrator in previous posts, and this is again where she was an enormous asset! We asked her about stocking our room with books and she (loving books as much as we do) said yes! We then brainstormed with our students the kinds of books they would like to have in the Lit Pit; their ideas were awesome. There was one little boy in particular (who doesn't happen to love reading) and he asked for cook books! When the cook books arrived he lit up and said I won't need technology when I've got these to read (be still my heart). We also found that the grosser the better for many of our boys. So our love to read station was born.

With the start of the new school year upon us, we are brainstorming new ways to inspire them to love to read. We have a book fair planned where students will highlight their favourite books and want to start a kids' blog tied to "It's Monday what are you reading?". We also have a new idea using technology (instagram, twitter and blogging) to tie technology and the love of books together! We are so looking forward to creating a culture of readers at our school who Love to and Chose to Read!!! 

To celebrate the posting of a couple of great new products on Teachers Pay Teachers, we thought we would bring you some suggestions on fun ways to practice beginning reading skills, at school and at home.

 
- Go on a noisy letter or word hunt: Give each student letters or words to look for (the bookmarks in our Sight Word Hunt & Bingo Packs are perfect for this) and send them around the room, looking through books and environmental print for their words. Have them read them out to a partner when they find them. Add an element of competition by seeing who can find all of their letters or words first (beware of the strugglers and the non-competitive ones in the bunch. Make sure they feel successful too!),

- Go on a quiet letter or word hunt: Take the noisy word hunt down a notch and make it more suitable for center time, quiet time or individual activity. Give each student a set of letters or words and a stack of books. They can place their bookmark in the page where they found the match. If you want to check them, have students share their findings with a partner (or an older buddy or classroom volunteer) or conference with them one-one yourself. Great practice and a quick and easy check for you to see where they are (track the words they know and then you have a record come report card time).

- Play I have, Who has...: This game takes a little bit of set up but is really easy to do once you get the hang of it (and easy to re-use!). Make 2 copies of the letters/sight words you plan to use, making sure you have enough words for 1 word per student (to make it really easy, copy them on two different colours). Lay out all of your words side by side, keeping identical words side by side (your pattern would be AA-BB-CC, etc). Take one copy of the first word and place it at the end. Starting with the first word, hand 2 words to each student, the first in their left hand, the second in their right, making sure you keep the words in order (this is where the two colours comes in handy - you can quickly see if they are holding them in the correct hands). It's more fun if the students are not standing in the same order as the words were laid out. The first student then says "I have..." and reads the word in their left hand, followed by "Who has..." and the word in their right hand. The person with that word then repeats the process, saying "I have (word in left hand), Who has (word in right hand). If you've set it up properly, it will come all the way back around to the first person!

- Play "Word Detective": Write a secret message to the class, leaving blanks for the sight words you want them to practice. Hand out the missing words and ask the students to read their word to a partner. Then explain that you wrote them a message but that the sneaky word wizard came and zapped out some of the words, so now you need some help reading it. Begin reading the message, pausing at blanks and allowing the students to figure out what word is missing. The student(s) with that word can then come up and place their word in the space, helping to complete the message. Yay, they saved the day!

- Build Your Words: This one is great for kinesthetic learners and those who need some work on fine motor control. Using playdough, lego, alphabet blocks, stamps, magnetic letters, or any other building material you can think of, allow students to build the letters in their words. Be sure they read them to a partner or to you to complete the transfer of knowledge!

- Clap & Stomp Your Words: Another great one for kinesthetic or musically inclined learners! As you say the name of each letter in your word, clap the consonants and stomp the vowels, shouting the word out at the end. Or, get creative and try one of the following variations: Lasso your words - sit backwards on your chair (like a horse) and circle your arm in the air above your head as you say each letter in the word (1 circle per letter). As you say the whole word, throw your lasso and rope that word in! Cheer your words - hold pompoms (real or pretend, it's up to you), and shake them as you say each letter, high for consonants, low for vowels. At the end, jump in the air and shout that word out. Disco your words - Just like John Travolta! Point high and to the side for consonants, low and across your body for vowels, jazz hands to finish!

We hope you have fun trying some of these activities out with your class! Let us know how it goes...

PS - These products are part of a series of products that we'll continue to put up on TpT as we finish them. Keep checking our store if you want all the Dolch Sight Words!

Today's prompt is kind of a fun one - post pictures of your classroom and, in essence, critique it.

The slideshow at the top of our website home page (just click on that little word "home" right there beside "blog" in the top right hand corner) is a series of pictures of The Lit Pit, which, for all intents and purposes, is my classroom. It is not the average classroom. We cycle the majority of the classes in the school through the Lit Pit over the course of a week, averaging 5 classes a day. It is set up for a very specific purpose - station-based literacy activities (for more about how we run the Lit Pit see here).

When I look at photos of the Lit Pit, I see a space that is welcoming without being overwhelming, a space that is purposefully designed, a space that invites learning.

I also see a space that has morphed over time. The labels on that writing board in the photo above? Those didn't last very long because they just didn't work. Neither did the table set up, so we changed that too. The flow and routines have changed as well, flexing to fit every class that enters this space. When you're working with so many different groups, you have to be flexible!

You can see some of the changes in this photo (taken after we were really in the swing of things). For the upcoming year, we have already identified one of the missing things: books! While we do have guided reading books galore and a ton of great books at our Love To Read station, we hope to add several bookshelves and displays to highlight our favourites and the favourites of our students. In doing so, we hope that our students will share their passion for books with each other and with us!

The other thing that's missing? The kids. Their energy, their noise, their love for learning. I can't post those pictures but believe me, this is a space they love to be in.

We would love to hear what you think of our space (because, really, it's not just mine. It's Kristi's too. And all the staff and students who come to learn with us every day). Something you love? Something missing? Let us know in the comments - we are always looking for new ideas!

As you read through this blog, I know many of you are thinking "there's no way I could do this in my school. I'm not lucky enough to have an extra empty classroom just begging to be filled with fabulous literacy teaching materials." (for more on what said classroom looks like, click here) And you may be right. Your school might be so packed to the gills that your specialist teachers teach in closets or bookrooms or whatever nook or cranny they can shove themselves into (wonderful image, isn't it?) and your classrooms are spilling out into the hallways. But you can take this show on the road. The classroom is a bonus, not the basis, for this fabulous thing we call the Lit Pit.

It's totally doable. And worth it. I promise.

Think about it. This could be you. Your very own Traveling Literacy Road show. Going classroom to classroom, peddling the latest in amazing kid lit. Astounding students with your super-fantastic, amazingly engaging literacy lessons. Never once dropping a book as you move quickly and oh-so-quietly through the halls. Sounds awesome, doesn't it?

Yes, yes it does. And some days, you nail it. Other days, you are dropping books left right and centre. Believe me, we know. We do this a lot. And we love it.

The Lit Pit has been an incredibly successful model of literacy instruction for us (more about that here). Even if we didn't have a dedicated space, we would still do this. I'm not gonna lie, you will have to be organized. You will have to help your classroom teachers be organized. You will have to organize the kids. But once that's done, bam, look out literacy instruction. The Lit Pit is rolling in to town!

So how would you do it? Over the next few posts, we'll share with you some of the basics of the Lit Pit and talk about how those can be tweaked to work amazingly well without a dedicated space.

Collaboration is the foundation upon which the Lit Pit is built; without it, we don't exist. So, no matter how you decide to structure your traveling literacy road show, make sure that you are including others. In a previous post, we outlined all of the different people you can draw in to help you out if you are a classroom teacher. If you are a specialist teacher, you are the extra set of hands, eyes and brains that are contributing to this collaboration.

In the Lit Pit, collaboration happens in many different ways. We have specified blocks of time weekly in which we work together to provide time and space for teachers to meet. Frequently, I am covering primary classes so that Kristi can meet with a teacher whose class works with her in the Lit Pit. Sometimes, I even throw her in to a French Immersion classroom, just for fun! A lot of collaboration also happens on the fly...a brief conversation as a teacher heads out the door can start a snowball effect that changes what we are doing overall in the Lit Pit.

The Tweak: How drastic this tweak is depends on how far you want to go with it. When people ask me what change I think has been most beneficial to our school, I say, hands down, the collaboration blocks (3 per week, 45mins each). If you can find a way to work those in to your schedule, do it. No ifs, ands or buts. Do it. Having designated meeting times every week allows you to learn so much more about what is happening with those kids, in those classrooms. You can't replace that. If you can't make it work, carve out time before school, at lunch or after school to ensure that you are meeting with all of the teachers you work with on a regular (monthly) basis. This will keep you on track and moving the kids forward in a meaningful way. 

Bring your expertise, your passion and your understanding 

We are fortunate beyond belief to have an entire room dedicated to literacy instruction in our school (did I mention we have great admin?). We completely understand, however, that this is a rare occurrence, as most schools do not have the space or resources to set up a room like this. One of the biggest benefits of the room is that we can have all of our materials in one place and we do not need to duplicate them. We have designated places where everything is kept and an organizational system (different for Kristi and I) that allows us to have a class up and running in about 5 mins. All of our guided reading books are leveled and kept withing easy reach of the guided reading stations, allowing us to quickly move groups up or down a reading level with minimal effort. Our teachers are not responsible for bringing materials down to the Lit Pit unless they have something specific they want to work on. Easy peasy for everyone involved.

The Tweak: This is likely going to be your biggest challenge, as there are so many logistical considerations involved. To begin with, consider the physical layout of your school: Is it easy for you to get around quickly? Can you push a cart with materials? Are similar grade classrooms located near enough to one another to share materials? Where would these materials be stored? Do the classrooms themselves have enough space to store materials?

Ideally, each classroom would be a self-contained unit, with all the materials stored there within easy reach. However, space is tight, resources can be scarce and extra funding hard to come by, so this is unlikely to be the reality. Carefully consider what resources you can share and how you can do it without disrupting other classes when you come to get them. Guided reading books may need to be placed in bins and stored in a cupboard in the hallway between two classes, classroom libraries may need to be accessible to more than one class to share the wealth (think about using an app to help you manage this. Click here for some suggestions. Book bins or book bags will also likely be a life-saver here), letter tiles, iPads, lego and more may need to be rotated so that each class gets the benefit of exploring new kinesthetic ways of learning. 

Once you have a good idea of what resources can be kept where, how you're going to share them and how you're going to move about the school, go ahead and invest in a good filing system. You are going to need it! Organize all of your activities by class and by station so that you are ready to pull them out at a moment's notice. Colour coding can be especially helpful in this regard - designate a specific colour of paper for each class and always copy their activities on to that colour of paper. Use the same colour to flag activities that you want to do in teacher resource books and use that colour again for your notes...see where I'm going with this? Pick a system and work it!

Next, impose a system on the teachers and students (and by impose, I mean discuss with each teacher what works for them and then impose it!). Have a designated spot in the classroom to store markers, pencils, erasers, playdoh, bookmarks, scissors, etc, etc. Have each station meet in the same place each time and have a designated student place the necessary materials at each station. Use a pre-determined signal (we use a bell) to let students know that it's time to move to the next station, after tidying up their current one. Make sure all materials are put back in their designated spots at the end of each session. The more rigid you are about the organization, the smoother the whole thing will run as the year progresses and the less work it will be for you in the long run.

Next up: Taking This Show on the Road Part 2 - The Materials & Scheduling 

I'm not sure what kind of teacher you are, but I'm the type of teacher who is crazy busy during the school year (really, is there any other kind?). So when summer rolls around, I am done. Fried. Spent. I have no energy left for anything remotely school related for at least a couple of weeks. And then, slowly but surely, I start to get interested in it again. Blog posts and twitter feeds start to grab my attention again. I might pick up a teaching book that I wanted to read during the school year and browse through the pages. Then I decide to actually read a few pages. And then I'm hooked. My batteries are charged up and I'm ready to start thinking about next year. 

A little bit. Let's not get too excited here. There's still camping and the lake and bike riding and playing with my kids calling my name. But I do find myself actually willing to give some of my precious brain space up to teaching ideas and thoughts and musings again. Which is how I find myself here, writing a blog post about some of the changes we made to our literacy program this year that have been so successful that I think they need to be shared. You see, they weren't huge changes but man, did they ever make a difference! Looking back over everything we've done in The Lit Pit this year, these are the things that really had an impact. 

Ready for them? I promise you they are simple, straightforward and, whether you implement them all or only one or two, will make a huge difference to the young readers in your class.

If you haven't already done it, create leveled reading groups. You will never go back. This is not to say that you ditch whole class reading instruction entirely but rather that you dedicate time to whole class and small group instruction. Ideally you would be doing both. Every. Single. Day. Dedicate two 45 minute time slots a day (minimum - see tip 4 for ways to fit more literacy instruction in to your day) to reading instruction - one for whole group instruction and one for small group instruction. Use an informal reading assessment tool (we use PM Benchmarks) to level your class in to groups of 4-6 students. While one group is reading with you, the other groups can be working on reading and writing related activities (see tips 2 & 5 below for ways to make these stations really meaningful). This allows you to work closely with students to help guide their reading, targeting skills they need to work on to move ahead. You will be amazed at how quickly your students will make progress when they receive this kind of attention. 

Biggest piece of advice? Make sure that every moment counts. Pinterest and Teachers Pay Teachers are full of great ways to run guided reading groups to ensure that the time that students spend with you is targeted and meaningful. Take the time to really think about what each group needs in terms of reading instruction and meet them where they're at. You do not need to be constantly assessing students to know what they need - talk to the teacher, re-do running records at regular intervals and keep your eyes and ears open while you read with the kids. They will guide you in the right direction (we will have a post up shortly with a sample guided reading sequence too if you're not sure where to start). This is your opportunity to provide them with exactly what they need in terms of reading instruction. Be purposeful in your instruction and you (and they!) will reap the rewards.

This blog started because we made some drastic changes to the way we provide literacy support and learning assistance in our school. The biggest change was shifting our support from a pull-out model to an in-class model.  We no longer work only with specific students, we work with whole classes, doubling the support time for all students. So, as you set up your leveled reading groups, invite your learning assistance teacher, librarian, Special Ed teacher, literacy specialist, principal, whomever you can rope in to it, to join you. Provide them time and space in your classroom to work with a small group as well; not only will you double your students' access to targeted reading time, you will also provide that person with an opportunity to work with students they might not otherwise work with. Win-win, if you ask me.

Key points here: meet regularly with your support people to be sure that you are maximizing your time and efforts. This doesn't have to be a formal meeting (although it can be; consider building collaboration time in to your schedule...hint, hint) and you will likely find that it becomes second-nature to have a quick two-minute conversation as you leave the classroom or see each other in the hallway. If everyone is on the same page, your students will reap the rewards.

On a related note,  educational assistants can also be fabulous support people when running reading groups. While not expressly allowed to teach students (at least not in our district), they are certainly allowed to circulate amongst your other groups as they work on the independent activities, providing assistance and guidance as necessary. Takes a load off you knowing that someone else is monitoring behaviour and answering questions. If you can't get this kind of support, do make sure that you have a well established system for asking questions and soliciting help, otherwise you will be interrupted far too often! I suggest having students approach at least 2 other peers with their question before coming to you but you may already have a system that works for you.

Near the end of this year, we came to the realization that the kids had exhausted all of the options at our Listen to Reading station. We also had kids starting to request specific books or types of books (cooking books, anyone?). So we did what we do best and we went shopping! We brainstormed with the kids all of the fabulous things they wanted to read, scoured the Scholastic catalogues and ordered a ton of books (in both French and English, I may add). We even decided to change the name of the station to Love to Read and shift the focus from fluency practice to simply reading for pleasure.

Why did we go to all this trouble (besides the fact that we love to buy books)?

Because kids have to have easy access to books that they want to read. They need to look at books as interesting, fascinating things that they want to lose themselves in. If they don't see books all around them that they want to pick up and not put down, then they are never going to love reading. 

I realize that collecting heaps of books that your students will find interesting can be a daunting task. But it is a must do. Ask your students what they want to read about. Have them watch book trailers (find some here). Make use of your Scholastic bonus bucks. Scour the discount tables at bookstores and online. Better yet, convince your admin that this is a necessity and have her/him spend the money. Slowly but surely build your collection. 

You will be rewarded with students who are passionate about reading. Students who come to you asking you to buy them another book. And then another. They will want to talk with you about what they've read. And you will smile and happily talk with them for hours because that's exactly what you want them to do.

As a side note: please don't discount audio books, especially for older grades. Struggling readers or kids who just don't love reading are often engaged by audio versions of books, which leads them to the paper versions eventually. I have had great success getting kids more interested in books by using the audio version first or in conjunction with the paper version. And they will still be able to participate in the deep, meaningful conversations you want them to be having about books.

Kristi and I are both extraordinarily passionate about great kid lit. So passionate, in fact, that people often walk in to our office only to find us reading to one another from some great new book we found. 

Yep, geeks. Book geeks. Big time.

What we love most about great books (beyond just the simple enjoyment of reading them) is that we can almost instantly see ways that these books would work as mentor texts, a.k.a texts that model some aspect of literacy in a wonderful way. And we get passionate about them. And if we're passionate about them, dollars to donuts the kids are going to be too. And if kids are passionate about books, well, you, my friend, have done your job and done it well.

Once you begin to see books in this way, you open up a whole new world of teaching possibilities for yourself. You see, not only can mentor texts help you with your reading instruction, they are ah-mazing for writing as well! Now you can use one book to teach visualization and word choice. Connections and voice. Inference and sentence fluency. You can begin to dig deeper in to what makes a great book great, taking kids on a journey in to the love of literature, using books that interest them, intrigue them, inspire them (how's that for word choice?). All of that and you can double your literacy time because the kids are really in to it; they don't know that it's reading time or writing time, all they know is that reading these books is fun and getting to write in a similar style? Well, that's just awesome. Seriously. Try it. Find a great mentor text (start here or here), pick a reading focus and a writing focus that work with that book and go for it. You will not be disappointed.

As mentioned above, it is really important to be purposeful in your planning and teaching when using a station-based approach. It is especially important at the independent work stations because those can make or break the tone of the classroom as you are trying to work with your guided reading groups. Well-planned, engaging activities are the key to a literacy time that runs smoothly and effectively. 

Looking back, we realize now that although we thought we had some very engaging activities for working with words, they lacked depth and meaning. We even went so far as to entirely change the focus of one of our word work stations to ensure that students were meaningfully engaged in learning (more about that here). 

Now, I am not trying to take away from all the fabulous teacher-authors out there who have published all sorts of word work activities but for us, for us, they just weren't right. While rainbow writing, pyramid writing and all sorts of other pretty ways of writing words out multiple times may seem fun at first they don't actually teach the students much beyond rote memorization of individual words and that just didn't fit with our philosophy. 

So, when planning your station activities, plan them to reinforce the building blocks of reading and writing. There are many research-based programs out there (we often use Words Their Way) but a little bit of reading (check out some of the resources on the ACSI website here) can lead you to develop your own spelling program that fits with your style and philosophy. Tip #6 below shares some of the things we've found to be successful when it comes to working with text.

No matter what you choose to do, make sure that the work your students are doing forces them to think about the links between reading and spelling, the phonological, phonemic and comprehension connections that really matter.  

Close reading has been much more prominent in the US than up here in Canada. It has also experienced it's fair share of controversy, as many people feel that it detracts from the love of reading that kids should be developing in the primary years (not to mention that many feel that elementary school students are not proficient enough readers to actually dig deeply in to the meat of the text). As mentioned above (see Tip #3), one of the fundamental building blocks of the Lit Pit is developing that love of literacy and we keep that uppermost at all times. However, we've also found that the basic tenets of close reading, including re-reading and carefully looking at certain aspects of the text can actually enhance student enjoyment by helping them understand the text better. This is the idea behind the Working With Text station.

Do we stick religiously to the close reading format? Heck, no. 

We bend it and stretch it to suit our purposes. We combine it with interactive notebooks to make it engaging for students. We ensure that they use text they have already read (or, in the case of stronger readers, are going to read) with us to explore a key concept that we want them to learn. 

Interactive notebooks provide the students with a clear outline for their independent work and a scaffold for their learning. Close reading strategies provide them with ways to look more carefully at a given reading concept. For the little guys, this might be word families or parts of speech; for the older kids, it might involve a closer look at author's purpose or main idea. No matter what reading skill they are working on, interactive notebooks and close reading strategies help them to better understand what they're reading, which leads to greater enjoyment of all reading (because, really, how much fun is reading if you don't understand it?).

Close reading strategies + interactive notebooks = meaningful, doable independent work. Done and done. 

Whether you make one of these changes or all six, whether it happens all at once or over time, you will be rewarded with kids who cheer when you mention reading, smile widely when it's time to write and overall just thoroughly enjoy anything to do with books. And those reluctant readers? Well, they might not cheer but they probably won't groan either.

In case I didn't mention it already, this has been a very busy year for us! But you know what? We've finally got this thing to the point where it is running smoothly...very smoothly. (And by "this thing" I mean The Lit Pit, of course.)

When we started out we were really excited about the activities we had planned for each station. As the kids really got rolling though, we began to see some, um, weaknesses in our plan. Like, as it turns out, no matter how interesting you try to make the activities, intermediate students don't need two word work stations. They just don't. They are quite happy to do one station of sorting and analyzing but two? Too much.

So we rethought it. We thought about what those intermediate kids really need and we came up with Working With Text. This station allows them to examine the text from the guided reading stations in more depth, focusing on whatever skill the classroom teacher and I decided was most in demand at any given time. We've covered main idea, supporting details, purpose and more (can you tell we were reading non-fiction?). I'll go in to more detail about this station and the set-up in another post but suffice it to say it is differentiated (in keeping with the spirit of the Lit Pit as a whole), involves interactive notebooks and is really engaging for the kids. What more could you ask for?

Oh, maybe this - The primary teachers loved this model so much that they adopted it too! Working With Text allows us to address so many literacy needs on so many levels. Probably my favourite change to The Lit Pit so far.

It has come to my attention that I may have failed to mention that the Lit Pit is a bilingual place. Yep, that's right, not only do we read, write and think in English around here, we do it in French too. 

The Lit Pit seems to work equally well in both languages (see the post about our success so far). The only problem is one that is common to French Immersion teachers from sea to shining sea in this beautiful land of ours...

Major.Lack.Of.Resources. 

And by major, I mean French Immersion teachers spend a disproportionate amount of time creating their own resources in order to meet the needs of the students in their class. There are some fabulous people out there creating and sharing (shout out to Mme. Belle Feuille & La Classe de Karine, whose materials I have used over and over again) but not nearly as many as there are in English. While we can easily hop on TpT and find English resources galore for any given topic, they are few and far between in French.

Don't get me wrong, there are publishers who sell resources in French. But even then, the pool is small. And expensive. And often not exactly what you were hoping for. So your choices become: use something that doesn't quite work and try to make it fit as best you can or create something. 

So many French Immersion teachers spend a lot of time and creative energy building worksheets and activities to suit the needs of their classes. Many other French Immersion teachers could benefit from using these resources in the classroom. Somehow we need to start bringing these two together!

Luckily, a colleague of mine is working on it...it's not my place to share her idea here (yet) but, if you are a French Immersion teacher, know that a resource sharing option is in the works. More on that when it happens, I promise.

For now, my small contribution to the world of French Immersion resource sharing is this: a worksheet for c dur et c doux. Some of our little guys have been struggling to differentiate between when they should read c as /k/ and when it should be /s/, so I created a few activities for them to do. They loved using the bingo dabbers on this one! Hope you enjoy it too...more to come as I build them!

Recently, Kristi and I presented to our School Planning Council about the Lit Pit (for those of you wondering what a school planning council is, the short version is that it's a group of higher ups and parents who help guide the direction of the school and review said direction later in the year. 'nuff said.). When our principal asked us to do it, we were more than happy to say yes because we really, really wanted to show how fabulous our little project really is. I mean, this is our baby. We love it! Our teachers love it. Our students love it. And it has made such a difference to our students and their literacy success this year. We needed to show that it wasn't just a pretty space; we needed to show that there was some actual meat on these bones.

So we ran some numbers. Now, we had a pretty good sense of how each of our classes was doing, given that we were reading with each of these little gaffers twice a week. But put it all in to a lovely spreadsheet and oh man, we were blown away! Check it out (for those uninitiated in our district's lingo, any colour of blue is not so hot, green is good. I'll leave you to see if you can figure out the acronyms...):

Sweet, non? So incredibly validating to see something you've created be so successful. Kind of makes me want to puff up my chest and swagger...

Ok, so the space is important. And it is fun to put together. But a beautiful space does not a great lesson make. So we had to go further, obviously, than just putting together a great space; we had to come up with a great plan for the learning that would occur in this space. Here, then, is a brief(-ish) outline of some of the ideas that we came up with, borrowed, bought and modified to create engaging, appropriate activities for each station in the Lit Pit.

Before we begin, we'd just like to say a big, heartfelt "thank you" to all the wonderful teachers out there who see fit to post their work on their blogs, on Teachers Pay Teachers and on Pinterest. We truly could not have done it without you (since we took a lot of your stuff!). As we get more accomplished with this blogging thing, maybe, just maybe, we'll figure out how to include some of you on our blog. For now, though, thank you.


The Theory

Or, more specifically, our theory. We looked at current best practices in learning assistance and literacy instruction, we looked at our caseload and we looked at our own beliefs about education and we combined them to come up with a plan that involved both direct instruction and individual practice in reading, writing and word work. The plan involves close collaboration with the classroom teacher to ensure that we are meeting the needs of all students in their class; it also means focused, in-class intervention for Tier 2 and 3 students that is in addition to their daily classroom literacy instruction. In this way, we hoped to move the Tier 2 students forward more quickly by ensuring that their support dovetails with what they are doing in the classroom and frees us up to meet with the Tier 3 students for even more targeted instruction in a pull-out setting.


We knew that we did not have the time or resources to offer small group pull-out support to all of the Tier 2 students (those who are minimally meeting expectations), nor do we believe this is the most effective model. By dividing students in to leveled groups we are able to target our instruction and practice activities at each station to suit the needs of a wide variety of learners, thereby reducing the need for pull-out instruction. By integrating both the classroom teacher, the learning assistance teacher and support staff we are not only able to meet with each group more often for guided practice but we are also able to ensure a common language and activity link between learning assistance and the classroom. We still provide pull-out support to some of most needy students (Tier 3) but now we know that what we are doing with them matches what is going on in the classroom and in the Lit Pit. In theory, we can reach more students, more effectively using the Lit Pit.

The Set-Up

The set-up of The Lit Pit is based loosely on the set-up of The Daily 5 by "The Sisters", Gail Boushey & Joan Moser. The bonus? By having classroom teachers come to us we have two teachers and often 1 or 2 support staff working together to support all of our students. Because we have, at minimum, two teachers in the room at any given time, we were able to make some meaningful changes to the standard Daily 5 set-up. Instead of Read to Others, we subbed in 2 opportunities for guided reading, ensuring that each student receives 40 mins of extra guided reading practice per week. Instead of just one Working with Words station we were able to create two, one focused on kinesthetic practice with words and the other focused on extension activities, allowing students to use multiple methods to learn spelling rules and patterns (most of our teachers are using the Words Their Way). We have a bazillion fabulous writing prompts to inspire kids to write and have several otions that they can choose from each week. Our Listening to Reading station incorporates iPads and iPods so that students can have a chance to listen to some great stories read to them.



All in all, we have a space that allows students to experience literacy in many different forms, all deliberately selected to help them grow as readers and writers.



The best part? By allowing students to work at a level that is appropriate for them they are all experiencing success. They feel proud of their accomplishments and look forward to coming down to the Lit Pit. And that is exactly what we hoped for!