Skip to main content

Countdown to The Global Read Aloud!

In just one week, the Global Read Aloud officially begins on October 3rd! I am very much looking forward to this amazing 6-week global event and invite you to join me. 

The Global Read Aloud is a global literacy event designed to connect the world through a single book. Pernille Ripp launched the event in 2010 with a single premise: choose a book to read aloud with your class and make as many global connections as possible. I was first introduced to the event last year and am looking forward to participating again, but with greater intensity and a few colleagues to join me. I will be reading Pax by Sara Pennypacker and making global connections with other teacher educators and classroom teachers, but there are multiple books to choose from based on your interests and grade level, all chosen earlier in the year with teacher recommendations. 

Interested? Start by viewing the International Literacy Association’svideo of Pernille Ripp explaining how GRA came to be and then take some time to explore the GRA website. Be sure to read the FAQ document that gives you the details you need to get started, including links to the book, the chapter schedule and ideas for participating. You might also be interested in joining the GRA Facebook page, participating in the Twitter slow chats, contributing to a Padlet wall or exploring the many other ideas shared. My new favorite is BreakoutEDU!

There is no contribution that is too small, so explore and choose a way to join in that fits your grade, your interest and your comfort with technology. I will be participating with my graduate class of teachers in update NY and would love to connect and help facilitate the process. Let’s show our students (and ourselves) the power that digital tools have to unite the world around a single book!



Popular posts from this blog

An Instructional Coaching Toolkit!

I have a thing for notebooks. And colorful markers. And sticky notes. I use them in all aspects of my literacy teaching and coaching. During coaching conversations, I often find myself providing on-the-spot demonstrations with these tools. I might engage teachers in a brief lesson on phonemic awareness and ask them to sort sounds. I might walk teachers through word building activities so they experience a new way of engaging students. I might introduce books to teachers to model how they might do the same for their students. I might even create game boards on sticky notes as visuals for teachers to support instructional planning. These demonstrations and notes act as instant and tangible tools to further teacher learning.
Over the years, I’ve compiled these artifacts to create coaching toolkits for the teachers I work with. My toolkit for ‘word work’ might include a picture of an anchor chart created with students, a list of words appropriate to the alphabetic feature students are wor…

Focus on Coaching Cycles

At this point in the school year, many of us are deep into our classroom coaching and engaging in coaching cycles with teachers. Just as coaching can look unique from building to building, our coaching cycles are often unique to our coaching context, our purpose for partnering and the goals and needs of each individual teacher: 1:1 coaching cycles, small group coaching cycles, student-centered coaching cycles and more. Each cycle typically has a pre-coaching conversation, classroom coaching/co-teaching/observation and then follow-up conversations as well.You can find theforms and templates I tend to use for classroom coaching here.
For me, my coaching cycles right now are in the context of my graduate education courses. Each week, I engage in a single coaching cycle with each of my students: lesson planning, observing lessons and coaching conversations. We repeat this for ten weeks of the course and the focus of our cycles shift and change over time. We also meet for small-group coac…

Leading By Learning

This summer, I vowed to be intentional in how I spent my time so that when the new school year arrived, I would feel refreshed and renewed. Admittedly, the summer seemed to fly by, but I did carve out time for my own professional learning. I read every day, I wrote in my notebook (almost) daily, tried my hand at gardening, spent time with my kids and just tried to get better at being me. Some days, I killed it. And other days, well….you know. So, as I head into another school year, I know that I need to be incredibly intentional in how I spend my time and ensure that I focus on my own learning as an educator. It is this learning that fuels my work: it lifts my reading spirits, fuels my writing heart and reminds me that leading the learning of others requires that I remain a continual learner myself.
It is this core belief that drives my teaching, coaching and leading this year. I am even more committed to my own professional learning to fuel my work and lead by example. I have purpose…