Johnnie Tankersley
Cornerstone Literacy Fellow

Participants in the Cornerstone Literacy Initiative are a diverse group. We come from urban and rural areas in both the south and the north. We are multi-aged and multi-cultural. Some have many years of school experience; some have few years. Some of us serve our schools as administrators; some, as teachers, some, as literacy coaches; some, as parents; some, as para-professionals. Though most of us are female, there are males among us. One might think that with so many varied backgrounds and cultural differences, we would not be a cohesive group. But we are, and there is strength in our diversity.

For us to maintain that strength in diversity, there must be something to bind us together as one group. Of course, our love of children and our need to provide them with the best education possible, is one glue for our group. But there are more ties that bind us.

As I was looking through resources to write this article, I came across a chart that was part of our packet for the 2002 Regional conferences. The Chart was created by Martha Roberts. It lists components of the Cornerstone Literacy Initiative in the structure of an 'X'. The ends of the X represent: 1) Professional Development, 2) Literacy Action Plan, 3) Capacity to Sustain Reform, and 4) Student Assessment. These are all components that we strive to include in our practice, and are certainly ties that bind. However, at the center of the X is the Literacy Framework. Arrows and lines on the chart tie the Literacy Framework to all the other components in a reciprocal manner. (The Cornerstone Literacy Initiative Chart is included with this article.)

The Literacy Framework is an awesome document: awesome because it is huge; awesome because it contains a lot of information; and awesome because it is all we need as a guide for the content of literacy instruction. It is an essential part of our work. One of the first Summer Institute sessions for the newer schools in the Cornerstone network is an introduction to the Framework. And the Summer Institute 2005, will be no exception. The Cornerstone Staff is working on a plan to make the Framework come alive for you.

I could not possibly explain and clarify all components of the Framework in one short article, but I will attempt to detail one vertical section of the Framework, Living Language. It is my assertion that the other sections of the Framework will be easier to implement when Living Language, the environment, climate, and culture, is in place.

When we think about school and classroom environments, our first thoughts are usually related to the physical environment. The Framework gives us clear guidelines to create physical spaces that support all components of the Literacy Block. The Crafting Section advises us to "create comfortable, inviting spaces for the whole class to meet." We are asked to consider:

  • An area rug used to define the meeting space.
  • Soft lighting from a lamp or natural source.
  • A comfortable chair from which teachers conduct the Crafting session or from which the children share.
  • Low book shelves to set the Crafting area apart from the rest of the room.
  • Access to chart paper and markers to record insights and key points from discussions.
  • A clear line of sight to previously created charts.
  • A purposeful wall space dedicated to quotes from authors, including classroom authors.

For Invitational Groups, we need:

  • A table covered with some kind of covering to make the space more homey.
  • Lighting from a small lamp.
  • A small basket of healthy snacks available only when the group is meeting.
  • A basket of potpourri or other pleasant smelling substance.

For Composing Meaning, each child has a private working space in which he/she composes in reading and writing. Children are invited to personalize the space (usually a desk or table). These spaces should be treated as important, private spaces protected and cared for by the child.

During Reflection time, students can share with the whole class in the Gathering area, or with small groups at tables or other work spaces, and/or one on one, as partners or in a 'Turn and Talk'.

Physical spaces are only the surface factors for creating an environment that promotes rigor, intimacy, and inquiry. Effective resources and experiences in the classroom provide a culture and climate that ensures serious learning takes place. Consider involving the children in establishing rituals and routines that foster learning. Discuss the following questions:

  • What methods can we use to signal transitions from one activity to another?
  • What rituals can be incorporated into group discussions?
  • How can the group ensure that all who wish to participate have that opportunity?
  • What constitutes an exceptional work ethic during composing?
  • How should book clubs or other small study groups convene?
  • How will superb work be displayed?
  • How will visitors and new students be welcomed and oriented into our class?

A climate of civility and respect should be fostered. Children's questions and interests should be heard and could lead the class into an area of inquiry. Children should spend ample time reading and writing independently. They should have times to confer with the teacher and their peers. They should engage in self-directed learning through reading and writing groups and discussions about comprehension strategies. One of our British colleagues has stated that he is continually impressed with the level of respect between students and teachers in Cornerstone classrooms, where Living Language is in place.

Teachers act as the lead learner by:

  • Modeling a variety of strategies through which children experience reading, writing, thinking, speaking, listening, analyzing.
  • Creating a culture conducive to in-depth study.
  • Creating a climate of rigor, inquiry, and intimacy by continuing to hold higher expectations, probing ideas further, and pressing children to explore their intellects.

Even when the physical spaces are in place and the climate and culture for serious learning is established, there is still the need for appropriate resources. Teachers and students need texts of varying genres and levels to carry out their work

Students should have access to leveled texts that are on their independent, instructional, and challenging levels so they can practice the surface skills they are learning and fluency. They also need to delve into texts complicated and sophisticated enough to practice using the deep structure strategies that help them to comprehend what they read.

Teachers need texts from varied genres as fodder for Crafting sessions in both reading and writing, surface and deep structure skills. The teacher can engage children in learning about the texts that are available and in developing ways to categorize and group the collections. Together, teachers and students can develop anchor charts that give guidelines for selecting books and writing topics, abandoning a book or writing project, behaviors for 'What Good Readers (or Writers) Do," or how to recommend a book to someone else.

Students should have access to paper, chart paper, post-it notes, pencils, markers, glue, tape and other materials they need to create, display and perform work. They should know the procedures that enable them to share their work with their classmates, teachers, parents, and others in the school community.

This article has attempted to explain and detail portions of the Living Language sections of the Literacy Framework, and how the environment aids in carrying out the other sections of the Framework. Summer Institute sessions will delve deeper into the Framework and supporting ideas. I look forward to seeing all of you at the Ace Center in July!

 


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