Select a book, viewing channel, or activity and indicate your choice by completing the 2017 Summer Learning form. Please declare your choice no later than May 1.

As you read and reflect, you are invited to add your sentence, phrase, and word in the comment section below. (Please be sure to include the title of the book in your comment.)  Please contribute your sentence, phrase, and word on the corresponding pages if you selected Voices of Diversity or Using Children’s Literature to Build Character Foundation.

17 thoughts on “2017 Summer Learning

  1. I’m reading Mike Flynn’s Beyond Answers.

    From the introduction:
    Sentence: Our main goal as math teachers is not to help students do math, but to help them understand math. (p. 5-6)
    Phrase: …things started to fall apart because we never developed a strong conceptual understanding. (p. 7)
    Word: connections (p.5)

  2. I’m reading Mike Flynn’s Beyond Answers as well:

    From Chapter 1: Mathematical Practice 1: Make Sense of (Tasks) and Persevere in Solving Them:

    Sentence: We want students to see problems as real-life events because contexts are one important way students make sense. (p.19)

    Phrase: …perseverance is a life skill that transcends mathematics. (p.29)

    Word: entry points (p.14)

  3. Kristi Story

    From Beyond Answers:

    Chapter 3 – Mathematical Practice 3: Construct Viable Arguments and Critique the Reasoning of Others

    Sentence: What’s nice about this time (kindergarten) is that students aren’t coming with deeply rooted, preconceived notations of what math class should look and sound like.

    Phrase: productive mathematical discourse

    Word: ownership

    I will definitely be adding more as I finish this book – WHICH I LOVE!

  4. From Beyond Answers, chapter 4:

    Sentence
    “Opportunities to do this work (MP4) are plentiful and help students develop a mathematical lens through which to view the world around them.” (p. 104)

    Phrase
    “mathematize the world” (p. 83)

    Word
    Model (throughout)

  5. From Beyond Answers:

    Chapter One: Make sense and persevere

    Sentence
    “It’s a good habit to take our time and be good thinkers.” [18]
    “This work takes time.” [29]

    Phrase
    “…have a deeper conceptual understanding.” [29]

    Word
    habits [16]
    (develop good habits)

  6. Heart! Fully Forming Your Professional Life as a Teacher and Leaders
    Chapter 1: The Happiness Dilemma

    Sentence:
    “A state of heightened positive emotion.” [11]

    Phrase:
    “… the wake of your work…” [8]

    Word:
    Happiness [7]

    I shared my sketch here.

  7. From The Literacy Teacher’s Playbook K-2

    Sentence: Without mini-lessons or conferring, this shows the writing that students can do independently. pg 27

    Phrase: On-demand writng…pg 27

    Word: Empowered pg xiv

  8. Bridget Billups

    The Literacy Teacher’s Playbook: Grades 3-6

    Ch. 1: Collecting Data

    Sentence~ Then, we shifted our thinking and tried to name out every possibility for growth for that student. p.21

    Phrase~ Spend time literally just watching your students p.6

    Word~ RECORD p.6

  9. From The Literacy Teacher’s Playbook 3-6

    Sentence: A child’s attitudes and beliefs about writing as well as her desire to write are the stepping-stones to producing good writing. (20)

    Phrase: …writing is stagnant or improving over time. (21)

    Word: growth (21)

  10. From HEART!

    Part 1

    Sentence – They teach you with a whole heart. (p. 20)

    Phrase – joy in the journey (p. 37)

    Word – gratitude (throughout chapter 6)

  11. From HEART!

    Part 2

    Sentence – Engaged teachers and leaders tend to answer the question, How good *can* I be? (p. 61)

    Phrase – discretionary effort (p. 58)

    Word – energy (p. 53)

  12. I finished “Raising My Rainbow”. I learned immensely from this book!

    S – Instead of teaching compliance, we should be focusing on acceptance (p. 74).

    I want them to be great people with enough competitive spirit and self-
    confidence to drive them to follow and excel at their passions…but not so
    much that they risk meaningful relationships and become consumed by
    their own self-righteousness (p. 78)

    I was busy concealing everything that I just came out blank (p. 168)

    P – …pretty much anything at all, just not blank (p. 168).

    W – nonconforming (throughout the book)

  13. I am reading Heart! It connects with so much that I have been thinking about as a leader, educator, and person. So many sentences, phrases, and words from which to choose. Let me start here:

    S – “Hope manifests itself in the growth we experience when we positively redirect the life of so many individuals.” (p 35)
    P – “. . . teachers and leaders of positive impact and influence” (p 35)
    W – Purpose

  14. From HEART!

    Part 3 – A is for Alliances

    Sentence(s) – “I saw collaboration by our faculty (and by our students) as a social justice issue for the students. It was a way to erase rigor inconsistencies and inequities in our students’ opportunities to learn.” (p. 105)

    “What is the *oughtness* you are pursuing this season? (p. 116)

    “Raise your noticing quotient.” (p. 144)

    Phrase(s) – “…culture of trust…” (p. 104)
    “…working with a pedagogy of presence.” (p. 144)

    Word(s) – mindful (p. 135)
    – celebrate (throughout chapter 21)

    LOVING this book!

  15. I am reading The Literacy Teacher’s Playbook (K-2nd) :

    S: “In our attempts to make reading comprehension visible– by having students write about, speak about, or answer questions about their reading– we are limited by the students’ ability to represent her understanding using one of those formats.” p. 18

    P: “…provide opportunities across the day for our students to engage in meaningful conversations…” p. 24

    W: “lens” p. 3

  16. The Literacy Playbook (K-2)

    S: “Be careful to not look for a deficit, but instead for possibility that comes from a strength. One way to do this is to look to see what a child is doing inconsistently that might be helpful for him to do all the time. Look to see what the students strength is so that you can lean on that strength to support the area of need.” p. 67

    P: “…within the student’s zone of proximal development.” p. 36

    W: “artifact” p. 34 and all over!

  17. From HEART!

    Part 4 – R is for Risk

    Sentence(s) – “Greatness as a teacher and leader is an inherently dynamic process, not an end point.” (p. 153)

    “This cycle of focused *risk and reflection* (where I identify my strengths and weaknesses), *refinement (what different strategies I might try for teaching that standard to students or colleagues), and *action* (okay, I’ll try it) is a dynamic that separates expert educators and teams from good educators and teams, and great schools from mediocre schools.” (p. 166)

    “Your greatest concern as a teacher of others – students or colleagues – should be the fear of no longer being relevant; the fear of not being able to sustain meaningful change in your work; the fear that your voice no longer matters; and ultimately, the fear that you are regressing as others around you continue to move forward.” (p. 191) (WOW!!!)

    Phrase(s) – “measured risk taker” (p. 152)
    – “fights against entropy” (p. 191)

    Word(s) – goals (p.155 and beyond)
    – vision (p. 174 and throughout)
    – relentless (p. 192)

    I can’t stress enough how much I am loving this book!

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