Artifact 15 features the results of a book study discussion I
facilitated with my cohort. The book study focused on a chapter of Jennifer Allens book, Becoming a Literacy Leader, that described Allens Literacy Intervention Classroom---her ideal setup for providing literacy supports in a manner that closes the gap to grade-level performance. Our book study group completed three projects: 1) we created a chart that compared Allens ideal classroom to the things we do in our own classrooms; 2) we created lyrics to the tune of If Raindrops Were Gumdrops; and 3) we individually reflected on the results. ************************************************************ On the first-page, in red text, are elements of Jennifer Allens intervention room that were not available to us. Some of these struck us as being a little sketchy: How would you tell if a student was transient before they left? No behavior problems---does this translate as no special needs? Limited to one-grade level below? Since some behavior is a direct result of struggling with academics, and many students are more than one-grade level below, arent we excluding students who need this room the most? On the second-page, book study participants created lyrics that expressed what they liked best about the intervention room idea. (To the tune of If Raindrops Were Gumdrops). The third-page is an excerpt from my personal reflection on the book study results. Excerpt from personal reflection: . . . I think the visual worked well enough to organize our discussion on bridging from what we have now to what we read about Allens literacy intervention room. To our surprise, we found we already do many of the strategies employed in the Dream Literacy Room. The sorting exercise caused us to realize some truths about the Dream Literacy Class that were not appealing. It seemed the major differences between our practices lay in the highly selective exclusion processes the Dream Room utilizes! From that disappointment there arose in my own head some transformational thoughts regarding my own goals for addressing literacy---I am finally content being an inclusion teacher. No more wondering if life without the interesting cases would be better---the inclusion room is where I want to muck about! I offered the lyrics as a way to provide a space for my bookmates creative voices. I wondered if changing the lyrics of a song would be too hokey, but the group seemed to enjoy doing it and the end product is actually kinda nifty. I am thankful to have had such an amicable book club! I actually ran a little side- experiment to see if it was feasible to try creating a verse together with everyone during the session. Though it was easy to do the information sort, I found it really awkward and difficult to create lyrics on the spot --- I found there was too much chatter and my thoughts wouldnt settle. I ended up just plugging in the practice lines I had made prior to the session. So, I think I will stick to inviting a group to complete the creative piece ahead of time!