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The Six-Word Memoir: A Tool for Distilling and Sharing Stories

The Six-Word Memoir: A Tool for Distilling and Sharing Stories

Carissa Hershey2023-02-08T18:10:09-05:00August 5th, 2020|Latest News|

by Lisa Pinkerton, Linda Randall, and Amy Smith

Writing offers the possibility of catharsis and closure; justice and renewal. Writing is a way to seek and to offer support; a way to connect and to celebrate; a way to communicate and to learn. The process of writing can be a revelatory act, a means of expressing our innermost selves. Ultimately, writing is a path for creating and constructing meaning (Clay, 2015, 2016).

The shift to online instruction, in the wake of COVID-19, sent all of us in search of new ways to create purposeful learning experiences. When we began to work with teacher leaders and teachers following abrupt school closures, our initial response was to help them translate teaching to a virtual context. However, we quickly realized that teachers were carrying such a heavy emotional burden that we needed to create space for them to express and process their anxiety, uncertainty, and personal trauma. Enter the six-word memoir…

Ohio State University Trainer, Lisa Pinkerton, introduced a group of teacher leaders to the Six-Word Memoir project as a reflective tool to use with teachers during online professional learning sessions. Following Lisa’s suggestion, teacher leaders Amy Smith and Linda Randall tried it with their teachers. After writing the memoirs, the teachers engaged in deep reflection about the power of writing to help process and release trauma. Teachers hypothesized that the six-word memoir could help children similarly process their lived experiences and, in so doing, create space for learning. This blog shares our experience of inviting teachers and students to use the six-word memoir as a tool to distill and share stories.

Six Words From Our Teachers’ Perspectives
Although the directions were to write a six-word memoir about any moment from the teachers’ lives, or the collective spirit of many moments, all of them chose to write about COVID-19. The following six-word memoirs reflect teachers’ thoughts about coping, supporting students, and their hopes for the future.

Some days:… introvert, home, family, food, Netflix, happy;

Other days:… crazy, help, need to go somewhere.

—Whitney Webb, Berea Community Schools

Ducks are very cute, but messy!

—Jay Bunch, Madison County Schools

NOTE: Jay was not being figurative; we’re talking about real live ducks he had to bring to his house when school abruptly closed.

Being a mom is very hard.

—Alicia Kelley, Madison County Schools

Checking on loved ones more often.

—Claire Gunner, District of Columbia Public Schools

Acts of kindness in the news.

—Anna Ramsey, District of Columbia Public Schools

Windows down. Wind in my hair.

—Sara Sexton, Berea Community Schools

Family, children, love, food, hope, connection.

—Lisa Frayna, District of Columbia Public Schools

Seeing the smiles of my students.

—Sydney Valdez, District of Columbia Public Schools

Watching children grow despite the distance.

—Bethany Bronson, District of Columbia Public Schools

Loss of control equals weird freedom!

—Melissa Johnson, Madison County Schools

Missing them more than I imagined.

—Terri Cofer, District of Columbia Public Schools

They have embraced change so well.

—Thomas Lynch, District of Columbia Public Schools

Nothing like seeing them in person.

—Lakia Kenan, District of Columbia Public Schools

I hope they are all safe.

—Lauren Conley, District of Columbia Public Schools

Six Words From Our Students’ Perspectives
The following six-word memoirs reflect both the universality and uniqueness of children’s lived experiences:

I love my family. Nice. Grateful.

—Stella, 1st grade

I’m feeling happy; got a puppy!

—Drew, 1st grade

Happy to be healthy at home.

Worried my Dad will get sick.

—Liam, 3rd grade

Gannon: creative funny actor director artist.

—Gannon, 3rd grade

I miss my teachers and friends.

—Emma, 4th Grade

Isolated, Homeschooled, Reading Non-Stop, Living Virtually.

—Carter, 4th Grade

C-Creative; O-Open-Minded; R-Restless; O-Optimistic; N-Nine; A-Adaptable.

—Logan, 4th Grade

Friends will get you through life.

—Dee, 4th Grade

Self-isolation is tiresome and annoying.

—Olivia, 6th grade

Tired, chasing perfect; never stopped running.

—Peyton, 6th grade

A particularly industrious fifth-grader submitted an entire page of six-word memoirs, organized (and color-coded) into three themes: funny, inspirational, and how she’s coping.

We should have bought more crackers.

Doctors are the new Wonder Woman.

DO NOT DISTURB! Reading Harry Potter.

—Aubrey, 5th Grade

Our Six Words About Teachers and Students
Teachers have shouldered a heavy burden, providing invaluable support to children and their families in the midst of chaotic and unprecedented circumstances. To call their actions inspiring is a gross understatement. Children have been equally resilient. To honor their work and effort, the authors of this blog each wrote a six-word memoir about teachers and children, respectively.

Creative, Resilient Teachers: Fearless, Empowered Leaders

Bedhead, Pajamas, Kitchen Tables; Learning happening

—Amy Smith, Reading Recovery Teacher Leader, Madison County Schools

Heroic and exhausted, but lovingly teaching

Fragile and confused, but happily reading

—Linda Randall, Reading Recovery Teacher Leader, District of Columbia Public Schools

Transforming teaching: Sailing in new directions

Transforming learning: Sailing in new directions

—Lisa Pinkerton, Reading Recovery Trainer, The Ohio State University

Six-Word Memoirs as a Tool for Expression and Catharsis
The six-word memoir writing experience has broadened and reinforced our understanding of the inextricable link between social-emotional well-being and learning. As Lyons (2003) reminds us, teachers “do not give up on the children or themselves. Their spirit and desire to find out how to reach the children emotionally and teach them how to become self-regulated readers and writers is ongoing and time-consuming, but they never quit” (p. 148). Indeed, the process of writing and reflecting upon six-word memoirs elevated our awareness of the emotional burdens we all carry, teachers, and students alike. This experience afforded us the opportunity as human beings to be seen, heard, and acknowledged.

Other teachers have taken up the six-word memoir as a writing tool. When fifth-grade teacher Jane M. Saunders and graduate student Emily E. Smith used this tool to engage their language arts students in writing for self-expression, they described the students’ memoirs as “tiny acts of significance.” And they found that writing the memoirs did wonders for “cultivating confidence and enthusiasm in students” (2014, p. 605).

The teacher and student memoirs shared in this blog are a time capsule of a universally impactful experience. We can’t imagine the number of stories we will have to tell in the end, but have them we will: our children will have them, their families will have them, our communities will have them, our entire world will have them. And although our COVID-19 stories are still being written, we invite you to capture and share a part of that story in a six-word memoir of your own and invite your students to do the same.

Clay, M. M. (2016). Literacy lessons designed for individuals (2nd ed.). Portsmouth, NH: Heinemann.

Clay, M. M. (2015). Change over time (2nd ed.). Portsmouth, NH: Heinemann.

Lyons, C. A. (2003). Teaching struggling readers: How to use brain-based research to maximize learning. Portsmouth, NH: Heinemann.

Saunders, J. M., & Smith, E. E. (2014, May). Every word is on trial: Six-word memoirs in the classroom. The Reading Teacher, 67(8), 600-605.

Lisa Pinkerton is a Reading Recovery Trainer at The Ohio State University, Columbus, Ohio.

Amy Smith is a Reading Recovery Teacher Leader for Madison County Schools, Richmond, Kentucky.

Linda Randall is a Reading Recovery Teacher Leader for District of Columbia Public Schools, Washington, D.C.

Teaching Literacy in a Virtual World

Teaching Literacy in a Virtual World

Blog Author2023-02-08T18:10:09-05:00May 22nd, 2020|Classroom Teaching, Latest News, Reading Recovery Teaching, Reflections and Commentary, Teaching|

by Kathleen A. Brown

Three words come to mind as I think about my experiences and the experiences of my colleagues during this extraordinary time: Resilience, Reflection, and Resetting.

Resilience
Resilience defined by Merriam Webster is an ability to recover from or adjust easily to misfortune or change. The Reading Recovery teachers in my district went from conducting lessons in a school setting to virtual lessons in a matter of a week. Overnight, they had to re-imagine how to provide literacy support to their students in a virtual world. Feet first and with big hearts they jumped into the work. Although there was a steep learning curve with using technology to provide literacy support, collaboratively they worked around the clock to reach the most needy and vulnerable, our Reading Recovery students and their families. While we understood that these were literacy support not traditional one on one lessons, we worked collaboratively with our University Training Center at Saint Mary’s College of California for direction and guidance.

Fortunately, our district provided laptops to all students to participate in online learning opportunities. The Reading Recovery teachers went above and beyond to ensure families had access to the internet and provided countless hours of support in getting families set up for distance learning. In addition, literacy materials were picked up at school sites, mailed home, or delivered directly to the students’ homes. We fondly called the delivery to a home a “Teacher Dash.” Students and their families were so grateful and appreciative of the efforts being made to keep literacy learning going. Teachers were also thrilled to connect with students again, even if it had to be done virtually.

The sudden school closures lead to a range of emotions for our students, their families, and our teachers. Teachers often felt uncomfortable, stressed, and unsure about teaching using technology. There were days of frustration and tears. There were also days of gratitude and celebration as things were coming together and lessons were running much smoother.

Through the ups and downs, high and lows, laughter and tears, we have become stronger and more resilient as teachers and as a collective group. Like our students, we have learned to push the boundaries of our own knowledge and learning to provide literacy support in a virtual world. As one Reading Recovery student said during a literacy support lesson, “I am happy you are still helping me with my reading. When I see you for real, I am going to give you a giant hug.”

Reflection
Reflection is a common practice in Reading Recovery. Therefore, it was not out of the ordinary when my teachers and I started reflecting on our teaching and student engagement during online learning. As defined by Merriam Webster, reflection is a thought, idea, or opinion formed or a remark made as a result of meditation. We continued to meet as a group of Reading Recovery educators to refine our theory and practice related to early literacy teaching and learning. In our virtual on-going professional development sessions, many AHA moments surfaced, which caused us to step back and rethink our interactions with students, our expectations, and preconceived notions about student learning.

We discovered our students are more resilient and independent than we thought. To start with, students adjusted to being at home and away from their teachers and friends, and that was hard. Next, students quickly learned how to use technology, the language of technology, and be prepared to be on time and online for daily literacy support lessons. It is amazing to think we are talking about first graders.

Our relationships with students and their families have changed for the better. Parents have become true partners in this new method of teaching and learning. Beyond the academics, parents opened up about their worries and struggles. As teachers we became a conduit of information, support, and comfort. Having a virtual window into our students and their lives opened our eyes to see them differently and to appreciate those differences.

Reading
Collectively we noticed that students were able to orient themselves to new texts with minimal teacher support. Students were not afraid to pick up a new book or try one out digitally. This is what Marie Clay meant when she stated, “Acceleration is achieved as the child takes over the learning process and works independently, discovering new things for himself inside and outside the lessons.” Literacy Lessons Designed for Individuals, page 20. Students were also demonstrating a variety of ways to figure out unknown words on their own, without teacher prompting or demonstration. “The aim is to have him know about how words work and be able to use this awareness while reading and while writing.” Literacy Lessons Designed for Individuals, page 155. We were astonished by our student’s independence and risk taking while reading novel texts.

Writing
Another discovery is how much more independent students are in writing in a virtual setting. Due to the mere fact there is a screen between the teacher and student, we were not able to physically get in their way, over-scaffold, or be overly involved in the construction of the story. Students were taking more risks in solving new words, not waiting for the teacher to tell them how to solve the words, and writing in longer phrases. These observations mirror what Marie Clay said about students when they become more independent in writing. “Towards the end of the lesson series children will usually be composing on the run, probably writing one sentence, then composing another and writing it, and so on, much the way they would work in the classroom.” Literacy Lessons Designed for Individuals, page 82

Listening and Speaking
Children are naturally social, and learning is a social experience. During daily literacy support lessons, students were overflowing with things to say and share with us. We were a captive audience peering at the screen and listening to language spill out.

One day, a student I was teaching came with an object to show me and tell me about. This soon became a daily routine. He especially liked showing me and talking about his Lego creations. He was particularly fond of his pirate ship, “The Black Pearl.” From our conversations, he used words like cannons, mast, swords, curse, battle, captain, sailors, etc. Our elaborate conversations turned into descriptive and complex stories. Although I was the teacher (captain), I let my student (pirate) take me on a journey that led to grand conversations and complex written stories, which in turn became his favorite stories to read. I noticed once I loosened up on the wheel, put my own agenda aside, and followed the child, it was smooth sailing.

“Just as a listener tunes in to a speaker, so a teacher must observe, listen to and tune in to a learner. Being sensitive to the child’s thinking allows the teacher to draw his attention to many things. Create opportunities for him to talk and to talk more. Any child with limited language skills needs more opportunities to talk.” Literacy Lessons Designed for Individuals, page 31.

As we all eagerly await the day when we can sit next to our students again, we have learned many lessons along the way:

Children are more independent than we think they are.
Children easily adapt to new situations and learning settings.
Children are pushing the boundaries of their learning in a virtual world
As teachers, we have a better understanding and appreciation for students, their families, and their life outside of school.
As teachers, we have learned to find a way to reach our students, no matter what the path or method.
As teachers we have learned to rely on each other and build upon each other’s strengths.
As teachers, we have learned to step back, observe more, and wait an extra second or two before intervening or providing scaffolding.

These lessons learned will inform our teaching just as the lessons we had taught previously informed our virtual instruction.

Resetting
Moving forward, we are trying to envision what teaching will be like in the Fall. Will we be sitting next to our students or looking at them through the computer screen? Putting that aside, how will we take the lessons learned during this unprecedented time of teaching and learning and fold them into our daily practice.

Merriam Webster defines resetting as to set again or anew. We must not forget what we have learned about our students, their families, and ourselves as teachers. How do we harness this new learning when we return to our school buildings? The Aha moments are significant. They serve as a catalyst in changing our mindset about student learning and how we teach our students.

Marie Clay asks us to think about change over time in our work with students. On page 44 of Literacy Lessons Designed for Individuals, she states, “To encourage teachers to think about the changes they need to make in their teaching – adjusting expectations and interactions over time according to the progress of each learner.”

As we reset or renew our commitment to teaching our readers and writers, who struggle the most, let us not forget what the children have taught us during this unusual time in our careers and education. Reading Recovery teachers are uniquely positioned to think through what we are learning while learning from this virtual world of teaching. Let us continue to be resilient, reflective, and reset when necessary for our most precious gift: our children, our future.

Kathleen A. Brown has worked in the field of education for 35 years as a teacher, literacy specialist, and Reading Recovery teacher; serving as the Reading Recovery teacher leader in Long Beach Unified School District for the last 20 years. She provides early literacy training for the district and serves on a variety of early intervention / early literacy committees.

Roaming Around the Unknown in the Wake of COVID-19

Roaming Around the Unknown in the Wake of COVID-19

Carissa Hershey2023-02-08T18:10:09-05:00April 22nd, 2020|Latest News, Reading Recovery Teaching, Reflections and Commentary, Teaching|

by Amy Smith

As I saw Drew’s cheerful face staring at me through my computer screen, I took a deep breath and thought, ”What do I know that might help me here?”. I knew it wasn’t possible to replicate a lesson, but I didn’t have time to ruminate, reflect, or research the situation. Like thousands of children, Drew was waiting for me to teach him something. But, how and where would I start?

I found guidance in a conversation with my colleague, Jeff Williams, in which we discussed the challenge of relinquishing control and the security of the standard lesson framework. While there is no guide sheet to tell us precisely how to address this, Jeff and I thought about how the principles of Roaming apply to this unfamiliar context. Indeed, Dr. Clay taught us that our starting point for our journey is Roaming and our goals are to promote confidence, ease, flexibility, and with luck, discovery. So, with those things in mind, I started down a new path with Drew.

Confidence, Ease, and Flexibility
Dr. Clay taught us to begin with the known. While we usually use the term to reference what a child knows or controls, in this context, it applies to me as a teacher. In my first online lesson with Drew, the only thing I felt sure of was familiar reading. Even though I wasn’t beside him, I knew I could listen to how the reading sounded and observe the actions he took at difficulty. I was intrigued by the realization the computer screen gave me a different lens as an observer. From that vantage point, I could see his eyes clearly, and was delighted by only one instance of the “eyes off text” habit he worked so hard to overcome. Perhaps more extraordinary, I noticed his facial reactions to the story, something I couldn’t see in the side view. His smiles and smirks revealed his delight in recounting the experiences of these characters. So, instead of launching into a teaching point, I began to talk with him about the stories; and more crucially, to really, really, listen.

In the midst of that book discussion, he said, “It’s not really a great ending.” I suggested we write a new one, together. Although I’ve used that technique many times, it was always constrained by time. While writing always includes conversation, composition, and transcription, the bulk of writing time in lessons is spent on transcription. My pragmatic decision to focus on conversation and composition, aspects that are easier to control virtually, had a payoff. In the end, we generated not one, but two alternative endings. While sharing a Google Doc on my screen, I typed both endings, pausing to allow him to clap and articulate words and offer a few letters and letter clusters. While he was not recording his story in the traditional sense, this off-the-cuff process addressed the most important aspect of why we write, to compose a meaningful message. I shared the Google Doc with his mom and asked him to choose his favorite version and practice reading it with expression. He shared it with me at the beginning of the next lesson. It did not surprise me that he chose the version where James fessed up to his crimes, as that’s very much the type of child Drew is.

In addition to exploring new ways of generating conversations and composing stories, I’ve allowed myself more freedom to read to Drew. He loves being read to, and yet, I almost never do this outside of Roaming. And honestly, I’m probably much too tentative about doing it even then. However, reading higher-level texts to him and engaging in more elucidated book discussions has provided space for robust comprehension conversations. An added bonus, many conversations have resulted in complex, episodic stories we’ve later constructed in writing.

This situation has also forced me to relinquish some control over selecting books for Drew. Thanks to Pioneer Valley Books making their digital collection available at no cost to schools, I have been able to choose new books and give Drew a library of choices he can make on his own. His selections revealed a passion for non-fiction texts that I hadn’t recognized. Giving him that freedom has also opened up opportunities to explore content-area vocabulary in a way I hadn’t in lessons. Most recently, a non-fiction book about dolphins led to a more involved exploration of squid than I ever dreamed I would engage in as a Reading Recovery teacher. And, although a divergence from my typical path, it was time well spent (and, quite interesting).

Making Discoveries About Drew and About Myself
Although I knew Drew before this crisis, I’ve learned things about him that were hidden at school. For instance, his outfit of choice is one of his many onesies, each bearing personal significance to him. I also now know that when he watches his favorite shows, he brings a related figurine or stuffed animal to the living room so they can enjoy it together. Further, he has a vast collection of Power Ranger masks and headgear that he’s modeled and described in detail. In fact, we’ve turned this into a game in which we surprise each other with a new hat, mask, or headband in each lesson. We plan to turn our gallery of pictures into a book, whenever this is over.

Since talking is the easiest thing to do online, I’ve also thought about ways to maximize language, both in terms of building oral language and harnessing his language to construct understanding. Thus, we start each lesson with a quick interview, each of us coming prepared with one question to ask each other. In addition to learning about our morning routines, favorite colors, and the funniest thing about our Dads, he has practiced formulating questions for specific purposes, asking follow-up questions aimed at new learning, and responding to questions in complete sentences. As a teacher, these interviews have taught me a lot about Drew as a person. It has also made me think much more about the role of oral language in literacy learning, how to engage children in active conversations, and how to give our students agency for thinking and learning.

At a glance, these activities (e.g., hats, interviews) might seem gimmicky or inconsequential. I actually think they reflect some of what I’ve learned about the link between emotion and cognition from both Dr. Clay and Carol Lyons. Maybe, this new context has given me more clarity on that link. Usually, I focus on the need to ensure my child is comfortable and confident. Now, I am simultaneously building my child’s and my own confidence. Using these techniques gives me a fun and easy way to begin each lesson; starting with something easy makes the harder parts much less stressful for me, as a teacher.

Roaming as a Metaphor and Guide for this Experience
Together with our children, we are all roaming around in unfamiliar territory. In the last few weeks, Drew and I have grown more confident about working together online. Things that were initially hard (e.g., whiteboard feature) are now automatic for both of us. By letting ourselves deviate from our lesson framework and work together as though we are roaming, we’ve freed ourselves from stress, put the really hard parts aside, and focused on the ones we can do right now.

Most importantly, we have made a vast number of discoveries together. I have no idea if any of this is what Dr. Clay envisioned when she used the word “discovery” but I have discovered much about myself as a teacher and Drew as a learner. I realize, now, that there is power in being forced out of our comfort zones from time to time. In some ways, it gives us a better sense of our children’s perspectives as learners. This is scary and we are tentative, just like so many of our children when they come to us. And, while none of us know what will happen next, Dr. Clay’s work prepares us to respond to idiosyncratic paths. In the end, it is our charge to be flexible, to build on the known, to observe and respond, and to change course at any point. I hope (and believe) she would be proud of the myriad of ways we are all working toward that end.

Dr. Amy Smith is a Reading Recovery teacher leader in Richmond, KY. She currently serves as RRCNA’s President-Elect has served as chair of the Advocacy Committee.

We Teach, What is Your Superpower?

We Teach, What is Your Superpower?

Kimberly Reynolds2023-02-08T18:10:09-05:00April 1st, 2020|Classroom Teaching, Latest News, Reading Recovery Teaching, Reflections and Commentary, Teaching|

by Kim Reynolds

Every time I walk into my colleague’s classroom, I look up to one of my favorite signs: “I teach, what is your superpower?”

As I started roaming with my second-round student, Emily, in February, I looked to Marie Clay to guide me. She reminds us, this is when the “Child and teacher have an opportunity to get to know each other and to develop useful ways of interacting.” When Emily shared that she loved Wonder Woman, I asked her to tell me more. Emily said Wonder Woman can fly. She can save people. I look like Wonder Woman. It was ironic because right after we wrote this together, the whole world came crashing down around us. The Pandemic was here and we were all feeling weak, vulnerable, and apprehensive of what was yet to come. Our superpowers were being drained.

During the next few weeks, we started to navigate our way through the unknown. As we began this new, very rocky journey, we had the support of our amazing districts and our university training center, The Ohio State University. It was extremely overwhelming, but it was so helpful to find comfort in our administrators, trainers, and colleagues.

Using our technology, we were able to connect and collaborate with one another locally and nationally. On one of our Zoom calls, Dr. Lisa Pinkerton shared her analogy of the Pandemic to chapter 6 in Literacy Lessons Designed for Individuals: Adjusting teaching for particular difficulties. I thought that this was a brilliant way to relate what we know to this new and unknown time. Clay still comforts us during these challenging times: “You are likely to have some blind spots in these areas, and the opinions of colleagues could be most useful for adjusting your teaching. It has been one of the values of the professional development sessions that teachers have been able to pool their wisdom on their most puzzling students.” This can also be used when thinking about our current and upcoming challenges.

After a week of trying our best to collaborate, navigate, problem-solve and basically survive within our own districts, our Reading Recovery Teacher Leader colleagues were able to come together for our online “therapy”. We needed a forum to share our worries, concerns, and challenges. Our biggest concerns were for our students. The minute we met, we were already brainstorming and problem-solving how to emotionally support, thoughtfully collaborate and carefully facilitate reading and writing opportunities for our students. We left the session with a tentative plan, a network of amazing contacts and friends, and the faith that together we would make it through this. Hoda Kotbe’s book, I Really Needed This Today, is a favorite read before I go to sleep. She quoted Mandy Hale, “Trust the wait. Embrace the uncertainty. Enjoy the beauty of becoming. When nothing is certain, anything is possible.” Together…anything is possible.

I think back to my limited, but precious time that I initially had with Emily, which likely will no longer be in person. In that short time, she taught me some amazing life skills. During this challenging and uncertain time, we all need to embrace our superpowers… bravery, strength, and the ability to make a difference on a daily basis, no matter how small. Collaboratively, we teach, what is your superpower?

Kim Reynolds is a Reading Recovery Teacher Leader with Dublin City Schools in Dublin, Ohio.

An Important Message from RRCNA

Carissa Hershey2023-02-08T18:10:09-05:00March 20th, 2020|Latest News|

from Executive Director, Billy Molasso

The world changes every day, but some days, we are unable to get our arms around how fast it is changing. The past few weeks are no exception. Each of us is simultaneously working through alternatives for our kiddos and school communities, expectations and changing needs at home, and the inherent cognitive overload of processing the circumstances that are touching every aspect of our lives.

I am the “new” leader of an incredible organization, one that is coping with its own transformation. Our members each have different timelines, expectations, and directives depending on where they are—and these members look to us and other members for help in thinking about possibilities. I am a father of twin boys who have suddenly found themselves outside of the structure, deep learning, and friendship networks of their school community. I’m also a friend, son, colleague, and citizen. But in all of those many roles, I know that we are in this together.

And our Reading Recovery Community is wide enough and strong enough to help each other through this unprecedented situation. We can do this, together.

Our University Training Centers and Regional Institutes have moved quickly to provide support based on unique regional needs. I’d like to thank our trainers, teacher leaders, and teachers who have taken the lead and helped facilitate idea sharing and problem solving as we made the initial transitions out of our buildings and to the homes of both school professionals and each student. Most of us had little notice and big expectations! And that’s not even including the expectations we set on ourselves to do more, be our best, and help the struggling readers who will be disproportionately impacted by this situation.

RRCNA has played a quieter, supporting role in the initial days of the transition so that our trainers can facilitate the direct problem-solving necessary in this transition. As we move forward, leaders in the Reading Recovery Community plan to identify strategies that will help normalize our new ways of being, keep connections with each other, and address those specific needs that you identify would be helpful. A couple of minor notes as we move forward:

This week, we made the decision to close our headquarters office in Columbus, OH, and we have asked staff to work remotely until further notice. We are still able to deliver books and resources that you order, for now (we anticipate that there will be a period of time in which we are unable to process those orders). If you call our number or send an email, we will be here (although it may take us a smidge longer to reply)! Please let us know what we can do to be helpful.

The RRCNA Executive Committee met earlier this week to begin to chart out how we will identify and intentionally create structures that will support our members over the long haul. This new way of being will be with us for some time. What we build to help you with your work in these circumstances needs to actually be helpful to you.

Trainers will be gathering in a multi-day virtual retreat next week to talk about the ongoing work of Reading Recovery, and to problem-solve together many of those issues confronting our teachers and teacher leaders. I would encourage you to clearly share your initial needs with your trainers if you have not already done so.

Wider Access to Resources. As educational professionals, we know that we always look for documents, videos or other educational resources to enhance our own personal professional development. Given the change in schedules many of us in the educational community are facing, RRCNA is opening access to our resources to non-members through this crisis. This will allow our friends and family to access our resources as they identify issues, solve problems, and enhance their own professional development. Sign up for a guest membership to access the many things we have available for our members:

Please note, if you are an expired member, you may reinstate your membership at the Guest level by clicking HERE.

On the best of days, helping struggling readers learn critical literacy skills is a challenge. Finding the right strategy that allows our students to have that moment of “ah-hah” about reading and writing, looking for resources to engage in professional development or buy supplies you need for your students, working with parents and others in our school communities who have so much to learn about literacy learning. These are daily struggles for us. But in the end, the most important thing is that we continue to help our struggling readers get back on course as best as we are able so that they can benefit from a lifetime love of reading and writing.

I believe the Reading Recovery community represents one of the strongest, most passionate, and focused communities of any that I have been affiliated with. Reach out to your colleagues. Look for support and ideas from each other. Together, we can help each other and our struggling readers.

Sincerely,

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