Working on the Right Things: A Day with Penny Kittle

Here’s my department, grinning with joy on a full day of professional development in June. Why are we beaming with megawatt happiness, you ask? Well, it has everything to do with the tall, brilliant blond educator in the middle: the one and only Penny Kittle.

We’ve waited patiently for two years since first scheduling Penny to come do a literacy workshop with our district and surrounding area teachers. On Wednesday, June 21st, in the early morning, I got to pick her up from her hotel and–by way of Fiddleheads Coffee shop–escort her to the presentation site. Engaged and brimming with positive teacher energy from the moment she began, Penny delivered a beautifully curated tour through daily reading, writing, revising, and modeling with students. While there’s no substitute for hearing Penny speak in person, I’d like to share some of the most pressing, inventive, and inspired moments from the workshop, in hopes that some of you might also gain from this sunbeam of professionalism and passion.

A Dose of Truth:

I found myself nodding deeply at this opening statement about teachers: “We’re working hard, but sometimes I think we’re working on the wrong things.” Penny started the day by reminding us of some sobering statistics, which represent behavior that many of us see in our classrooms every day. Plainly said, American students are not sustaining the increase in reading volume and skills that they initially obtain in late elementary school–in fact, many finish high school without truly finishing a single book. Meanwhile, an average of 5,000 pages per year of reading are expected in the first year of college. No wonder so many who are admitted to universities simply drop out.  Students are not prepared for college, and it’s our problem to solve.

Today’s educational landscape is different–very different–than it was 50 years ago. Many well-meaning educators who are following a traditional model find frustration when they ask classes to tackle daunting schedules of lengthy whole-class texts throughout the year. Many students fake their way through a schedule like this and simply don’t read, relying on Sparknotes and YouTube summaries instead to skate by, get “right answers” on quizzes and achieve a conversational knowledge of the plot without actually experiencing the book. This kind of classroom practice can’t keep stumbling blindly forward. There’s no use in trying to cover oodles of high-level curricular content when kids can’t read longer material over sustained periods of time. Teachers will check off items in their syllabi, but not all students will learn. As Penny put it, “People get focused on teaching stuff, not kids.”

The first step to a better way is understanding the difference between what is essential, what is important, and what is nice to know. For example, while being familiar with Jane Austen’s work in particular may be nice to know, what’s truly essential is helping students learn to read more, read better, and (eventually) read deeper.

Classroom Practices:

So how do we build up our students and help them become readers? Penny quoted Richard Allington’s research, which provides a starting equation: engagement in reading + volume of reading = complexity in student thinking. Allington’s work makes clear that “older struggling readers will never become fluent and proficient readers unless volume is increased.”

Penny’s model of incorporating high volumes of independent reading into her classroom work helps build a foundational practice of reading, prioritizing choice as an initial motivator which leads to students building their own reading lists that grow in depth and sophistication through close conferencing with the teacher. Penny is adamant that there are no non-readers, simply dormant readers, and that any kid can find their own reading home, where books start to push them outside of their own environments and perspectives in life-changing ways. (You can read more about this in Penny’s Book Love.)

Penny’s message is that consistent, one-on-one conferencing with students about their reading is the ideal way to push reading skills and volume forward–constantly engaging with, checking in on, and making suggestions for students. I’ve seen this in my own practice… one particular student I worked with this year called himself “not much of a reader” in September and logged a measly 30 pages (if that) per week. After a whole year of dogging him with suggestions and asking about his reading progress every day, he ended up being the kid with quiet tears streaming down his face in the back of my classroom during silent reading, turning the final page of a 500+ page book. That’s Penny Kittle magic right there.

In addition to reading, there are a lot of other things Penny’s students are working on each day. Her daily classroom practices provide time for at least a little bit of each of these actions every day:

READ

WRITE

STUDY

CREATE

SHARE

It’s a simple list of five words, but if you do them in the classroom every day, it adds up to serious literacy power.

Coolest resources:

In the section of the workshop that focused on student writing, so many useful and game-changing resources were mentioned. While this isn’t all of them, I’d recommend these in particular as truly cool resources for the writing classroom. Check them out!

Best American Infographics : this volume, published annually, is great for modeling argument in non-fiction writing, craft lessons, and a starting point for informational writing.

Flipgrid: video sharing in a bite-size, super easy format. Penny’s students make short videos to tell her what to focus on when giving feedback on their writing.

Penny Kittle’s website: resources to make all of this stuff I’m talking about happen!

Reclaiming Conversation by Sherry Turkle: a place to start when thinking about how to teach conversation skills and academic discussion.

Moving Writers web community: home of a massive, categorized mentor text dropbox–a content area teacher’s dream.

Bottom line:

One of the most important ideas that Penny shared was that a school’s social capital lies in the connections between educators and the extent to which they share that knowledge. It’s a reminder that none of us is out here alone–we need to connect, share, and build knowledge whenever possible if we want to construct a powerful school community. Those of us in this profession need to stand fast and commit to practices that will move our students forward–into the world, into a life of reading, writing, and learning. It’s not always easy, but we can do it, because we know why we’re here. To quote Penny one last time, “Teaching well is an act of rebellion that is based on an act of love.”

We’re still glowing too, Mrs. Kittle.  Thanks for everything.

2 comments

  1. Lisa Moore

    Well said, Amy. I will share this wise post with my department. Also, thank you for being Nick’s teacher. You have made a tremendous impact in his growth as a reader and writer.

    • Ms. C

      Thank you, Lisa! I had a great time working with Nick this year. I’m lucky to have you as a UWMWP colleague–can’t wait to write with you again soon! 🙂

Post a comment

You may use the following HTML:
<a href="" title=""> <abbr title=""> <acronym title=""> <b> <blockquote cite=""> <cite> <code> <del datetime=""> <em> <i> <q cite=""> <s> <strike> <strong>