Melissa & Lori Love Literacy ™

Ep. 199: Summer Reading: Must-Read Books for Teachers! with Kim Lockhart

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Kim Lockhart, Canadian educator, shares her top three book recommendations. The first recommendation is 'Next Steps in Literacy Instruction' by Susan Smart and Deb Glaser, which focuses on the multi-tiered systems of support (MTSS) model and effective interventions. The second recommendation is 'Why Don't Students Like School?' by Daniel Willingham, which explores the science of learning and how to make instruction more effective. The third recommendation is 'Read Alouds for All Learners' by Molly Ness, which emphasizes the importance of language comprehension and intentional read alouds. 

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Lori:

Summer is the best time for teachers to learn. There are so many resources to choose from podcasts, books, TikTok, Instagram videos. Sometimes it's hard to even know where to start, and we want to make sure the resources that we choose to learn from are good ones.

Melissa:

And luckily, one of our teacher friends, kim Lockhart, is always reading articles and books. She's watching those videos, listening to podcasts and she recommends quality resources to learn more about the science of reading. Always reading articles and books, she's watching those videos, listening to podcasts and she recommends quality resources to learn more about the science of reading. And recently she started connecting these resources by topic for even deeper learning.

Lori:

Which, of course, we love. So in this episode today, kim shares her top three science of reading book recommendations for this summer, along with a podcast episode pairing and a beverage pairing too. You won't want to miss these top picks for summer reading in this super fun episode. Hi teacher friends. I'm Lori and I'm Melissa. We are two educators who want the best for all kids, and we know you do too.

Melissa:

We worked together in Baltimore when the district adopted a new literacy curriculum. We realized there was so much more to learn about how to teach reading and writing.

Lori:

Lori and I can't wait to keep learning with you today. Hi, kim, welcome back to the podcast.

Kim Lockhart:

Thank you so much for having me. I'm so happy to be here again.

Lori:

Yeah, we love return guests, so we thought of you when we thought about this topic today. We know that books are your thing. You love to read books and articles and listen to podcasts and learn all about literacy. But today we're going to talk about your top three book recommendations. See, but today we're going to talk about your top three book recommendations. So do you want to kick us off by just kind of like sharing a little bit about your podcast pairings, your three books that we're going to talk about today? Absolutely.

Kim Lockhart:

So, as most people know, I have a super cute dog named Ziggy, and so every day I do like a little pup and podcast. I walk in for 45 minutes and listen to a podcast, and 99.9% of the time it's one of your podcasts. And so I listen to this 45 minute podcast, usually every Friday, sometimes Saturday morning, and it really starts a lot of thinking. And so I listen to this podcast and I become super inspired to learn more about it, and so that often takes me to a website where I find a book or an article or something, so that I can continue that learning and deepen my understanding of that topic. So a couple of weeks ago I was listening to one of your podcasts it was actually with Dr Stephanie Stoller and I thought, oh my gosh, I so need to buy this book, the Next Steps. And then I started to explore other things and basically just did this deep dive into podcast pairings, where I would listen to one of your podcasts and then pair it with a book on the same topic and that's it.

Melissa:

Well, people are loving it. I can tell you that on social media, people love your podcast pairings already. I know it's a new thing for you, but they love it, so keep it coming and we'll share some today. So do you want to start by sharing your first podcast pairing with a book recommendation?

Kim Lockhart:

Absolutely so. It wasn't that long ago, maybe two or three weeks ago, that you had Dr Stephanie Stoller on your podcast and it was episode 193, systems to Getting Better Reading Results. And I have been a big fan of Dr Stephanie Stoller for quite some time. She was so kind to do a guest appearance in my graduate class at Vancouver Island University this past winter graduate class at Vancouver Island University this past winter and really helped me better understand the multi-tiers of support or the MTSS model, and what really stood out to me in this podcast was giving students not something different. So when students are struggling to read they need actually a double dose of what should be going on in the regular classroom. And so I think in the past we used to have this understanding that students who struggled to read needed something different. They needed spec ed. But she helps better understand that kids actually need strong, evidence-based instruction in the regular classroom and then if they are not progressing as we would expect, then we do that tier two intervention and it shouldn't be a large majority of the students, it should be quite a small percentage of the students who need what she calls this double dose. And so she talks about that, but she also really dives into screening and the importance of screening students for risk. And I have this friend and colleague at my school they often use this analogy my friend Joanna. She was recently screened for breast cancer and so she went into the hospital and they screened her for breast cancer and she had some interventions done to help prevent the breast cancer. And so when Dr Stephanie Stoller talks about the multi-tiered systems of support, we really are looking at something similar to that medical model. We want to make sure that we are providing that strong tier one, but then screening people for risk, and so I wanted to learn more about it.

Kim Lockhart:

So I bought the Next Steps book, which is written by Susan Smart and Deb Glazer, and it's called Next Steps in Literacy Instruction Connecting Assessments to Effective Interventions.

Kim Lockhart:

This is a great book for a book study, because it really does a deep dive into that MTSS model and it talks about how we can effectively teach students in the regular tier one classroom and how we can screen students who are at risk and then provide them with those targeted interventions, with specific learning goals too, with specific targeted goals, and then how we should be progress monitoring, which is looking to see if our instruction is working, and if our instruction isn't working, we just don't throw up our hands and say, well, I taught it and they didn't learn it.

Kim Lockhart:

We have to change our instruction, and I think that is such an important piece for teachers, because sometimes we have this idea that, well, we taught it and they didn't learn it. And so what the MTSS model really emphasizes is if our instruction isn't working, then we need to change the way we're teaching and really have those high expectations for our students as well. And so I haven't finished this book, but I have scratched the surface of it. I've looked at a few particular chapters, but it is divided in really really well organized fluency, vocabulary, reading, comprehension, phonics. But at the beginning it really does show the importance of the MTSS model and the three tiers of intervention and really emphasizes that we need to maximize the learning for all students and make sure that we are matching our instruction to their needs.

Melissa:

Yeah, that's one thing I loved about this book too was I know that we asked Stephanie Stoller about assessments and we were like, well, like, tell us about, like, what's a diagnostic versus a screener? And it gets really confusing. And there's so many assessments and in each of those chapters you mentioned she has a chart, or they have a chart, and it really breaks down all the different assessments that you might hear about for each of the different parts of literacy and tells whether it's a diagnostic, whether it's a classroom based assessment, whether it's a computer based assessment. I was like this these charts alone would be so helpful as a teacher.

Kim Lockhart:

Absolutely, because I think sometimes teachers feel like they need to reinvent the wheel, and she helps teachers by providing some instructional routines, and I think we need more. Personally, I feel like we need more consistency in terms of what is happening in classrooms, rather than some teachers are, some teachers aren't, and so she does have a lot of great resources that can be printed off. She's got the Acadians Reading Diagnostic Checklist. She has a lot of great templates in here for really strengthening that tier one instruction, and just really at the core of her message and at the message of this book by Susan Smart and Deb Glazer is having high expectations for kids and not accepting well, they're not learning it and really targeting our instruction to meet students' individual needs.

Lori:

I love that and I agree with you about not reinventing the wheel and using what we have, and if these are really great places to find these things, then let's use them. They're there.

Kim Lockhart:

Absolutely, and she's got some great infographics in here too. I know your viewers can't see it, but she does have her multi-tiered systems of support pyramid and really she emphasizes that 80% of students should reach their learning goals through Tier 1 classroom instruction and another 15% should be reaching their goals through Tier 1 and Tier 2. And that's where she really refers to that double dose. Because sometimes what I see throughout schools in Ontario, here in Canada, and I'm sure it's happening down in the States too, sometimes kids are getting spec ed instead of classroom instruction, and so we really want to make sure we're doing that double dose, that they're getting that tier one classroom instruction, maybe in the first literacy block, and then they're getting that strong tier two also in that um classroom environment, and then we can uh sort of give that extra dose of intensity, we can give that extra dose of repetition and frequency in the small reading remediation groups. But that tier two also doesn't have to be pull out. That can happen in the whole class environment so that they're not missing that tier one.

Lori:

Such a good point. I'm glad that you mentioned that. So what we'll do as well just a little side note is we'll link all these books in the show notes, as well as all the podcasts that we're talking about today, to all of our pairings. Kim, I know one thing that we want to make sure that we share before we move on is a beverage pairing for this book. Did you have a beverage pairing that you wanted to share?

Kim Lockhart:

So I was thinking podcast Prosecco pairings, because I'm a big fan of Prosecco.

Lori:

So yes, we should drink Prosecco while we plan for our effective interventions.

Kim Lockhart:

Yeah, but you can't go wrong with Prosecco. It's light and crisp and the perfect summer drink.

Lori:

I love it Okay. So next steps in literacy instruction pairs really well with our MTSS podcast, which was episode 133, and also a nice glass of cold Prosecco.

Melissa:

So here we go 193.

Lori:

All right, so moving into our next recommendation from you, kim, what is the next book that you recommend reading this summer?

Kim Lockhart:

Okay, well, I'm going to take a step back from the next book and just say that a month ago, I attended the Research Ed Conference in Toronto and I heard for the first time Dr Daniel Willingham speak. He was one of the keynote speakers at the Research Ed Conference in Toronto and I was blown away, not only by the content that he provided, but the fact. I didn't know this and I considered myself to be, you know, a great reader. I feel like I know what to teach. I have done a deep dive into teaching morphology and phonics and phonemic awareness, but what he really focused on was the how we should be teaching and focusing on the learning. So a lot of what I have heard in terms of the science of reading is well. We need to teach them phonemic awareness. We need to teach them reading is well. We need to teach them phonemic awareness. We need to teach them how to blend segment. We need to teach them morphology and the meaningful parts of words. We need to teach them reading fluency, and sometimes teachers are saying, well, I taught it and they still can't do it. So I was really inspired after Dr Willingham's keynote address at the research ed and I thought I need to start focusing on how to teach, to make learning more effective, and so, of course, on my next Pups and Podcasts walk with my dog, I listened to podcast episode 139.

Kim Lockhart:

And this is a podcast that you had with Dr Willingham and Barbara Davidson, who's the executive director of the Knowledge Matters campaign, and this was such a great episode because it essentially was building my background knowledge on a topic I wasn't yet familiar with, and what they really focused on and what they talked about was the role of background knowledge and how students need to know a lot about a little. And he has this saying a million miles wide wide I'm gonna say that again, a million miles wide and not very deep and he was talking about how we need to make sure that we are. My analogy is creating that Velcro for other information to stick to, and we all know that quote from Dr Natalie Wexler background knowledge is like the Velcro for new knowledge to stick to, and so they were really focusing on the importance of building students' background knowledge and the role of background knowledge, not just in literacy but in other subject areas too, and so, of course, I always relate to my own teaching, and I'm thinking about other subjects such as social studies and science and math and even physical and visual arts, and how we need to build students' background knowledge so that the information we're teaching has something to adhere to of. That is that equity piece and how students, when they come to school, they come with very different levels of background knowledge, depending on their home lives, depending on their lived experiences, and we know that students who come from low-income homes are going to have more limited background knowledge and lived experience because of financial constraints, because of other reasons and maybe because they are not read to as much at home as those who come from more educated, affluent families.

Kim Lockhart:

So we want to make sure that we are doing what we can to level the playing field and to build students' background knowledge in a very intentional way, and one of the best ways to do that is by focusing on certain content areas. And so if we're learning about I actually hadn't thought about a certain subject area, but if we're thinking about science and we're looking at precipitation, we need to make sure that we are building their background knowledge, but also their vocabulary. They need to understand that vocabulary in order to understand and to comprehend the subject area and to build their knowledge. And so I came back from the conference and I think literally that night I bought Dr Willingham's book why Don't Students Like School, and he did mention it at the conference and well, he promoted it very well. And he did mention it at the conference and well he promoted it very well, because I went home and I bought it, and it basically says a cognitive scientist answers questions about how the mind works and what it means for the classroom.

Kim Lockhart:

And so, again, this isn't a book that talks about what students need to learn in terms of the components of reading and writing, but is how can we maximize our instruction in order to maximize their learning outcomes? And so he talks about instructional practices, research-based instructional practices, such as retrieval practice and interleaving, which is teaching something, and then we've coming back to it in blocks throughout the year, and I often think about mathematics, because our units in mathematics are usually taught in chunks and we don't often come back to them into the end of year assessment, and at that point it's been about nine, nine and a half months since students were first introduced to you know angles, let's say. And the other thing that I really wanted to explore, and part of the reason I bought this book, was because in your podcast, as well as in his keynote address, he talks about the difference between performance and learning and how they're not the same thing and how sometimes, when we teach something, we're doing it with a goal in mind, and that's for them to pass the test, and sometimes kids are very good test passers. I don't know if that's actually a term, but they're very good at passing tests, but that doesn't mean they've learned it. Sometimes it's just there in their short-term memory and then it's gone. So when they progress to the next grade the following year it's almost like they haven't learned it.

Kim Lockhart:

And we see this so much in school. If we have a good curriculum and here in Ontario we have a much better language curriculum it really should be cumulative and grow that knowledge. But if a certain topic or a certain skill isn't reviewed and isn't interleaved I don't know if that's a word either, but I'm making up words as I go If it's not woven throughout the year and it's just taught in September, that teacher the following September is going to have to review what was taught the previous year for them to build this new knowledge on. But if we use the interleaving we have lots of retrieval practice then we're actually going to make learning more effective and we're not just focusing on performance and saying, oh, they got 85%, because the teacher the following year may beg to differ and say they don't know it. Well, they performed well, but they didn't learn it.

Melissa:

Yeah, I love this because I mean, we hear about the science of reading all the time and then I do hear some people who are like you know there's also this thing called the science of learning that we need to make sure we're also talking about that in conjunction with the science of reading, and I think the things you're talking about that are in this book. I would consider these are the science of how people learn right, just how your brain learns. And if you don't, can I make one recommendation for another book that goes along with this one?

Kim Lockhart:

As long as you don't make the recommendation for the drink to drink with it, because I've already-. Yeah, we're fine with that.

Melissa:

No, no, no, Just another book. So I read this other book and when you brought this one up it made me think of this one. It's called Make it Stick the Science of Successful Learning, and it talks about a lot of those same things you mentioned the retrieval, the interleaving and so if you're really into this and want to learn more about it, there's two recommendations for you.

Lori:

My neighbor who is also a teacher friend in my neighborhood. I just looked at that book. A couple of weeks ago she had it on her counter and I flipped through it. It looks really good. Make it stick.

Kim Lockhart:

It's such a catchy title too.

Kim Lockhart:

Well, and it's interesting because, as you know, I'm a French immersion teacher and I'm teaching French as a second language and every single year I ask my students do you know why?

Kim Lockhart:

I think sometimes, as teachers and well-intentioned parents, we have these goals. We want our children to be successful readers, we want our children to be able to write a covering letter for a job that's why writing is important we want our students to be able to maybe go on to post-secondary and we want our children to maybe learn a second language. But we don't share those goals with the kids, so they don't know why they're there. So I feel like sometimes sharing those learning goals with the students and explaining to them why this is important and making it meaningful to them will also help make it stick. Because when I'm teaching math and I'm teaching angles, I know what my learning goals are is for them to learn it. But if they don't have anything relevant for it to make it relevant to them, it's most likely not going to listen to that episode 139 with Daniel Willingham, which I agree, Kim, like it is an awesome pairing.

Lori:

It really. Just listening to Daniel Willingham, I could listen to him all day. He is brilliant and he just makes it so easy to understand. So little plug there for that, and you know what's coming, Kim. What are we pairing with? What beverage are we pairing with these?

Kim Lockhart:

as we listen and as we read, I mean, I do love Prosecco it is typically my go-to summer drink but I also love a nice cold pint, and so I personally like the Belgian Wheats. They are, you know, have a little citrus note to them. So, yes, I would say a nice pint with your. Why don't students like school?

Melissa:

All right, Kim, we're ready for your last pairing recommendation. Can't wait.

Kim Lockhart:

I love this book. I was going to say I saved the best for last, but I actually can't say that because all three of them are based on very different content areas. Right, we talked about three books that focus on very different topics, because I'm always trying to grow my knowledge and understanding of different areas. But here in Ontario, in February 2022, so over two years ago we had the Ontario Human Rights Commission release a report called the Right to Read and it essentially was a scathing report saying that Ontario is systematically failing to meet students' right to Read. And it essentially was a scathing report saying that Ontario is systematically failing to meet students' right to read, and it provided 170, sorry, 157 recommendations, and a lot of those recommendations focused on the what they called foundational skills of learning to read, which primarily focused on phonemic awareness and phonics and those decoding word recognition, those bottom strands of Scarborough's reading rope.

Kim Lockhart:

But I wanted to really draw the importance to the language comprehension strands because they are equally important, if not maybe arguably the actual foundation of learning to read, Because when students enter school, they typically have oral language skills to some degree or another and it's very broad in terms of the skills they come to school with. But they come to school with those oral language skills and some knowledge of language comprehension, whether it's following instructions or being able to express the fact they need a drink of water before they can decode print. So I decided to pick up this book called Read Alouds for All Learners, and it's written by Dr Molly Ness and the foreword is by Dr Natalie Wexler. And I decided to pick up this book for my next read for a couple of reasons. Number one, because in Ontario there has been so much emphasis on the phonemic awareness, phonological awareness and phonics that I thought we can't let the pendulum swing one way and not let it, and with disregard to the other multiple strands.

Kim Lockhart:

And, to be honest, teaching students to decode is, in my opinion, a lot easier than teaching the strands of language comprehension, because language comprehension is so complex and, in a way, it's infinite. You can't possibly teach all vocabulary words. Can I teach all letter sound correspondences? Absolutely, there are 44 phonemes in English. Yes, it's finite. Whereas, how do I build students' background knowledge to a point of? I'm done? You don't. And so I first listened to your podcast by, and it wasn't that long ago. It was episode 170, all about read-alouds, which was, and your guest was Dr Molly Ness, and I immediately bought her brand new book because I wanted to better understand how to make the read alouds in my classroom more intentional, Because I think sometimes read alouds are seen as a way to fill in time. Oh well, we've got seven minutes until recess. I'm just going to pick up this read aloud and read it to you.

Melissa:

It's just like a nice extra thing to do.

Kim Lockhart:

It is and it is lovely, but in the classroom, how can we make it more intentional? How can we align it specifically with those strands of Scarborough's reading rope? And I am a very structured to a fault. I understand this is maybe to a fault. How does this align with Scarborough's reading rope? What are my intentions? Why am I reading this read aloud and do they know what those learning goals are? So when we are choosing our read alouds, it should help develop students' background knowledge in a certain content area that we are maybe focusing on in science, and that's the other thing that read alouds don't have to just happen during literacy. Block Read alouds can and should happen during math, can and should happen during social studies, can and should happen during science, and there are so many great books such as what is it, Miss Frizzle's Magic School Bus Great books to read aloud in a science class and Kim, no, it's fine.

Lori:

I just wanted to point out to you can and should happen. Pre-k through eight.

Kim Lockhart:

And what's really interesting and I don't have the page marked but she actually outlines in the oh, I happened to come across it Of all surveyed teachers, 64% read aloud to students, elementary teachers 83, middle school 53%, whereas in high school only 36%. So as students get older, we are not using read alouds as a means of teaching those language comprehension and we would hope that once students get to high school or middle school or even grade four, that they have those word recognition strategies secure and consolidated, that they can decode unfamiliar words. They have that sight word recognition of familiar words. But that language comprehension, like I said, is infinite. It shouldn't stop in the early years, it should continue throughout the older grades as well, throughout the older grades as well.

Kim Lockhart:

And from a second language teacher's perspective, it is so important to sort of leave your own unconscious bias at the door because our early language learners, so students in kindergarten through grade three, don't have the vocabulary to fully understand and comprehend the read aloud. So we need to pre-teach some of those vocabulary words, have some visuals, refer back to them, review them so that when you are actually reading the read aloud they understand, because we may have that bank of vocabulary words in our head and think oh, this is such a brilliant story, why aren't they enjoying it as much as I am?

Kim Lockhart:

But if they don't know 50% of the words, they're not going to have that enjoyment of the book. So we need to really focus on those intentional teaching opportunities. And Molly Ness also talks about pre-reading the book and how to select an appropriate book for a read aloud too.

Kim Lockhart:

It's not just okay, eeny, meeny, miny moe, okay, I'll read this one to them. It should be intentional. We want to align it with what we're already teaching, because then students may have some background knowledge for this read aloud to stick to. And we also want to use this opportunity to grow their vocabulary within that, so that they have not just that breadth of vocabulary but they have that depth of vocabulary as well. And this book provides some amazing templates.

Kim Lockhart:

Again, we don't have time as working teachers to reinvent the wheel, so she actually has planning templates in here and they are scaffolded with her three-step process, which is evaluate what's the background knowledge, what are the funds of knowledge, or those funds of knowledge she refers to as those cultural norms.

Kim Lockhart:

She uses the example of the laundromat in Corduroy. Not all students may know what a laundromat is and then she talks about that second step, which is the explain, and then the third step, which is engage and extend and how. What are some meaningful activities that we can do around that read aloud and I did just re-listen to that podcast that that she has 170, and how she emphasizes that the activity should be literacy focused and, yes, coloring. You know, a bookmark is cute and we shouldn't say that that shouldn't happen. And I think she used the example of Halloween and it's okay if you color a pumpkin, but really, what are the intentions, what are the learning goals of this particular activity? And I think it's just really trying to make everything we do in the classroom intentional and thinking about what are my desired learning outcomes for these students.

Melissa:

Yeah, and I just I will say I was a middle school teacher, so I know that middle school teachers are probably like, no, I cannot do a read aloud, that's not what I do, that's for the younger grades. But she gives such great examples in here. With that planning that you talked about, she tells them like here are ideas for a science class in sixth through eighth grade, third through fifth grade. Here are some different strategies that you would use for that grade level or your content area. So it's really, really helpful for all teachers. Especially if you're not comfortable doing read-alouds, this would be really helpful.

Kim Lockhart:

Absolutely, and it is such a fantastic time to spend with kids too. Actually, connecting the two books. Dr Willingham talks about the bond, the emotional connection between teachers and students as helping to improve student learning outcomes. And you may have a really funny teacher who teaches, you know, with a lot of jokes, or you may have a very structured teacher with you know, a very structured approach. But really it is that connection between teacher and students that is really going to help improve student learning. And read alouds are a great way to build that connection because then you can engage them in conversations to get to know their interests. You can. They they're going to feel valued and respected. If you ask them a strive for five question, for example, um, and have that talk in turn, they'll think, oh, you know, madame Lockhart actually wants to know how my parents do the laundry back to the laundromat thing, you know, or whatever. But I think the read aloud, when done with intentional, with an intentional purpose, can be a great way to strengthen that teacher-student connection.

Lori:

All right, so should we do our pairing for read-alouds for all learners. What is our beverage pairing? And it has to be different, I think, than the last two.

Melissa:

And start with P. I'm just kidding.

Lori:

I don't know, Melissa, I was like that's a lot of pressure.

Kim Lockhart:

Well, it actually does, because I love Prosecco, I do love a good cold pint on a hot night, and my favorite white wine is Pinot Grigio. So podcast and Pinot oh, you like that, you're a white wine.

Lori:

Okay, yeah, I like the white wine, I yeah no, I don't want to go for something like tequila or something like a, a nice fresh margarita.

Kim Lockhart:

Well, I'll be honest. I lived in Mexico for three years. I took a liking to good tequila, but after a couple of tequila I don't think.

Lori:

I'll finish the read aloud. Yeah, the read aloud might go to the wayside at that point.

Kim Lockhart:

I think you'd have to do the read aloud and then celebrate with your tequila, not have your tequila while you're reading the read aloud, because you might not get to the end.

Lori:

All right. So recommendation, your top recommendation, our top takeaway from this entire podcast is to do your beverage pairing after you've already read the book and done the strategies, If you can. If you can. Well, we are so glad that you came on the podcast, Kim, to hang out with us, to talk with us about these podcast pairings, these beverage pairings. We had so much fun and we know our listeners will love this episode and grab these books and start reading this summer.

Kim Lockhart:

Well, thank you so so much. I do have some podcast pairing infographics that I can share with you, that people can find online, and I really truly am grateful that you invited me back. Thank you so so much and have a fabulous summer, yeah you too, Thank you you too? Yeah, you too.

Melissa:

Thank you, you too. To stay connected with us, sign up for our email list at literacypodcastcom, join our Facebook group and follow us on Instagram and Twitter.

Lori:

If this episode resonated with you, take a moment to share with a teacher friend or leave us a five-star rating and review on Apple Podcasts.

Melissa:

Just a quick reminder that the views and opinions expressed by the hosts and guests of the Melissa and Lori Love Literacy podcast are not necessarily the opinions of Great Minds, pbc or its employees.

Lori:

We appreciate you so much and we're so glad you're here to learn with us.