I don't want to be an "And then. . ." teacher.

I've been reading How to Align Literacy Instruction, Assessment, and Standards by Nancy Akhavan. In the book she relates a lesson in which her focus was to show students how to use the author's feelings about a book as they wrote an interesting response to literature. She remembered some things she had noticed in their writing that she had read the previous night, and she began telling the students other things she wanted them to know. "And then think about how to begin.and then make sure you've included.." Akhavan concludes that she needs to observe student work over time and plan minilessons to address those issues. Teachers are admonished to "think small." Akhavan explains, "Too many times I meet teachers who feel pressured to teach everything. It is a natural reaction. Teach for understanding, not coverage."

In Chapter 1 Akhavan shows teachers how to look closely at their teaching and use seven essential standards-based literacy principles.

In Chapter 2 Akhavan not only shows us how to look closely at our own classrooms, but she also shows us classrooms that work by looking at schedules, structures, and routines. Her graphic model of learning essentials makes it easy to understand the cycle involved in creating classrooms that "foster literacy development."

Chapter 3 sees a focus on "Using Standards to Expand Student Understanding." By tackling one goal at a time, the staff at Lee Richmond School began developing a successful literacy program that forms the basis of this book.

In Chapter 4, we learn about instructional planning by taking a look at the plans of several teachers. Examples make it easy to follow and lift ideas as we each take on our own "precision" planning and instruction.

Many examples appear in Chapter 5 on the routines and support structures of reading workshop. Actual photographs make it easy to imagine what this could look like in our own classrooms. Akhavan does the same thing for writing workshop in Chapter 6. Both chapters are sprinkled with actual student work, real schedules, real minilessons, and real examples of meeting the needs of all students.

Chapter 7, entitled "Thought Mapping," contains a wealth of knowledge in planning year-long and individual units of study. Again, authentic photographs, charts, and ideas enhance and encourage even the most skeptical or timid teacher.

Akhavan addresses "Language Workshop" in Chapter 8 in much the same way as she addressed the previously-mentioned workshops, except that the focus is on addressing the needs of linguistically diverse groups of students. She does not skimp on real-life examples of minilessons and student work that explicitly show how to support our second-language learners.

Chapter 9, "Strategic Assessment," is a close look at using assessment to inform instruction. Akhavan stresses the importance of collaboration in instruction and learning, not only for students but for teachers as well. As we analyze our assessments, we learn when and how to make changes in our instruction.

Akhavan, in Chapter 10, concludes with evidence of long-term student growth by looking at student notebooks. In these notebooks, we witness the growth of two students who benefited from the principles laid out in this book.

This book inspires me with its plethora of real-life examples, charts, advice, lessons and applications, and student work. It is a book I will turn to again and again as I continue my teaching journey. I hope I haven't been an "and-then" teacher so long that I cannot change my ways.

Reviewed by Cherylle Waters
©2005 Cherylle Waters