Sandy+Bonsall

** Sandy Bonsall, Third Grade Teacher ** ** Lakeview Elementary, Negaunee Public Schools, MI **

In 2007 Sandy presented a workshop about how to help third graders research information and write reports on a specific topic at MRA’s Summer Literacy Conference. That presentation became a chapter entitled //**The Expert Book: A Nonfiction Genre Study**// in MRA’s publication [|Writing Intention: Prompting Professional Learning through Student Work]. What led her to present and write?

Sandy is an intentional teacher. Her desire to create a literate and purposeful classroom that’s organized and accessible, and, most of all authentic for her students took her to Teachers College Columbia University directed by Lucy Calkins for three summers. Immersing herself in the reading and writing institutes allowed her to delve deeply into the workshop structure to understand the process to guide her day-to-day work with children. Giving students a predictable structure, large chunks of time, choice, ways to respond, and a sense of community helps foster a literate environment where the kinds of writing students are expected to do is supported by books students read or have read aloud to them.

Finding “just right” books for her students to read caused Sandy to carefully examine her classroom library. Now students are able to find fiction and nonfiction books at their Lexile reading level. She administers a Scholastic Reading Inventory each quarter to assess her students. Teaching points from Lucy Calkins __Grades 3-5 Units of Study__ and __Guiding Readers and Writers__ by Gay Su Pinnell formulate the basis of mini-lessons and conferences with students. She “thinks aloud” during mini-lessons to model the process and reiterates her points while conferencing with individuals or meeting with small groups. Students learn “accountable talk” or how to “turn and talk to a partner” when responding to the lesson.

The summer institute experiences also gave her the confidence to give ownership to students to do their own revising and editing. It was a huge step. Sandy believes that in order for her students to really develop as writers they need to take responsibility for their final drafts. “Students are more apt to revise and edit their piece when they know it is their responsibility. Students need to take ownership in their writing,” she commented. Her third graders submit a final draft written to the best of their ability, not proofread for every mistake by the teacher. Students’ writing improves over the course of the school year because the workshop mini-lessons and conferences build and spiral on the writing process and skills taught.

Conferencing is an integral part of the workshop structure. But it does cause some anxiety, Sandy admitted. “I may pull a chair up next to a student feeling apprehensive, not sure of this conference. Yet I smile, say “Hi” and ask, “What are you working on?” I listen intently as the child begins to talk. My mind races over recent mini-lessons hoping I will recognize a skill, strategy, something I can affirm. At this moment it seems as though there are no other students in the room. After noticing what is working, I grapple with what is the one thing I can say that will move this child forward. I may not have this opportunity for another week. What do I ignore? What do I choose to point out? I decide. I teach. I move on to the next student.” The questions and comments students hear eventually become part of the self-talk students ask of themselves when they read their writing.

Sandy’s professional commitments reveal her strong beliefs about spending time with like-minded educators who encourage her to think about what is essential to teach reading and writing well. Like a ripple in a pond, she has touched many lives during her thirty-four year (and counting!) career by staying active in professional organizations and collaborating with colleagues. After the UPWP 1996 Summer Institute she spent five summers at a summer writing camp for middle-school students directed by Joe Lubig and Connie Heinlein. She invested many years serving and/or co-directing Young Authors and UPRA. For three years she led Lakeview teachers and Title 1 paraprofessionals in a professional book club study of [|The Art of Teaching Reading]and [|The Art of Teaching Writing]by Lucy Calkins and [|Strategies That Work]by Harvey and Goudvis. She was recognized as **Negaunee Teacher of the Year in 2005** and received the 2008 Marquette/Alger Reading Council ** Literacy Award ** along with **Keri Bath**.

Interested in improving your reading or writing workshop environment? Try Lucy Calkins advice: “Visit a school where the writing workshop is thriving. This will give you an image of what a writing workshop can be.” Sandy’s motto: “Give yourself experiences that make you excited about teaching. When you see an opportunity for professional development – say yes!”

By Ann Chappel