ARTIFACT #15: If Raindrops were Gumdrops

Artifact 15 features the results of a book study discussion I

facilitated with my cohort. The book study focused on a chapter of
Jennifer Allens book, Becoming a Literacy Leader, that described Allens
Literacy Intervention Classroom---her ideal setup for providing literacy
supports in a manner that closes the gap to grade-level performance. Our
book study group completed three projects: 1) we created a chart that
compared Allens ideal classroom to the things we do in our own
classrooms; 2) we created lyrics to the tune of If Raindrops Were
Gumdrops; and 3) we individually reflected on the results.
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 On the first-page, in red text, are elements of Jennifer Allens
intervention room that were not available to us. Some of these
struck us as being a little sketchy: How would you tell if a student
was transient before they left? No behavior problems---does this
translate as no special needs? Limited to one-grade level
below? Since some behavior is a direct result of struggling with
academics, and many students are more than one-grade level
below, arent we excluding students who need this room the
most?
 On the second-page, book study participants created lyrics
that expressed what they liked best about the intervention room
idea. (To the tune of If Raindrops Were Gumdrops).
The third-page is an excerpt from my personal reflection on
the book study results.
Excerpt from personal reflection:
. . . I think the visual worked well enough to organize our discussion
on bridging from what we have now to what we read about Allens
literacy intervention room. To our surprise, we found we already do
many of the strategies employed in the Dream Literacy Room. The
sorting exercise caused us to realize some truths about the Dream
Literacy Class that were not appealing. It seemed the major
differences between our practices lay in the highly selective
exclusion processes the Dream Room utilizes! From that
disappointment there arose in my own head some transformational
thoughts regarding my own goals for addressing literacy---I am
finally content being an inclusion teacher. No more wondering if life
without the interesting cases would be better---the inclusion room
is where I want to muck about!
I offered the lyrics as a way to provide a space for my
bookmates creative voices. I wondered if changing the lyrics of a
song would be too hokey, but the group seemed to enjoy doing it
and the end product is actually kinda nifty. I am thankful to have
had such an amicable book club! I actually ran a little side-
experiment to see if it was feasible to try creating a verse together
with everyone during the session. Though it was easy to do the
information sort, I found it really awkward and difficult to create
lyrics on the spot --- I found there was too much chatter and my
thoughts wouldnt settle. I ended up just plugging in the practice
lines I had made prior to the session. So, I think I will stick to
inviting a group to complete the creative piece ahead of time!