There is a direct transfer back to my own fourth graders, and they are the beneficiaries of unique cultural experiences that I believe make me a much better educator. I’m able to teach my U.S. students about life in other places, connect them to those learners in Zambia, and give them perspectives that are not usually seen in just any classroom. I used my time in Zambia to write an ABC book with the children at Shine Zambia Reading Academy. Not only did the book get published here and sent back to students at Shine, but I have been able to use that book in my classroom and we are currently writing the same type of book about our life here in Crystal Lake to share with students in Zambia. I now have a pen pal literacy center in my room. Students examine photographs from Zambia (and from Europe and New Zealand) and compare/contrast their life in Crystal Lake to life in those places. They write to students and make new connections in learning. The connections are endless…and the excitement is contagious.

“Every time you smile at someone, it is an action of love, a gift to that person, a beautiful thing.” – Mother Teresa

This year is a bit different for me as a middle school literacy coach. I’m fortunate to work side by side with teachers as we currently help students recognize the importance of expository writing and how to go beyond the text when reading. Meeting with small groups to work at their instructional level is another highlight of my life in the middle school. But at 10:45 each day, I make a mental shift, and walk next door to the elementary school to work with two first grade students who are learning how to read. The process is incredible and overwhelming as I make my way through Reading Recovery training.

Did you know that attending to print from left to right when reading English is not instinctual, nor is it programmed in the brain? It must be learned (Clay, 2005). These little friends are just figuring it out. They are putting together the ideas that letters make up words. They are noticing the pictures and checking to see if what they said matches the text on the pages. Observation is a vital part of my lessons and has helped me to discern what these young students control and what is still unknown. Carefully watching, taking notes, and really listening helps me to know what to include in my next lessons. Never before in my teaching career have I been so in tune to such small details. Honestly, it’s enlightening. I’m once again learning where reading starts and appreciate this opportunity to go back to the beginning.

For my birthday this year, I asked my sweet mom to buy me the book, So What Do They Really Know? by Cris Tovani. I also asked for Kelly Gallagher’s new book, Write Like This: Teaching Real-World Writing Through Modeling & Mentor Texts. Sure, I used to ask for cool shoes or a fun pair of earrings, but now I’m on to professional reads. Why? Well, I guess I am still trying to figure it out. I’m still trying to find another way to help my students. I want to recognize what my students need to become successful literate adults.

Both books are outstanding (gifts that keep giving) and I’ve been taking notes while talking to friends about them (literacy = reading, writing & speaking). I’m a lifelong learner and I’ll be happy to model that for my students and for my children.