No More "I'm Done!"

When reflecting on Catching Readers Before They Fall, I mentioned how being a parent has prompted me to want to explore more about the earlier phases of literacy. Now that we are about five weeks into the school year, I am relieved that I decided to have my daughter stay in her mainstream classroom, rather than adding pull-out special education services. She continues to progress well and to have a high level of enthusiasm about school. It is a testament to the importance of listening to what teachers and parents know about a student in combination with formal test results, rather than over-relying on standardized tests alone. It has felt great to leave work earlier this year and to spend extra time with my girls as well.

When I was reading Catching Readers Before They Fall, I could not wait to read Jennifer Jacobson's No More "I'm Done!": Fostering Independent Writers in the Primary Grades. It seemed like a perfect companion text to Catching Readers. Since writing and reading are so closely connected, both texts alluded to the two areas, but reading both, each with a main focus on either reading or writing, provided a fuller picture. Both texts are great introductory texts for teachers without a lot of background on providing support for readers and writers in the primary grades or as a quick review for experienced teachers to prompt reflection on current practices.

No More "I'm Done!" starts with a rationale for writer's workshop rather than teacher-directed writing before outlining how teachers can create an environment that values student choices as writers and allows students to flourish as independent writers. Through description and pictures Jacobson gives us glimpses into her classroom - its set-up, its routines, and her role as a teacher and a writer. After giving foundational information chapter five gives ideas for a year of mini-lessons, something that I have always appreciated in other books when the content is still new.

I was going to say that chapter five was the most important/helpful chapter in the book, but then I thought about how the foundational chapters are also essential. I had the same urge to say that chapter six was the best chapter because it has great reflective questions for teachers to ask themselves as they get going in order to continually improve through continual assessing and reassessing, as well as a question and answer of common concerns/issues with workshop teaching. I realized that it would not be possible to choose a favorite section - each provides an important piece, and together they form an excellent, comprehensive introductory text for primary teachers wanting to incorporate workshop into their classroom.

I see this book as an overview to help teachers get their feet wet and begin fine-tuning workshop; however, they would also want to supplement it with other books about workshop and talk to other teachers implementing workshop as part of their continual professional development. I am excited to add this book to my growing collection of literacy resources to use as a parent, colleague, and teacher.

Complimentary copy provided by the publisher