Pernille Ripp's Blog, page 15

Our Mock Caldecott Picks for 2020

Warning: I may change my mind…

For the past 5 years, I have done a Mock Caldecott unit with students as we come back to school in January. And while January is far away, the year is quietly winding down which means the reflection begins on which illustrations took my breath away. And there were many. Last year, I ballooned my choices but it turned out to be too hard to get through for my students. So this year there are a few changes.

One, I am reading all of these books aloud in the weeks leading up to our unit. While the students will still read them in their group, they will have experienced the full text with us all first.

Two, I am limiting our choices to 12. That way we can leasurely work through the unit, savor the illustrations, and give it the time it needs rather than skim through pages in order to come up with a winner.

Three, each group will pick their winner. Every year we have had a vote for class pick, but this year, I will let our groups select and root for their individual winners. We will, however, vote for an overall winner in all of my English classes combined.

The lessons will not change much; I use previous winners to discuss the different components of the award and then students grab the books they will discuss that day and rank. Each group gets a packet with the titles and a voting sheet. The slides I use are here and are pretty straight forward. The voting packet I use is here each group gets one and it helps them keep track of their scores.

So which books have I chosen for the year? (Not that I matters because we almost never pick the winner, ha)

The Undefeated written by Kwame Alexander and illustrated by Kadir Nelson



Fry Bread – A Native American Family History written by Kevin Noble Maillard and illustrated by Juana Martinez-Neal



Saturday by Oge Mora



My Papi Has a Motorcycle written by Isabel Quintero and illustrated by Zeke Pena



Passionate Learners – How to Engage and Empower Your Students. 

We Make the Time

She told me that her goal was to find more time to read. That life had been busy and so reading had gotten lost. That while she liked it, sometimes, there just wasn’t enough time in the day. That while she liked that book, sometimes, she didn’t bring it home because there wouldn’t be time. That while she knew she should read outside of class, sometimes she just didn’t have the time, after all, there was so much else to do. And she wondered how I read so many books, how I found the time, despite it all. And I only had one answer to give…

I don’t find the time. I make the time. I make the time to read the books so I can speak books with the people in my care. I make the time to read outside of my known, outside of the known of my students so I can bring the stories in that we maybe didn’t even know we needed. I make the time because I see the value, I live the value so that perhaps through our shared dedication, through our conviction, our students who have not (yet) found the value will.

We make the time to find the stories that will light up a new understanding. That will entrance. That will captivate. That will spark, even if only for a moment. That have just entered the world and now need to enter ours.

We make the time because if we don’t then we can tell students to read until we are blue in the face and they will know that we don’t really mean it. After all, how can we say we value it if we don’t give the gift to ourselves?

We make the time so we can speak books, develop a shared language wrapped up in our shared experiences, colored by the rollercoaster tracks of the stories we surround ourselves with.

And we question the books we love to make sure that our love is warranted. And we question the books we dislike to question whether our dislike is misplaced. And we keep an open mind so that all stories, because our kids are our stories, feel safe and valued and accepted no matter the differences we all bring into our community. No matter the sameness we bring into our community.

Because as we all know, or at least we should, the days we have lived will never come back. The moments we have spent will never trigger more. No person in human history has ever found more time. We all live by the same 24 hours, the same 86,400 seconds. We all live by the busy, the to-do and the get-done’s. By the push and pull of a life we say we control and yet at times feel such little control over.

But the time we make.

The time we take.

That’s what matters when we share this community with our students. When we wind ourselves up in stories. When we hand a child a book we loved too. When we hand a child a book we cannot wait to read. When we hold up a new story that has somehow become a part of who we are. When we admit that last night, even though I wanted to, I just didn’t read, because last night I chose to give my time to something else, but tonight! Tonight I will read because I want to. Because I choose to.

So we make the time and we urge our students to do the same. Our colleagues to do the same. Our own kids to do the same. So that this life, one that is already rich with story, becomes a life where quiet moments of great imagination are not the exception but instead the reality we choose to live on our own.

So we read so we can grow so we can share so we can learn.

And we tell all of our children, even the ones that do not belong to us, that stories are the threads of humanity and so we must take the time to read them. We must take the time to live broader in the ways that only stories can provide us, because that is the reward we can give ourselves day after day. That is the reward we can give others.

If you are wondering where I will be in the coming year or would like to have me speak, please see this page.. If you like what you read here, consider reading my latest book, Passionate Readers – The Art of Reaching and Engaging Every Child.  This book focuses on the five keys we can implement into any reading community to strengthen student reading experiences, even within the 45 minute English block.  If you are looking for solutions and ideas for how to re-engage all of your students consider reading my very first book  Passionate Learners – How to Engage and Empower Your Students.    

Questions to Ask When the Kids Aren’t Reading

You may have noticed that this blog is slowing down a bit, while life continue to churn, I am slowly starting to work on a new book potentially. This means that there may be less brand-new writing on here and instead a mix of from the archives and new. The wonderful thing with continuing to be a teacher is that our teaching, hopefully, evolves as does our understanding of the work we do. With that I present to you a reworking of an older post from 2015.

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I met my first book abandoner my very first year of teaching.  Yet, he was not your average run of the mill book abandoner.  No, he was the “look you straight in the eye and ask you what you are going to do about it” kind of abandoner.  So I did what I knew best; forced him to read the book and not allow him to abandon it.  And he did what he knew best; fake read for a good amount of time, skimmed a few pages, and failed the book report as well as the presentation.  Repeat with every book.  I don’t think he ever read anything beside “Diary of A Wimpy Kid” that year, and that was to spite me more than anything as I forced him into my choice of book time and time again. because I figured that when he couldn’t pick a book it was up to me to do it. When he couldn’t pick a book it was up to me to create accountability.

Everyone has these types of readers.  The ones that abandon book after book because they hate to read, always have, always will.  The ones that abandon book after book because they cannot find a great book, or perhaps they found one once, or perhaps they never have.  The ones that abandon book after book because they get bored easily and while a book may have started great, now it is just meh.  Some years we have a lot, others not so many.  

Often for every child that abandons a book, there is a conversation missing, one that we need to engage them in in order to break the cycle. One that centers on one of the true goals of reading which is that the children we teach should be able to leave us being able to find a book that they are wanting to try on their own, without relying on artificial supports such as their level, their Lexile, or their teacher because they inherently know themselves better as readers.

This conversation takes time, it takes patience, and it takes diving into all of the many components that centers around the giving up a book. While often it may be seen as a rash decision made from an overall disinterest in reading, one that we dismiss when we hand a child another book to try, it is important that we dive into the nuances surrounding book abandonment in order for a child to know themselves more every time they abandon one. Make the act of abandonment one of internal reflection so that it no longer becomes automatic but instead becomes a choice that they can use to further investigate who they are as a reader.

This, therefore, means that there are questions we should be asking of our programming as well as the children that choose to leave yet another failed read in their wake. These questions shape the future decisions they make as well as their overall journey into their own reading identity.

Do they have choice?  Because if they don’t, then that is the very first place we start.  And not limited choice based on levels, Lexiles, or AR scores, but real honest-to-goodness choice where they get to pick their reading materials out of all the reading materials we have. This includes choosing the format and how to access it. Even as they abandon book after book, that choice needs to be protected at all costs, because while we may think that limiting choice will help them in the short-term, that’s exactly the problem with this approach, it helps in the short-term but does not push them further in their own understanding of book selection that works. So even when it seems like the list of abandoned books is too long to bear, let them continue to choose as there are other perimeters to consider.

Do they have time to actually book shop? Often we ask kids to quickly select a book and then wonder why they seem to not be invested in the choice they make, yet, if we study our own adult reading habits we know that leisurely browsing through selections is a pillar of how we choose books. So what are the time constraint placed on students? Do they have time to look through books, try a few pages, sit with a book for a while before they fully commit? Do they have time to speak to their peers about potential titles? Book shopping should be a social endeavor not one done in solitude if they don’t want to, so what are the conversations that need to happen as they browse?

Do they have time to read? If little time is given to reading then we are expecting them to do something they may not like only outside of school.  That is foolish and also malpractice when it comes to the use of our time. Every child, every day, should be engaged in supported independent reading. So when can they read in class and try on the book? When can they be under the guidance of a trained adult that can help them navigate difficult concepts or words?

Do they have access?  We know that students need great books in their hands.  We know students need great libraries coupled with a librarian, but they also need books in our classrooms.  And not old, worn out books, but new, enticing, high-interest books that they can check out easily. So when are they surrounded by books to choose from, what are those choices? Can they check the books out and bring them home or do they have to be kept in class? Yes, I lose books every year, but it is worth it to me if it helps a child read.

Are they overwhelmed? One student I taught told me 6 months into the year that our classroom library was simply overwhelming to browse in. That he didn’t know where to start despite my labels and bins. It took that long for him to tell me because he didn’t trust me with the information, afraid that I would think it silly or stupid, and yet, I didn’t think anything like that. What a way to know oneself! Once he had told me, we were able to create a way for him to browse specific sections of the library that he liked and able to pull out books from large stacks that I would pull for him. As he gradually got more comfortable, I was able to pull back my support.

Do they see themselves in the books?  We discuss students needing windows, mirrors, and sliding glass doors in their reading lives as crafted by Dr. Rudine Simms Bishop, but do we also evaluate the stories we have? Are we making sure that we are not just crafting a new cannon of sorts that continues to misrepresent marginalized populations or only share one aspect of someone’s journey? What reading choices are the students surrounded by? Is it culturally responsive such as how Dr. Gloria Ladson-Billings discusses? Will it further a perhaps damaging narrative that they already have about others, or will it break down misconceptions, stereotypes, and harmful thinking?

Do they have people?  Is it cool to not be a reader in their friend group?  Who do they have to talk books to?  Do they have reading role models that extend beyond the teacher?  Who are the people that have similar tastes as them, that they can speak books with? Many of my students tell me that they don’t have many others to get recommendations from despite being in book-rich environments for years and teachers working specifically on this. So how else can we increase the natural book conversations, students are having in order for them to make connections with the reading tastes of others? I often invite kids to book shop together so that they can find books together, we also use book talks for this as students discover others with similar tastes as them. Also, who are the adults that can speak books to them? It should never be just the classroom teacher, invite your librarian in, create a rich reading community so that students can see many readers int heir day, and many opportunities to speak books.

Do they have reason to read?  And by that, I don’t mean because of a prize or a reward.  Do they see any kind of gain from reading?  Is anything positive connected to the art of reading?  Will it actually make their lives better or is it just one more thing to do? Many of my students who abandon books repeatedly do it because they see no point and until we start to help them see a point of reading that goes beyond “the adults make me do it” then it is going to be hard to break any kind of habits. So how can we stress the importance of reading, what is it they want to accomplish in their lives where reading plays a central role? Is is that they want to understand others? Understand the world? Or is it much smaller than that?

Do they have different ways to read?  Reading is not just done with our eyes but also with our ears, so if a child is constantly abandoning books get them hooked on an incredible audio book.  This has changed the reading path of several of my students in a profound way. Sometimes getting them into text is what makes a difference, especially if they would like to read a book that may be difficult for them to decode independently, why not use audio books as a way to help them become invested in a text? Then we can work on the decoding separately.

Are they hiding gaps?  I have taught several students that could ace their reading assessment, mostly because it had been given to them so many times, and yet had a large gap in their skills.  So is their book abandonment masking a larger problem such as not actually understanding what they are reading or not having developed the stamina to stay with the story? Is reading seen as something emotionally draining because it is incredibly difficult? We cannot dismiss the emotions that are attached with reading for many kids, especially our vulnerable readers, and so we must work on developing their understanding of themselves as readers along with the skills of reading. This requires trust.

Are we making them do things that kill their love of reading?  When students abandon books a lot, it is a sure sign that we need to reflect on our own practices.  And not just skim over that reflection and pretend that everything must be ok.  Are reading logs killing their love of reading?  Are programs liked Accelerated Reader or LLI?  Are we constantly asking them to do things with their reading rather than “just” read? What else is attached to our reading that may make a child abandon rather than finish a book?

Have we asked them?  This is the biggest component needed because too often we try to figure out why a child is abandoning books and we never ask them why.  Not beyond the “What didn’t you like about it?”  So instead we must give the students a chance to discuss or reflect and really start to study their own habits.  What patterns do they see?  What types of books might they like to read?  What can they do to change their habits?  Students need to feel empowered in their self-reflection because otherwise, their pattern won’t change.  They also need to set goals and then be able to honestly assess their own progress. This is part of the much larger work that must be centered in who they are as readers and how they want to take control of their reading identity.

Do they trust you? Trust is often something that is taken for granted in our classrooms, as if by simply being together, we build trust, and yet that is not true. Often we have to work hard to earn the trust of students, particularly those whose school experiences have not been safe or those whose lives are different than the ones we lead. Trust takes many things; choosing to be vulnerable, creating a calm and safe space, acknowledging our own limitations as a teacher and adult, recognizing our own limited experience of the world, and also being genuinely invested in the success of every child no matter where they are in their journey. We earn trust, plain and simple, and we do it by showing up, asking questions, actively listening, and passing no judgment. By investing into the lives of each child, by partnering with those at home, and by removing shame as a tool in our learning environments. By expanding our tools as a teacher, and more importantly our knowledge so that we can do better. Often students tell me much later in the year why they really hate reading or why they abandon book after book but it takes time for them to feel that I deserve the truth. Sometimes they are not sure why until much later. Until they do, I engage them in conversation both planned in our reading conferences and casual, I congratulate them on the accomplishments they do have, and I continue to provide them with the tools I can think of to help them be successful. It takes time, it takes patience, and it takes trusting your students even if they don’t trust you.

Abandoning books is often seen as an irritating habit that we must break quickly at all costs when it comes to students, but what if it instead is viewed as a starting point for a deep and nuanced exploration into the reading journey that a child is on? Think of the conversations we can have.

If you are wondering where I will be in the coming year or would like to have me speak, please see this page.. If you like what you read here, consider reading my latest book, Passionate Readers – The Art of Reaching and Engaging Every Child.  This book focuses on the five keys we can implement into any reading community to strengthen student reading experiences, even within the 45 minute English block.  If you are looking for solutions and ideas for how to re-engage all of your students consider reading my very first book  Passionate Learners – How to Engage and Empower Your Students.     

Creating Foundational Rights for Students Within Personalized Instruction.

A conversation I find myself having often with other educators is just what to do next for curriculum. How do we get everyone on the same page? How do we ensure that what we do is actually happening in different classrooms with different teachers? How do we ensure that the very kids we are entrusted with have somewhat similar experiences within our classrooms all while protecting the art of teaching?

You may think that textbooks with daily lessons are the answer, and for many it appears to be, but it doesn’t have to be that way. As Dr. Allington reminds us, “…no
research existed then, or exists now, to suggest that maintaining fidelity to a core reading program will provide effective reading lessons.” (What Really Matters When Working With STruggling Readers, 2013) . Yet, fidelity has become a major selling point as we see many programs being touted to schools who are unsure what to do next. Fidelity has become a point of judgment; how closely aligned are we? Do we use the same texts? The same worksheets? The same words in order to ensure the same experience for all? I was once told by a well-meaning but ill-advised administrator that “I better be on the very same page of the textbook as my colleague next door” as he passed from classroom to classroom.

And yet if there is one thing I know about teaching, it is that our kids are not the same. From class to class, from year to year, the kids have needed different things. Have needed educators that are adept at adapting, that are unafraid to try something new, that know their research, but also know to seek out others for more ideas. Who know their own areas of growth so that they can provide better and better experiences year after year. Sure, use a program to start you off, but don’t forget about the very art of teaching that asks to be responsive to the very kids we teach, that require us to be disruptors of inequitable practices that have shaped the educational experience of so many.

I teach in a district that puts an incredible amount of trust in their teachers and fellow staff who support our students. Whose very core of teaching is autonomy, responsibility, and professional development. Who believes in developing teacher craft so that students can be vested in classroom experiences that speak to them personally and not just whatever the pacing or curriculum guide has told them to care about. Who believes in disrupting inequitable education experiences and providing the room to do so, supporting each teacher on their journey. But how do you then ensure that students aren’t unknowing members of an educational lottery where their growth is based on the experience and know-how of a single teacher? How can you create room for your teachers to personalize while still ensuring that certain experiences are in place?

The foundational idea is deceptively simple; create student rights together. A living breathing document that shows which experiences every child should have in every room, no matter the teacher. Live by it. Work by it. Discuss and change as needed.

But in practicality, how do you get there?

The first step is to have time to discuss what the experiences of students should be. What do we, as the practitioners, believe every child should have as rights in their English (Or whichever curricular area) educational experience? Reading books they like, having a librarian and time in the library, abandoning books, picking writing topics, a teacher that will confer with them, discussing relevant topics. Brainstorm as many things as you can. Group them to see patterns. And then step back.

What is missing? This isn’t something that is done quickly, after all, this will be a guiding document. Do research on best practices within your curricular area. What do you not know about? What do people like Dr. Rudine Simms Bishop, Dr. Richard Allington, Dr. Gloria Ladson-Billings, Zaretta Hammond, or Dr. Louise Rosenblatt say about the experiences students deserve?

Then group all of the post-its or thoughts together. What are the clusters? What clearly speaks to all of you as a team? Try to come up with words that can tie it all together. Which patterns do you see? The right to read, to speak to one another, to have texts and materials that reflect their experience and the experience of others? The rights to connect with others? To free write? To skillful instruction? Again, pay attention to your own gap areas, which parts of instruction are you not thinking about? Do these potential rights mirror an entire experience or only parts of one?

Then translate the goals into actual experiences, such as if your team believes in student choice in reading, what will that actually look like? When will there be guaranteed time for that? How often do they get to choose? How will you support their choice? Who else will support it?

Then it may look something like this…

If students need…Empowerment – then we will commit to giving them choice throughout their time with us.

How: Choice in their independent reading book, choice in their topic of writing when possible, choice in who they work with, choice in who they share with, choice in how they work through learning. Space to reflect on their experience, speak up about it, and shape the teaching that happens.

If students need to read and write every day, then we will commit to giving them dedicated independent reading time every day and writing time every day.

How: Start with 20 minutes of independent reading focused on developing their relationship to reading and reading identity. An emphasis on free writing when not otherwise steeped in their own writing. Planning reading and writing experiences every day.

It may end up looking something like this then.

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Go through each foundational right as a team and then commit to it as a team. Bring it up throughout the year to see whether you are actually living it. What are the opportunities for the students throughout the year? What is missing and needs to be added?

Having a foundational understanding of what the experiences should be for every child provides us with a guide of which direction to go while also being able to see our own gap areas. Where do we need to grow as practitioners? What are we not yet providing for students and how is that impacting them? How do our choices in our learning tie in with these rights?

So often we look at curriculum and think that is where to start with any changes when really what we need to do is step back and look at the foundational beliefs and rights that support and determine the curricular choices we make. Because those beliefs are what shape every single experience kids have with us. Because those beliefs sometimes hurt the very endeavors we are trying to accomplish. While I know our documents and guiding beliefs are not perfect, nothing ever is, it gives us a place to start when we discuss what we are working on, what kids need, and the disruptions that need to continue happening for all of our students. Perhaps these guidelines can help others as well.

If you are wondering where I will be in the coming year or would like to have me speak, please see this page.I . f you like what you read here, consider reading my newest book, Passionate Readers – The Art of Reaching and Engaging Every Child.  This book focuses on the five keys we can implement into any reading community to strengthen student reading experiences, even within the 45 minute English block.  If you are looking for solutions and ideas for how to re-engage all of your students consider reading my very first book  Passionate Learners – How to Engage and Empower Your Students.     

A Simple Sheet for Writing Conferences

I have been thinking a lot about writing, about all of the emotions tied in with what we write, with the bravado and the behavior that sometimes plays out when we ask kids, and at times even adults, to write. The armor. The resistance. The change. The hope. But only for a moment.

I have been thinking a lot about writing because it is something I discuss often with other adults when we share the things we wish we would have known a long time ago, the things we are just discovering. The things we wish we could figure out.

I have been thinking a lot about how despite having spent nearly seven weeks with these new students, I still feel I don’t know them well. I know snippets, small moments, glimpses of their story, but not enough, not now, not yet. How when we discuss their writing they sometimes don’t have the words to express what they need, or the trust. How we have all of these conversations about their writing but what they really are about is their identity, how they see themselves in the world. How they want the world to view them.

And I want to remember it all but I can’t. And I want to remember it all but I won’t, despite trying. Because while I am 100% focused in the moment, I often forget the details after they walk away because in front of me is a new person who needs my undivided attention, who deserves all of me.

So in order to help me remember, inspired by the discussions I am having with other adults and the kids themselves, I created a writing conference sheet. A simple sheet that perhaps will help me center my work a little more in order to be able to pick up the thread the next time we discuss their writing. A simple sheet that will allow me to gather some of the many thoughts kids share with me as I get to know them and help me consider how I can help them grow. Perhaps you would like to use it as well?

[image error]A partial view of the sheet.

A simple explanation of the first few boxes follows…

The top box is for the first time I meet with them after they have filled in their writing survey.

Writing + = What do they like about writing

Writing – = What do they not like

Goal = The goal they are currently working on as a writer

Why = What made them set this goal

Last year = What was their experience last year with writing and how did they feel about writing?

You as a writer = How do they view themselves as a writer

Hard about writing = What do they still find hard about writing

The second box is for each time we confer after that about their writing and so it allows me to record what we discussed – I always ask students to lead the conversation – as well as what their challenge and progress has been. Then I wanted space to reflect on what I see as their strengths and goals areas for the current piece, as well as writing overall.

I am starting to use it this week and I cannot wait to see how it will deepen the conversations we have about their writing and how it will help me be a better teacher of writing for them. Isn’t that what so much of teaching is really about?

If you like what you read here, consider reading my newest book, Passionate Readers – The Art of Reaching and Engaging Every Child.  This book focuses on the five keys we can implement into any reading community to strengthen student reading experiences, even within the 45 minute English block.  If you are looking for solutions and ideas for how to re-engage all of your students consider reading my very first book  Passionate Learners – How to Engage and Empower Your Students.      Also, if you are wondering where I will be in the coming year or would like to have me speak, please see this page.

The First Time We Ask

I think of the many hard lessons I have learned through the years.

About respect.

About feeling valued.

About feeling seen.

About what I needed to change not just as the teacher, but also as the adult in charge of the learning experience we create, day in, day out.

So many learned not because I finally realized something, but instead because the kids I have taught had a way to teach me. Had a way to speak up when they needed to. Had a way to feel heard, even when their words meant I needed to change. How it takes such little time to provide kids with the tools they need to speak up, to be heard, to be a full member of the community we are building. It takes a few questions, an open mind and only a few minutes.

In fact, if I ever had to re-name this blog anything, it would be the lessons the children taught me. The many things they have shared throughout their years as we have strived for a better way of learning, of reading, of being a community of people who already are impacting the world beyodn the walls of school.

And so this week, i will once again ask a few simple yet large questions.

Do you feel respected in this room?

Do you respect others in this room?

What can I do more for you?

What should I do less of?

What do you wish I would notice?

And I will remind them all, once again, that this is their chance to influence how I teach and how we learn. That I have thick skin but to also offer up ideas when they can, not just criticism, however, that criticism is also welcomed because I can’t fix anything I don’t know isn’t working. That this stays between us unless I have their permission to share. That I am grateful for their truths so that I can grow. So that we can grow.

And that this is the first reflection of many to come. That this is only the beginning, because for some I haven’t earned their trust, for some they are not ready to tell me how they really feel, and I respect that as well. But I will still ask because even just asking is a step toward a stronger learning experience. A step toward a more solid us.

We are about six weeks into the year, and it is time for me to learn more lessons.

If you like what you read here, consider reading my newest book, Passionate Readers – The Art of Reaching and Engaging Every Child.  This book focuses on the five keys we can implement into any reading community to strengthen student reading experiences, even within the 45 minute English block.  If you are looking for solutions and ideas for how to re-engage all of your students consider reading my very first book  Passionate Learners – How to Engage and Empower Your Students.      Also, if you are wondering where I will be in the coming year or would like to have me speak, please see this page.

Stop Rushing Kids out of Graphic Novels

The books have been flying off our shelves once again in room 203. So many titles that barely get to rest for a moment before another eager set of hands attached to an even more eager reader grabs the book, so happy they finally got it. This book they have been waiting for, this book that everyone seems to be clamoring for. And while many books are receiving love this year, a few stand out above the rest; an entire format of books as it has for several years now.

Guts by Raina Telgemeier

Boy-Crazy Stacy (Babysitters Club 7) by Ann M. Martin and Gale Galligan

New Kid by Jerry Craft

Best Friends by Shannon Hale

Books that at a glance may seem easy, or not that challenging, after all, we all know to not call books easy by now, right? Books that entice kids with their colors, their visuals as they deftly maneuver complex topics but do it in an accessible way for many. In a way that grabs even my most vulnerable readers and tells them to give them a shot. That they, too, are readers and that this is just the right book for them.

I often step back and simply marvel at the wonder of graphic novels and how they make so many kids reconnect with reading or connect for the very first time. I am not alone, if we look at sales numbers for graphic novels they are dominating, circulation increased and those who for decades have been holding them up as great books are being heard more and more.

And yet, I see so many adults, so many of us teachers, lament the fact that kids continue to reach for graphic novels, for comics, for books that for whatever reason seem to be too easy, whatever that may mean. I seen it most often discussed when a book has pictures of any form. I hear it when we tell kids that it is time for them to graduate into chapter books. They they should read chapter books rather than picture books. When we tell kids that is time to try something harder and we stare at the graphic novel in their hand. When we pull out comics for fun but not for real reading. When we tell kids that we will take graphic novels away from them if we see them reading them (true story). When we tell them that sure they can read graphic novels, but just a few, because then they need to read something a bit more substantial. We say it with the best of intentions, after all, how will these kids grow in to “real” readers? Grow as readers if they only read “those” books? And we share the worry so that those at home start to worry too and they rush in with their questions and their eagerness to make sure their child is becoming the reader they always envisioned, a child who reads serious books that show off their prowess and skill. We do all this so casually that we don’t even see what it is we are all really telling kids.

“These books won’t teach you…”

“These books will not challenge you…”

“These books will not help you grow the way I hoped…”

“You will never be a reader…”

“You will never know how…”

“This will never be enough…”

And so we hand them other books. For anything but books with images. We search for recommendations in order to steer them away, to guide them on a new path instead of embracing the medium. Instead of letting them choose and celebrate their choices. Instead of immersing ourselves as fully as we can as their partners. Instead of embracing this newfound obsession with a complex medium and helping them challenge themselves within the format.

And it hurts kids’ reading lives.

And it hurts kids, period.

Because what we forget is what the research tells us about these books. About books like 150 Years Retold by Kateri Akiwenzie-Damn, Sonny Assu and many others. About books like Last Pick by Jason Walz, Pie in the Sky by Remi Lai, and Stargazing by Jen Wang. About the books that bring kids into our libraries and keep them there. That these books are not easy. That these books do not stop kids from growing as readers. From reading difficult texts because these are difficult texts. Sure, there may be less words but every word matters. Sure, there may be pictures but that every picture tells part of the story and if you skim them, you miss out on the depth of the story. That reading these formats of books will not stop them from growing, from challenging themselves, from gaining vocabulary, or understanding difficult concepts. But indeed, as Krashen and Ujiie remind us, ““…those who read more comic books did more pleasure reading, liked to read more, and tended to read more books. These results show that comic book reading certainly does not inhibit other kinds of reading, and is consistent with the hypothesis that comic book reading facilitates heavier reading.” (1996)

And so we must embrace it. We must celebrate it much like we do when a child goes for a deep dive into a specific genre or author. Invite them to build reading ladders as inspired by Dr. Teri Lesene and challenge themselves within their chosen format. We must hold them up as the successful reading choices they are and continue to surround students with amazing choices. When they pick up another graphic novel, encourage it by discussing it, not shun it and forbid it.

This doesn’t seem hard and yet for so many kids this is not their reality.

So the next time a child grabs yet another graphic novel, perhaps we should read it too. Perhaps we should help all of our students see the nuances within these masterful stories, help them read them correctly, to slow down and see all of the details. Honor this format by teaching them rather than thinking of them as frivolous, as desert books, as books we read when we need a little break. Help students create them.

We forget that the kids we teach are on a lifelong journey of reading; why do we feel the need to rush them into different books? Why rush them away from images? From pictures? For visual literacy despite it being the world we live in more and more. Why not embrace the books they read and help them find more books like it instead? Why not let the kids read and be there to hand them another book rather than tell them that it is time to read something different? Why not let kids choose their own books, graphic novels and all because in the end what we seem to have forgotten the most is that they are books. End of story. Magical, mesmerizing, enticing, books.

It’s not that hard, is it?

If you like what you read here, consider reading my newest book, Passionate Readers – The Art of Reaching and Engaging Every Child.  This book focuses on the five keys we can implement into any reading community to strengthen student reading experiences, even within the 45 minute English block.  If you are looking for solutions and ideas for how to re-engage all of your students consider reading my very first book  Passionate Learners – How to Engage and Empower Your Students.      Also, if you are wondering where I will be in the coming year or would like to have me speak, please see this page.

Setting Up Writing Circles in Middle School

This summer, I read the amazing book, Comprehension and Collaboration, 2nd Edition by Stephanie Harvey and Smokey Daniels as I knew I wanted to focus more on building true inquiry into our classroom.

One of the ideas mentioned in the book briefly was the idea of using writing circles, think lit circles but for writing, with students in order for them to gain a more long-term writing community, as well as a more developed relationship to their own role as writers. I loved the idea immediately and wanted to make it work for our kids., as having my own writing circle of trusted peers has helped me tremendously whenever I write books.

To start us off for the year, we discussed positive and negative aspects of writing by brainstorming. The question was based off of the work we have done with reading and followed the same format, rather than post-its, though, they did it in their writer’s notebook on a t-chart and then created a group response at their table. We then discussed as a class and created our writing rights together. These now hang in our room as a reminder of the type of writing experiences we would like to have.

This year’s writing rights, the yellow post-its are my notes from their group discussion.

Then I wanted to introduce the concept of writing circles to students using something I knew they were familiar with; lit cirlces. How are writing circles like literature circles? I showed my students this side-by-side comparison to help them get thinking about the potential process and benefits waiting for them.

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So first, what are the components of our writing circles?

Students choose peers to be in their writing circle – 3 to 4 people through an interview.They write together, physically, as well as at times, actually in the same project.They can write on the same topic but in different formats.They share their work, discuss and encourage each other.They serve as editors for each other providing critical and constructive feedback.They serve as long-term writing partners and will, hopefully, develop further skills from each other, as well as develop a more natural writing relationship.They build accountability toward the group and the group is an immediate circle to turn to for help.

The first step toward establishing their writing circles was to reflect on their own writing identity once more – see the screenshot below. This was a continuation of the discussions we have had where they have reflected on how writing intersect with them as human beings, that started with their writing survey for the year.

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After they had reflected, they then interviewed seven other people in order to hear more about their writing identity. This was on the same sheet and looked like this – very similar on purpose. To see the full survey, go here.

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Why seven? I wanted them go beyond their friend zone and knew that for some that would take a few people. Once they had interviewed seven people, I then asked them to reflect on the following questions.

Looking at other people’s habits, who may strengthen your skills as a writer? Note, these are people who have DIFFERENT strengths than you.Looking at other people’s habits, who may not be a good fit for you because you share the same areas of growth or skills.Looking at other people’s habits, who may you help grow as a writer? Compare your marked areas of strength to theirs.Choose only three peers who you think may be a good fit and who will help you grow as a writer. Go outside of your comfort zone if it will help you grow.If you want, you can add peers who you do not think will be a good fit, this is only for strong reasons, not to list all of the people you don’t want to be with.

Once they had reflected, they handed the surveys in to me and the puzzle began. I told them I would try my best to have at least one “wished for” peer in their group but also knew that some kids may benefit from other peers than the ones they selected.

The following day, their writing circles were revealed. We told them it would be a test run to see how they did with each other and that we would reassess as needed. While almost all groups worked out beautifully right away, a few needed minor tweaks which we handled within a day or two.

After the reveal, we asked them to find a designated spot that would always be their meeting spot. While many chose great spots, a few didn’t, and after a few days we did create new spots for some groups that allowed them to work better together. The main culprit was having space to speak to one another and space to have their materials and with 29 sudents it can get a bit tricky. Then inspired by Tricia Ebarvia’s Jenga games to start off the year, we had them play Jenga with each other in order to get to know each other. Here are her original questions, here are the questions we ended up using, some new, many of them hers. I had bought 5 Jenga games and split them into 9 games with 30 tiles each and it worked out perfectly. not only did it allow us to see how the circles would function as a group, but they also got a chance to get to know each other more. Thank you so much, Tricia for sharing all of your work around this!

Then, it was time to actually write something. And so we have been. We have been doing small prompts that they have shared with each other, they have read personal essays and memoirs and discussed them, they have written 6 word memoir, and most importantly they have shared their beginning writing with each other. As the students just submitted their first draft of a memoir or a personal essay, upcoming usage of their writing circle will be:

Navigate the feedback we have left – what does it really mean? Where do they need to start?Be peer editors – we will be working on specific revision skills in order to help them edit each other’s work better as this is not a skill they are ready to just take on. As I model my own revisions, they will be doing the revision work on each other’s.Search for “simple” mistakes such as conventions of writing that their own eyes may miss because it is too familiar with the writing.Challenge them in their writing, hold them accountable to create better writing than what they started with.Assess each other’s writing using the rubric and comparing it to their own self-assessment.

On Monday, as we start a wonky week where the only academic day we have together is Monday, they will write a group story as we have been discussing components of great stories. They will then act it out. So far, having this built in writing community has benefitted us in a few way:

They already know who to be with when they are writing and since they are mostly peers they have chosen there is a more natural collaboration happening.They have each other to ask when they are stuck, when they are fleshing out ideas, as well as when they think they are done but need someone else to look at it.They don’t have to wait for the teachers to look at their writing, they can go to each other first and then when their time is for a conference with me, they can come right up rather than waste time.The students really seem to like it, no groans or moans when we ask them to get with their writing circles. There is a lot more talk surrounding their writing, which was the main goal. We wanted to work on the social aspect of writing and to offer the kids a way to know that they are not alone when they feel burdened by writing.

I will continue to share the work of these writing circles as they will be a year-long endeavor, but wanted to share this for now. If you have any questions, please ask, I am just learning myself.

If you like what you read here, consider reading my newest book, Passionate Readers – The Art of Reaching and Engaging Every Child.  This book focuses on the five keys we can implement into any reading community to strengthen student reading experiences, even within the 45 minute English block.  If you are looking for solutions and ideas for how to re-engage all of your students consider reading my very first book  Passionate Learners – How to Engage and Empower Your Students.      Also, if you are wondering where I will be in the coming year or would like to have me speak, please see this page.

I Am Reminded

We continue to get to know each other slowly. Dancing around each other in this forced community which we hope to make our own. Feeling each other out as we wonder where in each other’s legacies we will fit. Will we matter or will we be a forgotten chapter? Simply a footnote in a story that spans a lifetime.

Four weeks into a new school year and I keep thinking how I am already a much better teacher than I was when I started because of the truths these kids, my new students, are offering up. How though they barely know me, and yet in their stories enable us to start havinge these moments together that become our narrative as we weave our pasts together in order to create our future. At least for a little bit.

And I remind myself to slow down.

And I remind myself to pay attention.

And I remind myself to pick up my pen and take notice.

To start the conversations.

To listen fully.

To continue to search for connections, for the stories that pass easily in order to get to know them more.

To give hugs freely and feedback carefully.

To take a breath.

To take a moment.

To feel the power that the adult in the room inevitably holds even when we think we don’t.

And I am reminded of how writing identity carries so many emotions when a child bursts into tears in front of me not sure how to take my words surrounding their writing. Because we don’t know each other that well, not yet.

And I am reminded of how quiet it can be when a child tells me a part of themselves that they weren’t quite ready to share but shared it anyway and I hope I earned their trust a little more. Because they don’t know what I will do with the stories of their life, not yet.

And I am reminded of how much our students notice when they ask if I will do that thing for them that I did for that other kid, and was that a tradition and if not, it should be. That they don’t know that I will pretty much go along with most new traditions because that’s just who I am, not yet.

And I am reminded of the bonds we created the year before when the big 8th graders shout “Hey, Mrs. Ripp!” as they pass my room and sometimes sneak in for a hug or a book. And I wonder if any of the ones I get to teach now will even say hello next year.

Because these moments, the small moments that we take, the ones that we make through our conferring, through our greetings, through our questions and our listening. Through our shared read alouds, through our discussion, through our music playlists, through our stories. Those moments become the foundation for the trust that I hope these kids will place in me as I try to guide them down a path of learning.

Because what I am reminded of tonight as our daughter tells me that her day was great, as usual, but that there were not enough hugs, is that we have only just begun. That there should always be time for the hugs. For the moments. For the connections. And yet the pressure to cover the content, to get through the material, to offer up all of the opportunities to learn urges us on at a breakneck pace but that the only thing we will accomplish from caving to the pressure is relationships left behind.

So I pause once more. Plan accordingly and search for the moments that will tie us all together.

Illustrated 6-Word Memoirs

We continue to work on developing our writing communities, slowly settling into what it means to write together, to be writers, and to feel free to write. We have written directions, we have discussed the rules of writing, we have read great writing, and we have set up our writing circles. All this work is centered in identity. All this work is centered in learning who each other are and developing a feeling of safety and community as we grow into this year together.

Now we inch closer to writing personal essays on topics centered on our own lives and so we used the 6-word memoirs. This ingenious little foray into writing has a long history. A great place to read more about them can be found here. They are exactly what they sound like; 6 word stories about our lives.

I introduced them by showing them examples of other 6-word memoirs, some serious, some not so much. I showed my own example…

Then we discussed the perimeters of the challenge: Exactly 6 words, it cannot be a list of adjectives, should reveal some part of your life that you feel comfortable with.

Then the kids brainstormed for a bit it their writers’ notebooks, playing around with sentences, words, and punctuation.

When they felt satisfied with their chosen words, they had someone spell check their final sentence. A few spelling errors were missed, which happens.

Then they illustrated them using these free blank face printables. I printed one out and drew a line down the middle, then made enough copies with directions on this handout. One side was for them to illustrate either as a collage or as an abstract image of of their words. The other side was for their words. I told the kids that they would be displayed so to put their names on the back for privacy unless they wanted it to be known that they made it.

We listened to music. Kids played with words, drew, and then handed them in. I couldn’t believe the care many took. While certainly there were many that spoke of sports, dogs, and other seemingly small-ish parts of their lives, every single one spoke of something they found important or showed a sliver of their personality.

A small lesson that showed so much about their identity once again. See for yourself, how they turned out.