Pernille Ripp's Blog, page 41

Does Reading for Pleasure in Schools Really Make a Difference?

Sometimes we are up against insurmountable odds without even knowing it.  Odds that seem to already be against us.  Facing conditions that are no fault of our own, and yet, we are the ones that are supposed to change it.

Often this can be how teaching feels.  Like we are not just teachers of content, but instead, also the frontline for changing how students feel about school, feel about teachers, feel about anything that may happen within our days together.  There are many things that my middle schoolers have taught me, but one of the biggest lessons is that it is not just you they are reacting to; it is everything you stand for, everything they feel you represent.

English class tends to not be a popular thing.  They tell me our class wouldn’t be so bad if we didn’t have to read or write.  At times, I feel like I have lost before I have even begun. I know many students hate my class before we even start, it is part of the job I suppose.  And yet, we teachers, know that there is always a chance.  That we can be the change for some of our students.  And so we pin our hopes on promises of change and ask our students to give a chance.

I asked my students to give reading a chance this year.  I promised them that if they liked reading, I would do my very best to protect that love.  That if they disliked it, or even hated it, I would try to create an experience that would perhaps change their perception even a little bit.

I polled them at the beginning of the year and was frankly horrified at what I found.  Out of 130 students, 53.6% of students reported that on a scale from 1 to 10, reading was a 4 or less.  That’s 70 students.

70 students that despite their previous teachers best intentions have already decided that reading is really not for them.  Out of those 70 students, 35 students reported that they hated it.  Hated it.  Not just dislike.    But hate.

So what do you when you are faced with such insurmountable odds?  What program do you lean on?  What curriculum do you implement?

For us; none. It turns out it is much simpler than following a curriculum.

What made the biggest difference to all of my reading hating students?

Books, and plenty of them.  Books that were accessible through audio and text.  Books that were not there to push them in a certain direction.  That were not forced on them.  Picture books for the days where chapter books seemed to be too much work.  Free verse for those who had lost their connection with the magic of reading.  Graphic novels meant to teach, entice, and enthrall.  Everywhere they looked there were books and the books called to them.  Without judgment.  Without restriction.  Without one path to being a reader.

We also took time.  Ten minutes every day to read.  To find books.  To have conversations about the texts we chose.  To find something worthy of our time, that we perhaps would want to read later as well.  Ten minutes that were the expectation coupled with the idea that one should only read good books, not waste our time on books that would make us dislike reading more.  To abandon when needed, to book shop when desired.

And finally, we had each other.  Teachers that read and recommended.  Peers that read and passed on books.  A sense of urgency to read books that worked for us, that mattered to us, that would make us like reading or stay in love with it.  That would challenge us even if we were not sure how.

So this year, once again, we spoke books and every day I hoped for a change.  Every day I worked toward a change.  And how did it go?

On our end of year survey, I once again asked students how they felt about reading.  Then I held my breath and waited for the results.

I started the year with 70 students telling me they disliked reading.

Now there are 26.

104 students now say they have a better or continued positive relationship with reading.  Is it perfect?  No, but even within the kids that still ranked it less than a 4, 14 of them said they disliked it less.

That means that within a course of 10 months; 118 students or almost 91% of my students have a more positive relationship with reading than they did before, or that their relationship remained positive.

Because of great books at their fingertips.

Because of the time to read every day.

And because we built a community where reading for pleasure mattered and that became our curriculum.

It is not perfect, but it is a start.  It is not every child, but it is many.  It is not unreachable, but instead a promise of creating better reading experiences that in the end mattered to the kids.

And that is why I will continue to find the time for reading for pleasure in our curriculum.  Why I will continue to champion reading for pleasure, choosing your own books, and giving time to students to read within our class periods, because it works.  Because the proof is right here, in the very kids I teach.  And I don’t think there is any curriculum, nor computer program,  that could have provided me with the same result. Those come after, after we nurtutre the love, the interest, and the right to read books that matter.  So if you are wondering how to get kids reading; start with the foundation of choice, of time, and of community.  Then look at all the rest.

If you like what you read here, consider reading any of my books; the newest called Reimagining Literacy Through Global Collaboration, a how-to guide for those who would like to infuse global collaboration into their curriculum, was just released.  I am currently working on a new literacy book, called Passionate Readers and it will be published in the summer of 2017 by Routledge.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.

 

Filed under: being a teacher, Literacy, Reading, Reading Identity

A Simple Idea for Better Growth in Student Writing

For many years I have disliked grades and how they can affect the learning journey we are on.  In fact, I have disliked them so much that I dedicated an entire chapter in Passionate Learners about how to go almost grade-less, and yet, I work in a public school district that does do grades.   While my district is mostly standards based and rather progressive in its grading policy, the fact of the matter is that I still have to at some point quantify my students’ learning and assign them some sort of a number. No matter how much I detest this very thing.  And yet, having this expectation has actually allowed me to really embrace what grades can do for a conversation and how we, once again, can work within the confinements of a system and change the very conversation we are having.

One of my largest issues with grades is that it limits the very conversations we have with kids.  We end up letting the grades speak for us or we spend time leaving them feedback to only see kids do nothing with it.  And who can blame them?  If the grade has already been assigned then why should anything be taken to heart?

Therefore, I knew that I needed to change the very conversation we were having because I no longer wanted students to just ask how to get an A or a 3, especially in their writing.   I no longer wanted them to skip over their feedback and not really grow from it.  And while in my elementary classroom I was able to have a lot of time conferring with students, teaching 45-minute English classes meant that I had very little for the one-to-one.  And yet, the feedback is so very important because this is what changes the very conversation that we have with our students, especially when it comes to their writing.

So what did I change to create more meaningful learning opportunities where students actually used the feedback for something?  It is simple really, and I may be the last teacher to have figured this out but figured I would share it still.

Students turn in their rough draft a week before their due date.

Yup, that’s it.

Because my students now turn in their rough draft, I can leave them specific feedback and I also place our rubric in so they can see what they would be assessed at if this were their final draft.  They turn it in on a Friday, typically, I have it returned by Monday.  I leave them specific feedback, not “fix this…” but instead asking them questions about their writing and pointing out any significant areas of concerns.  They then get the next week to revise and resubmit.  They get the next week to ask questions.  I get the next week to confer with those that need more than just written feedback.

Does it work?  Yes!  As I assess their final writing pieces of the year, I can see just how much they have changed and refined since I left them feedback.  I can see how they have actually used the comments I have left them and have figured out how to grow their writing.  No more pointless feedback and no more feeling left out of the grading conversation.  Is it a lot of work?  Yes, I am not going to lie, but it is so worth it when it comes to seeing how they have grown as writers.  A bonus is that kids who tend to miss deadlines are now more on track since they know that they need to have a rough draft to turn in.

So there you have it, one small idea that goes a long way to give students more ownership not only over their final grades but also over the writing process itself.

If you like what you read here, consider reading any of my books; the newest called Reimagining Literacy Through Global Collaboration, a how-to guide for those who would like to infuse global collaboration into their curriculum, was just released.  I am currently working on a new literacy book, called Passionate Readers and it will be published in the summer of 2017 by Routledge.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.

 

Filed under: being a teacher, grades, No grades, writing

On Embracing Our Stereotypes – A Post from A Student

Every year we finish our year with the This I Believe assignment.  Every year I am floored by their messages of hope, of figuring out right from wrong, of creating a world where kids feel accepted, engaged, and loved.  While many of them are incredible, I asked one student if I could share what they wrote.  

Have you ever felt that because you’re different from someone, that you somehow needed to prove yourself or make someone think a certain way? That you had a stereotype that was so untrue you almost could laugh. Stereotypes. We all know them. Most of your childhoods we’ve grown up believing them. People who wear glasses are… People who are blonde are… People who are tall play… people who are popular are…  Stereotypes are bad. You shouldn’t say them, use them, or even think them. We need to do something about them. At least that’s what many of you probably think. Nope, not me. I believe stereotypes are good! They make you your best self, at least from my experiences.

There is a moment I think of whenever I say my “This I believe” sentence. I remember this moment perfectly, it wasn’t  the moment I realized stereotyping is real, I already had seen it and even had it happen to me. Instead, what I really realized was that people don’t mean to do this they just do it without realizing what they are doing. I was in the 5th grade and it was the first week of school. I’d barely talked to the teacher the past day and she barely knew me at the time. We were working on some project talking about how we thought our year would go. I was writing and writing until my hand hurt I was so excited about the year. I walked up to the teacher to ask if I could go to the bathroom. She was typing on her computer. I barely got the first syllable out when she turned around so fast it was like she was expecting me to do something and she needed to watch for it. She sat up in a more authoritative position and folded her arms and did that mean “what do you want” teacher face that almost all teachers do and said, “What?!”. I went ahead and asked her if I could go to the restroom, but as I was talking something weird happened. Her position became more relaxed and she started to unfold her arms and look less cross. Her eyes also became very wide and then normal and kinder. You would only notice this if you were watching closely or used to this happening. And she said in a much kinder way than before. “ Of course you can honey it’s right around there, Do you know where it is?” Well, that was weird I thought as I walked to the bathroom. I stayed in there for probably longer than I had to, just looking in the mirror and trying to figure out what just happened. “Was it what I was wearing?” “Had she heard I was bad!?”

It was as if just by hearing me talk no different than how I normally talk or how anyone else talks she thought higher of me and then after I used manners like thank you she was even more surprised. So I thought if that made her think higher of me then where was I on the scale before? But it was okay, I knew what she was thinking. She was expecting me to talk “ghetto” or say something rude or be loud because those are her experiences I guess.

The thing is, no one remembers the polite, quiet, hard working black kids.

Oh no, they remember the loud obnoxious ones who are rude, disrespectful, talk back and cuss at them.  Those experiences stick in your head. Not the good ones.  At first, when I realized this, I was angry. I wanted to go in there and accuse her of being mean or a bad teacher. I wanted to judge her on something, see how it made her feel. I thought about that pretty much all day. About what “thing” or stereotype I wanted to give her.

And I thought about it while sitting at lunch, Waiting for my bus. Even when I was home. And I forgave her. She probably didn’t do it on purpose and besides, I barely knew her yet anyway. But when I went back to school the next week, I made sure no one would ever have that realization again. In every class I sat up straighter, so straight it would probably be parallel to a board. I made sure without fail I always said please, thank you, May I, etc. I made sure my work is always in on time and always my best. I was kind to everyone and never scowled or looked angry. Close to the third week of school, we started to get homework which I made sure I did. When the teacher went around to collect it, she looked impressed that I had mine out and done and did that thing where you purse your lips and nod sort of. She didn’t do that to anyone else. Umm…. was I not supposed to have it done?

I didn’t miss one assignment that year.  Every stereotype I made sure I proved that stereotype wrong. Such as black kids being rude. I was never mean and/or rude to anyone in my class. Or that black kid who would all talk “ghetto” and have bad English. I made sure whenever I talked it was never with much slang or used words like ain’t but with respectable english. And my tone was always quieter than most very much so. (That actually took me awhile to get out of because, I became very quiet that year and I got used to it. I had to work myself back out of my shell). Whenever you have a stereotype that is not true, you work hard to prove someone wrong. You are your best self too! And most of all you show what you want to. So that people see what you really are not just what they want.

I’m used to this now. I no longer spend hours thinking about these things. I don’t get mad or sad anymore  either. But sometimes we are judged, we are judged all the time actually. And I speak from experience, it doesn’t matter if it’s the clerk’s eyes on you in a store like every single second or the way you talk. What you wear,  how you look, if you wear glasses or not. Your stereotype makes you better by giving you motivation to change it or change what people think when they first see you.  It’s very easy to form a stereotype. Heck, we do it all the time. So if you come across someone who has a completely untrue stereotype of you, don’t dwell on it. Make sure you change their minds. Make sure they remember how you proved them wrong. That’s why stereotypes help you. It makes you think more, It makes you present yourself the way you really want to be seen like. It makes you think about every decision more carefully and think “Is this what I really want to do?” It makes sure that you make yourself stick out from the crowd and prove your stereotype wrong and that’s what makes you your best self. I believe  stereotypes make you your best self.

 

Filed under: being a student, Dream

And Yet We Grow…

“I don’t think you were a good teacher to me and you did not help me this year at all. I don’t think you should be a teacher here. This year of english is the worst year all.”

Three lines.

Three lines that cut deep.

Three lines that can crash your world.

Three lines that can make you question every single thing you stand for and everything you believe.

We pride ourselves on the difference we hope to make.  On how we try to make our classes more engaging. On all of the ideas we try, hoping to make school somehow better.

And yet…

For some, it is not enough.

For some, you are not good.

For some, you shouldn’t even be a teacher.

I will admit there were tears.  Embarrassment, after all, am I not supposed to have it figured out?  Perhaps even confusion.  I didn’t realize that I would elicit such a strong response from anyone, but I did.

And yet in these words, beyond the surprise, beyond the hurt, there is also a truth.  A truth that must have taken a lot of courage to share, to write, knowing that I would see the words and also see who wrote them.

So rather than wallow, or lick my wounds, or at least not for long, I asked the child to tell me more.  To help me better understand so that I could prevent this reaction in future years.

Their answer was to the point; I just hate English, it is not really you, but the class.  When I asked if they were sure because it sounded like I was a part of the problem, they shrugged and said they didn’t really mean it.  They were just angry and resentful toward English.

I thanked them for their honesty and vowed to do better.

I share these words tonight because they still hurt.

They still are embarrassing.

They are words I would rather hide and pretend I never read.

And yet, within these words is a careful truth, one that is beyond the obvious of being a teacher who seemingly failed a child; we are not perfect.  None of us are.  I am not perfect, not that I have believed that for a long time.  I am still growing.  I am still learning.  And yet sometimes we look to others and think they have it all figured out.  That in their classes all kids love what they are doing.  That every child must love them as a teacher and we look at our own classrooms and wonder why we cannot seem to reach that pinnacle of perfection.

So see these words and know; they hurt, but they are not the full story.  One child’s reaction will never be.  Your story will never be told in just three sentences so do not diminish yourself to three sentences or less.

There may be days where I feel like I figured it out, but there will always be days where I know I haven’t.  The most we can do is to keep coming back and try again.  To reach out again.  To keep asking our questions even if the answers hurt.

We grow because we dare to ask.  Because we tuck our pride away and take the words that are delivered.  I don’t ever want to stop asking.

If you like what you read here, consider reading any of my books; the newest called Reimagining Literacy Through Global Collaboration, a how-to guide for those who would like to infuse global collaboration into their curriculum, was just released.  I am currently working on a new literacy book, called Passionate Readers and it will be published in the summer of 2017 by Routledge.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.

Filed under: being a teacher, being me, end of year

My End of Year Student Survey 2017

I owe my greatest growth as a teacher to the truths that my students have shared with me.  The courage that they have had to speak up for the type of education they would like to be a part of.  It is therefore only natural for me to ask all of my students for their honest feedback as we finish the year.  Every year, their surveys have shaped the coming year, whether it meant getting rid of a project or completely revamping something I knew was almost working.  My students’ answers have shaped much of my writing as well, both books and blog posts come from the answers they give me.

And what do I ask?  What I need to know; was this a good class for them, did I give enough help, what did they like or dislike?  Was I fair, did I get to know them enough?  How do they feel about reading, what do I need to change?  Anything I can think of that will help me grow, and not just the easy questions either, if a child did not like this class or felt disrespected then I need to know so I can change.

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So I hope you take the time to ask your students as well as the year ends and then use those truths to change the way you teach.  Once again, we have the best professional development sitting right in our own classrooms, so don’t miss out on this opportunity to learn about what worked, what was ok, and what definitely needs to change.  I have given it both as a paper survey and an electronic one, this year I decided for a Google form.  To see what I asked, go here.

If you like what you read here, consider reading any of my books; the newest called Reimagining Literacy Through Global Collaboration, a how-to guide for those who would like to infuse global collaboration into their curriculum, was just released.  I am currently working on a new literacy book, called Passionate Readers and it will be published in the summer of 2017 by Routledge.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.

Filed under: being a teacher, Student dreams, student voice, survey

They Taught Me

I have taught children from the ages of nine to fourteen for the last nine and a half years.  I think I have taught them a few things, I hope I have, and if the comments I get from kids after they leave our classroom is any indication, then some of the things we dreamt up together did make a difference to them.

Yet, teaching was never about me.  This journey we are on every day, every year, was never about the adult in the room, but rather those kids that come every day.  Not always because they want to but because for some reason the universe has decided that we will be on this journey together.

So as another year winds down.  So as the calendar tells me only eight more days.  So as I finish my third year as a 7th-grade teacher, I cannot help but think of all the things my students have taught me this year.  Those things I don’t ever want to forget.

They taught me that being human would always trump being a teacher.

That a single story never has to define who we are, even if others refuse to believe otherwise.

That hugs can go a long way, even when said hug is to a child that towers over you.

That sometimes truths are not easy to share, nor easy to hear, and yet they can change everything.

That having faith in every child, not just the easy ones, will always take you further, even if it so hard.

They have taught me that I never know the full story and can only be grateful for the pieces that I get to know.

That choice in some way, even if tiny, will always lead to more engagement.

That I need to love first, teach second, thank you, Jed, for reminding me.

That sometimes kids don’t know how big of an effect they have on us even if we swear they set out to push ever single button they could find.

That the best part of my day will always be them, getting to teach them, getting to learn from them.

That sometimes teaching simply is preserving hope, more than anything else.

They have taught me that even when you want to shut your door, you should leave it open as you don’t know what you might miss.

That if we want real connections then we have to be real to begin with.

That even if something has worked in the past, there is no guarantee in the future.

That sometimes we don’t make much of a difference, even if we tried with every piece of us, and all we can hope is that we did not do further damage and that they knew we tried.

They have taught me that we are not perfect, that we can plan, and dream, and scaffold, and support, and yet still come up short.  That we are humans in the truest sense of the word and we are therefore inherently flawed, and yet, that should never stop us from trying to become better.

But the biggest thing, I was taught this year?

That I choose the narrative of how the year will be for me.  That I choose the way the story is told in our classroom.  That I choose whether this was a good year or a bad.

And that lesson was the lesson I needed the most.  I will miss this group of kids.

If you like what you read here, consider reading any of my books; the newest called Reimagining Literacy Through Global Collaboration, a how-to guide for those who would like to infuse global collaboration into their curriculum, was just released.  I am currently working on a new literacy book, called Passionate Readers and it will be published in the summer of 2017 by Routledge.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.

Filed under: being a teacher, being me, Student, Student dreams, student voice

Some Favorite New Picture Books 2017 Part 2

 

We live a rich life of picture books.  Surrounded by stacks of amazing text that makes us wonder, that makes us laugh, and that makes us ponder our even stories; Picture books are one of the most important components of our reading lives both at home and at school.  And while I have read countless picture books since my last favorite post, there are some in particular that just keep circulating in my head.  Here they are to inspire reading and sharing for you.

Bunny’s Book Club by Annie Silvestro (Author), Tatjana Mai-Wyss (Illustrator).  I had this book book-talked to me and immediately placed it on my wish list.  Yes please to a bunny that sneaks into the library through the return slot because he needs his books.  Then Annie Silvestro contacted me and asked if I would like a copy of it, of course!  I was not disappointed.  What a great picture book to discuss the importance of library, to talk about book clubs and just to love reading.











A Perfect Day by Lane Smith is a great picture book to talk about perspective.  While almost all of the animals show how their day was ruined by the bear, the bear at the end shows us how his day was the most perfect day.  

























Pancho Rabbit and the Coyote: A Migrant’s Tale by Duncan Tonatiuh came out a few years ago but has just made it into our library thanks to a grant I received.  This allegorical picture book is a must add for starting discussions about illegal border crossing and why anyone would risk everything to reach a better life.




























You Don’t Want a Unicorn! by Ame Dyckman (Author), Liz Climo (Illustrator)

Ame Dyckman continues to amaze me with her creativity.  This picture book made us laugh out loud since my own kids really do want a unicorn.  Be careful what you wish for.





























Lost and Found Cat: The True Story of Kunkush’s Incredible Journey by Doug Kuntz (Author), Amy Shrodes (Author), Sue Cornelison (Illustrator)




 

The true story of a cat lost and then reunited tells the larger story of a family who had to flee the dangers of Iraq becoming one of the many thousands of refugee families traveling toward safety around the world.

Green Pants by Kenneth Kraegel 




 
Who cannot relate to just wanting to be yourself rather than being asked to change for others?















Out of Wonder: Poems Celebrating Poets 





by Kwame Alexander (Author), Chris Colderley (Author), Marjory Wentworth (Author), Ekua Holmes (Illustrator)







Kwame Alexander can do no wrong in our classroom.  I am therefore very grateful that he spearheaded this beautiful poetry collection as a way to get more students to discover poetry.  Remarkable and beautiful.

















Martina & Chrissie: The Greatest Rivalry in the History of Sports by Phil Bildner (Author), Brett Helquist (Illustrator)








Several of Phil Bildner’s picture books are well-loved in our classroom, but he has outdone himself in his latest.  I am so grateful for a sports picture book that not only features friendship, hard work, but also two females.  There simply are not enough books out there featuring females in sports.



















The Book of Mistakes by Corinna Luyken 







How to turn mistakes into masterpieces is the message of this picture book and what a wonderful message it is.

















Happy Dreamer by Peter H. Reynolds





Can Peter Reynolds do no wrong?  As the mother of a happy dreamer, I got teary eyed reading this book.  How many of our kids need to hear their own amazing, sometimes overfilled brains, portrayed as something amazing and wonderful instead of something to be fixed?


















Life on Mars by Jon Agee 











What a great picture book to talk about what happens when we don’t pay attention to the world around us.
























We’re All Wonders by R. J. Palacio





This picture book version of the book Wonder is on heavy rotation in our classroom,  And how can it not be?  The message of kindness, empathy and seeing others for everything they are is one we all need to be reminded of now and again.

















It’s Not Jack and the Beanstalk by Josh Funk (Author), Edwardian Taylor (Illustrator)





I am a major fan of all of Josh Funk’s picture books but I think he may have outdone himself in this book.  While it is only available for pre-order right now, I have read an F&G aloud to my 7th graders and every single time they laugh.  I love how I can use this picture book as a way to discuss narrative technique as well.


















Penguin Problems by Jory John (Author), Lane Smith (Illustrator)





A picture book about a whiny penguin?  Yes, please.  I also love how there is what we think is an Aha moment in it and then the penguin reverts right back to its old ways.  So fun to read and share.

















The Legend of Rock Paper Scissors by Drew Daywalt (Author), Adam Rex (Illustrator)


Ever wonder why we play Rock, Paper, Scissors?  Look no further than this picture book for the hilarious made up back story behind the game.



















Jabari Jumps by Gaia Cornwall





Great picture book to use for teaching theme and also for sharing about our own fears, as well as how we can overcome them.












Maya Lin: Artist-Architect of Light and Lines by Jeanne Walker Harvey (Author), Dow Phumiruk (Illustrator)










I love that this picture book shares the story of an extraordinary female architect and how she found her inspiration.  Too often our students are not exposed to stories like this.
















The Black Book of Colors by Menena Cottin (Author), Rosana Faría (Illustrator), Elisa Amado (Translator)







I just discovered this book although it came out in 2008 and I am obsessed with having others include it in their library.  How do you describe the color of the rainbow to someone who cannot see it?  This picture book all in black and silver with raised images, text and Braille does just that.















One Plastic Bag: Isatou Ceesay and the Recycling Women of the Gambia by Miranda Paul (Author), Elizabeth Zunon (Illustrator)






A remarkable picture book that tells the tale of  Isatou Ceesay and how she envisioned a creative solution to the plastic that was burying her village.















Double Take! A New Look at Opposites by Susan Hood (Author), Jay Fleck (Illustrator)






Susan Hood continues to amaze me.  Again, a great picture book to discuss perspective and how everything is relative to each other.  So if you think you know opposites, think again.




There you have it, another batch of incredible picture books waiting for us to read and share them.  If you would like to stay up to date on recommendations, follow me on Instagram where I do just that.

If you are wondering what other books we love in room 235D, please go here.
Filed under: being a teacher, books, picture books, Reading

85 Picture Books or Graphic Novels that Support Social Justice Teaching

A few weeks ago I was informed that I had been awarded a $1,000 impact grant from the EdCamp Foundation.  If you are not aware of this incredible grant opportunity, hurry over to their website and find out more, they are truly trying to help all educators reach their dreams!  While my heart nearly leaped out of my chest at the incredible news, I was not just thrilled because of the money, but because of the purpose of the grant; to get more picture books and graphic novels focusing on social justice issues into the hands of our students.  I have, therefore, spent the last few weeks researching which books to purchase and with the help of many incredible colleagues and resources shared, tonight I submitted my wish list with 85 titles on it.  I gladly shared the news on Twitter and then was asked to share it on here.

So what was my emphasis for this grant?  To broaden my students’ understanding of the world and to help them become more informed citizens.  We already incorporate lots of picture books, to see some of our favorites go here, and my students love graphic novels so it was a natural fit to focus on these two formats as a way to increase conversation, understanding, and also empathy.  While I know this list really only scratches the surface, it is a further commitment to the titles we already have, and so combining these books with all of the chapter books, picture books, and graphic novels we already have can only bolster the journey that our students are on; to become better human beings who understand the world more fully.

[image error]What does this list have?

An emphasis on #OwnVoices authors

An emphasis on typically marginalized populations

An emphasis on historical knowledge from a non-dominant narrative lens

And an emphasis on traditional roles being lived in non-traditional ways

I really tried to only purchase literature that has been vetted by others for authenticity, quality, and also non-harmful portrayal, however, I have not read all of these books myself yet, so if you see one that slipped through, please let me know.  Instead of doing the typical post here with all of the titles, I decided to instead just link to the list itself.  So here you are:  My list of 85 titles to promote a more empathetic world

 

Filed under: being a teacher, books, picture books, Reading, Social Justice

Welcome to the World, Orphan Island

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Being a reader means, naturally, that I read many books.  Being a teacher of 7th graders means that I mostly read children and young adult books.  Being me means that I love every minute I get to spend reading, discovering stories, creating new relationships, and yes, also dreading that very last page.  Yet, one of the downfalls of reading a lot of books is that sometimes books end up flowing together, of feeling old before I have even finished reading them.  It seems that the more I read, the harder it is sometimes to find a new book to fall in love with.  These past few months I have gone out in and out of reading slumps, blame it on the book I am writing (now in production, hallelujah), the tougher year of professional growth,  being tired and sick more, my kids staying up later, or even just discovering Tiny House Hunters (400 square feet – that sounds amazing).  Whatever the cause; my reading has suffered.  I have started many books but finished fewer than normal.  I had gotten lost as a reader a bit, but then some hurried packing led me back to my essence as a reader.

On a plane headed toward Canada, I cracked open the first page of Orphan Island by Laurel Snyder and immediately fell into the pages.  I adore Laurel’s other books and so when Orphan Island had been on my dresser it was an easy book to pack.  And on that airplane, I was transported to a little island, in the middle of nowhere, waiting there on the shore…What was this world that Laurel Snyder had created where children just showed up on an island, seemingly from nowhere, and only had each other to rely on for survival?  Who sends the boat?  Who was there first?  And what would I do if I found myself one day on an island surrounded by eight other children?  It reminded me of one of my favorite children’s books, and the very first Global Read Aloud book; The Little Prince, which come to

What was this world that Laurel Snyder had created where children just showed up on an island, seemingly from nowhere, and only had each other to rely on for survival?  Who sends the boat?  Who was there first?  And what would I do if I found myself one day on an island surrounded by eight other children?  It reminded me of one of my favorite children’s books, and the very first Global Read Aloud book; The Little Prince, which come to find out is partly what inspired this book.  Strange…

Yet, what keeps me thinking about Orphan Island is not just the story, although that has stuck with me or a long time, but more the language.  The feel of the book.  The yearning, even when one doesn’t quite know what to yearn for.  I shared that same feeling as a child and so reading about Jinny and how she starts to question her very existence led me back to my own childhood and right up unto today where I still question what our role is here.

I picked up Orphan Island hoping for a great read, perhaps a five-star book, but I continued to read Orphan Island because my heart yearned for its story.   It has stuck with me for the last month and although the book finally comes out May 30th, I am already thinking of when I can re-read it.  Surely there is more to connect with the second time around.  So if you love middle-grade novels.  If you need a read that connects with your heart.  If you need to be transported, I recommend Orphan Island, the very first contender for Global Read Aloud 2018.

To win a copy of the book, please leave a comment on this blog post.  Make sure you enter in your email on the comment form so I can contact you in case you win.

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May 17: Teach Mentor Texts

May 18: Novel Novice & Bluestocking Thinking

May 19: The Haunting of Orchid Forsythia

May 20: Book Monsters

May 21: Maria’s Melange

May 22: Read, Write Reflect & Walden Media Tumblr

May 23: Satisfaction for Insatiable Readers

May 24: Nerdy Book Club

May 25: A Foodie Bibliophile in Wanderlust

May 26: Kirby Larson

Filed under: being a teacher, books, global read aloud, Literacy, Reading

8 Ideas to Make the End of the Year Race Better

Have your students told you yet how many days that are left?  While it has been awhile for me, I can still feel it creeping up, sneaking up, whether we are ready or not; for many of us in the Northern hemisphere, the end of the year is near.  And if your students are anything like ours, then there may be excitement in the air mixed with a special kind of exhaustion that is threatening to derail even the best-laid plans.  So what can you, along with your awesome students, do to make these last few days or weeks better?  Here are a few ideas.

Make it matter.  And by this I mean; make it meaningful, make it count.  Now is the time to dig deep, to go personal, to make it something they will remember for a long time.  we end with out This I believe project, a student and teacher favorite every year and we work all the way up until the very last day.  I love how we end with something that ties us even closer together as a community, rather than just have us fade out in small to-do’s.

Teach with urgency.  This is not the time to slow down, instead, make every minute worth your time.  We start with reading, as always, and then we teach until the bell.  I want the days to go by fast, not drag on for everyone involved.

Increase student movement and talk time.  I love seeing the various projects our students are engaged in throughout our building, with many of them involving more movement and also more student agency.  Now is a perfect time to have students take the lead on projects if you haven’t before and also to incorporate as much choice as possible.  I was lucky enough to watch a PE class where students had to sit and write about their summer fitness goals, the kicker?  Every time they did a section they had to run and do other physical activities.  I loved seeing how even in writing, movement was incorporated.

Make memories.  Even if the students are ready to leave make sure you take the time to reminisce a little.  How has this year been?  What will they remember?  I try to have students write letters to the incoming 7th grade to offer them tips and ideas, these letters not only give me a way to welcome the new students but also to see what made a difference to my current ones.

Take them outside.  I used to shun the outside for teaching, after all, it was just so distracting.  Now we look for the days where we can get outside.  So far it has only been with my homeroom class for a quick walk, but the outside is calling all of my classes and I am thinking of a way to teach out there.

Survey them.  This is ripe reflection time for us as we start to look forward to next year so make sure you ask all of the questions you have.  While I have not finalized my end of year survey yet, last year’s told me a lot about which projects they loved, the ones they hated, and also how I could become a better teacher.  These kids know us so make sure you ask for their advice, after all, we have the best professional development sitting right in our classrooms.

Make plans for the summer.  I don’t think we should pretend that summer is not right around the corner, instead, we need to have some frank conversations about what their plans are and more specifically, what their reading plans are.  Many of my students told me today that they did not plan on reading at all, this is the reality many of us face, and yet I still have four weeks to showcase the most incredible books I can find.  Book talk with urgency and help them create long can’t-wait-to-read lists.  Partner with the next year’s teachers, partner with your school librarian, partner with those at home and help them remember to read.

Reflect on their growth.  I don’t think all of my students know how much they have grown, how much they can do, how much more they are now than when they began.  I think the is common for most kids, after all, growing smarter is a gradual affair.  So build in time for them to actual realize their growth, their successes, and also to goal set for next year.

Stay in the present.  Ah so that makes nine, but this one is so important.  It is so easy to get caught up in thinking about next year and even planning for next year, and yet; these are the kids we still have.  We are still in the current school year, so if we don’t stay in the present, neither will our students.  Love them, keep getting to know them, praise them, laugh with them, believe in them, and keep pushing them to strive for more.  After all, next year, you will miss them, we always do.  And just perhaps, if we are lucky enough, they will pop their heads in on that first day of school, just to say hi.

If you like what you read here, consider reading any of my books; the newest called Reimagining Literacy Through Global Collaboration, a how-to guide for those who would like to infuse global collaboration into their curriculum, was just released.  I am currently working on a new literacy book, called Passionate Readers and it will be published in the summer of 2017 by Routledge.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.

Filed under: being a teacher, end of year, Student, student choice, Student dreams, student driven, Student Engagement