being a teacher

Win A Copy of the Audio Version of Passionate Readers

Passionate Readers audiobook cover art
Brand new cover, same great book (hopefully)

Yesterday was a new milestone in my author life; my book, Passionate Readers, came out as an audiobook!    I shared the news with my students and they thought it was pretty cool as well.  It is certainly not every day that you get to see your name on Audible but then hear someone else speaking your words professionally.

So in honor of this milestone moment for me, and in preparation for our winter book club study of the same book, I thought a little giveaway was in order.  If you would like the chance to win an audio version of Passionate Readers please enter below.  The contest will run until Sunday evening, December 16th at 8 PM CST.  This is open to anyone in the world as long as you can access the website

Thank you for your encouragement of my students and I.  Thank you for believing in the message of Passionate Readers.  Thank you for giving me so much love.  

Book Clubs, Reading, Student-Led

Partner Feedback Groups – A Tip for Better Book Clubs

In room 235D, we have been immersed in our dystopian book clubs.  These past two weeks kids have been quietly reading, and loving, their self-chosen texts, using strategies that they have been taught previously, as well as the ones introduced each day, to gain a deeper understanding of the text.  Navigating these books as they try to figure out how they will discuss what they have uncovered, how they will prepare for their own student-led discussions.    Every day, these kids and their thoughts are reaching new heights.  Each day, we get to sit and listen to them discuss without dictated questions, without packets, without us constantly holding their hand.  It is a brilliant thing to see.  

While we have loved seeing the growth in student discussions every year, we wanted to give students another chance to learn from each other and to also be exposed to great conversations.  Enter my brilliant colleague, Reidun, who came up with the following idea and template.  Introducing the partner feedback groups.

The idea is simple:  Students are matched up with a partner group.  Every time the group discusses, the partner group gives feedback to them using the following form.

The sheet is printed and handed to each student

We introduced this tool individually with each discussion group rather than as a group fishbowl.  This was for time’s sake and also helped everyone ask questions and ward off confusion.  While all kids give feedback, not all groups are matched, only because some groups have expressed anxiety over the extra audience and we wanted to respect that.  we are hoping that in the spring when we do our next round of book groups, all groups will be ready to be matched.

Each child is assigned the same person to follow and they take turns coaching each other.  They are not evaluating, but merely paying attention to what is actually happening in the conversation.  It works quite easily.  Let’s say Sam is evaluating Marcus.  Every time Marcus adds to the conversation, depending on what is said, she gives him a tally mark.  So if Markus brings up a new idea to discuss – i.e. the main character fits the villain archetype – she would put a tally in the “Brought up a new idea” box.  She could also write “Villain archetype” under specific example.  She categorizes everything Markus says in order to give him feedback at the end.

Once the discussion is over, they usually last between 10 and 15 minutes, I ask the discussion group, “What went well?”  After they reflect on this, then I ask them, “What do you need to work on? ”  They reflect on that and then it is their partner’s turn to give them feedback.  In our example of Sam and Marcus, she may let him know that while he did well in bringing up new ideas and also responding to other people, he didn’t use a lot of text evidence to back up his thinking.  This is then something he can work on for the following discussion.  After each feedback partner has gone, they are dismissed so that I can speak privately with their group about their actual evaluation.

What we have noticed since implementing this last week is the keen observational skills of our students.  They notice things that we miss and also have been providing spot-on coaching tips.  Just today a student stated how impressed she was with the growth of the member since the last discussion and all of the things she noticed they had worked on.  This tool is offering our students a way to give each other feedback that is constructive and without judgment.  They are merely stating their observations, not offering up a grade.  

In the long run, we hope this help students become better givers of valid and productive feedback.  For many years we have been stuck in a rut when it comes to kids helping each other grow more pointedly.  They often say that things are great when really they need work or simply don’t know what to say.  This little tool has helped them focus on what the tangible skills are and how they can be improved while also providing them with models of effective discussions.  An added bonus has been the excitement over each other’s books as well, and how some kids now want to read the books that other groups are reading.

So there you have, a small idea, shared by a great friend and colleague that has been making a difference in our book club discussions.  To see what else w do to make our book clubs better, go here.

If you like what you read here, consider reading my 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.

being a student, writing

Reclaiming Handwriting

Every year it seems as if spelling, punctuation, and capitalization have become a little harder for students to master.  Despite the great lessons they have had before.  Despite the repeated instruction, reminders, and opportunities in previous year’s classes, the fundamentals of writing just seem harder to master.

Some might say that it is not a big deal.  That most written work doesn’t require handwriting anyway.  That handwritten work is slowly dying and so why waste time worrying about things that can be auto-corrected.  And sure, computers are definitely the way of the future, the way much of our society already is, and yet, there is still a place for handwriting.  For sitting down with a paper and pen(cil) and doing the work.  Even if kids choose to not do so on their own.  And while, I am a fan of spellcheck, Grammarly, and all of the autocorrections Google Docs does for us, we kept wondering as a team whether these tools were part of the problem.  Perhaps because we have moved so much of our writing to the computer, kids are not naturally noticing their own patterns?  Not noticing when they don’t capitalize on their own name, the beginnings of sentences, proper nouns because the computer does it for them?  Perhaps punctuation is being added at the end because it is easy to do on a computer and so it is missed while writing?    The only way to find out was to try to integrate more handwriting, see if it would make a difference.

So this year, every single time we do our free writes in our writer’s notebook, they are by hand.  Typing is no longer a choice unless it is a required component of an IEP.  Kids are asked to grab a pencil, we have plenty, and to formulate their thoughts on paper.  In the beginning, there were groans, complaints of how their hand hurt, which I get, how they preferred to type.  But we stuck with it.  Asking them to create in pencil, revise in pen, get a smelly sticker if you put in the effort (whatever they think effort might be).

And slowly, we are seeing a change.  More punctuation, for sure.  A greater awareness when sentences don’t make sense.  More capitalization.  The small components that seem to be needed as students grow as better writers.  Better letter formation as kids realize that they can control their handwriting because they need to.  We don’t assess their free writes, they are for them to play with writing, not for us to create a grade, but we do ask them to pay attention to the basics:  Does it make sense?  Did you capitalize?  Did you use punctuation?  But that is not the only change.  We are seeing more writing.  More ideas coming quicker.  Better ideas being developed.  Kids wanting to share their stories, their thoughts.  Kids experimenting with the way they write and what they write about.  An added bonus, but an important one, as we tackle all of the emotions that sometimes stop kids from feeling like writers.

Typed writing is still a part of our class.  When we do large projects, when we research and such.  And yet, there needs to be a space for the written word by hand as well.  As more and more districts race toward one-to-one, I worry about the effect of eyesight with the increase in screen time, I worry about the lost instructional time every time a child has to log in, find the website, and the internet is slow.  I worry about how kids share that sometimes staring at a blank document is more overwhelming for some of our kids than a blank piece of paper.  So as my students tell me time and time again; everything in moderation, and that includes working on a computer.

For now, we will continue to sharpen our pencils every day, share a prompt, and ask the kids to fall into their writing.  To simply try to write something, even if it is not very good.  To focus on reclaiming this part of themselves that they may have become disconnected from in rush to computers.  Settle in, settle down, get to writing…

If you like what you read here, consider reading my 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.

being a teacher, Literacy, picture books, Reading

Our Mock Caldecott List 2019

After winter break, we welcome our students back with one of our favorite units of the year; our Mock Caldecott unit.  And while I have blogged about the process before, I see this as a great opportunity for students to not only immerse themselves in incredible works of art but also to think about how to read complex imagery while building community.  But to do this incredible work, we need to have the books whose images will draw us on, hopefully, mesmerize us, move us, and make us invested when the awards are broadcast live on Monday, January 28th.

In no particular order, here are the books (I think) our students will judge this year.

Limitless: 24 Remarkable American Women of Vision, Grit, and Guts by Leah Tinari (Author, Illustrator)

Dreamers by Yuyi Morales 

The Stuff of Stars by Marion Dane Bauer illustrated by Ekua Holmes

Drawn Together by Minh Le and illustrated by Dan Santat 

A Big Mooncake for Little Star by Grace Lin 

What Do You Do With a Voice Like That? By Chris Barton and illustrated by Ekua Holmes

Otis and Will Discover the Deep by Barb Rosenstock and illustrated by Katherine Roy

The Prince and the Dressmaker by [Wang, Jen]

The Prince and the Dressmaker by Jen Wang

Heartbeat by Evan Turk

Let the Children March by Monica Clark-Robinson and illustrated by Frank Morrison

Alma and How She Got Her Name by Juana Martinez-Neal

They Say Blue by Jillian Tamaki

What Can A Citizen Do by Dave Eggers and Shawn Harris

Thank you, Omu! by Oge Mora


What If…by Samantha Berger and illustrated by Mike Curato

Possible Additions that I am Still Pondering:

Imagine by Juan Felipe Herrera illustrated by Lauren Castillo

Love by Matt de la Pena and illustrated by Loren Long

Julian is a Mermaid by Jessica Love

Adrian Simcox Does Not Have a Horse by Marcy Campbell and Corinna Luyken

being a teacher, being me

Pausing Twitter

Please change my Twitter password…

These were the words I texted my husband on November 18th as I traveled home from NCTE.  Exhausted yet fulfilled, I knew my brain needed a break from the constant stream of learning that Twitter provides me with.  Take a break fully in order to be more present with my family.  Taking a break well-knowing that even taking a break from some of the work that is happening on social media is a privilege in itself.  I get to step away when I am exhausted.  Not everyone gets to do that.

I could have just stopped going on there and yet I needed a further distance than that.  A true break where I did not get to check in, where I didn’t get to quickly sink back in, slowly letting the consumption of Twitter pull me back in.  Because that’s what has happened in the past.  Call it fear of missing out, of feeling inadequate, of being excited to share, whatever you call it, the reality was; when I was on there, I was affected and I needed a break.

At first, I missed it.  It was weird not just jumping on there to check in.  Weird to not see all of the conversations unfolding.  Watch the news break.  Hard to not share the work we were doing in our classroom through a quick tweet or question.

But after the missing came the questions; am I still doing enough to change the world of education if I am not on Twitter?  Am I still doing my part whatever that part is?  Am I less effective as an educator if I am not connected to those who not only will inspire me, but also challenge me?

I am not sure, I am still pondering that…

But what I do know if this…  Since then I have checked Twitter four times and every single time, I have felt my heart rate increase, my stomach clench, my brain get filled with to-do’s that weren’t to-do’s a few moments ago.  I have noticed that within the excitement of seeing the conversations happening, the sharing, the hard truths being pushed out, I also felt lost.  I felt overwhelmed.  I felt like I was not doing enough, or maybe I was trying to do too much.  That perhaps my voice could add to the ongoing conversations or perhaps it could hinder others from joining in.

So today, I asked my husband to once again change my password.  To allow me to continue to step away from “Twitter Pernille.”  Not because I don’t want to engage, but because I want to engage in other spaces.  Because I want to preserve the energy I have to affect change in my own classroom, my own school, my own district.  Because my kids deserve more of me, both my own four, but also the 76 I get to call mine this year.  Because I want to focus on reflecting, because I want to focus on learning.  I don’t want to focus on what I need to produce.  I want to listen to others whose work will help me become a better educator, a better human being.  And right now, Twitter isn’t doing that for me.  And that’s ok.

So for now, I will be on here.  I will be in my classroom fully present.  I will try to find a better balance between sharing and staying quiet.  I will be in the Global Read Aloud community, the Passionate Readers community.  I will be actually reading more of the fantastic things written by others whose work inspires me to be more than I am.  I will be diving back into research.  I will be looking at my own practices in order to grow.  I will be by my fireplace reading a book.  I will be at my dinner table laughing with my kids.  I will be just Pernille, not Pernille that has a lot to say and doesn’t always know when to be quiet.  If you see me on there, it is probably a cross-posting from Instagram or a very rare moment indeed.  But until then, take care of yourself.  I am trying to take care of me.



being a student, being a teacher, being me, writing

With Permission

We are about to write in class.  15 minutes of free write await.  I have a prompt from the amazing The Creativity Project, I am ready with my own pencil, my notebook, the document camera.  And yet…the hesitation from students is almost palpable.  So many of them already feeling defeated.  Feeling like this will be hard.  Asking if they can read instead of write.  Despite all of their years of great teaching, of great moments with writing, so many of our kids still feel like writing is something they will never like, nor is it something they will ever master.

On our wall hangs our writing rights poster, the rights we created as a writing community at the beginning of the year.  The rights that surround us as we play with writing, as we develop our writing voice.  And yet, something is woefully missing from it.

So I add it quickly.

“You have the right to write “bad” writing.”

And I tell my students this…writing doesn’t have to be great.  Writing doesn’t even have to be good.  You have the right to write bad stories, to write poems that you never want to share.  To write a few sentences that are so cringy that you can’t believe you came up with them.  You have the right to start, to stop, to think, to write whatever pops into your mind.  Not because it is any good but because you are simply writing.

And then I share the beginning of a story I wrote that morning with my first-hour class.  A story that I knew was terrible as I wrote it, filled with cliches, overused plot points and weird sentences, but U was tired and distracted and so that was all I could think of.  I read it aloud, laughing as I go.  At first, I can see the skeptical looks – this isn’t that bad, Mrs. Ripp – but when they get to the genie in the bottle part, they are laughing too.  As I finish, I shut my notebook and declare that I will never continue that story but at least I wrote.

One child yells, “But you write books, Mrs. Ripp, how can you write bad stories?”

“My book took me a year to write..” I answer honestly because it’s true, my books take a long time because I wrote a lot of stuff that never gets published.

We turn back to the prompt.  I remind them to sink into their writing, to simply write something, using the prompt or not, and off they go.  Every single child writing something.  Every child trying.  Not because they are all trying to write something powerful but because they are reminded once again that writing doesn’t always have to be everything we love about writing.  Something you just have to write badly and be okay with that.

If you like what you read here, consider reading my 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.