Author: Pernille Ripp

I am a passionate teacher in Oregon, Wisconsin, USA, who has taught 4th, 5th, and 7th grade. Proud techy geek, and mass consumer of incredible books. Creator of the Global Read Aloud Project, Co-founder of EdCamp MadWI, and believer in all children. I have no awards or accolades except for the lightbulbs that go off in my students’ heads every day. First book “Passionate Learners – Giving Our Classrooms Back to Our Students” can be purchased now. Second book“Empowered Schools, Empowered Students – Creating Connected and Invested Learners” is out now from Corwin Press. Follow me on Twitter @PernilleRipp.

In my Patreon community, a fellow educator recently reached out with a growing concern: their district has mandated the exclusive use of Lexile-leveled texts in English classes. That’s right—only texts that align with students’ grade-level Lexile scores are now considered acceptable. The frustration in their message was tangible. Texts that students love, that have sparked rich discussions, and that they’ve built curriculum around are now off-limits because they don’t “fit” the approved band.

I’ve long raised concerns about the over-reliance on Lexile scores. Like many of you, I’ve seen firsthand how these measures, while perhaps well-intentioned, can be wielded in ways that do real harm to reading joy, choice, and depth. So, if you’re facing increasing pressure to center Lexile in your classroom—if you’re trying to navigate a system that keeps narrowing what “counts” as appropriate reading—I hope these thoughts and ideas help.

Limitations of Lexile

Limited Understanding of Text Complexity

Lexile scores are essentially math. They rely on sentence length and word frequency—quantifiable features that can be measured by an algorithm. But we all know that complexity is never just about numbers. A book like Night comes in at a relatively low Lexile level, and yet its themes of loss, isolation, and moral ambiguity leave readers shaken. A text might be “simple” on paper but profound in practice.

Instead, try:

Use a text complexity triangle (quantitative, qualitative, reader & task) when planning. Bring students into that process—ask, What makes this book challenging? What makes it powerful?
Encourage student reflection journals or book clubs where kids identify their own “hard” books—not based on Lexile, but on how the text made them think, feel, or struggle.
Create classroom charts that define complexity through student terms: “Books that made me cry,” “Books I needed to reread,” “Books I’ll never forget.”

Considerations:

How does Lexile account for the cultural and historical significance of a text?
What qualities of a book matter most to your students?
How can we expand students’ definition of what makes something “challenging”?

Exclusion of Inclusive Texts

One of the most heartbreaking outcomes, and oft-overlooked aspects, of Lexile-only policies is the quiet erasure of culturally rich and relevant literature. Books written in vernacular, verse, or translanguaged text often get pegged with a low Lexile, despite their emotional and intellectual heft. That means fewer books by authors of color, fewer windows and mirrors for our students, and fewer moments of deep connection.

Instead, try:

Curate parallel text sets: pair a high-Lexile nonfiction article with a lower-Lexile but deeply resonant novel or memoir. Let students draw connections between form, voice, and truth.
Push back by documenting engagement: show how students are thriving with texts “below level” by collecting writing, discussion notes, and self-reflections.
Use picture books and graphic novels with older readers—these often get dismissed due to low Lexile, yet offer rich analysis opportunities and accessibility.

Considerations:

What culturally relevant texts are missing from your curriculum because of Lexile?
How can student voices help you advocate for broader criteria?
How do we make the case that what students read matters more than how difficult it is to decode?

Narrowing Students’ Reading Choices

If we want kids to love reading, we have to let them choose what they read. That means trusting them with books that fall outside their “band.” Lexile-driven mandates send the opposite message: we don’t trust your choices, your interests, or your readiness. But reading joy isn’t built through constraint. It’s built through access, autonomy, and meaningful support.

Instead, try:

Build “just-right-for-me” libraries where students classify books based on interest, not level. Include sticky notes with peer reviews and genre tags.
Hold 1:1 conferences where students reflect on how books make them feel, not just how hard they are to read.
Share stories of your own reading life: books you loved that were “easy,” books you gave up on, books that changed you. Model complexity in decision-making, not just content.

Considerations:

What happens when we let students build their own definitions of “good reading”?
What are the long-term consequences of only offering scaffolds instead of skills?
How do we teach students to be readers without us?

Ignoring Individual Student Needs

Teaching is about relationships. About knowing the kid who hides behind her hair and always picks dog books. About the one who just discovered he loves horror. About the quiet student who will read 600 pages if you don’t make him write a log. Lexile scores can’t know them—but we can.

Instead, try:

Use Lexile as one data point—alongside student interviews, running records, self-assessments, and your own observations.
Let students set reading goals that reflect their identities: “I want to finish my first series,” “I want to read a book by someone like me,” “I want to try nonfiction.”
Co-create book stacks that mix comfort reads, stretch texts, and “wild cards” just for fun.

Considerations:

How can we restore the nuance of teaching in a data-driven system?
What tools do you use to get to know your readers deeply and personally?
How can you document growth in ways that go beyond numbers?

I’m not anti-data, far from it. But I am against any system that flattens our readers and limits our reach. We deserve better tools. Our students deserve broader definitions. Reading instruction should be built on relationships, curiosity, and choice—not compliance.

So when Lexile threatens to become a gatekeeper, let’s push back. Let’s expand what counts. Let’s keep joy at the center. And let’s keep sharing what works—not just because it sounds good, but because we’ve seen it in action.

I’d love to hear how you are navigating this. What has worked in your district? How are you reframing conversations about levels, choice, and rigor? Let’s keep this conversation going.

being a teacher, end of year, reflection

Sliding into break by stopping the teacher thought train

June 2, 2025April 18, 2025 Pernille Ripp

An oldie but a goodie as many start to slide into summerbreak. Here in Denmark we go all the way until the end of June, with “just” a month off, before we head back in August. Perhaps like me, you need to find a way to stop the teacher thought train?

As an educator in the US, it normally took me weeks to finally relax at the end of the year. In the countdown to goodbye, my body took on more and more thoughts, as it got ready to finally have the time to process the whirlwind of a ride I had just been on.

Those thoughts churn into late evening, meticulously turning over the last school year, analyzing needs, reflecting on mistakes, and, of course, planning for the next year. Is a teacher’s brain ever truly at rest?

So while the calendar may finally say break, my body takes a long time to believe it.

A few years ago, I realized that if I was ever going to get to a point of relaxation faster, I needed to somehow stop this process of thought pile-up my brain otherwise jumped into. And so I started reflecting in a way that felt opposite of how I normally reflected. In a way that focused on reclaiming my identity beyond teaching, as a way to find a better footing when, inevitably, the rush of the school year would swallow me whole again.

It didn’t always work and I go through many questions, sometimes they work, other times they don’t. Perhaps a silly exercise, but in so many ways these questions allow me to recenter, give myself permission to say “good enough” and also make some promises to myself about how I want to face another year that is bound to be even crazier than the last (at least, if the last couple of years have been an indicator).

So here are a few I have tried that seem to help me unlatch from the mania of teaching. That allow me to find myself again as my kids wait for me to become present once more. Perhaps they can help you as well?

Perhaps you have your own to share?

PS: I don’t always write the answers down. These can also be used in discussion or simply thinking about them. If writing feels like more work then I don’t do it.

being a student, being a teacher, reflection, Student Engagement, Student-centered

Would I like being a student in my own classroom? A reflection tool

May 27, 2025May 27, 2025 Pernille Ripp

One of my driving questions for the past 15 years has been a simple one; at the end of the day, would I like being a student in my own classroom? And as I have one month left of school, I feel the question pressing in on me as I think of next year and both the joy of continuing with my current class, as well as becoming the classroom teacher for a different class.

Would what we do make me feel safe? Help me engage? Make me feel like my voice was heard and respected? Would the way we learn, grow, discuss, and assess make sense to me?

This question is a conversation starter, an invitation into meaningful reflection where you get to craft the path for what you may need to shift or tweak your day-to-day practice. Because ultimately it is about creating conditions for shared power as a way to show children just how much power they can have over their own bodies and minds, even within the confinements of a publicly mandated and government decided educational system.

In fact, this question is at the core of my newly published book, Passionate Learners – How to Engage and Empower Your Students, now in its 3rd edition! But it’s not the only question, I ask. In fact, the books has more than 100 reflection questions embedded throughout, some big, some small, all meant for you to carve your own path into a more sustainable, meaningful practice.

But as a way to get you started, I decided to pull together a reflection sheet for you, modeled after questions in chapter 2 of the book. It’s 3 pages with 12 questions, that can be used by itself, as part of a larger reflection, or a book study, individually or with others. You can do some of the questions or just a few. You can write, discuss, or simply think. It’s a tool, use it as such and make it work for you.

👉 Link to the tool right here

And if you are interested in diving deeper, I highly recommend my book. I poured my heart into it, making it a practical invitation into co-created spaces that are not exhausting to be in. And right now, it is on sale.

The book is written as a companion to the practice you already have. It is not meant as a long list of abbreviations or new systems, but instead a way to help you reflect, while also offering up a major array of practical strategies and tools that you can use the very next day. It is meant as an affirmation, while also giving you access points to grow your practice so that you may feel better about the time you spend teaching, the students feel like what you do together matters, and that everyone is given tools to continue being critical questioners and thinkers outside of your learning space.

Is it worth it? You can see the reviews from other educators here

Whether you buy the book, or simply follow my work on Instagram or Facebook, just know that I am here to help.

👉 Access the PDF right here

Reading, Reading Identity

A Few Ideas for Building a Whole School Reading Culture

May 25, 2025 Pernille Ripp

Last week, I was surprised to be asked to speak at another Danish school about the joy of reading to their 4th-9th grade students. Surprised because I am not really anyone who is invited to anything here in Denmark. And also; when was thelast time I went out to speak to students that weren’t my own?

At first, I was pumped. Getting to talk reading and sharing book joy is something that keeps me smiling. But then, as I thought some more about it, I realized that I was the wrong person to bring in.

Not because I couldn’t do the talk. I can. But because the work that might need to happen is work that needs to happen before someone like me comes in. I don’t believe that an outsider – even someone like me who lives and breathes books – can create the lasting impact they’re hoping for. A spark yes. Inspiration ,yes. But without a foundational change in how we view reading in our buildings, all I will be, is a flash. Someone who (hopefully) created joy, but didn’t really impact the culture, at least not yet.

Instead, I believe the real magic happens when we co-create a shared reading culture within your own school walls. When time is specifically made to decide o which type of reading culture you want to have, and we then take the time not only to protect what is already working, but also create new initiatives.

The best reading culture doesn’t come from one-off visits, but from sustained, daily practices that live and breathe in your classrooms and hallways. It’s about fostering local reading connections: Who are your reading role models? Who will lead the charge and share their own reading journeys, not just during a special event, but every single day?

This is why when we want to build reading joy and ownership among students, it’s essential to think beyond a single day or a single guest speaker. While guest speakers and single days can create the momentum, we need more to keep it going. We need to invest in the small, consistent acts that make reading feel alive, relevant, and shared.

So, what does that look like in practice? Here are some ideas for how you might get started – but don’t forget to also include your students. What would they say the focus should be? What would they say is working? What would they say needs to change?

Readers as Role Models and Community Builders

Student reading ambassadors: Choose students who can share book recommendations, host quick booktalks, or lead reading events across grade levels. Their excitement will hopefully spread.
Staff reading showcases: Create a “We’re Reading…” wall where teachers and staff post photos with their current reads, along with a short note about what they love about them. Let students see that reading isn’t just for kids – it’s for everyone. Or do it individually, I have shared my “Mrs. Ripp is currently reading and loving…” wall many times.
Cross-grade reading buddies: Pair older students with younger ones. Let them read aloud, share favorites, and have conversations about books. It’s about connection and mentorship, not just fluency.
Teacher Reading Swap: Each month, two or three teachers “swap” their current read and do a short booktalk for the other’s class. It’s a great way to cross-pollinate reading excitement and show that adults read widely too.
Surprise Guest Readers: Secretly invite parents, local authors, or even the school custodian to pop into classrooms to read a short passage from a book they love. Let them share why it matters to them – it builds authentic connection.
Digital Book Shoutouts: Start a “Reading Reel” on your school’s social media: teachers and students record 30-second videos sharing a book they’re obsessed with. It’s quick, it’s relatable, and it makes reading feel cool and visible.
Classroom “Book Pods”: Instead of traditional reading groups, let small student “book pods” form around a shared interest (like graphic novels, sports, fantasy, etc.). They self-organize discussions, book swaps, or mini-displays.

Celebrations and Rituals Around Reading

Reading Ritual Starters: Start or end the day with a tiny “bookish moment” — a teacher shares a one-minute excerpt from what they’re reading, or a student shares a sentence they loved from their book. A quiet, daily sprinkle of reading.
Bookmarks of the Week: Students create bookmarks with a favorite quote or character from what they’re reading and swap them with classmates. A small but personal way to celebrate reading lives.
Window Wonders: Encourage classes to decorate a window or small bulletin board with their current favorite reads. It’s not about big displays — it’s about little visual peeks into reading life, shared daily.
Quiet Reading Buddies: Once a week, two students pair up and read their own books side by side, no talking. Just sharing quiet reading time — the focus is on the joy of reading with someone, even in silence.
One New Word: Each day, invite a student to share one interesting word they came across while reading. It’s a micro-moment of wonder and wordplay that sparks conversation without taking over the day.
Mini-Postcard Reviews: Students write a tiny “review” (one or two sentences) on a sticky note or postcard for a book they finished. Collect them in a communal jar or box — a low-key, ongoing celebration of finished reads.
Reading Stretch: Between transitions, teachers read a single sentence from their current read aloud. It’s a way to infuse reading into those spare minutes, normalizing it as a shared part of school life.
Collective reading challenges: Instead of focusing on individual reading logs, have classes or teams set collective goals – like reading enough to travel (on paper) to a new city or country. Celebrate their journey together.

Reflection and Building Reading Identity

“My reading life” maps: Have students draw or write about when, where, and how they read, and what reading means to them. These reflections can be surprisingly powerful.
Reading Time Capsules: Have students create a “reading snapshot” – what they’re reading now, their current favorites, and one book they hope to love next year. Seal it and revisit at the end of the year.
Bookish Mood Boards: Instead of just writing about books, let students create mood boards (digital or physical) to capture the vibe of their current favorite read – colors, textures, images.
“Why I Abandoned This Book”: Normalize that not all books work for everyone. Students can reflect on a book they didn’t finish and why and create a bulletin board. It’s a great way to build critical thinking and give permission to stop reading what doesn’t click.
Reading Playlist Pairings: Invite students to create a short playlist that pairs with the vibe of a book they’re reading. Share the playlists with classmates – a creative, multimedia way to share bookish identity.
“Who am I as a reader?” activities: Structured exercises where students think about their favorite genres, their reading goals, their best reading memories. This builds ownership and identity.
Meaningful reading goals: Move beyond page or book counts. Encourage goals like, “I want to find a book that makes me think,” or, “I want to reread an old favorite and see if it still feels the same.”

Saying no to the speaking invitation wasn’t easy, after all, who knows if I will ever get a chance like that again. But without the other work happening, I am just not enough to create a culture shift for students. Not yet anyway. After all, a reading culture isn’t something you import – it’s something you grow together.

being a student, connections, discussion

A few ideas for generating more student conversation

May 8, 2025 Pernille Ripp

It seems to be a year of extremes; either students won’t stop speaking to one another in class or they hardly say a word. My 2nd graders love to talk. they are a social bunch, they love their classmates, and they love sharing. We have a can’t miss morning meeting every day so they can share what’s on their mind, we have a lot of chat throughout the day. All of it productive, even if it is not the right time.

But what if your students don’t really engage in conversations with each other? Teaching middle school for many years, I would sometimes have classes where one/word answers where the norm, the fear of making a fool out of oneself so strong that even without our classroom, mouths stayed shut and opinions stayed hidden away.

How do we cultivate classroom connections for all of our students? How do we harness the awesome energy that comes from students who want to speak to each other but help it become more learning-focused?

Here are a few ideas for doing just that…

Guess the Source: Provide quotes or excerpts from different sources related to the lesson. Have students guess the source and discuss the context and the credibility.

Soundtrack to the Lesson: Ask students to choose a song that represents the essence of the lesson. Play snippets of the selected songs in class and have them discuss the connections they saw between the music and the material.

Philosophical Chairs: Set up a circle of chairs with sides for “agree,” “disagree,” and “undecided.” Pose a statement and have students physically move to express their stance.Have them turn to an elbow partner to express why they sat where they sat.

Time Capsule Discussion: Imagine creating a time capsule for the school year. Discuss what items or memories students would include and why.

Speed Networking: Students pair up and have a short, timed conversation (e.g., 2 minutes) about a non-academic topic, such as topics found here. Rotate and repeat with new partners.

Problem-Solving Circles: Present a real-world problem related to the lesson. Students discuss possible solutions in small groups and present their findings to the class.

Tech-Free Talk Time: Designate a short period each week for “Tech-Free Talk Time.” What do they already know about a topic? How long can they keep a conversation going without turning to a device to check a statement or learn more? What are the questions they wish they could have used tech to answer? Write them down.

Tech-Enhanced Show and Tell: Combine traditional show and tell with technology. Students bring in an object related to the lesson and create a brief digital presentation. This one is super fun for older students who often don’t get to do a “show and tell.” Another twist is to ask students to bring in their most precious item / or a picture of it – have them share with the class why this is the item they brought in.

Life Soundtrack:If their life had a soundtrack, what songs would be on it? Students share their top three songs and explain why each is significant.

Interactive Storytelling: Begin a story related to the lesson and pause at a crucial point. Each student or group continues the story.

And a few I shared on Instagram as well

Are any of these helpful?

being a teacher

This is How We End the Day

April 29, 2025 Pernille Ripp

Today I ended class much like any other day.

I change my questions based on what we have seen, and what they may need to just sit with for a moment before we say goodbye. The students are ready to say goodbye, and I share a few words about the day, mostly the great and then something we are still working on as a class. Today, it was that we need to trust ourselves before asking an adult for help, and perhaps also notice a bit more when we are interrupting others.

And then I asked; did I have calm in my body when needed? Did I ask questions when I needed to? Did I help others? Did I notice how I impacted other people? Was I a good friend? Did I help make our school a great school to be at?

We are not in a circle when we do this, I don’t follow a script. It grew out of an organic need for reflection and also a peaceful way to say thank you for today. It takes a minute, two tops. And the questions? Well, I come up with them every day, always making sure there is at least one that every kid will be able to say yes to it.

It is a small thing. It seems a lot of impactful changes are. However, when I shared the practice on Bluesky (follow me here) many said it resonated with them. That it offers kids a way to consider their actions and themselves as a part of the whole. That this practice means we get to end in a few minutes of calm, where we reconnect with the whole day, without being lectured, without belittlement, but just a simple invitation for honest reflection and contemplation of who we are, and who we want to be.

Perhaps this is something you could use as well?

What might these questions be? Here are a few that you can use as you develop your own:

Was I able to find peace in my body?
Was I a good friend to others?
Was I able to not create conflict or solve it if it happened?
Did I participate in the learning today?
Did I listen when others spoke?
Did I ask questions when I needed?
Did I take any good chances today?
Did I help make our school a good school to attend?
Did I help make our class a great class to attend?
If Pernille saw my homeadults, would she be able to share I had a great day?
Did I show kindness to someone today?
Did I try my best, even when it was hard?
Did I include others or make them feel welcome?
Did I keep my promises?
Did I share something with someone?
Did I find something to be proud of?
Did I use my time well?
Did I notice someone who needed help and offer it?
Did I take care of the classroom or school environment?
Did I bring good energy to our class today?
Did I learn something new about myself or someone else?
Did I stay curious and open to ideas?
Did I make today better for myself and others?

I usually pick 5-7 depending on the day and I remind the students that they don’t have to share their answers. That this is just for them. At the end, I say the same thing: “And if your answer was no to any of these, then remember that tomorrow is a new day.” The students say it with me, not because I asked them to, but because this is how we end the day. And then we say goodbye.

On Friday’s we say “And if your answer was no to any of these, then remember that Monday starts a new week.” But in Danish, of course.

The students remind me if I am about to forget doing this with them. They take pride both in the days where they can say yes to everything, but also in the days where they reflect and realize that tomorrow is a new day and that they are not defined by their goofy choices. It helps me center the day too, because even in the wackiest of days – and trust me, we have had some that have made me cry due to fights, and awful behavior – there are kids doing good things. We, as a community, are doing good things.

So often community is built in the small moments, in the quiet reflection, so I thought I would offer this up to boost your own practice.