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.
I was in a reading frenzy the first week of summer vacation. Lounging on my nap couch, bringing a book to the pool, lying in my hammock, and feeling on top of my reading life. And then we went home to Denmark, jetlag and worries of the future crowding my mind, and all of a sudden the reading bonanza I was in disappeared. Just like that. I finally finished a book yesterday, a 10-page slog at a time, wondering where my concentration and drive went. It’s not that I don’t like to read, it is that I don’t have the energy to.
The guilt of not reading is a constant companion because I see the books staring at me and the time beckoning. Yet I know that once my sleep gets figured out, once a few major decisions fall into place, once my brain believes that I am resting, then the reading will continue. I am secure in my own identity as a reader, it may be on pause right now, but I will restart it soon.
I see these same emotions play out in our classrooms as well; kids who were reading champions, who never went without a book, all of a sudden floundering. Losing the drive, the motivation, the love of settling into the pages of a book and seeing only work, stress, and perhaps even guilt like me. But a major difference between the students in my care and myself is that for some reading appears to be lost for good. An activity they were good at, something that has now slipped out of their grasp. And for some they don’t think it will or even want it to ever come back.
So many of my students believe that to be a reader, one must be actively reading at all times or making plans for their next read, and these false notions of what it means to be a reader can lead them into further disconnection with reading and seeing reading as part of their future identity.
This is why we must consider and change how we speak about reading and the act of being readers. This is why we must actively share our reading journey, leaving no part untold, so that the readers in our care can truly see and understand that once a reader, always a reader, even if it lies dormant. I share my reading pauses with my students so they can see how I slowly get back into active reading. I don’t stop calling myself a reader just because I do not have a book in my hands, just because I do not feel like reading. I am merely at rest, still solid in my knowledge that I am a reader.
So how do we make space for these conversations?
Step 1: We first discover how each child sees themselves as a reader. If they declare themselves non-readers, then we ask when this started? What caused it? What actions did they take? How do they feel about that? Having surveys and follow-up conversations allow us to start these conversations from day one, but that doesn’t mean that every child is ready to share honestly with us. Why should they? They have no reason to trust us on the first day of school. So make sure to come back to these conversations as the year progresses, this also recognizes the damage that can be done to their active reading lives in our care despite our best intentions. Children stop reading all the time for many reasons, we should have a way o uncovering that throughout the year. I plan 6-weeks check-ups throughout our year so that this conversation will be checked on at least every 6 weeks but we have lots of other informal check-ins as well.
Step 2: Create action plans to reframe their language. While children are often at the mercy of adult plans, it is vital that we activate them as problem-solvers and active participants in their own goal setting. What is a realistic goal? Can they try a book on in our independent reading time? How many pages are they willing to try? If not reading with their eyes, will they read with their ears? Will they read with a partner? Will they listen to a read aloud? Also writing down these plans and goals is important because we often forget the nuances of how we got to this plan. Accountability is also built through check-ins. This helps us reframe the language that they use about themselves. Adding partial sentences such as “not yet” or “right now” can be a way to start the refrain. So when a child says they hate to read it can be reframed as ” I hate to read right now.”
Step 3: Give it time. We often confuse our power thinking that if we tell kids to read then they simply will. Some will for sure, and as we know, others will dig their heels in and refuse every positive attempt we make to give it a try. This can be an indication of how comfortable they feel as readers who are disconnected from the act of reading. It can also be a window into the reading trauma they carry with them, or even just disdain. Whatever is the root cause, it can sometimes take months for some children to even try to reactivate as readers and while our own rush to help them become active readers again is a driving force, we cannot let that cloud our decisions. Forcing someone to read through the use of grades, computer programs, or other negative external measures will most often backfire in the long run. What we are looking for here is an initial activation or reactivation of feeling like a reader. So meet them where they are at and take small steps together, be mindful of the child at the center of this, not just the adult pressure to “make them a reader.”
Step 4: Reworking mindset long-term. How do we speak about reading and who our readers are? What is the language that our curriculum wraps them in? How do we show the importance of reading through the actions we take? I constantly have to remind myself that the year I have with students is only one small part of their lifelong reading journey and that my well-meaning intentions can lead to significant long-term behaviors in reading, both positive or negative. So how I invite them into this work matters greatly; am I judgement-free, am I firm in my conviction that they too can find value in reading (notice that I am not using the word joy yet because for some joy can be too big of an ask in the beginning), and I am calm in my approach. Yes, this work is urgent but it must also be centered in peace in order to make space for the many components of a child’s life. Am I holding them to high expectations while also supporting them in an individual plan? Checking in with students through both casual and planned conversations is a great first step but also tracking what we discuss and the ideas we have is another. I keep a binder with my noticing and conversations so that I can track how I am supporting them and also how they speak about themselves.
Step 5. Celebrate small growth. Too often we are intently focused on the major transformations and miss so many milestone moments along the way. This is why I am not in favor of many major individually-based reading celebrations where children have to reach an adult-determined milemarker that automatically excludes those who are developing at a different pace. Each child has something to celebrate, whether it is trying a book for the first time in a long time, actually reading a page on their own, actually engaging in conversation for the first time about their reading identity, or even just being willing to speak to you at all. Paying attention to all of these mini-milestones and recognizing them in genuine ways through positive interactions can make a major difference in how children view their reading journey. Being an adult cheerleader as they reconnect, reactivate, or finally activate in the first place is a necessary part of the adult support we provide.
Seeing the determination in a child that has declared themselves a non-reader as a force of good rather than bad, can be a powerful tool as we help children see their own power. Their convictions and dedication to not reading are a sign of the strength they have and what we can potentially help them tap into as they envision themselves as readers. It takes motivation to be a dormant reader in a classroom filled with books, how can that motivation be used in a pursuit of reactivation?
Helping a child recognize and see a path forward back to reading is not just a central tenet of the work I do, but it also encapsulates the humanity that is the center of the classroom we co-create. Every child, no matter where they are at on their educational journey, deserves respect from me – whether they love to read or not. So making space for identity formation, for reframing the language children use to describe themselves, offering that up to other adults who support them, and then taking actions based on the notion of possibility is what we can do as we plan for future students or reconsider our own reading curriculum.
As for me, I have a new book to read, a shorter one that will be out in the fall. One whose cover called my name and whose pages seem manageable even in my sleep-deprived state. I am going to give it a whirl and pay attention to how I feel. I know my inner reader is still in there, waiting to be reawakened.
I initially wrote this post four years ago but rediscovered it this morning as I started to dream about the year ahead. It is not surprising that it still rang true to me as the past few years teaching during COVID have placed even more expectations on the type of experiences we create with and for students. Perhaps you feel the pressure too?
For twelve years I have been sharing my thoughts on this blog.
Twelve years of good.
Twelve years of not-so-good.
Twelve years of let’s try this and see how it goes.
Twelve years of let’s figure it out together. Let’s change it. Let’s disrupt. Let’s center kids and the voices who have been ignored for so long.
Twelve years of simply needing to get it out so that my brain could process whatever it was and move on.
So many years and words documenting trying to be more than I am as a teacher. Of living, breathing education. Of late nights and early mornings trying to come up with a new idea, a twist on an old idea, of more pathways, of centering kids in new ways so they can hopefully feel safe, find value, and be seen. The years have flown by even as the days sometimes have dragged by. I have loved it for so long but the past few years, now more than ever, the pressure to be not just a teacher but to be a life-changing one, to handle everything thrust at us with grace, ease, and innovation, has become an insurmountable mountain of expectation that is crushing us all. To not just have great lessons but also make it look easy for those watching has become the norm rather than the exception.
And the pressure builds as we take on the responsibility not just to help them understand, but to create spaces that can compete with everything else that pulls kids in. So what no one ever told me before I became a teacher was how there would be this unbelievable pressure to be an amazing teacher. To be the kind of teacher that truly changes lives. To create the type of environment that students cannot wait to be a part of. What no one ever told me before I became a teacher was how much social media would lead me to believe that I was doing it all wrong, most of the time, because my students are not always those students that love school.
It is fed by the statements that surround us…
“If they didn’t have to be there, would they really show up?”
“Students should be running into your classroom not running away…”
“If they don’t love it, then you are doing it wrong…”
“If they are on their phone, your lessons must not be engaging enough…”
And while I get the sentiment behind these statements, I also think of the danger of them. The unattainable versions of reality that really none of us can ever live up to. These notions of creating such over-the-top unforgettable classroom experiences that make kids want to run into our schools, choosing us and our classroom above everything else. Every. Single. Day. Who can live up to that?
For fourteen and a half years, I have chased the mirage of being a perfect teacher as the markers continually move. Of trying to be the type of teacher that created those types of experiences that would make students flock to our classroom. That would make students want to come to school. And while there have been days where it almost felt like that, I have never fully achieved it, not for every child, because let’s face it, it is a completely unrealistic notion. And it is a notion that is driving teachers to feel as if no matter what they do, no matter how hard they work, they will never be enough. They will always be lacking. How exhausting and debilitating is that?
So I am going to give it to you real straight because that’s what I always try to do; most of my 7th graders would probably rather hang out with each other than walk through our door. Most of my 7th graders would not run into our classroom if given the choice. They would probably rather sleep, watch Youtube, make TikToks, or simply hang out.
And I am okay with that.
Because that’s normal child development. Because it is okay for our classroom to be low on their choice of experiences. Because it is okay for our classroom to not be something they think about when not in school. Because it is okay for kids to not be excited about the idea of going to school.
What is not okay is for them to hate it once they do get in our rooms.
There is a big difference.
And so that is where we do the work. To create experiences that make students want to engage within our learning. That makes students feel as if they matter once they are there. That makes the time fly, the minutes pass until the next class, where they can hopefully experience that again.
So while most of my students would probably not volunteer to come to our classroom, once they are there, many of them love it. Many of them love what we do, who we are, and how we grow. Many of them would choose to stay once there. And to me, that is what matters.
So the next time you hear someone state, “But would they choose to come?” It’s okay to say, “Probably not” and not feel like a horrible teacher because what you realized is that the question was wrong all along, not you. Because what you realized is that you can teach your heart out and still have a hard time competing with everything that surrounds young people these days. Because what you realized is that the question should have been, “If given the choice would they choose to stay?”
And to that I can honestly answer, “Yes, most of the time I think they would…”. And if my answer is no, then my follow-up question is, “What needs to change?”
It turns out that perhaps I never needed to be a perfect teacher, I just needed to be real.
I wrote this blog post last year, what follows is an updated version of it in case you are interested in loose parts or storytelling kits with older students. Scroll down to see the update.
A few years ago I traveled to do a day of learning with passionate educators in Maple Ridge/Pitt Meadows in British Columbia. After flight cancellations and changes in airports, Denise Upton, one of the district’s helping teachers, graciously agreed to pick me up and take care of me during the stay. While together, she told me excitedly about Story Workshop, oral storytelling grounded within playful literacy, that they were doing with children as part of their literacy approach. She shared all of the work that they did with students in order to give them natural materials to manipulate and create stories with before they ever sat down to write. She spoke of Indigenous oral storytelling traditions and how they were working on bringing the rich traditions of the peoples’ whose land their school buildings sat on and whose tribal members were within their school population back into the classrooms as a way to honor, teach, and preserve a broader envisioning of writing I was inspired and intrigued. Particularly, after she told me how they were using these material kits with their upper grade levels as well and that the response they had was incredibly positive. After a whirlwind visit, the idea sat in the back of my mind for a while, hoping to someday become something I wanted to do with my own 7th graders.
Well, after a year of teaching unlike any other, after too much screen and not enough togetherness. After once again teaching kids who repeatedly told me how much they hated writing, how writing was so hard, whose sentences were forced across the pages, I decided that someday was now. With a commitment to reconsider every unit and every idea we build our classroom learning on, taking our writing in a much more tactile and playful direction was exactly what I need right now to get excited about next school year. Hopefully, my incoming students will think so as well.
So with a loose idea of what it was Denise had shared with me, the seeds started to grow; what if I build some oral storytelling kits for kids to use in partnerships, trios, or by themselves before we begin to write? What if I collect natural materials for them to manipulate and play with as they share stories from their own lives and also from their imaginations? Surely someone had done this before?
The answer is yes, many have! None of my ideas shared here are really original but I got so many questions on social media when I shared the kits I was building that I figured a blog post would be nice. If you are learning about Indigenous storytelling, there are so many wonderful resources shared, such as this one. If you google “Loose Parts”, you can see a lot of information. If you follow the work of Angela Stockman, she has been sharing so many ideas for years and is truly inspirational. If you are trained within Montessori, you know this work. If you know Reggio Emilia principles, then you know these ideas. If you have worked with younger grades, you probably do this already. There are so many resources out there, so dig in and learn.
My purpose for these kits is to get kids talking more before they write out stories, whether they be stories from their own lives or stories they invent. I want them to build scenes or entire stories together or individually depending on the exploration we are doing. I want them to play with their imagination and ot be forced into written production as quickly as we have done in the past, I want them to build community through story, I want them use their hands more. I want English to have more joy and I want it to authentically fit into the identity-centered work we already do in our literacy explorations.
Building the Kits
I had a million ideas right away and needed a way to ground them so I started by focusing on ideas for what to put in them and also building the kits to give me a more tangible sense of what it would look like. I hate so much that educators are almost always forced to purchase things out of their own pocket, so I spent school budget money to purchase the toolboxes. I bought two different kinds, five altogether, so that I can share them between tables – I typically teach 28 students at a time, so I wanted to make sure that I had enough kits to share materials between 10 different groups if need be. I also needed the kits to not take up too much space in our classroom, be easy to store and move, as well as have different size compartments. The first kind I bought was this one and the second kind was this one.
All the boxes are removable in both kits so we can spread them out on the different tables as needed.
Once I had the boxes, then I got more serious with my materials. I had a few guidelines I wanted to follow:
Natural materials whenever possible
Different sizes of things to use
Material that doesn’t necessarily look like “one” thing in order for them to be used for many things
Low cost and easy to replace
Then I wrote a list, there are so many lists floating on the internet but I posted mine to Instagram and got even more ideas as well as a huge “Duh!” moment. Notice on my original list, I have nuts on it. That is not going to work at all for some of my students due to their allergies. After a helpful educator made me see the light, I updated my original list.
I knew that if I felt like spending a ton of money, I easily could just order all of these things but I don’t want to. So, instead I turned to my local Buy Nothing Facebook group and asked if anyone had any materials they could donate. So what you are looking at in the kits above, almost everything is donated from kind strangers or friends who happened to have materials lying around. Amazing!
So right now in the kits I have:
Seashells, all sorts, all sizes.
Pine cones – I need to gather more.
Small popsicle sticks – they are pointy and I don’t know if I love that.
Wine corks that do not have wine labels on them.
Small cork buttons.
Wood buttons – I bought a giant bag off the internet.
Wool yarn in different colors – I have cut lengths of string in a variety of lengths.
Feathers – I think I may add more of these.
Slices of wood.
I also purchased felt mats in green, gray, and brown for the kids to use as a background. They can use more than one if we have enough left over, again I went with natural tones as a way to center us in nature even if the story takes place in a different setting.
Things I would still like to add:
Beach pebbles for more color
Large popsicle sticks
Ideas for use
So while the kits themselves are a lovely work in progress and bring me happiness right now as I plan, what matters more than the stuff in them is making space for them to be used with our students. So as I planned for the first two weeks of instruction (I do this in order to be able to walk away for a while, not because I want to work all summer), I planned with the kits in mind.
My two-week plan can be viewed here, but please know that it is so much a work in progress, that some of the ideas in it are my own, and others are based on the incredible work others have kindly shared, and that I have given credit to those whose work I am borrowing from or copying. Please feel free to also borrow or use my ideas, just give credit. The kits will be utilized, hopefully, on the third day of school in an activity where students continue to think of the stories they carry and start to build scenes from their own lives that they then, in turn, share with their peers at their tables. After their initial appearance, they will continue to be integrated into our work as we start our first longer writing exploration; personal narrative. Students can use events from their own lives or springboard events from their own lives into a fictional story.
I also want us to think of how the kits may help us work within the emotions we have tied up with our writing, how we can use them to go deeper into story and how stories can weave us together even when we don’t see eye to eye. I am hoping that as we explore our own identities and how that makes us view and react to others, these tangible items will ground us and make us feel safer within our burgeoning community. I am hoping that having these tactile explorations will bring more playfulness into our classroom, as well as more joy. We will also create expectations of how to use the kits with each other. My main focus for that is to be respectful of the material and of what is shared within their stories, but I will ask the students to also think of how to use the materials, how to clean up in order to preserve the kits, and how to work together. It really all ties into the community work we do throughout the year.
My own children helped me eagerly build the kits and have since then also used them. It has been amazing to see them build scenes, stories, and whole worlds using just these materials and then walking me through their stories that they now see so clearly. Even my son who has repeatedly that he hates writing has been using the kits and telling me his stories. I hope I will see the same willingness to try in my 7th graders.
I rolled these kits out with students a few times and the results were mixed. Some LOVED them and jumped right in building scenes, drafting stories, and using them to get their imagination flowing. Others not so much, they played with the materials after a while and built embankments and such (yes, even in 7th grade). But you know what, that actually makes sense to me; some kids will love storytelling this way, others will not. Much like we explore different ways to draft, this then became another choice for it.
And for some kids they allowed a freedom they hadn’t felt in a while as they sat in front of screens, so as I think of rolling them out next year; they will be a choice, not a force as so many other things are in our classroom. Not meant to be yet another way to force kids into a specific mold of what a writer is, but instead offering them ways to discover how they write best. How they would like to play with words and story. I will also dive a little further into how we care for the materials, most were kind to the things, a few had to be reminded. That all comes down to the make up of our classes and the energy the students bring into our space.
Ideas for use
A few ways you can use kits like these:
Draft your story, scene, or storyline
Partner story creating
Summarizing a read-aloud, article, or other media
Create scenes to then act out
One child creates a scene, the other writes the story without knowing what is but just based off of the components shown
Even with mixed success, they are still exciting to me. They offer us more hands-on opportunities, more ways to use oral storytelling before jumping into typing or handwriting, and also offer us a way to create build community; stories bind us together and trusting each other with our stories is powerful.
In a year again unlike any other that I have taught, I was curious to see how reading would continue to be impacted by COVID and all of the other world issues. And impacted it was; from kids who had not read a single book the previous year to kids who had fallen out of love with reading. From kids who continued to see no purpose of reading beyond pleasing the adults to kids who had no idea who they were as readers or what they wanted. We dove in, book-talked, book-shopped, and discussed throughout the year who we were as readers and what we needed to sustain ourselves.
There were a lot of repeat favorites this year but also a huge shift in finding texts on TiK Tok, you will see this in some of the more mature titles on this list which are books I do not have in our collection but that still passed from hand to hand rapidly. Kids can read whatever they choose here and I also read and enjoyed many of them myself. Some of the books are therefore fine for all 7th graders, some are more mature, I am including them all so that you can make your own decision. All home adults are informed of the range of books that are present in our classroom library so that students can choose something that speaks to them. Not all of these books are in my library but are books that the students have found and read independently.
There are also a lot of books on this list that are being challenged in other states for a variety of reasons. I think once again the fact that they are being read, passed on, and recommended by kids speaks volumes of the power of these books.
Other things I noticed were:
The most requested authors are Jason Reynolds, Alice Oseman, Angie Thomas, Tahereh Mafi, and Jeff Kinney.
Mystery, crime, and romance were the most sought after types of books, as well as any shorter books.
Free verse books and graphic novels were still the most popular formats of books.
Social justice books continue to carry a deep impact and are passed from hand to hand but many kids also wanted fun or really fast-paced books this year that didn’t take on heavy topics because they felt the world was heavy enough as it is.
Kids reading interests range widely, some students gravitated toward more traditional literature this year while others solely devoured lighthearted middle grade – this shows the incredible need for a broad and inclusive selection for all of our students.
Charlie and Nick are at the same school, but they’ve never met … until one day when they’re made to sit together. They quickly become friends, and soon Charlie is falling hard for Nick, even though he doesn’t think he has a chance.
But love works in surprising ways, and Nick is more interested in Charlie than either of them realised.
In kindergarten, Jarrett Krosoczka’s teacher asks him to draw his family, with a mommy and a daddy. But Jarrett’s family is much more complicated than that. His mom is an addict, in and out of rehab, and in and out of Jarrett’s life. His father is a mystery — Jarrett doesn’t know where to find him, or even what his name is. Jarrett lives with his grandparents — two very loud, very loving, very opinionated people who had thought they were through with raising children until Jarrett came along.Jarrett goes through his childhood trying to make his non-normal life as normal as possible, finding a way to express himself through drawing even as so little is being said to him about what’s going on. Only as a teenager can Jarrett begin to piece together the truth of his family, reckoning with his mother and tracking down his father.
Huda and her family just moved to Dearborn, Michigan, a small town with a big Muslim population. In her old town, Huda knew exactly who she was: She was the hijabi girl. But in Dearborn, everyone is the hijabi girl.
Huda is lost in a sea of hijabis, and she can’t rely on her hijab to define her anymore. She has to define herself. So she tries on a bunch of cliques, but she isn’t a hijabi fashionista or a hijabi athlete or a hijabi gamer. She’s not the one who knows everything about her religion or the one all the guys like. She’s miscellaneous, which makes her feel like no one at all. Until she realizes that it’ll take finding out who she isn’t to figure out who she is.
Instead of giving him lunch money, Rex’s mom has signed him up for free meals. As a poor kid in a wealthy school district, better-off kids crowd impatiently behind him as he tries to explain to the cashier that he’s on the free meal program. The lunch lady is hard of hearing, so Rex has to shout.
Free Lunch is the story of Rex’s efforts to navigate his first semester of sixth grade―who to sit with, not being able to join the football team, Halloween in a handmade costume, classmates and a teacher who take one look at him and decide he’s trouble―all while wearing secondhand clothes and being hungry. His mom and her boyfriend are out of work, and life at home is punctuated by outbursts of violence. Halfway through the semester, his family is evicted and ends up in government-subsidized housing in view of the school. Rex lingers at the end of last period every day until the buses have left, so no one will see where he lives.
Justyce McAllister is a good kid, an honor student, and always there to help a friend—but none of that matters to the police officer who just put him in handcuffs. Despite leaving his rough neighborhood behind, he can’t escape the scorn of his former peers or the ridicule of his new classmates.
Justyce looks to the teachings of Dr. Martin Luther King Jr. for answers. But do they hold up anymore? He starts a journal to Dr. King to find out.
Then comes the day Justyce goes driving with his best friend, Manny, windows rolled down, music turned up—way up, sparking the fury of a white off-duty cop beside them. Words fly. Shots are fired. Justyce and Manny are caught in the crosshairs. In the media fallout, it’s Justyce who is under attack.
A timeless story rediscovered by each new generation, The Diary of a Young Girl stands without peer. For both young readers and adults it continues to capture the remarkable spirit of Anne Frank, who for a time survived the worst horror the modern world has seen—and who remained triumphantly and heartbreakingly human throughout her ordeal.
Black holes, predicted by Albert Einstein’s general theory of relativity more than a century ago, have long intrigued scientists and the public with their bizarre and fantastical properties. Although Einstein understood that black holes were mathematical solutions to his equations, he never accepted their physical reality―a viewpoint many shared. This all changed in the 1960s and 1970s, when a deeper conceptual understanding of black holes developed just as new observations revealed the existence of quasars and X-ray binary star systems, whose mysterious properties could be explained by the presence of black holes. Black holes have since been the subject of intense research―and the physics governing how they behave and affect their surroundings is stranger and more mind-bending than any fiction.
After introducing the basics of the special and general theories of relativity, this book describes black holes both as astrophysical objects and theoretical “laboratories” in which physicists can test their understanding of gravitational, quantum, and thermal physics. From Schwarzschild black holes to rotating and colliding black holes, and from gravitational radiation to Hawking radiation and information loss, Steven Gubser and Frans Pretorius use creative thought experiments and analogies to explain their subject accessibly. They also describe the decades-long quest to observe the universe in gravitational waves, which recently resulted in the LIGO observatories’ detection of the distinctive gravitational wave “chirp” of two colliding black holes―the first direct observation of black holes’ existence.
The Little Book of Black Holes takes readers deep into the mysterious heart of the subject, offering rare clarity of insight into the physics that makes black holes simple yet destructive manifestations of geometric destiny.
Astronomy-loving Calliope June has Tourette syndrome, so she sometimes makes faces or noises that she doesn’t mean to make. When she and her mother move yet again, she tries to hide her TS. But it isn’t long before the kids at her new school realize she’s different. Only Calliope’s neighbor, who is also the popular student body president, sees her as she truly is―an interesting person and a good friend. But is he brave enough to take their friendship public?
As Calliope navigates school, she must also face her mother’s new relationship and the fact that they might be moving―again―just as she starts to make friends and finally accept her differences.
The city of Ember was built as a last refuge for the human race. Two hundred years later, the great lamps that light the city are beginning to dim. When Lina finds part of an ancient message, she’s sure it holds a secret that will save the city. Now, she and her friend Doon must race to figure out the clues to keep the lights on. If they succeed, they will have to convince everyone to follow them into danger. But if they fail? The lights will burn out and the darkness will close in forever.
Mia Tang has a lot of secrets. Number 1: She lives in a motel, not a big house. Every day, while her immigrant parents clean the rooms, ten-year-old Mia manages the front desk of the Calivista Motel and tends to its guests. Number 2: Her parents hide immigrants. And if the mean motel owner, Mr. Yao, finds out they’ve been letting them stay in the empty rooms for free, the Tangs will be doomed. Number 3: She wants to be a writer. But how can she when her mom thinks she should stick to math because English is not her first language? It will take all of Mia’s courage, kindness, and hard work to get through this year. Will she be able to hold on to her job, help the immigrants and guests, escape Mr. Yao, and go for her dreams?
Twelve-year-old Trace Reynolds has always looked up to his brother, mostly because Will, who’s five years older, has never looked down on him. It was Will who taught Trace to ride a bike, would watch sports on TV with him, and cheer him on at Little League. But when Will was knocked out cold during a football game, resulting in a brain injury–everything changed. Now, seventeen months later, their family is still living under the weight of “the incident,” that left Will with a facial tic, depression, and an anger he cannot always control, culminating in their parents’ divorce. Afraid of further fracturing his family, Trace begins to cover for Will who, struggling with addiction to pain medication, becomes someone Trace doesn’t recognize. But when the brother he loves so much becomes more and more withdrawn, and escalates to stealing money and ditching school, Trace realizes some secrets cannot be kept if we ever hope to heal.
Pay close attention and you might solve this. On Monday afternoon, five students at Bayview High walk into detention. Bronwyn, the brain, is Yale-bound and never breaks a rule. Addy, the beauty, is the picture-perfect homecoming princess. Nate, the criminal, is already on probation for dealing. Cooper, the athlete, is the all-star baseball pitcher. And Simon, the outcast, is the creator of Bayview High’s notorious gossip app.
Only, Simon never makes it out of that classroom. Before the end of detention Simon’s dead. And according to investigators, his death wasn’t an accident. On Monday, he died. But on Tuesday, he’d planned to post juicy reveals about all four of his high-profile classmates, which makes all four of them suspects in his murder. Or are they the perfect patsies for a killer who’s still on the loose?
Everyone has secrets, right? What really matters is how far you would go to protect them.
Before Josh and Jordan Bell were streaking up and down the court, their father was learning his own moves. Chuck Bell takes center stage as readers get a glimpse of his childhood and how he became the jazz music worshiping, basketball star his sons look up to.
Dill isn’t the most popular kid at his rural Tennessee high school. After his father fell from grace in a public scandal that reverberated throughout their small town, Dill became a target. Fortunately, his two fellow misfits and best friends, Travis and Lydia, have his back.
But as they begin their senior year, Dill feels the coils of his future tightening around him. His only escapes are music and his secret feelings for Lydia–neither of which he is brave enough to share. Graduation feels more like an ending to Dill than a beginning. But even before then, he must cope with another ending–one that will rock his life to the core.
Jack is at the top of his game. He’s a senior running back on the football team, dominating every opponent in his way. To everyone else, Jack is totally in control. In reality, he struggles with an eating disorder that controls every aspect of his daily life. When Jack starts using steroids, he feels invincible, but will the steroids help him win the big game, or will he lose everything he’s ever worked for?
Running. That’s all Ghost (real name Castle Cranshaw) has ever known. But Ghost has been running for the wrong reasons—it all started with running away from his father, who, when Ghost was a very little boy, chased him and his mother through their apartment, then down the street, with a loaded gun, aiming to kill. Since then, Ghost has been the one causing problems—and running away from them—until he meets Coach, an ex-Olympic Medalist who sees something in Ghost: crazy natural talent. If Ghost can stay on track, literally and figuratively, he could be the best sprinter in the city. Can Ghost harness his raw talent for speed, or will his past finally catch up to him?
Fifteen-year-old Lina is a Lithuanian girl living an ordinary life — until Soviet officers invade her home and tear her family apart. Separated from her father and forced onto a crowded train, Lina, her mother, and her young brother make their way to a Siberian work camp, where they are forced to fight for their lives. Lina finds solace in her art, documenting these events by drawing. Risking everything, she imbeds clues in her drawings of their location and secretly passes them along, hoping her drawings will make their way to her father’s prison camp. But will strength, love, and hope be enough for Lina and her family to survive?
Sixteen-year-old Starr Carter moves between two worlds: the poor neighborhood where she lives and the fancy suburban prep school she attends. The uneasy balance between these worlds is shattered when Starr witnesses the fatal shooting of her childhood best friend Khalil at the hands of a police officer. Khalil was unarmed.
Soon afterward, his death is a national headline. Some are calling him a thug, maybe even a drug dealer and a gangbanger. Protesters are taking to the streets in Khalil’s name. Some cops and the local drug lord try to intimidate Starr and her family. What everyone wants to know is: what really went down that night? And the only person alive who can answer that is Starr.
But what Starr does—or does not—say could upend her community. It could also endanger her life.
A bag of chips. That’s all sixteen-year-old Rashad is looking for at the corner bodega. What he finds instead is a fist-happy cop, Paul Galluzzo, who mistakes Rashad for a shoplifter, mistakes Rashad’s pleadings that he’s stolen nothing for belligerence, mistakes Rashad’s resistance to leave the bodega as resisting arrest, mistakes Rashad’s every flinch at every punch the cop throws as further resistance and refusal to STAY STILL as ordered. But how can you stay still when someone is pounding your face into the concrete pavement?
There were witnesses: Quinn Collins—a varsity basketball player and Rashad’s classmate who has been raised by Paul since his own father died in Afghanistan—and a video camera. Soon the beating is all over the news and Paul is getting threatened with accusations of prejudice and racial brutality. Quinn refuses to believe that the man who has basically been his savior could possibly be guilty. But then Rashad is absent. And absent again. And again. And the basketball team—half of whom are Rashad’s best friends—start to take sides. As does the school. And the town. Simmering tensions threaten to explode as Rashad and Quinn are forced to face decisions and consequences they had never considered before.
Avery Grambs has a plan for a better future: survive high school, win a scholarship, and get out. But her fortunes change in an instant when billionaire Tobias Hawthorne dies and leaves Avery virtually his entire fortune. The catch? Avery has no idea why — or even who Tobias Hawthorne is.
To receive her inheritance, Avery must move into sprawling, secret passage-filled Hawthorne House, where every room bears the old man’s touch — and his love of puzzles, riddles, and codes. Unfortunately for Avery, Hawthorne House is also occupied by the family that Tobias Hawthorne just dispossessed. This includes the four Hawthorne grandsons: dangerous, magnetic, brilliant boys who grew up with every expectation that one day, they would inherit billions. Heir apparent Grayson Hawthorne is convinced that Avery must be a conwoman, and he’s determined to take her down. His brother, Jameson, views her as their grandfather’s last hurrah: a twisted riddle, a puzzle to be solved. Caught in a world of wealth and privilege, with danger around every turn, Avery will have to play the game herself just to survive.
“With a bolt of lightning on my kicks . . .The court is SIZZLING. My sweat is DRIZZLING. Stop all that quivering. Cuz tonight I’m delivering,” announces dreadlocked, 12-year old Josh Bell. He and his twin brother Jordan are awesome on the court.
But Josh has more than basketball in his blood. He’s got mad beats, too, that tell his family’s story in verse, in this fast and furious middle grade novel of family and brotherhood from Kwame Alexander. Josh and Jordan must come to grips with growing up on and off the court to realize breaking the rules comes at a terrible price, as their story’s heart-stopping climax proves a game-changer for the entire family.
In Be Prepared, all Vera wants to do is fit in―but that’s not easy for a Russian girl in the suburbs. Her friends live in fancy houses and their parents can afford to send them to the best summer camps. Vera’s single mother can’t afford that sort of luxury, but there’s one summer camp in her price range―Russian summer camp.
Vera is sure she’s found the one place she can fit in, but camp is far from what she imagined. And nothing could prepare her for all the “cool girl” drama, endless Russian history lessons, and outhouses straight out of nightmares!
It’s an ordinary Thursday morning for Arthur Dent . . . until his house gets demolished. The Earth follows shortly after to make way for a new hyperspace express route, and Arthur’s best friend has just announced that he’s an alien.
After that, things get much, much worse.
With just a towel, a small yellow fish, and a book, Arthur has to navigate through a very hostile universe in the company of a gang of unreliable aliens. Luckily the fish is quite good at languages. And the book is The Hitchhiker’s Guide to the Galaxy . . . which helpfully has the words DON’T PANIC inscribed in large, friendly letters on its cover.
As World War II comes to a close, the United States and the Soviet Union emerge as the two greatest world powers on extreme opposites of the political spectrum. After the United States showed its hand with the atomic bomb in Hiroshima, the Soviets refuse to be left behind. With communism sweeping the globe, the two nations begin a neck-and-neck competition to build even more destructive bombs and conquer the Space Race. In their battle for dominance, spy planes fly above, armed submarines swim deep below, and undercover agents meet in the dead of night.
The Cold War game grows more precarious as weapons are pointed towards each other, with fingers literally on the trigger. The decades-long showdown culminates in the Cuban Missile Crisis, the world’s close call with the third―and final―world war.
It Ends With Us by Colleen Hoover – Adult Book
Lily hasn’t always had it easy, but that’s never stopped her from working hard for the life she wants. She’s come a long way from the small town where she grew up—she graduated from college, moved to Boston, and started her own business. And when she feels a spark with a gorgeous neurosurgeon named Ryle Kincaid, everything in Lily’s life seems too good to be true.
Ryle is assertive, stubborn, maybe even a little arrogant. He’s also sensitive, brilliant, and has a total soft spot for Lily. And the way he looks in scrubs certainly doesn’t hurt. Lily can’t get him out of her head. But Ryle’s complete aversion to relationships is disturbing. Even as Lily finds herself becoming the exception to his “no dating” rule, she can’t help but wonder what made him that way in the first place.
As questions about her new relationship overwhelm her, so do thoughts of Atlas Corrigan—her first love and a link to the past she left behind. He was her kindred spirit, her protector. When Atlas suddenly reappears, everything Lily has built with Ryle is threatened.
Christopher Nichols and his family live on a new planet, Perses, as colonists of Melming Mining’s Great Mission to save the earth. Dozens of families like Christopher’s have relocated, too, like his best friend Elena Rosales.
A communications blackout with Earth hits, and all of Perses is on its own for three months. It’s okay, though, because the colonists have prepared, stockpiling food and resources to survive. But they never prepared for an attack.
Landers, as the attackers are called, obliterate the colony to steal the metal and raw ore. Now in a race against time, Christopher, along with a small group of survivors, are forced into the maze of mining tunnels. The kids run. They hide. But can they survive?
Ten-year-old Manami did not realize how peaceful her family’s life on Bainbridge Island was until the day it all changed. It’s 1942, after the attack on Pearl Harbor, and Manami and her family are Japanese American, which means that the government says they must leave their home by the sea and join other Japanese Americans at a prison camp in the desert. Manami is sad to go, but even worse is that they are going to have to give her and her grandfather’s dog, Yujiin, to a neighbor to take care of. Manami decides to sneak Yujiin under her coat and gets as far as the mainland before she is caught and forced to abandon Yujiin. She and her grandfather are devastated, but Manami clings to the hope that somehow Yujiin will find his way to the camp and make her family whole again. It isn’t until she finds a way to let go of her guilt that Manami can reclaim the piece of herself that she left behind and accept all that has happened to her family.
Clay Jensen returns home from school to find a strange package with his name on it lying on his porch. Inside he discovers several cassette tapes recorded by Hannah Baker—his classmate and crush—who committed suicide two weeks earlier. Hannah’s voice tells him that there are thirteen reasons why she decided to end her life. Clay is one of them. If he listens, he’ll find out why.
Clay spends the night crisscrossing his town with Hannah as his guide. He becomes a firsthand witness to Hannah’s pain, and as he follows Hannah’s recorded words throughout his town, what he discovers changes his life forever.
A family secret is at the root of Mary Downing Hahn’s story of supernatural events in Maine. Thirteen-year-old Ali is eager to spend her vacation with Aunt Dulcie, helping to care for her little niece, Emma, in the lake house where Dulcie and Claire, Ali’s mother, spent summers. Claire, who is phobic about water, is dead set against her going but is forced to agree. The vacation by the lake turns unpleasant when Ali and Emma meet a mean, spiteful kid named Sissy. Emma idolizes and imitates Sissy, becoming bratty and hostile and accepting Sissy’s dangerous dares. Sissy keeps talking about Teresa, a girl who drowned under mysterious circumstances when Claire and Dulcie were kids. At first Ali thinks Sissy is just trying to scare her with a ghost story, but soon she discovers the real reason why Sissy is so angry: she is the ghost of Teresa and blames Claire and Dulcie for her death.
Tyler’s brain is different. Unlike his friends, he has a hard time paying attention in class. He acts out in goofy, over-the-top ways. Sometimes, he even does dangerous things―like cut up a bus seat with a pocketknife or hang out of an attic window.
To the adults in his life, Tyler seems like a troublemaker. But he knows that he’s not. Tyler is curious and creative. He’s the best artist in his grade, and when he can focus, he gets great grades. He doesn’t want to cause trouble, but sometimes he just feels like he can’t control himself.
Ever since Ellie wore a whale swimsuit and made a big splash at her fifth birthday party, she’s been bullied about her weight. To cope, she tries to live by the Fat Girl Rules—like “no making waves,” “avoid eating in public,” and “don’t move so fast that your body jiggles.” And she’s found her safe space—her swimming pool—where she feels weightless in a fat-obsessed world. In the water, she can stretch herself out like a starfish and take up all the room she wants. It’s also where she can get away from her pushy mom, who thinks criticizing Ellie’s weight will motivate her to diet. Fortunately, Ellie has allies in her dad, her therapist, and her new neighbor, Catalina, who loves Ellie for who she is. With this support buoying her, Ellie might finally be able to cast aside the Fat Girl Rules and starfish in real life–by unapologetically being her own fabulous self.
No one knows why Juliette has such incredible power. It feels like a curse, a burden that one person alone could never bear. But The Reestablishment sees it as a gift, sees her as an opportunity. An opportunity for a deadly weapon.
One touch is all it takes. One touch, and Juliette Ferrars can leave a fully grown man gasping for air. One touch, and she can kill.
Juliette has never fought for herself before. But when she’s reunited with the one person who ever cared about her, she finds a strength she never knew she had.
To everyone who knows him, West Ashby has always been that guy: the cocky, popular, way-too-handsome-for-his-own-good football god who led Lawton High to the state championships. But while West may be Big Man on Campus on the outside, on the inside he’s battling the grief that comes with watching his father slowly die of cancer.
Two years ago, Maggie Carleton’s life fell apart when her father murdered her mother. And after she told the police what happened, she stopped speaking and hasn’t spoken since. Even the move to Lawton, Alabama, couldn’t draw Maggie back out. So she stayed quiet, keeping her sorrow and her fractured heart hidden away.
As West’s pain becomes too much to handle, he knows he needs to talk to someone about his father—so in the dark shadows of a post-game party, he opens up to the one girl who he knows won’t tell anyone else.
West expected that talking about his dad would bring some relief, or at least a flood of emotions he couldn’t control. But he never expected the quiet new girl to reply, to reveal a pain even deeper than his own—or for them to form a connection so strong that he couldn’t ever let her go…
Adraa is the royal heir of Belwar, a talented witch on the cusp of taking her royal ceremony test, and a girl who just wants to prove her worth to her people.
Jatin is the royal heir to Naupure, a competitive wizard who’s mastered all nine colors of magic, and a boy anxious to return home for the first time since he was a child.
Together, their arranged marriage will unite two of Wickery’s most powerful kingdoms. But after years of rivalry from afar, Adraa and Jatin only agree on one thing: their reunion will be anything but sweet.
Only, destiny has other plans and with the criminal underbelly of Belwar suddenly making a move for control, their paths cross…and neither realizes who the other is, adopting separate secret identities instead.
Between dodging deathly spells and keeping their true selves hidden, the pair must learn to put their trust in the other if either is to uncover the real threat. Now Wickery’s fate is in the hands of rivals..? Fiancées..? Partners..? Whatever they are, it’s complicated and bound for greatness or destruction.
When a tragic accident takes the life of 17-year-old Raven Roth’s foster mom–and Raven’s memory–she moves to New Orleans to recover and finish her senior year of high school.
Starting over isn’t easy. Raven remembers everyday stuff like how to solve math equations and make pasta, but she can’t remember her favorite song or who she was before the accident. And when impossible things start happening, Raven begins to think it might even be better not to know who she was before.
But as she grows closer to her new friends, her foster sister, Max, and Tommy Torres, a guy who accepts her for who she is now, Raven has to decide if she’s ready to face what’s buried in the past…and the darkness building inside her.
The kingdom of Deltora is turned upside down when the King and Queen both die mysteriously and their young son, Endon, is given the Belt of Deltora and pronounced kind. Endon’s best friend, the orphaned Jarred, then discovers a plot to strike at the royal household from within! Before he can warn his new kind, Jarred is accused of murder and barely escapes the castle with his life, but this does not stop the intrepid warrior from pledging his allegiance to Endon and the Kingdom of Deltora.
A world at stake. A quest for the ultimate prize. Are you ready?
In the year 2045, reality is an ugly place. The only time Wade Watts really feels alive is when he’s jacked into the OASIS, a vast virtual world where most of humanity spends their days.
When the eccentric creator of the OASIS dies, he leaves behind a series of fiendish puzzles, based on his obsession with the pop culture of decades past. Whoever is first to solve them will inherit his vast fortune—and control of the OASIS itself.
Then Wade cracks the first clue. Suddenly he’s beset by rivals who’ll kill to take this prize. The race is on—and the only way to survive is to win.
For the millions who log in every day, Warcross isn’t just a game—it’s a way of life. The obsession started ten years ago and its fan base now spans the globe, some eager to escape from reality and others hoping to make a profit. Struggling to make ends meet, teenage hacker Emika Chen works as a bounty hunter, tracking down Warcross players who bet on the game illegally. But the bounty-hunting world is a competitive one, and survival has not been easy. To make some quick cash, Emika takes a risk and hacks into the opening game of the international Warcross Championships—only to accidentally glitch herself into the action and become an overnight sensation.
Convinced she’s going to be arrested, Emika is shocked when instead she gets a call from the game’s creator, the elusive young billionaire Hideo Tanaka, with an irresistible offer. He needs a spy on the inside of this year’s tournament in order to uncover a security problem . . . and he wants Emika for the job. With no time to lose, Emika’s whisked off to Tokyo and thrust into a world of fame and fortune that she’s only dreamed of. But soon her investigation uncovers a sinister plot, with major consequences for the entire Warcross empire.
In Gap Mountain, California, everyone knows about fire season. And no one is more vigilant than 18-year-old Hannah Warner, the sheriff’s daughter and aspiring FBI agent. That is until this summer. When Hannah and her best friends accidentally spark an enormous and deadly wildfire, their instinct is to lie to the police and the fire investigators.
But as the blaze roars through their rural town and towards Yosemite National Park, Hannah’s friends begin to crack and she finds herself going to extreme lengths to protect their secret. Because sometimes good people do bad things. And if there’s one thing people hate, it’s liars.
My name is Tori Spring. I like to sleep and I like to blog. Last year—before all that stuff with Charlie and before I had to face the harsh realities of exams and university applications and the fact that one day I really will have to start talking to people—I had friends. Things were very different, I guess, but that’s all over now.
Now there’s Solitaire. And Michael Holden. I don’t know what Solitaire is trying to do, and I don’t care about Michael Holden. I really don’t.
Pretty and popular high school senior Andie Bell was murdered by her boyfriend, Sal Singh, who then killed himself. It was all anyone could talk about. And five years later, Pip sees how the tragedy still haunts her town.
But she can’t shake the feeling that there was more to what happened that day. She knew Sal when she was a child, and he was always so kind to her. How could he possibly have been a killer?
Now a senior herself, Pip decides to reexamine the closed case for her final project, at first just to cast doubt on the original investigation. But soon she discovers a trail of dark secrets that might actually prove Sal innocent . . . and the line between past and present begins to blur. Someone in Fairview doesn’t want Pip digging around for answers, and now her own life might be in danger.
Sixteen-year-old Deka lives in fear and anticipation of the blood ceremony that will determine whether she will become a member of her village. Already different from everyone else because of her unnatural intuition, Deka prays for red blood so she can finally feel like she belongs.
But on the day of the ceremony, her blood runs gold, the color of impurity–and Deka knows she will face a consequence worse than death.
Then a mysterious woman comes to her with a choice: stay in the village and submit to her fate, or leave to fight for the emperor in an army of girls just like her. They are called alaki–near-immortals with rare gifts. And they are the only ones who can stop the empire’s greatest threat.
Knowing the dangers that lie ahead yet yearning for acceptance, Deka decides to leave the only life she’s ever known. But as she journeys to the capital to train for the biggest battle of her life, she will discover that the great walled city holds many surprises. Nothing and no one are quite what they seem to be–not even Deka herself.
Rae’s father vanished without a trace—and Rae knows what happened to him. But no one believes her when she says that her father didn’t run off, that he was actually taken. Now, a year of therapy later, Rae’s mother decides they need a fresh start, and so they move to a new town in the hope that life can return to normal.
The problem is, there is nothing normal about the town of Whispering Pines.
No one knows this better than Caden. He’s lived in Whispering Pines his entire life, and he’s seen more than his fair share of weird—starting with his own family, as the town is the perfect home base for his mother’s ghost hunting business.
When several kids go missing and then show up like zombies with their eyes removed, many locals brush it off. Just another day in Whispering Pines. But Caden has a dark secret, one that may explain why someone is stealing eyes. And Rae, who knows how it feels to not be believed, may be just the person Caden needs to help him put things right.
Percy Jackson is a good kid, but he can’t seem to focus on his schoolwork or control his temper. And lately, being away at boarding school is only getting worse-Percy could have sworn his pre-algebra teacher turned into a monster and tried to kill him.
After getting kicked off the basketball team for a fight that was absolutely totally not her fault (okay maybe a little her fault), Mara is dying to find a new sport to play to prove to her coach that she can be a team player. A lifelong football fan, Mara decides to hit the gridiron with her brother, Noah, and best friend, Quinn―and she turns out to be a natural. But joining the team sets off a chain of events in her small Oregon town―and within her family―that she never could have predicted.
Inspired by what they see as Mara’s political statement, four other girls join the team. Now Mara’s lumped in as one of the girls―one of the girls who can’t throw, can’t kick, and doesn’t know a fullback from a linebacker. Complicating matters is the fact that Valentina, Mara’s crush, is one of the new players, as is Carly, Mara’s nemesis―the girl Mara fought with when she was kicked off the basketball team. What results is a coming-of-age story that is at once tear-jerking and funny, thought-provoking and real, as Mara’s preconceived notions about gender, sports, sexuality, and friendship are turned upside down.
Lowen Ashleigh is a struggling writer on the brink of financial ruin when she accepts the job offer of a lifetime. Jeremy Crawford, husband of bestselling author Verity Crawford, has hired Lowen to complete the remaining books in a successful series his injured wife is unable to finish.
Lowen arrives at the Crawford home, ready to sort through years of Verity’s notes and outlines, hoping to find enough material to get her started. What Lowen doesn’t expect to uncover in the chaotic office is an unfinished autobiography Verity never intended for anyone to read. Page after page of bone-chilling admissions, including Verity’s recollection of the night her family was forever altered.
Lowen decides to keep the manuscript hidden from Jeremy, knowing its contents could devastate the already grieving father. But as Lowen’s feelings for Jeremy begin to intensify, she recognizes all the ways she could benefit if he were to read his wife’s words. After all, no matter how devoted Jeremy is to his injured wife, a truth this horrifying would make it impossible for him to continue loving her.
Tyrell is a young African-American teen who can’t get a break. He’s living (for now) with his spaced-out mother and little brother in a homeless shelter. His father’s in jail. His girlfriend supports him, but he doesn’t feel good enough for her — and seems to be always on the verge of doing the wrong thing around her. There’s another girl at the homeless shelter who is also after him, although the desires there are complicated. Tyrell feels he needs to score some money to make things better. Will he end up following in his father’s footsteps?
On a spring morning, neighbors Valentina Kaplan and Oksana Savchenko wake up to an angry red sky. A reactor at the nuclear power plant where their fathers work–Chernobyl–has exploded. Before they know it, the two girls, who’ve always been enemies, find themselves on a train bound for Leningrad to stay with Valentina’s estranged grandmother, Rita Grigorievna. In their new lives in Leningrad, they begin to learn what it means to trust another person. Oksana must face the lies her parents told her all her life. Valentina must keep her grandmother’s secret, one that could put all their lives in danger. And both of them discover something they’ve wished for: a best friend. But how far would you go to save your best friend’s life? Would you risk your own?
Marjorie Glatt feels like a ghost. A practical thirteen-year-old in charge of the family laundry business, her daily routine features unforgiving customers, unbearable P.E. classes, and the fastidious Mr. Saubertuck who is committed to destroying everything she’s worked for. Wendell is a ghost. A boy who lost his life much too young, his daily routine features ineffective death therapy, a sheet-dependent identity, and a dangerous need to seek purpose in the forbidden human world. When their worlds collide, Marjorie is confronted by unexplainable disasters as Wendell transforms Glatt’s Laundry into his midnight playground, appearing as a mere sheet during the day. While Wendell attempts to create a new afterlife for himself, he unknowingly sabotages the life that Marjorie is struggling to maintain.
Galaxy “Alex” Stern is the most unlikely member of Yale’s freshman class. Raised in the Los Angeles hinterlands by a hippie mom, Alex dropped out of school early and into a world of shady drug-dealer boyfriends, dead-end jobs, and much, much worse. In fact, by age twenty, she is the sole survivor of a horrific, unsolved multiple homicide. Some might say she’s thrown her life away. But at her hospital bed, Alex is offered a second chance: to attend one of the world’s most prestigious universities on a full ride. What’s the catch, and why her?
Still searching for answers, Alex arrives in New Haven tasked by her mysterious benefactors with monitoring the activities of Yale’s secret societies. Their eight windowless “tombs” are the well-known haunts of the rich and powerful, from high-ranking politicos to Wall Street’s biggest players. But their occult activities are more sinister and more extraordinary than any paranoid imagination might conceive. They tamper with forbidden magic. They raise the dead. And, sometimes, they prey on the living.
Malibu: August 1983. It’s the day of Nina Riva’s annual end-of-summer party, and anticipation is at a fever pitch. Everyone wants to be around the famous Rivas: Nina, the talented surfer and supermodel; brothers Jay and Hud, one a championship surfer, the other a renowned photographer; and their adored baby sister, Kit. Together the siblings are a source of fascination in Malibu and the world over—especially as the offspring of the legendary singer Mick Riva.
The only person not looking forward to the party of the year is Nina herself, who never wanted to be the center of attention, and who has also just been very publicly abandoned by her pro tennis player husband. Oh, and maybe Hud—because it is long past time for him to confess something to the brother from whom he’s been inseparable since birth.
Jay, on the other hand, is counting the minutes until nightfall, when the girl he can’t stop thinking about promised she’ll be there.
And Kit has a couple secrets of her own—including a guest she invited without consulting anyone.
By midnight the party will be completely out of control. By morning, the Riva mansion will have gone up in flames. But before that first spark in the early hours before dawn, the alcohol will flow, the music will play, and the loves and secrets that shaped this family’s generations will all come rising to the surface.
Ryland Grace is the sole survivor on a desperate, last-chance mission—and if he fails, humanity and the earth itself will perish.
Except that right now, he doesn’t know that. He can’t even remember his own name, let alone the nature of his assignment or how to complete it.
All he knows is that he’s been asleep for a very, very long time. And he’s just been awakened to find himself millions of miles from home, with nothing but two corpses for company.
His crewmates dead, his memories fuzzily returning, Ryland realizes that an impossible task now confronts him. Hurtling through space on this tiny ship, it’s up to him to puzzle out an impossible scientific mystery—and conquer an extinction-level threat to our species.
And with the clock ticking down and the nearest human being light-years away, he’s got to do it all alone.
Claire and her mother are running out of time, but they don’t know it. Not yet. Claire is wrapped up with the difficulties of her bourgeoning adulthood ¿ boys, school, friends, identity; Claire’s mother, a single mom, is rushed off her feet both at work and at home. They rarely find themselves in the same room at the same time, and it often seems that the only thing they can count on are notes to each other on the refrigerator door.
When home is threatened by a crisis, their relationship experiences a momentous change. Forced to reevaluate the delicate balance between their personal lives and their bond as mother and daughter, Claire and her mother find new love and devotion for one another deeper than anything they had ever imagined.
The critically acclaimed debut novel from Stephen Chbosky, Perks follows observant “wallflower” Charlie as he charts a course through the strange world between adolescence and adulthood. First dates, family drama, and new friends. Sex, drugs, and The Rocky Horror Picture Show. Devastating loss, young love, and life on the fringes. Caught between trying to live his life and trying to run from it, Charlie must learn to navigate those wild and poignant roller-coaster days known as growing up.
When people look at Melissa, they think they see a boy named George. But she knows she’s not a boy. She knows she’s a girl.
Melissa thinks she’ll have to keep this a secret forever. Then her teacher announces that their class play is going to be Charlotte’s Web. Melissa really, really, REALLY wants to play Charlotte. But the teacher says she can’t even try out for the part… because she’s a boy.
With the help of her best friend, Kelly, Melissa comes up with a plan. Not just so she can be Charlotte — but so everyone can know who she is, once and for all.
My name is Felton Reinstein, which is not a fast name. But last November, my voice finally dropped and I grew all this hair and then I got stupid fast. Fast like a donkey. Zing!
Now they want me, the guy they used to call Squirrel Nut, to try out for the football team. With the jocks. But will that fix my mom? Make my brother stop dressing like a pirate? Most important, will it get me girls―especially Aleah?
So I train. And I run. And I sneak off to Aleah’s house in the night. But deep down I know I can’t run forever. And I wonder what will happen when I finally have to stop.
It is the morning of the reaping that will kick off the tenth annual Hunger Games. In the Capitol, eighteen-year-old Coriolanus Snow is preparing for his one shot at glory as a mentor in the Games. The once-mighty house of Snow has fallen on hard times, its fate hanging on the slender chance that Coriolanus will be able to outcharm, outwit, and outmaneuver his fellow students to mentor the winning tribute. The odds are against him. He’s been given the humiliating assignment of mentoring the female tribute from District 12, the lowest of the low. Their fates are now completely intertwined — every choice Coriolanus makes could lead to favor or failure, triumph or ruin. Inside the arena, it will be a fight to the death. Outside the arena, Coriolanus starts to feel for his doomed tribute… and must weigh his need to follow the rules against his desire to survive no matter what it takes.
After America’s Second Civil War, the Pro-Choice and Pro-Life armies came to an agreement. According to their Bill of Life, human life may not be terminated from the moment of conception until the age of thirteen. But between the ages of thirteen and eighteen, the child may be gotten rid of by their parent through a process called “unwinding.”
By repurposing a teen’s organs and other body parts in living recipients, the unwound child’s life doesn’t technically end. According to society’s leaders, unwinding leads to a healthier and safer community, as troublesome and unwanted teens are used for the greater good.
Curtis is a rebel whose unwinding was ordered by his parents. Rita, a ward of the state, has been slated for unwinding due to cost cutting. And Lev, his parents’ tenth child, has been destined for unwinding since birth as a religious tithe. As their paths intersect, they start to fight for their own destinies. But do they stand a chance of escaping their fate or proving their lives are worth saving?
Six days ago, astronaut Mark Watney became one of the first people to walk on Mars.
Now, he’s sure he’ll be the first person to die there.
After a dust storm nearly kills him and forces his crew to evacuate while thinking him dead, Mark finds himself stranded and completely alone with no way to even signal Earth that he’s alive—and even if he could get word out, his supplies would be gone long before a rescue could arrive.
Chances are, though, he won’t have time to starve to death. The damaged machinery, unforgiving environment, or plain-old “human error” are much more likely to kill him first.
But Mark isn’t ready to give up yet. Drawing on his ingenuity, his engineering skills—and a relentless, dogged refusal to quit—he steadfastly confronts one seemingly insurmountable obstacle after the next. Will his resourcefulness be enough to overcome the impossible odds against him?
A gripping, heart-wrenching, and wholly remarkable tale of coming-of-age in a South poisoned by virulent prejudice, it views a world of great beauty and savage inequities through the eyes of a young girl, as her father – a crusading local lawyer – risks everything to defend a black man unjustly accused of a terrible crime.
A gripping, heart-wrenching, and wholly remarkable tale of coming-of-age in a South poisoned by virulent prejudice, it views a world of great beauty and savage inequities through the eyes of a young girl, as her father – a crusading local lawyer – risks everything to defend a black man unjustly accused of a terrible crime.
The Land of Stories tells the tale of twins Alex and Conner. Through the mysterious powers of a cherished book of stories, they leave their world behind and find themselves in a foreign land full of wonder and magic where they come face-to-face with fairy tale characters they grew up reading about.
But after a series of encounters with witches, wolves, goblins, and trolls alike, getting back home is going to be harder than they thought.
For centuries mystical creatures of all description were gathered into a hidden refuge called Fablehaven to prevent their extinction. The sanctuary survives today as one of the last strongholds of true magic. Enchanting? Absolutely. Exciting? You bet. Safe? Well, actually, quite the opposite.
Kendra and her brother, Seth, have no idea that their grandfather is the current caretaker of Fablehaven. Inside the gated woods, ancient laws keep relative order among greedy trolls, mischievous satyrs, plotting witches, spiteful imps, and jealous fairies. However, when the rules get broken — Seth is a bit too curious and reckless for his own good — powerful forces of evil are unleashed, and Kendra and her brother face the greatest challenge of their lives. To save their family, Fablehaven, and perhaps even the world, Kendra and Seth must find the courage to do what they fear most.
It’s been almost a year since Makani Young came to live with her grandmother and she’s still adjusting to her new life in rural Nebraska. Then, one by one, students at her high school begin to die in a series of gruesome murders, each with increasing and grotesque flair.
As the body count rises and the terror grows closer, can Makani survive the killer’s twisted plan?
The war against Voldemort is not going well; even the Muggles have been affected. Dumbledore is absent from Hogwarts for long stretches of time, and the Order of the Phoenix has already suffered losses.
And yet . . . as with all wars, life goes on. Sixth-year students learn to Apparate. Teenagers flirt and fight and fall in love. Harry receives some extraordinary help in Potions from the mysterious Half-Blood Prince. And with Dumbledore’s guidance, he seeks out the full, complex story of the boy who became Lord Voldemort — and thus finds what may be his only vulnerability.
Elena Soo has always felt overshadowed. Whether by her more successful older sisters, her more popular twin brother, or her more outgoing best friend, everyone except Elena seems to know exactly who they are and what they want. But she is certain about one thing – she has no interest in going to prom. While the rest of the school is giddy over corsages and dresses, Elena would rather spend her time working to save the local community center, the one place that’s always made her feel like she belonged.
So when international K-pop superstar Robbie Choi shows up at her house to ask her to prom, Elena is more confused than ever. Because the one person who always accepted Elena as she is? Her childhood best friend, Robbie Choi. And the one thing she maybe, possibly, secretly wants more than anything? For the two of them to keep the promise they made each other as kids: to go to prom together. But that was seven years ago, and with this new K-pop persona, pink hair, and stylish clothes, Robbie is nothing like the sweet, goofy boy she remembers. The boy she shared all her secrets with. The boy she used to love.
Besides, prom with a guy who comes with hordes of screaming fans, online haters, and relentless paparazzi is the last thing Elena wants – even if she can’t stop thinking about Robbie’s smile…right?
Muhammad Najem was only eight years old when the war in Syria began. He was thirteen when his beloved Baba, his father, was killed in a bombing while praying. By fifteen, Muhammad didn’t want to hide anymore—he wanted to act. He was determined to reveal what families like his were enduring in Syria: bombings by their own government and days hiding in dark underground shelters.
Armed with the camera on his phone and the support of his family, he started reporting on the war using social media. He interviewed other kids like him to show what they hope for and dream about. More than anything, he did it to show that Syrian kids like his toddler brother and infant sister, are just like kids in any other country. Despite unimaginable loss, Muhammad was always determined to document the humanity of the Syrian people. Eventually, the world took notice.
This tenderly illustrated graphic memoir is told by Muhammad himself along with CNN producer Nora Neus, who helped break Muhammad’s story and bring his family’s plight to an international audience.
I was speaking to my husband who is a first-year teacher and the topic of navigating student discipline came up, as it often does. He teaches middle school like me, and if there is one thing I know about middle-schooler it is how often they do not think through their decisions before they act. It leads to a lot of funny moments, but at times, also a lot of behavior displays that can be rather disruptive to the rest of the class or to themselves.
He asked me what I do when a child continuously disrupts. How do I approach them to help them change? And while I laughed a little because I am not sure that we can really make a child change, I do believe that there are ways we can invite them into a conversation about their choices without jumping right into punishment. And that has been a major change for me; slowing down before jumping to conclusions, but then how do you do that at the moment when perhaps you also feel heated and a bit indignant at yet another disruption?
I use a simple question, “Are you okay?” before proceeding with any decisions. I have used it so often that it is now hardwired into my language. This is to slow me down, to increase communication, to recognize behavior as a way of communication, and to center my approach in unconditional positive regard.
When I first started using it many years ago, I had to really think about it. Our brains are wired to jump into decision-making rapidly, in fact, educators reportedly make thousands of decisions every single day, each one opening a new instructional possibility. No wonder we often switch into a rapid-fire mode when navigating a child’s seemingly poor decisions; we have so many other things to juggle at that moment. But it is often this automaticity that can backfire in the long run, rather than recognize the uniqueness of the situation at hand, we treat it as if it is routine. Perhaps sometimes it is when handling a child’s repeat decisions. And yet, we must come into each situation recognizing its uniqueness and its opportunity for exploration. Asking, “Are you okay? “ and following up with “This does not seem like you…” (even if it is a repeated behavior pattern) signals that we are concerned about the human in front of us and not just the choice they have made.
That pause also allows us to recalibrate ourselves and get our emotions in check before proceeding further with a conversation. This can make the difference between strengthening a relationship or doing further damage.
Of course, if students are engaged in dangerous behavior, such as fighting, or physical destruction on a larger scale, I don’t often use this approach. When safety is at risk, other communication methods are used, but this does not happen as often as our brain sometimes wants us to believe. Slowing down, seeing the child as a child, no matter their size, and recognizing the inherent power imbalance at play, can help us navigate many behavioral situations.
And more importantly, I am worried about them and their well-being. So why not ask before we jump to further conclusions?
This post originally appeared in my Patreon community, where I share weekly lesson plans, resources, curated book lists, mini-pd recordings, and also live Q&As. If you would like to learn more frequently with me, I invite you to join. If you are wondering where I will be in the coming year or would like to have me coach, collaborate with your teachers, or speak at your conference, please see this page. If you like what you read here, consider reading my latest book, Passionate Readers – The Art of Reaching and Engaging Every Child. This book focuses on the five keys we can implement into any reading community to strengthen student reading experiences, even within the 45 minute English block. If you are looking for solutions and ideas for how to re-engage all of your students consider reading my very first book Passionate Learners – How to Engage and Empower Your Students.
Cross-posted from my Patreon community. Join me there for a lot more writing, access to lesson plans, monthly Q&A opportunities, curated book lists, and other collaborative opportunities.
The initial pandemic lockdown made it painfully clear that I had few boundaries when it came to my work and non-work time. After yet another night of sitting behind my computer until 10 PM, my husband gently shut it and told me that this was not working. And he was right. But how do you set better boundaries when the world feels like it is on fire and you have to be part of the team that sets it right again?
Idea 1: Set your own time frame and limits and then stick to them.
Since preparing for teaching is a job that is never complete; how much are you willing to work beyond your hours? Put a post-it note up detailing how many free hours you are willing to donate to your job a day or a week and then keep it visible. We often forget just how much extra time we are putting in, having a visual reminder of it can help us find more of a balance.
Idea 2: Set up firm boundaries for your availability.
It is so easy to be plugged into work at all times. There is always work to be done, there are always emails to answers, or new ideas to find, but often what we assume will only take a small amount of time, do not when we add up all of the extra minutes we use “just checking.” So set guilt-free boundaries for your own availability and when you will do work over the evenings/weekend often. As a result of clear boundaries, I have strict email guidelines for myself: No work email on my phone, no checking email after 8 PM on weeknights, no checking it on Friday evenings or all of Sunday at all. I also have clear boundaries for when I will work during my weekend: Saturday morning only and only if I absolutely must. Sunday’s are a day of rest, relaxation, and doing things that bring me joy.
Idea 3: Work when you are most productive.
I am a morning person and have been since the arrival of our oldest child. I work best when it is still dark out and everyone is still asleep and so when I have a lot of work to do, my extra hours are placed early in the morning. I think quicker, I have more energy, and my optimism is still sky-high, this allows me to do my best work rather than waiting until evening when I am tired and I long for sleep. Know yourself and your own energy times and try to plan your work time then. Allow yourself to get the rest you need rather than working beyond those hours. Often it takes a lot longer to finish tasks when you are working during your tired time.
Idea 4: First task: Always be ready for the very next day.
This is the simplest yet most effective idea I have that I shared with my own new teacher husband who was working late into the night every night for months trying to keep up. While we often get pulled into grading, answering emails, and planning entire units before we prepare for the next day, I have flipped the order of my tasks; now I start with the preparation or the very next day before I take on the bigger work I need to do. When I walk out for the night, my classroom is ready for the very next day, including materials, lessons plans, and the space itself. That means I can choose to not work in the evening because I know I am ready for tomorrow and that allows me space to be with my family, to read, and to do whatever I want to do that is not work-related
Idea 5: Plan out your prep time.
This idea was graciously handed to me by a colleague who first got me clued into setting better boundaries. So often our prep time gets consumed by quick check-ins with colleagues, copies, classroom clean up or all the millions of other small things that crop up in our day. Instead of leaving things to chance, when I make my daily to-do list, I plan out what I will use my prep time for specifically, so I know when I need to prepare something. Often the first thing is to be fully ready to teach tomorrow, then run any errands around the building I need to take care of, and then grade /plan units after that. I tend to not stop by colleagues’ classrooms unless I have extra time to talk so a quick email or phone call to ask them a question is always my preferred way to get answers. This also helps me be more cognizant of other people’s time as I don’t want to take up more of their time than I need to.
Idea 6: Cut back the extra work.
I spent an extraordinary amount of time laminating my first few years as a teacher, as well as changing out bulletin boards. Now, I hardly ever do either, because I don’t see the need. If I need to change a bulletin board, I ask students for their help and not many items deserve to be laminated. What are your extra tasks that suck up your time?
Idea 7: Do a time inventory.
While this takes time upfront, it can save you time in the long run. Shadow yourself for a day or a week and notice what is taking up your time, both while you are teaching and when you are in preparation mode. Is everything that you are doing needed? Where are you spending more time than needed? What brings you joy and you want to preserve? When are you unproductive and when are you not? Studying your own patterns can help you see areas where you can be more efficient within the time constraint given.
Idea 8: All the other little things.
How else can you save time?
· Create form emails and comments that you can re-use from child to child when it comes to communicating needs and successes, have them saved somewhere accessible.
· Leave comments on your lesson plans as you teach them, so you know what needs to be fixed/reworked/cut out if you use it again.
· Embrace using your ideas again for lessons but rework them and adapt them to the needs of your current students.
· Involve the students in making anchor charts, classroom study guides, and self-assessment, and make these tools live with the students rather than after class.
· Consider what really needs to be given feedback or assessed and consider how much of that feedback can be spoken at the moment rather than written after the fact.
· Shut your classroom door. While an open door often means, “Come on in!” a shut door will often cause people a pause before they enter. It signals that you would like to be left to work rather than chat.
· Stop volunteering yourself for everything. I have the hardest time saying no when it comes to anything for children and yet, I purposefully do not reply at first to any emails that ask for volunteers unless I am excited about the opportunity. Often my volunteering was not because I wanted to but because I felt I should, so step away from that request and give it some real thought.
· Share ownership with students wherever you can. I often spent time on my prep and at the end of the day cleaning up our learning space, but now if the classroom is in disarray, I dismiss kids by table once it is cleaned up. I make sure we have enough time to clean up, so they are not late for their next class.
· Create a list of what really needs to be done: should do, can do, and would like to do someday. If you ever have extra time, refer to the list and see what you can tackle.