books – Page 17 – Pernille Ripp

aha moment, being a teacher, being me, books, Literacy, Reading

When Reading Becomes a To-Do

February 24, 2016 Pernille Ripp

I have been in the longest reading slump of my adult life this winter. Books have been picked up and tossed aside. My iPad and I have entered a new relationship level as I have committed to beat all levels of Candy Crush Jelly Saga. I spent an entire plane ride to California thinking about how I should read and then not actually doing any reading. Both ways. And I have abandoned book upon book, only to feverishly cram the shortest book down in a half an hour so that I could my students that I was still reading.

What caused this reading disenchantment? Pressure. Pressure to find the perfect book for the Global Read Aloud. Pressure to find an engaging story to beat the last engaging story I finished. Pressure to read more than I read the week before. Pressure to meet my goal. Pressure to like a book that everyone else liked. And yes, even pressure to read some of the mountain of books that sits next to my bed waiting to spill out of the bookshelves at the slightest movement. Good thing, earthquakes are rare in Wisconsin.

On Monday, I realized that I loathed reading. That I would have no problem not really reading for the next year or so. That reading and I could certainly break up and I could fake it for a while, after all I did not really have to read all those books, I could just read their reviews and pass them off to students. Yet, in that stark realization I found my key to salvation; reading had become a chore rather than something I do for pleasure. Reading had been added to my to-do list right beside folding the laundry and answering email. So I knew it it was time to reclaim my reading life. To not let this one completely self-indulgent pleasure fade out of my life. And since last night, I have gratefully sunk into the pages of a self-selected perfect for me book and rekindled my love slowly, page by page, minute by minute. There is still hope for me, I am not a lost cause, because deep down, I love reading.

Yet, I wonder about our students who loathe reading.

Whose fragile relationship with reading is one marred by well-meaning intentions from their teachers that tried to change their mind. Who will gladly accept whatever book you hand them because then at least you will stop bugging them. Who stare at a book not as a welcome friend but as a chore, a to-do, rather than a to-love. Who are told what to read because they do not know how to find a book by themselves. Who are limited in their choice because they certainly cannot read that book, whatever that book may be.

I worry about the kids who do not know that reading can be something incredible and therefore go through life eagerly awaiting the day that no adult will tell them to read. Who cannot wait to fake read their way through the next book they are forced to read. What a skill they can perfect right under our noses.

What will ever snap them out of their loathing when the things we do to help only cause them to hate it more? When we tell them to stick with a book rather than abandon it, when we tell them to always write about their reading or log their minutes and don’t forget the parent signature. When we tell them to find books at their level even if their heart calls out for another. What will break them out of their pattern of reading not for enjoyment, not for fun, not for exploration, or self-preservation, but instead for the-teacher-said-I-had-to. Will they know that reading is meant to be an act of love? Of dreaming? Or will they simply count the days when reading disappears from their to-do list never to return.

I fell in love with reading because I was given the space to grow as one. I was given the trust to pick my books and to abandon them as well. To not produce after I read but instead be given more time to read. I fell in love with reading not because a teacher told me I had to but because my heart longed for the pages of a book. Can our students hear their hearts in our classrooms or does our teaching get in the way? I think it is time we stopped and listened.

If you like what you read here, consider reading my book Passionate Learners – How to Engage and Empower Your Students. Also, if you are wondering where I will be in the coming year or would like to have me speak, please see this page.

being a teacher, books, Literacy, picture books, Reading

Some Picture Books to Discuss Courage

February 10, 2016February 14, 2016 Pernille Ripp

Have I convinced you yet that there is a picture book for every occasion? Whether it is to build empathy, spark creativity, or in this case build courage, picture books are my go to text for almost anything. These picture books are the ones I pull out when we need a little bit of boost, when we need to remember that we can change the world, when we need just a boost of courage as we try to navigate what it means to be a middle schooler.

Malala, a Brave Girl from Pakistan/Iqbal, a Brave Boy from Pakistan: Two Stories of Bravery by Jeanette Winter. I have used this book on many different occasions but having courage in the face of danger is major topic for social advocacy. I love this book so much.

Jacob’s New Dress by Sarah and Ian Hoffman, illustrated by Chris Case. being yourself can be hard when you society will judge you but this book is a must add for any classroom. When we speak about needing diverse books we need books that not only a provide a mirror for our students but also a window to quote Jacqueline Woodson. While we may have no students that we think need this book, all of our students really need it.

First Day Jitters by Julie Danneberg and illustrated by Judy Love. Sometimes kids think that adults have no fears but this book reminds them that we get scared too. A lighthearted read that is sure to be a great conversation starter.

Mr. Tiger Goes Wild by Peter Brown. Staying true to yourself takes courage and Mr. Tiger is a good teacher of that.

Drum Dream Girl by Margarita Engle and Rafael Lopez A beautiful book from this prolific author that is all about following your own dreams and not letting others box you in.

Nightsong by Ari Berk and illustrated by Loren Long. Venturing out on your own is never easy especially when the night is dark.

I’m Trying to Love Spiders by Bethany Barton. How many of us have tried to break our own fears? This is a laugh out-loud book that will make us think about the fears we need to work through.

The Man Who Walked Between the Towers by Mordecai Gerstein. This has been my chosen read aloud for many years on 9/11 because ti allows us to open up a hard conversation by remembering something beautiful. Now with the movie The Walk out, students know this story even better.

The Heart and the Bottle by Oliver Jeffers. This book is beautiful and the message that it carries of not being afraid to love is one that will resonate with may readers.

I am Rosa Parks by Brad Meltzer and illustrated by Christopher Eliopoulos I could have picked any of the books in this series, they all have wonderful message sof staying true to yourself and finding your own courage.

To the Stars! The First American Woman to Walk in Space by Carmella Van Vleet and Dr. Kathy Sullivan, illustrated by Nicole Wong. What is your dream adn how will you achieve it? Sometimes you have to dream bigger than the rest of the world wants you to.

Walk On! A Guide for Babies of All Ages by Marla Frazee. Even babies need courage. We all take so many things for granted that took a lot of work to do, this book is a great reminder of how far we have all come.

The Yellow Star by Carmen Agra Deedy and illustrated by Henri Soerensen. While the story is not completely true it does speak to how one person can inspire courage for many.

I know there are many others out there, which picture books do you gravitate toward when you need students to find some courage?

To see the list of more of our favorite picture books, go here.

being a teacher, books, Literacy, picture books, Reading

Some Picture Books on Friendship and Loneliness

February 9, 2016December 19, 2016 Pernille Ripp

It never fails, there always seems to be that moment where we with heavy hearts turn to our book shelves to find the perfect book to talk about loneliness. When we search for a book that will say the words that we seem unable to find ourselves. Teaching children means that there is a constant stream of friendships, both good and bad, and the heartaches that can sometimes come with growing up. So I scoured my bookshelves looking for some of our favorite books to talk about friendship, loneliness, and what it means to find your place in the world. Here are some of our favorites in room 235D.

The Seeds of Friendship by Michael Foreman is a new book to our room that tells the story of how coming together around a common purpose can inspire community.

I do not hide the fact that I think Meg Medina is a writing genius and her latest picture book, Mango, Abuela, and Me illustrated by Angela Dominguez is a must add toy our collection. I loved that the story centered on the loneliness we can feel when we do not know how to connect with others different than us, even when they are supposed to be alike.

I do not know how many lists of picture books I have placed The Invisible Boy by Trudy Ludwig illustrated by Patrice Barton on, but I am sure it is many. I have used this book with several different age groups and they all get it, they can all connect, they have all felt invisible at some point.

Amy Krouse Rosenthal was the 2015 choice for Global Read Aloud’s picture book author study and she was amazing. Having 3 little girls means that unicorns are a regular topic of conversation and so when Uni the Unicorn illustrated by Brigetter Barrager came out it was a natural fit in our household. But it is not just a book for little girls, but rather a book that can remind all of us of what it feels like to be longing for one thing you are certain is out there, even when no one believes you.

What happens when a book is not read anymore, the same as when a child feels lonely. The Lonely Book by Kate Bernheimer and illustrated by Chris Sheban is a great conversation starter fora complex topic of loneliness and feeling forgotten.

What happens when a dog is unappreciated by those who own him; the dog names himself Sad. Sad the Dog written by Sandy Fussell and illustrated by Tull Suwannakit is a great example of how we can find our place among friends even if we start off wrong.

The Only Child illustrated by Guojing shines a light on the deepest kind of loneliness where a child flies into their imagination to combat the hours where they are alone. This is also a great wordless picture book to have students think of China’s one child policy which is the inspiration behind the story.

The Adventures of Beekle – the Unimaginary Friend the Caldecott medal winning book from 2015 by Dan Santat also speaks of loneliness and finding that one person that makes it all better. This book has also shown up on many of our lists and with good reason.

Say Hello by Jack & Michael Foreman shows what can happen when a simple hello is said. This is a great book for middle schoolers as they sometimes don’t see the world as it passes them by.

An Angel for Solomon Singer by Cynthia Rylant and illustrated by Peter Catalanotto is a must add for any picture book loving classroom. The story about Solomon who lives in a shelter and the small interactions that change his perspective is one that invites further reading and discussion.

A Piece of Home written by Jeri Watts and illustrated by Hyewon Yum is not published just yet, but can be pre-ordered and it deserves to be. The story of how a boy moves from his home country and tries to make new connections is one that many of our students can relate to and one that is sure to prompt students to share their won stories of feeling out of place.

Leo: A Ghost Story written by Mac Barnett and illustrated by Christian Robinson is a book that I love as long as I don’t think about why Leo is a ghost. Once again it speaks of loneliness and the lengths we go to to try to make a friend.

Be A Friend by Salina Yoon is at the top of my mock Caldecott list for 2017. Through its sparse text and beautiful illustrations it tells a familiar tale of what can happen when we stay true to who we are.

There are so many picture books out in the world, which do you love for starting conversations about loneliness and friendship?

To see the list of more of our favorite picture books, go here.

being a teacher, being me, books

The Professional Books that Changed Me as a Teacher

February 2, 2016February 2, 2016 Pernille Ripp

When I first started teaching, I devoured parts of books like a starved teacher. And by parts of books, I mean parts of books. I would start to read, grab some ideas and then get too busy to read on. After a few years, I stopped. Not that I did not need to keep growing, I just had changed my focus to reading blogs instead of books.

Lately, though, I have been turning back to books. For finding the time to read an entire piece of work as I try to grow and become better. I have highlighted the things that make me think, discussed ideas with others (Voxer is great for a small book discussion) and reflected until my brain hurt.

And I am changed. I have these ideas that seem to want to burst out of me, that I cannot wait for students to digest along with me, so that we can become better together. So what have made a difference to me?

Alfie Kohn’s The Homework Myth

A quote:

“But as I mastered the material, homework ceased to be necessary. A no homework policy is a challenge to me,” he adds. “I am forced to create lessons that are so good no further drilling is required when the lessons are completed.”

Why it matters:

The research and the reasons compiled in here made me quit homeowrk. I would say that that has been one of the biggest and best decisions I have ever made as a teacher.

Unshakeable by Angela Watson

A quote:

“All the planning and scheduling is meant to control the other demands on your time—email, grading, paperwork, etc.—so that you are better able to focus on your students in class.”
Why it matters:

Angela Watson never ceases to amaze with her ideas for how to make our teaching lives better. This book has the best of her wisdom on how we can fall even more in love with teaching.

Awakened also by Angela Watson

A quote:

“Being awakened is the initial realization of truth, the moment when the light illuminates a situation and you can see it clearly for the first time. Growth begins there, but a true awakening is a process. It’s a daily decision to choose thoughts that lead to the right attitude. It’s an ongoing choice to act in ways that align with wisdom and not with one’s current perception or mood.”

Why it matters:

Several years ago, when I was at my lowest point as a teacher, this book arrived and changed my thinking. I still use the principles that Angela discussed in the book of replacing your negative thinking.

Donalyn Miller Reading in the Wild

A quote:

“If we really want our students to become wild readers, independent of our support and oversight, sometimes the best thing we can do is get out of the way.”

Why it matters:

This book taught me that creating students who can read outside of our classrooms is a vital task for teachers. It has propelled me to change the reading instruction I do and also led to many deep conversations about reading identity.

Donalyn Miller The Book Whisperer

A quote:

“I am a reader, a flashlight-under-the-covers, carries-a-book-everywhere-I-go, don’t-look-at-my-Amazon-bill. I choose purses based on whether I can cram a paperback into them, and my books are the first items I pack into a suitcase. I am the person who family and friends call when they need a book recommendation or cannot remember who wrote Heidi. My identity as a person is so entwined with my love of reading and books that I cannot separate the two.”

Why it matters:

This book made me trust myself as a teacher of reading. It gave me permission to fight back, to protect the love of reading, and to do something about those who did not love reading. This should be required reading for all teachers, whether you teach reading or not.

Christopher Lehman and Kate Roberts Falling In Love With Close Reading

A quote:

“We see the ritual of close reading not just as a method of doing the academic work of looking closely at text-evidence, word choice, and structure, but as an opportunity to bring those practices together to empower our students to see the subtle messages in texts and in their lives.”

Why it matters:

This book stopped my fear of repetition and digging deeper into text. Enough said.

Penny Kittle Book Love

A quote:

“I believe each of my students must craft an individual reading life of challenge, whim, curiosity, and hunger, and I’ve discovered that it is not too late in high school to lead a non-reader to reading. It’s never too late.”

Why it matters:

What the Book Whisperer did for me while teaching 4th grade, Book Love is doing for me while I teach 7th. Penny Kittle’s wisdom, research, as well as practical ideas is making this book my most recommended book of 2016 so far.

Kelly Gallagher Readicide

A quote:

“…Shouldn’t schools be the place where students interact with interesting books? Shouldn’t the faculty have an ongoing laser-like commitment to put good books in our students’ hands? Shouldn’t this be a front-burner issue at all times?”

Why it matters:

If you are looking for urgency in your teaching, this is the book that will bring it to you. Readicide was one of the first books that made me want to do something now to change the way we teach reading.

Kylene Beers and Bob Probst Notice and Note

A quote:

“The most rigorous reading is to find what those words on that page mean in our own lives.”

Why it matters:

This book transformed (and transform) how I approach reading instruction with my students, giving them a key to unlock the secrets of the text. This is one of the biggest gifts I can give them as they read more complex materials.

Then there are the books that I have in my to read pile

Meeno Rami Thrive

A quote:

“To be fully engaged in our work, we need to bring our authentic voice.”

Why it matters:

I have read parts of this book before, however, I need to sit down and read it all in order. Meeno is an incredibly smart woman and so I know that her thoughts will make me a better teacher.

Kylene Beers and Bob Probst Reading Nonfiction – Notice and Note

A quote:

“When students recognize that nonfiction ought to challenge us, ought to slow us down and make us think, then they’re more likely to become close readers.”

Why it matters:

The reading of nonfiction is something I have struggled with and this books provides me with the starting points for deeper conversations.

Katie Muhtaris and Kristin Ziemke Amplify

A Quote:

“Using technology doesn’t mean that we throw out those strategies that we’ve found to be successful with students. It’s not the tools—it’s what we do with them that counts.”

Why it matters:

I have integrated technology for the past 6 years in our classroom, and yet I know that these ladies have some incredible ideas that I have not thought of. Although it is targeted to K-6 I know there are ideas for 7th in there as well.

Teri S. Lesene’s Reading Ladders

A Quote:

Many of us are searching continually for that just-right book for each and every one of our students. It is my hope to help you find those books. More importantly, I hope to help you guide students to the next great book and the one after that. That is the purpose of Reading Ladders. Because it is not sufficient to find just one book for each reader.

Why it matters:

Teri Lesene is not only a fierce protector of the love of reading but brliiant, intimidatingly so. This book is a must for anyone trying to develop reading identities in their classrooms.

I know I am forgetting some but wanted to share in case anyone was looking for a great new read to change their teaching. Which books have you read that have transformed you? Which books did I miss?

aha moment, Be the change, being a teacher, books, change, Literacy, Reading, student choice, Student Engagement

So You Teach a Whole Class Novel – A Small Idea to Help

January 31, 2016 Pernille Ripp

I spend too many hours thinking of my students love (or lack of love) of reading. Of how the things that we do together hopefully is enough to sustain that love for words. That this year is another part of their journey as readers, as humans who know that reading can unlock the powers of the universe. And so I think of what is ahead. Of whether they are truly “Wild readers” to quote Donalyn Miller. Whether they have the stamina they need to be successful in college to quote Penny Kittle. And whether the type of literacy instruction they will receive in the years to come will allow them to continue to love books. To still read something that they choose. To still see themselves as children who read for fun, not by force.

Today, as I sat next to a friend who teaches high school English, we discussed the concept of the whole class novel. Something I have opened up for discussion here. There are districts that mandate that the whole class novel is used for all students, no matter their comprehension ability, which is another blog post in itself, and yet, it reminds me that not everyone works in an environment that trusts its teachers to teach all students, no matter their ability.

So if you teach the whole class novel, whether by choice or force, there is a very little tweak that may make it accessible to all students. Because if we want the whole class novel to be a vessel for deeper literature conversation and yet we have students who cannot access the text, then we must find a way for them to be successful. The idea is simple, really. Create different pathways to access the text by allowing students to select which method they will use. Those pathways can be:

I choose to read it on my own, ready to come to discussion. This is the most common pathway of doing a whole class novel but it cannot be the only one. Think of how many students where this act would be impossible. Where they would rather defiantly not read then even try.
I choose to read the book with a partner and we discuss as we read. Sometimes when we struggle all we need is a trusted adviser to bring us through the hard parts. We see this happen in our classrooms all of the time; students reaching out for help, and then going to back to their task renewed. Why not let them do that formally?
I choose to have it read aloud with the teacher in a small group. Sometimes we need an adult voice to carry students through, other times you just need a community of readers to help you process the text, let alone the finer nuances behind the words. Having a teacher at the helm and making it a read aloud means that it has no longer become an exercise of decoding, but rather one of comprehension.
I choose to listen to the text. I know some frown upon the use of audio books in our literacy classrooms, but they can be the game changer for some of our most disillusioned non-reading students. If our goal is to use a whole class novel for students to think deeply about a text, then why not remove the barrier of the text itself? If a child cannot read a text then the instruction of how to read it should happen with a text that they can access, not something that is far beyond their current skill level.

That’s it really. Offering student choice in how they access the learning we must do, allows them to find success even within the most mandated curriculum. We must remember our task at hand; to have rich discussion, so let’s make sure that all of our students can be a part of that, not just the ones that have mastered the act of reading at a certain level.

being a teacher, being me, books, Literacy, Reading

How We Created A Community of Readers

January 23, 2016January 23, 2016 Pernille Ripp

We are a community of readers. It snuck up on us as it usually does. Last week, as my students sat with their chosen reading adventures and I tried to figure out who to confer with, I noticed the silence. That beautiful silence that comes from a large group of kids totally immersed in the task they are doing. The concentration only broken by the quiet ding of the timer. And they came back up for air and I wished that I could give them more than the lousy ten minutes we start with every day.

I know the research and what is says about independent reading. That students, no matter the age, need time every single day to sink into a self-chosen book that will hold their attention and propel them toward better reading. That reading more will make them read more. But I also know that giving them time is not enough.

That all students will not just fall in love with reading simply by someone saying “Read.” That we must be intentional when it comes to building our community of readers in such a way that it does not feel contrived, but will grow on its own.

Many of us who love reading know this, but there are so many more that do not as Donalyn Miller so eloquently writes here. So what is it we need beyond the time? Because the time to read is really just the first step, what else is there to creating a community of readers?

There is a passionate teacher. We must love our books. We must love the act of reading. Students look to us for the passion they may lack and we must live it. We must be the reading role model that some students have never had. And not just the English teachers, but as many adults in a building as possible. Celebrate a culture of reading to show students how reading can enrich all of our lives.

There are high quality books. There is no magic number to how many books a library must have to be considered great, but there is a level of quality that needs to be present. Yes, weeding books can be painful but if students cannot see the books they want to read they will not dig through the piles to find them. Display books like they do in the book store, be mindful of the books that call out to students and change it up.

There must be books in many places. Every classroom should have a classroom library. It does not matter how well-stocked the school library is; students need immediate access to great books so that when their mind wanders and they abandon a book they can get another one right away. Partner with your school librarian; together we are stronger and spread the books out. Put rain gutters up with books for students to grab throughout the school, hold a school wide book drive to get more books in the hands of students, set up a Little Free Library. Make books a presence not an afterthought.

The books are accessible. Too often the systems we put in place, such as the way students check out books, stand in the way of reading. Find out what works for you and make sure it is easy for students. I gave up my checkout system several years ago and now function on trust, I have not regretted it.

There must be choice. And not just choice in what they read, but also choice in where they read and how they read. Audio books have made the biggest difference from some of our most adamant non-readers; they finally have a chance of having rich book conversations like their peers. Allowing students to lie on the floor or get comfortable while reading has helped as well. How many of us choose to read behind a desk when we are at home.

There should be picture books. Picture books are one of the biggest gateways to sustained reading progress in our classroom. Every child can read a picture book, even the ones that say they hate reading.

There should be trust. No more reading logs for all kids to prove that they are reading. No more parent signatures that probably are not truthful anyway.

Reading should be its own reward. No more trinkets, toys, or stickers. No more stars, points, or yo-yos. When a child finishes a book, hand them another book or even better; have them find one on their own.

There should be student talk. Students should have the opportunity to discuss the books they love so much, to hand favorites books to others, to explain why they abandoned a book, to discuss why they may not be reading.

There should be room for all readers. Our emphasis for celebration should be on all of our readers, not just the ones that read the most books or pages. We need to reclaim the term “slow reader” and help students realize that being slow also means that you are careful and that is thing to be proud of.

There should be uninterrupted time to read. Not continual interruptions by the teacher to ask questions or teach another lesson, not a continued quest to get as many post-it notes in our pages read. Let students read and then think. Let students read and then jot if they want. If they do not have anything to write, let them have a conversation instead.

There should be goal setting. True reflection where the students can see what they are strong in and how they need to grow. Where they have the time to ponder their own reading habits and figure out what else they need. And it does not have to be on paper or be silent; built in time to discuss with others should be a part of it as well, and that includes conferring with the teacher.

Creating a reading community; one that allows students to fall in love or stay in love with books should be a priority for us all. And it truly starts with us; we can give them the time, but we must give them so much more. What else do we need to do?

PS: To see our favorite books, and there are a lot, go here.

PPS: I get to present at WSRA in a few weeks on creating passionate reading environments as well as a few other conferences. To see where I will be, please go here.