being a teacher, books, Literacy, Reading

How to Easily Do A Book Talk

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One of the pillars of our reading community is the daily book talk.  While I used to do them once in a while, I was spurred on by the wisdom of Penny Kittle to do one every single day, which I have now fully embraced for the past few years.

So in the last few years, I have done a book talk almost every single day right after we finish our independent reading.  It takes less than two minutes and is fairly simple.  I used to plan them out much more but realized that it added another level of work to my already jam-packed day and that it didn’t seem to make a difference to the students whether I did a pre-scripted one or one that was more spur of the moment.  So this is what our book talks look like now.

Preparation:

  1. Pick the text you will book talk – note this can be a chapter book, audiobook, a collection of short stories or whatever you feel like blessing as Linda Gambrell reminds us.
  2. I like to book talk a variety of new books I have read as well as older books that haven’t been discovered yet. One place I look to for inspiration is what my students have recommended in the past.
  3. Decide your angle:  Are you book talking it because you read it and it was amazing?  Because you abandoned it and need someone to prove you wrong?  Because you added it to the library but haven’t read it?
  4. Prepare your visual.  I like to project the cover of the book so that students can easily write down the tile.  I also put any genres abbreviations on the slide and whether or not is a more mature book.
  5. Have the physical book ready to hold up and hand to someone or place on a designated book talk shelf or display.

During the book talk:

  • Keep it short and sweet.  I tend to say a few sentences about the book and why I liked it/abandoned it/purchased it and then read either the first page, the inside flap or the back cover.  I love these teasers as they are already made for us.
  • Have the book ready to hand out.  The only time I break this recommendation is when I just finished a book and I want to book talk it to all of my classes.  Then I try to find extra copies beforehand, such as from our school library.
  • Students should have their to-be-read list out which is located either in their readers’ notebook or using the Goodreads app.  This is a routine expectation we start with the very first week.

Pointers:

  • Start to transfer ownership of the book talks to students fairly early on, you should not be the only one book talking a book.  I love using the 30-second book talk idea to help students become more comfortable with the format and also ensure that everyone participates.
  • If I am the one doing the book talk there is only one given, if it is students, then there can be up to three depending on their length.  Again, this is short and sweet, not the actual teaching point of the class.
  • If many students want to book talk their book, consider making it the teaching point and dedicate a lesson time for it or have them do a speech about their favorite book.
  • Keep an anchor chart or some sort of visual of which books you have book talked, not only does it provide a reminder to students about the books shared, but it also allows you to ensure that you are providing inclusive book talks that do not just fall under one genre, cultural heritage or some other category.
  • Place book talked book the same place so that students know where to find them.  We have a book tree that serves as everyone’s place to recommend books so that is where they go.
  • Check to see if there are book trailers available.  I still think the book trailer for The False Prince by Jennifer A. Nielsen has convinced more students to read the book than I ever have, and I love that book.

I have loved doing daily book talks and also getting them from students and I now see them as a vital component of any thriving reading community.  When we book talk a book it is the invitation into a relationship with that book for all of our students, what a powerful teaching tool that is.

 

books, picture books, Reading

My Favorite Picture Books of 2018 (So Far)

Every year I post an end of the year favorite book list but I thought this year, inspired by Colby Sharp, I thought it would be fun to add the titles as I discovered them.  Now, these may have come out in 2018 or simply have been read by me in 2018.  So here you are, in no particular order, my favorite picture books of 2018.  To follow along with these live follow me on Instagram.

The list of favorite chapter books for 2018, can be found here.

To see all of our favorite books through the years, go here.

Fiction

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Non-Fiction

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being a teacher, books, Literacy, Reading

My Favorite Books of 2018

Every year I post an end of the year favorite book list but I thought this year, inspired by Colby Sharp, I thought it would be fun to add the titles as I discovered them.  Now, these may have come out in 2018 or simply have been read by me in 2018.  So here you are, in no particular order, my favorite books of 2018.  To follow along with these live follow me on Instagram.

PS:  My Favorite Picture Books of 2018 can be found here.

Middle Grade or Younger

Lu by Jason Reynolds

Wicked Nix by Lena Coakley and illustrated by Jaime Zollars

Stella Diaz Has Something to Say by Angela Dominguez

Meet Yasmin! by Saadia Faruqi  (Author), Hatem Aly (Illustrator)

Wonderland by Barbara O’Connor (Author)

The Benefits of Being an Octopus by Ann Braden  (Author)

Courage by Barbara Binns

Minrs 3 by Kevin Sylvester (Final book of the Minrs trilogy)

Amal Unbound by Aisha Saeed

Beatrice Zinker, Upside Down Thinker by Shelley Johannes

Ghost Boys by Jewell Parker Rhodes 

Greetings from Witness Protection by Jake Burt

The Night Diary by Veera Hiranandani

Rebound by Kwame Alexander

The Wild Robot Escapes by Peter Brown

Enginerds by Jarrett Lerner

Winnie’s Great War by Lindsay Mattick and Josh Greenhut, art by Sophie Blackall

The Science of Breakable Things by Tae Keller

Ivy Aberdeen’s Letter to the World by Ashley Herring Blake

Lions and Liars by Kate Beasley

Tight by Torrey Maldonado

Mac B. Kid Spy  by Mac Barnett illustrated by Mike Lowery

Louisiana’s Way Home by Kate DiCamillo

Harbor Me by Jacqueline Woodson

The Unicorn Rescue Society by Adam Gidwitz, illustrated by Hatem Aly

The Endling by Katherine Applegate 

Front Desk by Kelly Yang

Graphic Novels

7 Generations – A Plains Cree Saga by David Alexander Robertson and drawn by Scott A. Henderson

Ms. Marvel Vol. 1: No Normal (Ms. Marvel Series) by [Wilson, G.]

Ms. Marvel by G. Wilson and drawn by Adrian Alphona

Last Pick by Jason Walz

Escape from Syria by Samya Kullab and Jackie Roche

Mary’s Monster by Lita Judge

Speak – The Graphic Novel by Laurie Halse Anderson

The Prince and the Dressmaker by Jen Wang

Click by Kayla Miller

All Summer Long by Hope Larson

Be Prepared by Vera Brosgol

The Unwanted: Stories of the Syrian Refugees

 

 

Young Adult

A Very Large Expanse of Sea by Tahereh Mafi

Odd One Out by Nic Stone

Internment by Samira Ahmed – won’t release until March 2019 – must pre-order

Dry by Jarrod Shusterman and Neal Shusterman

The Skin I’m In by Sharon Flake

Darius the Great Is Not Okay by Adib Khorram  (Author)

The Marrow Thieves by Cherie Dimaline

Dread Nation by Justina Ireland

One of Us is Lying by Karen McManus

Love, Hate, and Other Filters by Samira Ahmed

Girl Made of Stars by Ashley Herring Blake

You Bring the Distant Near by Mitali Perkins

The Poet X by Elizabeth Acevedo

Children of Blood and Bone by Tomi Adeyemi

The Wicked Deep

The Wicked Deep by Shea Ernshaw

Stalking Jack the Ripper by Kerri Maniscalco

Tradition by Brendan Kiely

Day of Tears by Julius Lester

The Fandom by Anna Day

Give Me Some Truth by Eric Gansworth

Tyler Johnson Was Here by Jay Coles

#Murdertrending by Gretchen McNeil

Trail of Lightning by Rebecca Roanhorse

 

Non-Fiction

First Generation by Sandra Neil Wallace and Rich Wallace, illustrated by Agata Nowicka

Dog Days of History by Sarah Albee

#NotYourPrincess – Voices of Native American Women edited by Lisa Charlieboy and Mary Beth Leatherdale

Hey, Kiddo by Jarrett J. Krosoczka

Two Truths and a Lie – Histories and Mysteries by Ammi-Joan Paquette and Laurie Ann Thompson

being a teacher, books

How I Am Growing – A Few Professional Development Books to Boost Your Work

Ah, summer.  Lazy days spent at the pool.  Trips and travel.  Sleeping in and ice cream.  Kid movie nights and dates with my husband.  Yet, every educator also knows that summer can mean growth, new ideas, new energy as we unpack the last year and focus on the next one.  Sometimes it comes from stepping away, from reflection, from taking a break from all things education.  Sometimes it comes in the form of a neatly wrapped package, a new book to help us see our world a little differently.  So what am I reading this summer to help me develop my craft?

We are toying around with the idea of doing one whole class novel this year so when I saw Kate Roberts’ new book, A Novel Approach – Whole-Class Novels, Student-Centered Teaching, and Choice I knew I had hit the jackpot.  But I am going to let you in on a little secret; you don’t have to even be considering whole class novel for this book to apply to you.  Kate’s wisdom is for all English teachers and her ideas have already shaped my thoughts for the year ahead.

When Penny Kittle and Kelly Gallagher announced to the world that they were working on a book together, I was so excited.  After all, I have looked to their work for a long time as a guide for how to grow my practice.  Now with the release of 180 Days – Two Teachers and the Quest to Engage and Empower Adolescents the wait is over. I get to present alongside Penny Kittle and Donalyn Miller at NCTE this year – yes, really – so I cannot wait to see her discuss these ideas live!

While I love our classroom library and feel like there are a lot of great ideas within it, I am always looking for tips on how to improve it.  Enter Tammy Mulligan and Clare Landrigan who with their new book, “It’s All About the Books – How to Create Bookrooms and Classroom Libraries that Inspire Readers” set out to provide us with just that; more practical ideas for how to utilize the books and space we already have to increase student engagement.

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I am not good at teaching grammar, there I said it.  I know how to teach it within one-to-one conferences, but how do you teach it to the whole class so that it actually transfers into their work?  Enter the genius that is Jeff Anderson who had to figure out just that.  Lucky for us, he then decided to write a book about it!  I have heard nothing but positives about Mechanically Inclined – Building Grammar, Usage, and Style into Writer’s Workshop.

One of my largest areas of growth is centered on equity work and how I can be a better teacher and human being in America today.  I am so grateful for the leadership of Valeria Brown and her group #CleartheAir.  They have recently announced their book club titles for the upcoming year and are starting with Carla Shalaby’s Troublemakers, Lessons in Freedom from Young Children at School.  I cannot wait to unpack this book with them.

The next book in the #CleartheAir book club is White Fragility – Why It’s So Hard for White People to Talk About Racism by Robin Diangelo.  The power of the title alone means I cannot wait for September to come around.  There is also an October book, but I am not sure I will have time this summer to read it so I will save that title for a later post.  I highly encourage you to join the conversation!

And finally, the book I seem to be recommending the most this summer is still Sara Ahmed’s Being the Change – Lessons and Strategies to Teach Social Comprehension.  This book shaped our entire 4th quarter together and it was incredible.  This book will continue to shape the lessons I do with my students as we unpack our identities and what it means to view the world through the lens that we view it with.

So there you have it.  While I am also reading as many children’s books as I can devour, the growth I need as a teacher is coming from these few titles.  I cannot wait to be changed because of these books!  What are you reading this summer?

 

 

being a teacher, books, Literacy, Reading, Reading Identity

Why We Need to Embrace Book Abandonment

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In the spring of 2016, I asked 1,200 students aged eight through thirteen in North America to explain how they felt about book abandonment.  I was curious because I had realized that working with my own students, that something as simple as letting go of a book in search of another book was not second nature to them.  In fact, many of my students struggled with the notion of letting go of a book even if it meant they were not reading.  Even if it meant they avoided the book.

This struggle had prompted me for years to do an actual lesson on abandoning a book.  On giving all of our students specific permission to step away from a book they had either indicated they wanted to read or actually started reading.  To step away from a book without having to try it for so many pages, for so many days.  To step away from a book even if their teacher recommended it.  Even if their best friend loved it.  Even if they loved it at first.

When I asked those 1,200 students I had an inkling of what they would say and yet I was taken back to see the answers.  Out of 1,200 students, more than 400 of them reported feeling guilty and disappointed.  That’s 33% of the respondents reporting that something as simple as letting go of a book made them feel bad.

My follow up question was why they felt the way they had felt.  There were three main responses.  Some children reported feeling like they had disappointed their teacher, after all, it was the teacher that had recommended the book to them in the first place.  Other’s reported that they were disappointed in themselves for picking a “bad” book to begin with.  And some even reported feeling guilty about not liking the author’s work, as if the author would somehow know that they didn’t like the book.

We know there is a lot of emotion tied up with being a reader, but we should not have guilt be one of them.

Students should rejoice at first when they realize that a book is not for them.  They should celebrate this milestone knowledge and be happy that they have uncovered another part of their reading identity.  And then they should move to not caring. To simply seeing book abandonment as yet another part of being a reader.  Of knowing when to let go.  Of knowing when to search for something better.

Now you may think, but what about those serial book abandoners?  The kids that never finish a book?  That haphazardly pick up a book only to leave it behind seemingly having checked off the reading requirement for a day?  They are a conversation waiting to happen; kids who do not know themselves as readers yet.  For ideas of how to work with them, please see this post. 

And while we need to teach students how to work through challenging text, we also need to give them opportunities to discover what love to read, what they cannot wait to read, what will bring them further into reading.  Book abandonment helps us with that if we embrace it as yet another skill that all readers know how to use.

If you like what you read here, consider reading my newest book, Passionate Readers – The Art of Reaching and Engaging Every Child  Also consider joining our book club study of it, kicking off June 17th.  This book focuses on the five keys we can implement into any reading community to strengthen student reading experiences, even within the 45 minute English block.  If you are looking for solutions and ideas for how to re-engage all of your students consider reading my very first book  Passionate Learners – How to Engage and Empower Your Students.      Also, if you are wondering where I will be in the coming year or would like to have me speak, please see this page.

 

 

Be the change, being a teacher, books, Literacy, Reading, Reading Identity

On Becoming a Reader

My husband is not a reader.

By far, he is one of the smartest people I know.  He can fix anything broken, he can solve any problem.  He can dream and plan and build pretty much anything.  But reading, in the traditional sense of books, nah… not for him.

When I first met him, I couldn’t figure out how someone as smart as him could not see value in books.  How could you live a full life without books?  And yet, in the 17 years, we have been together, he has shown me how many facets there are to a full life.  But now he has been in school for the past two years, getting his degree as a Tech Ed teacher, and the other day after taking a particularly grueling test, he told me how much he felt like he wasn’t smart enough for the test simply because of his reading pace.  You see, the test was timed, and so when the time was almost up, my husband did what many of our students do all of the time; filled in as many unanswered questions with random guesses as he could.  Better answered then left blank.

He told me how he knew he could have answered them right had he had the time.  He told me how he felt this pressure at all times knowing that he wasn’t going fast enough.  He told me that he tried to skim as quickly as he could but then lost meaning and had to read it all over again.

If he had only been a faster reader, he would have been just fine.

It blows my mind still that we equate reading pace with reading comprehension.  That we allow standardized tests to teach our children that if they cannot read quickly, they cannot read at all.  Which jobs require us to read complicated materials within 90 seconds?  But that’s the reality we face and so at the end of our discussion, I gave him my best advice; read more books.  It is the one guaranteed way to increase your reading speed.  Find books you love.  Take the time to read.  And you will see, your reading pace will increase.

He told me how he just didn’t like books.  How he didn’t mind reading technical stuff (which he devours daily), but that books just had never caught his attention.  That they were too slow, too boring, too confusing.  That reading was never anything fun or entertaining but always presented as an assignment; read this book, do this work. Rinse, repeat.  He sounded exactly like my most resistant readers.  The ones we all teach that tell us loudly and proudly that reading is not their thing and we will certainly not convince them otherwise.

And so I did what I do every single day of the year.  I handed him a book, Orbiting Jupiter, and told him to try it.  To give it a shot and if he didn’t like it, tell me and I would try again.

He sat down and read into the night then woke up and finished the book.  He finished the book!  And then he asked me for another.  I handed him How it Went Down.  He started to read.

Today we went to my classroom to grab stuff.  He went to the bookshelves and started to browse.  Grabbed a few books, asked me about others.  Together we book-shopped.  He was open to whatever but had a few ideas, maybe some war history?  Maybe something with a fast pace?  Social justice lens?

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Brandon’s To Be Read Pile – his first one ever…

I quickly grabbed my tried and true, added them to his pile and realized right in that moment that I was working with him like I would any resistant reader: offer choice, support, time to read, and most importantly communication.  At 41 years old, it seems that my husband is finally going properly through the motions of what it means to know yourself as a reader.  And I couldn’t be prouder.

So often we focus on these aspects of developing reader identify when students are young.  Before they reach middle and high school.  Once they come to us older, perhaps more jaded, more stubborn, we sometimes forget to go back to the basics.  To treat them as we would any developing reader.  To go back to choice, community, access to meaningful books and discovery of who they are as readers.  To find the time to actually help them become the reader they can be.  Too often the content gets in the way.  All of the little things that constitute what teaching sometimes becomes, rather than what it should be.  We assume that someone certainly will figure out how to help this child become a reader without realizing that that someone is us.  That we are the person who needs to somehow reshape the reading experience that they have had until now so that they do not become adults who do not read.

Today, I was reminded of how it is never too late.  How every child that we teach has the potential to see themselves as a reader by the time our year is up.  That even the adults that tell us that they are not readers can still become readers.   But that they need our help, not our judgment, our know-it-betterness, our confusion of how they could live without books.  Instead, they need what every reader needs; choice, books, community, time, personalization, and understanding.

My husband is not a reader, but that doesn’t mean he cannot become one, now.

If you like what you read here, consider reading my newest book, Passionate Readers – The Art of Reaching and Engaging Every Child  Also consider joining our book club study of it, kicking off June 17th.  This book focuses on the five keys we can implement into any reading community to strengthen student reading experiences, even within the 45 minute English block.  If you are looking for solutions and ideas for how to re-engage all of your students consider reading my very first book  Passionate Learners – How to Engage and Empower Your Students.      Also, if you are wondering where I will be in the coming year or would like to have me speak, please see this page.