Category: Literacy

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

How We Created A Community of Readers

Pernille Ripp

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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.

 

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

Picture Books in the Middle School

Pernille Ripp

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I feel like a broken record lately.  Always replying with the same answer as if I cannot think of anything else to say.  Yet it is not because my brain is broken or because I do not know enough about teaching English.  The truth is that when most people ask me how to teach something in reading or writing, my answer continues to be, “Have you tried a picture book?”

Picture books have become the foundation of the 7th grade English classroom that I am a part of.  They are the ice breakers that provide us with the sense of belonging, the sense of community, the sense of wonder that should always surround books and literacy.

They are the life lines I give to students when their day is on the wrong track or they simply need a break.

They are the tool I use to teach close reading, to work through Notice and Note.  They are our mentor texts for writing, for how to capture  fickle audience and keep their attention while still going deep.   They are the springboard into longer texts, the spark that gets us going.

They are the texts I reach for when I do intervention, allowing a child to not fear the text we will discuss  so we can focus on the skills we need to work on.  They are the texts that surround us when our brains are overwhelmed and we need to just take a moment to get into the groove of learning.

When a child speaks limited English, we reach for wordless books where they can practice inferring without being stumped by the language they are learning.

When a child does not understand what it means to analyze, we reach for familiar texts so we can get to the heart of the story.

Picture books disarm.

Picture books charm.

Picture books teach students that they can be successful readers with meaningful texts.  That they can write serious pieces in short bursts.  That there is no such thing as too old for a book.  That the skills they need to develop can be found within the pages of something that looks like it is just for little kids but clearly is for all.

So when you enter our classroom you will see them beckoning to be read, to be shared, to be contemplated and to be used.  You will feel the pull of the books as they call to you, begging you to be read.  And so we do, and we grow, and we laugh, and we share these stories that mirror our own or bring us into a new world.

So why picture books?  Because they have made the single biggest difference in the life of this teacher.  Because my students no longer fear reading, nor can they hate it nearly as much.  Because without them I would be constantly scrambling for a short text that we could read in our limited time together and still leave time for discussion.

Who would have thought that all of these things could be taught through the pages of a picture book?

To see which picture books we love, go here.

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

Great Picture Books for Martin Luther King Jr. Day

Pernille Ripp

Martin Luther King Jr day, held on the third Monday of January every year, is rapidly approaching.  This year, I will be in class teaching, last year I was not.  And while I believe that we should not just teach about MLK Jr or any other history related to the civil rights movement on this day, I find that many look for resources for this day in particular.  I, of course, have been searching for picture books to use with my students as we try to learn more about our country’s past and think of the changes we can make right now.

Some of these I already have, others are on my much too long wish list.  One day they shall all find their rightful place in our classroom.  Some of these are directly related to the life of MLK Jr, others are related to the movement, but they will all add to our knowledge of America then so we can better understand America now.

From Amazon:

It was February 1, 1960.
They didn’t need menus. Their order was simple.
A doughnut and coffee, with cream on the side.

Sit-In: How Four Friends Stood Up By Sitting Down by Andrea Davis Pinkney and illustrated by Brian Pinkney is a celebration of the 50th anniversary of the momentous Woolworth’s lunch counter sit-in, when four college students staged a peaceful protest that became a defining moment in the struggle for racial equality and the growing civil rights movement.

From Amazon:

It’s December 1, 1955.

A boy and his mother are riding the bus in Montgomery, Alabama like any other day—way in the back of the bus. The boy passes time by watching his marble roll up and down the aisle with the motion of the bus…

Until a big commotion breaks out from way up front.

With simple words and powerful illustrations, Aaron Reynolds and Coretta Scott King medalist Floyd Cooper recount the pivotal arrest of Rosa Parks at the dawn of the Civil Rights Movement.

I have cherished my copy of A Sweet Smell of Roses by Angela Johnson and illustrated by Eric Velasquez  for years.  This is also a great picture book for teaching theme and inference.

From Amazon:

There’s a sweet, sweet smell in the air as two young girls sneak out of their house, down the street, and across town to where men and women are gathered, ready to march for freedom and justice. Inspired by countless children and young adults who took a stand, two Coretta Scott King honorees offer a heart-lifting glimpse of children’s roles in the civil rights movement.

I stumbled across Child of the Civil Rights Movement by Paula Young Shelton & Raul Colon and have used it with the students as a way to discuss perspective.  I loved the “regular” side of MLK Jr that it presents.

From Amazon:

In this Bank Street College of Education Best Children’s Book of the Year, Paula Young Shelton, daughter of Civil Rights activist Andrew Young, brings a child’s unique perspective to an important chapter in America’s history. Paula grew up in the deep south, in a world where whites had and blacks did not. With an activist father and a community of leaders surrounding her, including Uncle Martin (Martin Luther King), Paula watched and listened to the struggles, eventually joining with her family—and thousands of others—in the historic march from Selma to Montgomery.

This post would be woefully incomplete without the magnificent picture book Voice of Freedom: Fannie Lou Hamer: Spirit of the Civil Rights Movement written by Carole Boston Weatherford and illustrated by Ekua Holmes.  Stunning is a good way to describe and the awards on its cover backs me up.

From Amazon:

“I am sick and tired of being sick and tired.”

Despite fierce prejudice and abuse, even being beaten to within an inch of her life, Fannie Lou Hamer was a champion of civil rights from the 1950s until her death in 1977. Integral to the Freedom Summer of 1964, Ms. Hamer gave a speech at the Democratic National Convention that, despite President Johnson’s interference, aired on national TV news and spurred the nation to support the Freedom Democrats. Featuring vibrant mixed-media art full of intricate detail, Voice of Freedom celebrates Fannie Lou Hamer’s life and legacy with a message of hope, determination, and strength.

 

Can there be a picture book list without Jacqueline Woodson’s work on it?  The Other Side illustrated by E.B. Lewis is sure to start a poignant conversation with kids.

From Amazon:

Clover’s mom says it isn’t safe to cross the fence that segregates their African-American side of town from the white side where Anna lives. But the two girls strike up a friendship, and get around the grown-ups’ rules by sitting on top of the fence together.

March On!  The Day My Brother Martin Changed the World by Christine King Farris and illustrated by London Ladd is on my wish list as well.

From Amazon:

Martin Luther King, Jr.’s, sister remembers the March on Washington.

From Dr. Martin Luther King’s sister, the definitive tribute to the man, the march, and the speech that changed a nation.

White Water by Michael S. Bandy and Eric Stein, illustrated by Shadra Strickland is a picture book I have used several times with students as we have worked through our Notice and Note sign posts.  This is another powerful story that lead to more questions that answers.

From Amazon:

It’s a scorching hot day, and going into town with Grandma is one of Michael’s favorite things. When the bus pulls up, they climb in and pay their fare, get out, walk to the back door, and climb in again. By the time they arrive in town, Michael’s throat is as dry as a bone, so he runs to the water fountain. But after a few sips, the warm, rusty water tastes bad. Why is the kid at the “Whites Only” fountain still drinking? Is his water clear and refreshingly cool? No matter how much trouble Michael might get into, he’s determined to find out for himself.

Another eye opening book for students is Ruth and the Green Book by Calvin Alexander Ramsey with Gwen Strauss and illustrated by Floyd Cooper.  

From Amazon:
Ruth was so excited to take a trip in her family’s new car! In the early 1950s, few African Americans could afford to buy cars, so this would be an adventure. But she soon found out that black travelers weren’t treated very well in some towns. Many hotels and gas stations refused service to black people. Daddy was upset about something called Jim Crow laws…

Finally, a friendly attendant at a gas station showed Ruth’s family The Green Book. It listed all of the places that would welcome black travelers. With this guidebook–and the kindness of strangers–Ruth could finally make a safe journey from Chicago to her grandma’s house in Alabama.

Another Jacqueline Woodson book that has been well loved in our library, This is the Rope always makes me think.  Illustrated by James Ransome I love the simple but oh so powerful story it tells of the rope passed through generations, witness to their history.

From Amazon:

The story of one family’s journey north during the Great Migration starts with a little girl in South Carolina who finds a rope under a tree one summer. She has no idea the rope will become part of her family’s history. But for three generations, that rope is passed down, used for everything from jump rope games to tying suitcases onto a car for the big move north to New York City, and even for a family reunion where that first little girl is now a grandmother.

I may as well add one other of my favorite Jacqueline Woodson books; Show Way illustrated by Hudson Talbott.  As a mother, I cry when I read this picture book and think of the generations that have passed before us and the injustices some have faced.

From Amazon:

Soonie’s great-grandma was just seven years old when she was sold to a big plantation without her ma and pa, and with only some fabric and needles to call her own. She pieced together bright patches with names like North Star and Crossroads, patches with secret meanings made into quilts called Show Ways — maps for slaves to follow to freedom. When she grew up and had a little girl, she passed on this knowledge. And generations later, Soonie — who was born free — taught her own daughter how to sew beautiful quilts to be sold at market and how to read.

One of our top picture books of 2015, Lillian’s Right to Vote by Jonah WInter and Shane W. Evans is story telling at its finest.  In fact, I used this as a mentor text for when my own students wrote their picture books to show how many facts can be woven together.

From Amazon:
An elderly African American woman, en route to vote, remembers her family’s tumultuous voting history in this picture book publishing in time for the fiftieth anniversary of the Voting Rights Act of 1965.

As Lillian, a one-hundred-year-old African American woman, makes a “long haul up a steep hill” to her polling place, she sees more than trees and sky—she sees her family’s history. She sees the passage of the Fifteenth Amendment and her great-grandfather voting for the first time. She sees her parents trying to register to vote. And she sees herself marching in a protest from Selma to Montgomery.

There are so many more that could be highlighted but I wanted to leave it up to others to share their favorites.  We have a moral obligation in our classroom to discuss the past of the United States and these picture books help us start those conversations.

Leave it up The Nerdy Book Club to add more books to my wish list.  The First Step by Susan E. Goodman and illustrated by E.B. Lewis just came out last week and looks like a must add to any classroom library.

From Amazon:

In 1847, a young African American girl named Sarah Roberts was attending a school in Boston. Then one day she was told she could never come back. She didn’t belong. The Otis School was for white children only.

Sarah deserved an equal education, and the Roberts family fought for change. They made history. Roberts v. City of Boston was the first case challenging our legal system to outlaw segregated schools. It was the first time an African American lawyer argued in a supreme court.

These first steps set in motion changes that ultimately led to equality under the law in the United States. Sarah’s cause was won when people–black and white–stood together and said, No more. Now, right now, it is time for change!

being a teacher, Literacy, picture books, Reading

And the Winners Are…Our Mock Caldecott Predictions 2016

Pernille Ripp

It has been an incredible week diving into the world of the Caldecott with my students.  Every day, we have taken time to discuss amazing picture books, vote for our favorites, and remember what reading is all about falling in love with incredible books.  While I will do a more detailed post on how we did the unit later, I couldn’t wait to share our predictions as we eagerly await for the awards.

To see how I did the unit, follow this link for my very basic planning document with resources that were shared to me by the incredible Mock Caldecott group I was included in on Voxer.   

I did not have a beginning list of picture books for the students to choose from, but instead pulled all of my 2015 picture books for them to browse through.  I had also searched online for buss books and then either purchased those or requested them from my library.  They therefore had about 200 books to start with and yes, they said it was hard to narrow it down.

My first hour class chose….

Honor (a tie between two books):

 

Boats for Papa – Art and Story by Jessixa Bagley

Marilyn’s Monster – story by Michelle Knudsen, Art by Matt Phelan

Honor:

Strictly No Elephants – Story by Lisa Manchev, Art by Taeeun Yoo

Medal:

My third hour class…

Honor:

Elwood Bigfoot: Wanted Birdie Friends – Story by Jill Esbaum, Art by Nate Wragg

Honor:

Waiting – Story and Art by Kevin Henkes

Medal:

The Night World – Story and Art by Mordicai Gerstein

 

My fifth hour class…

Honor:

If You Plant A Seed – Story and Art by Kadir Nelson

Honor:

To the Sea – Story and Art by Cale Atkinson – Sadly this one turns out to be ineligible.  While my students were in charge of vetting the illustrators, this one slipped through the cracks.

Medal:

The Night World – Story and Art by Mordicai Gerstein

My sixth hour class…

Honor:

Growing Up Pedro – Story and Art by Matt Tavares

Honor:

If You Plant A Seed – Story and Art by Kadir Nelson

Medal:

Water is Water – Story by Miranda Paul, Art by Jason Chin

My seventh hour class…

Honor:

Beautiful Hands – Story by Kathryn Otoshi, Art by Bret Baumgarten

Honor:

Toys Meet Snow – Story by Emily Jenkins, Art by Paul O. Zelinsky

Medal:

The Night World – Story and Art by Mordicai Gerstein

And finally, my own predictions…and since it is my blog, I get to pick more than 2 honors.

Honor:

Lenny and Lucy – Story by Philip C. Stead, Art by Erin E. Stead

Honor:

 

Waiting – Story and Art by Kevin Henkes

Honor:

Voice of Freedom: Fannie Lou Hamer: The Spirit of the Civil Rights Movement – Story by Carole Boston Weatherford, Art by Ekua Homes

Honor:

Finding Winnie: The True Story of the World’s Most Famous Bear – Story by Lindsay Mattick, Art by Sophie Blackall

Honor:

Wolfie the Bunny – Story by Ame Dyckman, Art by Zachariah OHora

Medal:

Last Stop on Market Street – Story by Matt De La Pena, Art by Christian Robinson

being a student, being a teacher, Literacy, questions, Reading, Student Engagement, students choice

How Do We Best Do Literacy Interventions?

Pernille Ripp

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Literacy intervention has been weighing heavily on my mind this year as I vow to do a better job for all of my students.  I think most of us would agree that we are willing to move heaven and earth to help students become successful, yet there are times where it seems like every great idea we have is simply not enough.

And I keep wondering; what do we first focus on; engagement or strategies?  I know I always tend to lean toward student engagement first and finding a way to combine it with strategies, but I still wonder is it okay to use a program that may teach students incredible strategies to bolster their reading skills, thus making reading more accessible, even though we hear students dislike the program?  Do we focus first on re-connecting students with a like or love of reading and writing and then worry about the strategies?  I know that ideally the programs that we use would be a combination of both, but is that even possible?  Are there intervention programs out there that students actually like?  Or is it on a case by case basis?

As you can see, I have more questions than answers.  I have thoughts, sure, and I know where I tend to fall; student engagement above all, but what if this isn’t enough?  What if a child will never be fully engaged until they have mastered better reading strategies that can only be taught through repetitive means?

Therefore I wonder; what would the ideal literacy intervention program look like?  I have seen many variations, some amazing, some not so much.  I have seen an incredible combination of ideas that have worked incredibly for some students, and not so much for others.  And while I doubt that there is one right answer, there has to be an overall approach that gives us a better result for many students.  I am hoping with this post that you will share your ideas.  Lend your thoughts.

Where do we start?  Do we worry about students loving reading or writing or do we worry more about giving them the tools to master the skills needed?  Is there a right way to bolster students?

If you are looking for a great book club to join to re-energize you in January, consider the Passionate Learners book club on Facebook.  We kick off January 10th.  

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

Why Audio Books in the Classroom?

Pernille Ripp

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“What should I read next?” he says, eagerly awaiting my answer.

His question takes me by surprise, after all, there is no possible way he has finished the book I downloaded for him two days ago.  He has mastered the art of fake reading a few months ago.

“You’re done already?  What did you think?” I ask, trying to feel out if he actually read it.

“It was so sad…at the end, when his dad came.  I couldn’t believe it…” He keeps going, telling me parts of the story that makes me nod in recollection, and it dawns on me; he read it, I think.  He read it, he loved it.  He is proud.  He is ready for another book.

“When did you find the time to read it?” I ask, still surprised.

“Last night…It got interesting so I listened to it all night.  3 hours, I think.” He says, “So what do I read next?”

This child who had not read a chapter book all year.  Who has abandoned book upon book, casting aside any favorites that we could think of.  Who has stuck to the same graphic novel over and over because nothing else mattered.  This child, whose disengagement has made us worry late at night, whose ability to tell you exactly what you want to hear has befuddled us all. He now stands before me, beaming, waiting for the next book.  He has become a child that reads.

And he is not alone.  Several students this year are having incredible reading experiences, kids who have never liked reading, are begging for the next book, begging for time to listen.  Yes, listen, because these students are devouring one audio-book after another.   Comprehending the words without having to struggle through the decoding.  Accessing stories that they have heard their friends talk about.  No longer looking at the easier books while they long for something with more substance.  Those children are becoming readers with the help of audio-books.

Some may say that does not count as reading, I certainly used to balk at it counting toward any reading goal, this year I am discovering otherwise.  Sure, there are cognitive differences in the processes that happens when we read with our eyes versus our ears, however, the skills that we are able to utilize through the listening of an audio-book are monumental in building further reader success.  And research has shown that the cognitive processes are surprisingly similar.   So what has adding (and investing in audio-books) done for our students?

Provided equity in reading experience.  Students who read significantly below their grade level are able to access the same texts as their peers.  This matters when we create reading communities, because they no longer feel different when they book shop.  Now, when they browse the books they can select any book they are interested in and we can get it for them either through Overdrive or Audible.

Supported critical thinking skills.  Students can develop critical thinking skills without having to spend enormous brain power on decoding.  Decoding is still taught and supported through other texts, however, they now have a text that we can practice deeper thinking with that actually has deeper meaning.  Not  just right text that doesn’t provide us with the complex relationships that make for such powerful stories.

Re-ignited a passion for reading.  Often students who are developing readers start to hate reading.  And I get it; when you are constantly in struggle mode, it can be so tiring, so having access via an audio-book lets students finally enjoy a story.  They can be in the zone with the book because their brain is not occupied with the work of having to read, creating a deep immersion into the reading experience.

Provided new strategies for teaching reading.  I can now pull out segments of text to use with a student knowing that they have the proper background knowledge, which is a key component when we build understanding.  I do not have to reference the entire text, but instead can have them focus on the skill at hand.   This therefore allows me to support their comprehension growth more efficiently.

Given us a gateway into reading with their eyes.  Often times, my developing readers harbor enormous hesitancy when it comes to veering out of their known text.  They are quick to dismiss, abandon and feign disinterest, all in the interest of saving face and saving them from yet another reading disappointment.  However, students finding success within the audio-book world are building their courage, their stamina, and their desire to pick up print texts.

I could list more reasons; being exposed to amazing fluency, students feeling like they have relevant thoughts when it comes to discussion, building overall reading self-esteem, planting high interest books in the hands of students to see them become “the books to read,” even changing the reading dynamics within a classroom.  Denise Johnson lists even more here.

In the end, I wonder whether  it really matter whether having students listen to audio books is cognitively not exactly the same as when they read with their eyes?  If our true goal of teaching reading is to make students fall in love with books, then audio-books are a must for our classrooms.  And so is the notion that they count as real reading.  No longer should we denounce or diminish the very thing that can make the biggest difference to some of our students.

That boy, who asked for another book, started listening to All American Boys yesterday.  That boy who has faced discrimination, judgement, and who has tried to fit in by being an amazing kid every single day.  He is now reading a book that may make a huge impact in his life.  That may offer him tools if he ever were to face a similar situation.  And he wouldn’t have been able to before.  That book would have been so far out of his zone of proximal development that he would have been robbed of the experience for a long while yet.  But not anymore, he is a reader now.  And he is proudly telling everyone he meets about the books he has read.

PS:  I cannot take responsibility for this idea of using audio-books, that belongs to my amazing colleague Reidun, who makes me a better teacher every day.  I am thankful she had the idea and decided to share it.

I have been looking for research and articles to discuss audio books versus paper books.  Here are a few articles.

Why “Reading” Audio Books Isn’t a Shortcut 

Audio Books vs Book Books, Which Does the Brain Prefer?

Are Audiobooks Worse Than Real Books?  Let’s Ask Science

Is Listening to Audio Books Really the Same As Reading?

More research and ideas from Sound Learning

New Research Shows Audiobooks have Powerful Impact on Literacy Development

As Far As Your Brain is Concerned, Audiobooks Are Not Cheating

Audiobooks: Legitimate “Reading” for Adolescents?

Time Magazine discusses pros and cons

PPS:  If you are wondering which book he had listened to in one night, it was, of course, Orbiting Jupiter.

If you are looking for a great book club to join to re-energize you in January, consider the Passionate Learners book club on Facebook.  We kick off January 10th.