Category: Literacy

assumptions, being a teacher, books, Literacy, student choice, student driven

How We Can Help Our Book Abandoners

Pernille Ripp

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I have watched her every day, picking up a book, reading, kind of, and then at the end of class casually placing it into the return bin of our classroom.  Another book abandoned.  Another story given up.  In the past, I would have grabbed that book and handed it back to her. ” Give it another day or so.  This one you’re sticking with.”  But not now. Not anymore.

I used to think that when a child abandoned a book, they simple had not given it enough of a chance.  That the act of abandonment was a badge of honor; look at how I am not reading!  That they abandoned books because it was a way to not read, after all, you cannot read when you do not have a book.

So I helped them by creating rules…  You cannot abandon a book until you are 50 pages in.  You can only abandon one book, then the next one you have to read.  You must tell me when you abandon a book so we can discuss why.  The rules were meant to discourage it, to make abandoning a book a hassle, to inspire students to give the book a proper chance.  And they kind of followed them, or I thought they did, until I noticed that the students were no longer abandoning books, instead they were fake reading, getting the timing just right of their meticulous page turns, yet their eyes were not on the page.  My helpful rules had thus created a bigger problem; children who would rather sit and do nothing but turn a page rather than read a boring book.

Yet, I now know that book abandonment is a sign of a larger problem.  That it is not something most students pride themselves on but instead becomes yet another sign that reading is seemingly not for them.  That book abandonment becomes proof of their failures as readers.  And the students seem to not know what to do about it.  So if teaching 7th graders (and 5th graders, and 4th graders) has taught me anything it is that we have to face it head on.  So I had to find a new approach, we had to bring book abandonment into the limelight and embrace it for the reading beast it is.  Therefore, in our classroom, we…

Share our own abondenments.  I celebrate my book abandoning because it tells the students that I am reader who knows herself.  That I am tuned in to my own reading needs to find a book that works for me at that moment.  And that those needs change depending on what is going on in my life.  Students need an abandonment role model so that the stigma can be removed and the conversations can begin.  Because that is what we need; more discussion.  More reflection.  I never tear a book apart, I instead explain why it is not a great fit for me right now, and then offer it up to others.  Most of the time someone grabs it and proves me wrong.

Log it.  No, not a reading log,  I don’t need to know minutes or pages read, but instead a list of books they have finished and books they have abandoned.  They have a readers notebook in our classroom that has a section for this so they can easily do it in class.  Students need to have a way to examine their own actions, and so the simple sheet with the title on it helps them do just, which leads to the next thing.

Ask why.  Assume that all students abandon books, not just the “bad” readers and then ask them why they abandoned that book specifically.  Have them examine their own habits so that they can figure out who they are as a reader.  My students reflect on their reading habits several times a quarter so that they can see patterns.  They look at their list of books they loved and books they didn’t so they can get clues to what they like to read, and then start to pay attention to it.  They need to study themselves, and be given the time to do so, so they can learn from this rather than just view it as an inevitable part  of their reading habits.

Ask “Now what?”  Too often our students expect us to come up with the answer, to hand them the next book.  I have learned that while we should support their book browsing, we also need to pull back to let them become “Wild readers” as Donalyn Miller says.  Readers who know who they are and what they like.  So when a child abandons a book and ask me for another recommendation, I ask them to look at their To-Be-Read list, to think for a moment about what they need right now, what their life looks like, and how much energy they have.  They then have to find a stack of books to browse through so they can find their next read.  They usually let me know at the end what they pick, not because they have to, but because they want to share their find.

Practice total honesty.  I ask my students to be completely honest in their reading habits, whether when we speak or when they reflect, because if they are not I cannot help them.  They have to trust me to not punish them or somehow degrade their answers.  And I don’t.  Total honesty is paramount to how we work in our classroom.  And that starts with me; I do not sugarcoat my own habits.  If I did not read the night before they know.  If I am dragging in a book, they know.  And they also know my reading goals because I set them right alongside them.

Ask probing questions.  I will ask a child the harder questions, I will ask them if they are just giving up because they are in a pattern of giving up.  I will ask them if they think they should try a few more pages or if they have given it careful thought.  That does not mean there are rules for when you abandon, but I do want to make sure that the decision to abandon is one that they know should be carefully considered.  That yes, sometimes we know after 1 page that we do not want to read a book, and that is perfectly fine, as long as we know why we don’t want to read anymore.

Have an enticing library.  Many researchers have solidified the need for incredible classroom libraries, and yes, I know that means that we probably pay for the books out-of-pocket.  But it is worth it.  Having students be able to immediately try to find another book can be both a blessing and a curse, but in the end, I would rather have a child that is faced with many choices than one who has to wait for a pass or our scheduled time to go to the library to get one.

Creating classrooms where students are passionate about reading, requires many things; a great classroom library, time to read, choice, and also the courage to break some of the rules that surround traditional reading instruction.  That includes facing book abandonment head on.  What have you tried that has worked?

PS:  For ideas on how to get reluctant readers to read, read this.  

If you like what you read here, consider reading my book Passionate Learners – How to Engage and Empower Your Students.  The 2nd edition and actual book-book (not just e-book!) just came out!

being a teacher, books, Literacy, picture books

Great Picture Books to Use for Words of the Wiser – Notice & Note

Pernille Ripp

One of the main texts we use to guide our reading instruction is the amazing Notice and Note: Strategies for Close Reading by Kylene Beers and Robert Probst.  This book provides us with the foundation for having deeper reading conversations and a common language as we develop our thoughts.  While the book has excellent text ideas to use as mentor texts, I thought it would be nice for my students to use picture books on the very first day of a new strategy before we delve into the longer text excerpts.  I have therefore looked for picture books I could use with the different strategies and will publish posts as I have them for the 6 different strategies since I cannot be the only one looking for ideas.

The first post was on Contrast & Contradictions, then followed Aha Moments, then Tough Questions, and now Words of the Wiser – a great strategy for noticing when life advice is given.  I loved revisiting some older picture books but also finding some new favorites to share.  Again, there are definite repeats here from the other lists, perhaps at the end, I will compile a list of picture books that can be used to teach more than one signpost.

Jabari Jumps by Gaia Cornwall features some sage advice from his father when the diving board is too scary.

In the sequel Jabari Tries, Dad continues to give good advice.

What Are your Words?  A Book About Pronouns by Katherine Locke and illustrated by Anne Passchier.  Ari’s uncle Lior gives some great advice when it comes to choosing his pronouns.

Grandpa gives Billy good advice when he professes he is scared of the giant.
The aha moment is mixed in with words of the wiser from Emmanuel’s mother and is embedded into the story.  This is a good book to use when it may not be as obvious.

Great wisdom from the mother bat to the baby as he prepares to take off into the night in Ari Berk and Loren Long’s Nightsong.

The dark knows just what to say in The Dark by Lemony Snicket.

Who says giraffes can’t dance?  Thankfully some wisdom is given in Giraffe’s Can’t Dance by Giles Andrede

Any of the books in the series Ordinary People Change the World by Brad Melzer can be used for words of the wiser as the characters speak directly to us and give us their wisdom.

Because what we know first will always help us in our lives, I love What You Know First by Patricia MacLachlan.

I have had a Peter H. Reynolds book on every list so far, I am pretty sure you can teach all 6 signposts using his books.  The North Star will always be one of my favorites.

Ish also by Peter H. Reynolds also has great wisdom.

Many of Patricia Polacco’s books can be used for words of the wiser, here I chose Mr. Wayne’s Masterpiece.

Zero by Kathryn Otoshi is a picture book that can be used for many things, teaching words of the wiser is definitely one of them.

When the students wonder when they will finally get tall, this is a great book to pull out You’ll Grow Soon, Alex by Andrea Shavick and Russell Ayto has great wisdom.

Our Gracie Aunt by Jacqueline Woodson is the book I am using with my students to teach the strategy.  It is a beautiful story that will start discussion in our classroom for sure.  Each Kindness also by Woodson is another amazing example.  In fact, many of her books can be used for this strategy.

I love stories about following your dreams and Dancing in the Wings by Debbie Allen fits the mold.

The Noisy Paint Box by Barb Rosenstock is a beautiful reminder to follow your dreams.

I know there are so many more out there, please leave your favorites in the comments.

If you like what you read here, consider reading my book Passionate Learners – How to Engage and Empower Your Students.  The 2nd edition and actual book-book (not just e-book!) just came out!

being a teacher, books, Literacy, Passion

Some Rules We Need to Break In Our Reading Classrooms

Pernille Ripp
image from icanread

We seem to be run by the rules of what came before us.  We seem to be trying to uphold traditions that were started all in the spirit of becoming better reading teachers.  And yet, I think it is time for us to break some rules, to become reading warriors, and to speak up and say no; this is not what reading will look like in our classroom.  This is not the reading experience that my students will have, this is not what will make students fall in love with reading.  So I present you with some rules that seem to perpetuate much of our reading instruction and encourage you to break them just like I have and so many others before me.

Rule number 1:  You must read X number of pages before you abandon a book.

I used to enforce this; give it 30 pages, give it 50, then I read the False Prince and I told them to keep reading to page 88 where it gets so, so so good.  But that is not how adult readers read.  I sometimes abandon books after a chapter, after a page, after a paragraph.  I listen to the voice inside that tells me that there is just something wrong, that this book is slowing down my reading love and that it is not the right fit at this particular moment.  In our classroom, we practice free book abandonment, but we also reflect on why we are giving up on a book.  It offers students a wonderful chance to learn more about their own reading identity.  So when we see a child serial hop from book to book, don’t stop them, instead ask them why.  And when they tell you that they don’t like the book, ask them why again.

Rule number 2:  You must read a book from every genre.

I used to have students read books from certain genres so that they had been exposed to them all, and yet, most students hated it.  So now instead I make sure that our book shopping is varied, that I book talk many genres, and also that they have access to many genres.  There is no requirement to read outside of a genre, but only gentle recommendations.  We need to celebrate the students that have identified themselves as lovers of a certain genre, after all we do as adults, rather than force them into thinking that somehow they are not true readers because they are not exposing themselves.

Rule number 3:  You must fill out a reading log.

My biggest problem (and I have several!) with reading logs is that it inherently shows students that we do no trust them.  By asking them to record how much they have read outside of our classrooms, we are telling them that their word is not enough.  When we ask parents to sign, our message is even stronger; you may have said this but I only know it is true because your parents agreed to sign this.  Is that really what we want to tell our students?  And as a parent who has forged her signature on a summer reading challenge, I can tell you, I would do it again if it means that my child does not have to distill her love of reading books into minutes or pages.  Her reading love deserved better than that.

Rule number 4:  Reading is only something you do with your eyes.

I used to tell students that for a book to count for their book challenge that it had to be read.  And reading means they do it with their eyes.  Now I know that reading can also be auditory, whether by listening to an audio book or being read aloud to.  That students can still experience a deep connection with a text even if their eyes have not processed it, and that audio books level the playing field for so many of our students who feel like they are bad readers.  Reading is many things, let’s make sure that in our rush to define it, we do not alienate the students that need alternative methods the most.

Rule number 5:  You must only read books at your level.

Levels were never meant to confine or define a child, but instead meant as a tool for a teacher to select text for guided reading instruction.  Yet our obsession with placing children in boxes has made levels prevalent in our schools and in the minds of students.  If our goal is to create students who identify as readers outside of our classrooms then they need to know themselves as readers.  They need to know what they prefer, what they can read, and also what type of book they need at that very moment.  That changes based on their life, and not just their growth, just like it does for us adults.  Having students select books based on a level robs them of the chance to figure this out, and in turn, counteracts everything we are trying to teach them.

Rule number 6:  You are too old to read this book.

If I only read books that fit my age then I would never read a YA or children’s book again, and that goes for our students as well.  Reading books that may be too young is a way for students to relax, to build confidence, and to read a book they feel like reading.  How often does our helpful rules really just hinder a child from reading?

Rule number 7:  You must create something after you finish a book.

When I finish a book, I often hand it to a friend.  Sometimes I book talk it to my class, sometimes I write a review, other times I quietly place it in a bin.  I do not write a journal entry, I do not create a book report, nor do I make something to show off the theme.  When students finish a book they should have an opportunity to discuss the book, to recommend it to a classmate, to share their love of it with the world, if they want.  They should not have to choose from a long list of projects to prove that they, indeed, did read it.

Rule number 8:  Picture books are for little kids.

Every day, almost, we read a picture book in our classroom.  In fact, picture books are  serious business here, as I use them to teach students how to infer, how to closely read, how to think deeply about a text and then be able to discuss it with others.  We use them as mentor texts as we work on our writing craft.  We use them as we build our community.  And yes, we use them because picture books make the world a better place and they remind students that reading is meant to be fun and magical.  A student told me the other day, “Mrs. Ripp, I am not so sure picture books are for little kids anymore…”  And I knew exactly what he meant, because a text that rich should not just be reserved for young kids.

Rule number 9:  Graphic novels are not real books.

Graphic novels can be just as complex as the hardest chapter books.  In our classroom, graphic novels can be a lifeline; a way to reach the kid that swears they will never love reading, a way to reach a child that cannot get through a chapter book.  I have students using graphic novels to find the signposts from Notice and Note at the moment.  I have students finally connecting on a deep level with a book that happens to be in the format of a graphic novel.  I am so thankful to all of the authors out there creating these magnificent books that prove once again to my students that great books do not just look like one thing.

Rule number 10:  You must reward reading.

Reading is it’s own reward to quote the fantastic Teri Lesesne.  The minute you attach a reward to reading you have diminished the act of reading itself.  Think hard about the stickers, the prizes, the special events based on pages read and instead find a way to celebrate the very act of reading by getting more books, by finding more time to read.

Rule number 11:  You must not judge a book by its cover.

I do it all the time.  We all do.  What we need to teach kids though is that covers are not the only way we should judge a book.  That even if a book has a terrible cover, which some amazing books truly do, that they then should move on to checking it in other ways; by reading the back, by skimming a few pages, by asking a friend.  For students to see us as reading role models we must not hide the true habits we have but instead celebrate them and share what we do.  Students do not need to see how we pretend adults pick books, instead they should see how we really pick books, and that includes judging a book by its cover.

I could have gone on, but these are the rules that stood out to me.  I shudder at how many of these I have had in my own classroom and am grateful to the people that have shown me a better way.  We can create classrooms where students fall in love with reading, the choice is ours.

If you like what you read here, consider reading my book Passionate Learners – How to Engage and Empower Your Students.  The 2nd edition and actual book-book (not just e-book!) just came out!

being a teacher, being me, books, Literacy, Passion

This One Book

Pernille Ripp

Cross-posted from Mrs. Ripp Reads

On Sunday night, I cried in my airplane seat.  I held the book in my hands and cried not because it was sad, but because it was so true.  Because the words I had just finished reading made me think about my own privilege, about the conversations Brandon and I will never have to have with our son, Oskar.  About the thousands of boys whose everyday life can be changed in a single second.  And how I have no idea what to do about it other than continue to ask questions, continue to have the conversations in our classroom, and continue to place books like this in the hands of my students even if they make me feel so incredibly uncomfortable.  Because this book should do exactly that.  And not only that, it should make us weep at the society that we live in and the ways that we perceive each other.  It should make us angry and ashamed.

So today, I handed the book to another teacher and then promptly ordered another copy.  I know that for some of my students it is too mature, but for others it will be the book that they pass on from kid to kid.  It will be the book that makes them question the society that we live in, and for that I am so grateful.  We need books like this.  We need to cry in our airplane seats more often at the injustice that we participate in.

Jason Reynolds and Brendan Kiely’s masterpiece All American Boys is a Global Read Aloud contender for 2016 because the world needs to be in on this conversation.  Go read it.  Please.

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

Great Picture Books to Teach Theme

Pernille Ripp

I need to apologize.  This post will be the longest one yet with the most suggestions of which picture books to use for something.  But it makes sense; theme is one of those things that is present in so many great picture books, so when I started going through my classroom library, I ended up with a huge stack.

Some of these books I use in guided groups with the students, meaning that their theme may need a little more thinking to find, others I hand to the students for them to use in their discussions and reflection.  Which ones depend on the class and the conversations we are having.  I love how many of these picture books can be found on my other lists, this truly shows just how many times a picture book can be used in a classroom.  These are investment books, not “just” for fun, and give us a shared experience that will shape our community and conversations all year.

Note:  While I am writing a blurb on what the theme of the book is, many of these books have multiple themes, so my blurb is not the only one.

If you would like just a list without images and theme suggestion, please go here. 

I had no idea that children were arrested during the Civil Rights Protests so I am thankful for this picture book that shares the story of Faye Hendricks, the youngest of the marchers to be arrested (and put into jail!).  This is a story that is meant to inspire us to know we can make a difference and inspire it certainly does.

When We Were Alone 

by David Alexander Robertson (Author), Julie Flett (Illustrator)

This picture book with its grounded illustrations really hits an emotional punch.  This led us into a discussion of the forced relocation of Native children into boarding schools, a topic that many students are unaware of.  It also sparked conversations about identity and self-preservation.  Fantastic for teaching memory moments or flashbacks for Notice and Note, however, my four-year-olds at home also loved it.

I had certainly heard of Lena Horne, however, I honestly knew very little about her.  This picture book has set me straight; her inspiring life not only as an entertainer but also a civil rights activist is one every child should be aware.  With themes of resilience, courage, and perseverance, this is a great addition.
A picture book about death not meant to frighten but meant to help children understand the beauty of a life well-lived, this Danish picture book, is truly one to add to your collection.  Picture books can help us broach such difficult conversations in our classrooms and this one certainly does.
What’s in a name?  As educators, we know the inherent power of pronouncing a child’s name correctly to make them feel accepted and included.  This picture book from 2009 shares the story of Sangoel, a refugee from Sudan, and what happens when he comes to America.  A must add as we try to break down walls and build understanding for others in our classrooms.
One of the most powerful picture books to be published in 2016, The Journey is about a family as they flee from war and the decisions they have to make as they search for safety.  Beautifully illustrated this picture book packs a punch.
Also a picture book about a family that has to leave their country in search of safety, the artwork is all done by stone.  With both English and Arabic text, I am so grateful for the vision of this picture book.
Somos como las nubes / We Are Like the Clouds by Jorge Argueta (Author), Alfonso Ruano (Illustrator)
Why would a child set out on foot toward America, knowing that there were thousands of miles filled with danger ahead of them?  This picture book illustrates the journey that more than 100,000 children have taken as they try to reach safety in the United States.  Told in poetry, this picture book helps us understand something that can seem inconceivable.

I cried the first time I read Ida, Always by Caron Lewis and Charles Santoso.  I cried the second time I read it as well.  With its story of love surpassing death, it is a must add to any classroom.

Yard Sale written by Eve Bunting and illustrated by Lauren Castillo is a fantastic book to discuss what it means to have a home and a family.  This is another book that made me cry.

We discuss needing diverse books in our classrooms and Jacob’s New Dress is most definitely a book we need.  Written by Sarah and Ian Hoffman for their own son, my students had wonderful discussions about what it means to fit the mold that society gives us.

The Night Gardener by the Fan Brothers is beautiful not only in its illustrations, but also in its message about what one person can do for a community.

Be A Friend by Salina Yoon is a wonderful addition to any classroom collection.  Its simple story allows for a rich discussion about friendship and finding our place in the world.

The Heart and the Bottle by Oliver Jeffers (Global Read Aloud contender) is a masterful book for students in discovering theme.  Love, loss, death, acceptance and rediscovery were all themes my students fund in the book.

The Wildest Race Ever:  The Story of the 1904 Olympic Marathon by Megan McCarthy is a great addition to our theme collection.  I love when non-fiction picture books can be used to discuss theme.

I have several of Pat Zietlow Miller’s picture books in our classroom and find them all to be incredible additions.  Sophie’s Squash always makes me laugh.  Pat’s latest picture book The Quickest Kid in Clarksville illustrated by Frank Morrison was an instant hit with my students and the theme only brought further conversation.

Another non-fiction picture book, Solving the Puzzle Under the Sea by Robert Burleigh and illustrated by Raul Colon has made its way into our classroom, not only teaching us about the incredible life of Marie Tharp but also about perseverance, having dreams, and the power of curiosity.

Snappsy the Alligator (Did Not Ask to Be In This Book) written by Julie Falatko and illustrated by Tim Miller is a sure hit with kids and adults alike.  Funny and with a great message of friendship, my students have read this one multiple times.

I am an unabashedly major fan of Bob Shea and his books show up on many of my lists.  The second installment of his Ballet Cat series is already a favorite in our classroom as well as with my own children.  In Dance! Dance! Underpants! we can find the themes of friendships, judgment, and also how to succeed while getting another great laugh.

I love wordless picture books for discussing theme because it lets readers look at just the illustrations without wondering about the words.  Skunk on a String by Thao Lam is a great conversation starter for perseverance and creativity.

 

Chopsticks by Amy Krouse Rosenthal, our picture book author study for Global Read Aloud is about finding your place in the world and having courage to try new things.

Also by Amy Krouse Rosenthal, The Ok Book is a great one for why you should keep trying things until you discover what you are great at.

The Man Who Walked Between the Towers by Mordecai Gerstein is all about following your dreams and doing the impossible.  It is also my chosen read aloud every September 11th.

Mr. Tiger Goes Wild by Peter Brown where Mr. Tiger just will not conform.  When he tries to change his ways, he loses his real identity.

This Is A Moose by Richard T. Morris and Tom Lichtenheld is a great example of the what happens when others try to make you into something you are not.

What I love about Gaston by Kelly DiPucchio, illustrated by Christian Robinson, is that most of my students can relate to its message about being expected to fit in in a certain way.

Any day I can use Pete and Pickles by Berkeley Breathed is a good day in our room. The universal theme of friendship and change is easy to spot here.

While Oscar’s Spots by Janet Robertson is more than 20 years old, I still love the copy we have in our classroom.  The theme of staying true to yourself and self worth is great one.

I am pretty sure I can teach almost anything with the help of Peter H. Reynolds.  His beautiful book Ish is a fantastic book for theme and what it means to discover your own talents and not let self doubt ruin it for you.

Each Kindness by Jacqueline Woodson is one of those picture books you can use for so many things; memoir, aha moment, words of the wiser, teaching empathy and such.  The theme of forgiveness, the impact of decisions, and how kindness gets passed on is a great lesson for all kids.

A Perfectly Messed Up Story by Patrick McDonnell is one of many amazing picture books from this author.  I love the simple aha moment of realizing that it can be good enough even if it is not perfect.  This is a great read for many of our students who push toward perfect every time to the detriment of their own sanity.

Elwood Bigfoot: Wanted Birdie Friends by Jill Esbaum is not only a great book to discuss friendship and how we must stay true to ourselves, but is great reminder to students.

You Are (Not) Small by Anna Kang is about how we judge others and what it all really means.

I have long been a loud fan of Bob Shea’s for a long time.  After all, he is the genius that wrote Unicorn Thinks He’s Pretty Great so I had to get Ballet Cat The Totally Secret Secret.  It is laugh out loud funny.  And the best part is that I can completely relate to the story and so will my students.

Marilyn’s Monster by Michelle Knudsen is one I think many of my students will gravitate toward with its quiet message.  I know I will be using it to facilitate deeper conversations about finding our own path in the world.

Wild About Us by Karen Beaumont is a beautiful book in many ways.  The illustrations done by Janet Stevens pop off the page and catch your eye, but the message of the book is what really got me.  We all have things that we can pick apart, but what we do with those things is what matters.

Thea, my kindergartner, came home and told me that I had to get this book about a big red crayon.  Okay…. I thought.  But she was right, Red – A Crayon’s Story by Michael Hall was one that I had to read aloud to my 7th graders.  And then we had to discuss what it meant staying true to one’s own nature as well as facing the pressures of others.  I swear this book was written for middle schoolers and not young children secretly.

It is a celebration in my life whenever the talented Ame Dyckman comes out with a new picture book and Wolfie the Bunny was definitely a cause for celebration.  This book about assumptions and what they can lead to has not only made my students laugh out loud, but more importantly, has led us to question our own assumptions about others.

I have Bluebird by Bob Staake on many favorite picture book lists, and there is a reason for that.  The shock on my students faces when we get to that page.  The questions, the discussion when I step out of the way are priceless.  This is a wordless picture book which also means that my students love interpreting the ending and allows them to find confidence when they are discovering what theme means.

Chrysanthemum by Kevin Henkes once again teaches students what it means to be proud of yourself and not try to change for others.

The Day I Lost My Superpowers by Michael Escoffier is a book that tells a familiar tale of childhood imagination.  I hope to use this to bring my students back to when they thought anything was possible and to reignite their passion for thinking they have the ability to make a difference in the world.

Orion and the Dark by Emma Yarlett is stunning. The story about a boy who is afraid of the dark is sure to elicit conversations about our fears and what we can do to conquer them.  I cannot wait for my students to discover all the details of this book.

Language surrounds us all but by middle school certain words seem to lose their off limit-ness.  That’s why I love Little Bird’s Bad Word by Jacob Grant.  This book will give us a way to discuss what our language says about us as people and how our casual conversations can harm others.  What a great conversation to have.

An amazing wordless picture book by Jon Arne Lawson and Sydney Smith that tells the tale of Sidewalk Flowers and what happens when we are too busy to notice the world around us.

Ben Clanton’s Something Extraordinary is just that – extraordinary.  Once again a simple story unfolds leading us to rich conversations about imagination and how it can color our world.

The beautiful story of Last Stop On Market Street by Matt De La Pena is one meant to spur conversation about our lives, our assumptions, and how we view the world.  But the illustrations?  They tell an even richer story, one that I cannot wait to discuss with my students, many of whom have never ridden a bus or even been in an urban neighborhood.

I am always in favor of a picture book that allows us to discuss how we treat others, particularly when teaching middle schoolers.  I love the story in Henry Hyena, Why Won’t You Laugh by Doug Jantzen and think it will resonate with many of my students with a fairly easy theme for them to discover and discuss.

The Most Magnificent Thing by Ashley Spires continues to be a crowd favorite in my classroom with its theme of not giving up and seeing the usefulness in things we otherwise may discard.  I love when students pick out the details that are in the illustration and we refer to it often when we create ourselves.

On my daughter’s 6th birthday she was gifted Beautiful Oops by Barney Saltzberg.  I took one look at it and then bought a copy for my classroom.  Students are so quick to dismiss their own mistakes, but this book with its simple show of what you can do with those “oops” is sure to inspire a moment to re-think and re-draw before a supposed mistake is discarded.

I am sure I was not the only one jumping up and down when the Caldecott award was announced this year and The Adventures of Beekle – The Unimaginary Friend was the big winner.  I have cherished this book in the classroom for its simple message about imagination and taking control of ones own destiny.  The illustrations are divine in the book and have inspired many students to draw their own imaginary friends.

I love the giggles that students, yes even 7th graders, get whenever I read aloud Froodle by Antoinette Portis.  The message to embrace their uniqueness and let their true personality shine is not one that is lost on them.

Another book by Mac Barnett on the list is Extra Yarn.  I have loved using this book to discuss theme with students but I also love how it shows that you can take something simple that you can do and turn it into something extraordinary.  Often this is the biggest aha moment that students get from this book.

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The North Star by Peter H. Reynolds, I told you he is a genius.  This is the final book I read to my students every year as I hope it inspires them to take a risk and find their own path in life.

Unicorn Thinks He's Pretty Great by Bob Shea

Unicorn Thinks He’s Pretty Great by Bob Shea is one of the best tales for discussing the theme of how often we misjudge others.

From the title to the illustrations, think of the discussion My Teacher is a Monster – No, I Am Not by Peter Brown  will elicit.  I loved the message, but also the nuance with which it is presented, and let’s face it; many students think their teachers are not quite human and this is a great book to discuss just that.

We love Spoon by Amy Krouse Rosenthal.  This sweet story of a spoon trying to fit in and finding his place in the world was one that made us laugh and think about our own place in the world.

What can I say about The Dot that countless others have not said already?  The simple message of making your mark on the world and being good enough is one that left its mark on us.

Journey by Aaron Becker was used as the culmination of our first reading unit, which happened to be a lesson I was observed during.  I asked the students why I picked this book to share with them as our celebration book and their reasons blew me away.  “We are on a journey in reading like the girl.”  “We also can create what we want 5th grade to be like she does with her world” were among some of the things said.  Again a wordless picture book brought some of our deepest conversations.

I pulled this book out after a recess incident that had really rattled my team.  Whenever I send my students out to play and be with their friends, I never think that they may not be friends outside, that they may say mean things about each other, that they may exclude, and yet that day they proved me wrong.  I knew we had to discuss what had happened but instead of another lecture from me about the power of our community, the sanctity of what we have built, and how we should all fit in, I let this picture book, Zero by Kathryn Otoshi do the talking for me.

The Big Box by Toni Morrison and Slade Morrison is a great picture book for more advanced thinking, the students will get it with prompting though and it leads to some pretty amazing conversations.

Patricia Polacco is a master storyteller, Mr. Wayne’s Masterpiece is great for discovering courage and sharing experiences where we had to overcome our fears.

I love Billy’s Booger – A Memoir by William Joyce for discussing great ideas and how they can be interpreted.

I know there are more, but thought this was a good start.  So many of these books are incredible, so many of them can be used for many teaching points, so many of these books will become favorites in your classroom.  Happy reading and please do share your favorites!

If you like what you read here, consider reading my book Passionate Learners – How to Engage and Empower Your Students.  The 2nd edition and actual book-book (not just e-book!) just came out!

being a teacher, being me, books, classroom setup, Literacy, Passion, Reading

If My Classroom Library Was For Me

Pernille Ripp
image from icanread
image from icanread

If my classroom library was for me there would be no dog books.  Well, almost no dog books because Rain Reign deserves to be there.  There would be no sports books, except for maybe Stupid Fast.  There would be no books with mermaids, unicorns, or any kind of princess, except for the feisty ones.  If my classroom library was for me, I would have only books that I know would fit all of my readers, that no one would ever object to or question.  I would take the easy way, after all, who needs more worries in their life?

There would be shelves and shelves of dystopian science fiction mixed with a little bit of love.  There would be historical fiction but mostly the more recent stuff.  Realistic fiction would be a major section, but fantasy would be reserved for the stuff that makes sense, after all, who needs books about dragons?

But it is not.

Our classroom library is filled with dog books.  With books about kings and queens, footballs, and dragons.  It is filled with books about men who went to war and never came back, and women who conquered the world.  It is filled with science, with history, and even with joke books because who doesn’t need a good laugh now and then.

Our classroom library is not just for me.  It serves more than 120 students and some may have similar tastes as me, but  most of them don’t.  So when I choose whether a book deserves a spot in our library, I cannot just think of myself.  I cannot be afraid to place books in it that scare me.  I cannot be afraid of what others may think if I know that a book is needed.  I cannot use myself as a measuring stick.  If I did, our library would not be for the students.

So when we purchase books.  When we decide what to display.  What to book talk.  What to remove, keep this in mind; our classroom libraries are meant to be homes to all readers.  Not just the ones that are like ourselves.  Not just the ones who have seemingly quiet lives filled with normal things like family dinner and soccer.  Not just the ones who love to read.  Not just the ones who tell us which books to buy and raise their hand when we ask who wants to read it next.

Our classroom libraries are for all kids that enter our classroom.  Especially for the ones who are lost, who have not found that book, or that story that made them believe that they are a reader, that their life matters.  We must have books that allow all children to feel that way.  To feel like there is not something wrong with them.  It is no longer a matter of just having diverse book, it is about having the right books for all those kids that come to us and wonder whether they are ok and then displaying them.  Whether they are normal.  The books speak for us, so make sure they speak loudly.  Make sure that in your classroom children can find that book that will make the biggest difference.  Make sure you do not stand in the way.  Make sure fear of what others may think does not stop you from helping a child.

If you like what you read here, consider reading my book Passionate Learners – How to Engage and Empower Your Students.  The 2nd edition and actual book-book (not just e-book!) just came out!