being a student, being a teacher, Reading, Reading Identity, student choice, Student dreams, Student Engagement

Creating Foundational Rights for Students Within Personalized Instruction.

A conversation I find myself having often with other educators is just what to do next for curriculum. How do we get everyone on the same page? How do we ensure that what we do is actually happening in different classrooms with different teachers? How do we ensure that the very kids we are entrusted with have somewhat similar experiences within our classrooms all while protecting the art of teaching?

You may think that textbooks with daily lessons are the answer, and for many it appears to be, but it doesn’t have to be that way. As Dr. Allington reminds us, “…no
research existed then, or exists now, to suggest that maintaining fidelity to a core reading program will provide effective reading lessons.” (What Really Matters When Working With STruggling Readers, 2013) . Yet, fidelity has become a major selling point as we see many programs being touted to schools who are unsure what to do next. Fidelity has become a point of judgment; how closely aligned are we? Do we use the same texts? The same worksheets? The same words in order to ensure the same experience for all? I was once told by a well-meaning but ill-advised administrator that “I better be on the very same page of the textbook as my colleague next door” as he passed from classroom to classroom.

And yet if there is one thing I know about teaching, it is that our kids are not the same. From class to class, from year to year, the kids have needed different things. Have needed educators that are adept at adapting, that are unafraid to try something new, that know their research, but also know to seek out others for more ideas. Who know their own areas of growth so that they can provide better and better experiences year after year. Sure, use a program to start you off, but don’t forget about the very art of teaching that asks to be responsive to the very kids we teach, that require us to be disruptors of inequitable practices that have shaped the educational experience of so many.

I teach in a district that puts an incredible amount of trust in their teachers and fellow staff who support our students. Whose very core of teaching is autonomy, responsibility, and professional development. Who believes in developing teacher craft so that students can be vested in classroom experiences that speak to them personally and not just whatever the pacing or curriculum guide has told them to care about. Who believes in disrupting inequitable education experiences and providing the room to do so, supporting each teacher on their journey. But how do you then ensure that students aren’t unknowing members of an educational lottery where their growth is based on the experience and know-how of a single teacher? How can you create room for your teachers to personalize while still ensuring that certain experiences are in place?

The foundational idea is deceptively simple; create student rights together. A living breathing document that shows which experiences every child should have in every room, no matter the teacher. Live by it. Work by it. Discuss and change as needed.

But in practicality, how do you get there?

The first step is to have time to discuss what the experiences of students should be. What do we, as the practitioners, believe every child should have as rights in their English (Or whichever curricular area) educational experience? Reading books they like, having a librarian and time in the library, abandoning books, picking writing topics, a teacher that will confer with them, discussing relevant topics. Brainstorm as many things as you can. Group them to see patterns. And then step back.

What is missing? This isn’t something that is done quickly, after all, this will be a guiding document. Do research on best practices within your curricular area. What do you not know about? What do people like Dr. Rudine Simms Bishop, Dr. Richard Allington, Dr. Gloria Ladson-Billings, Zaretta Hammond, or Dr. Louise Rosenblatt say about the experiences students deserve?

Then group all of the post-its or thoughts together. What are the clusters? What clearly speaks to all of you as a team? Try to come up with words that can tie it all together. Which patterns do you see? The right to read, to speak to one another, to have texts and materials that reflect their experience and the experience of others? The rights to connect with others? To free write? To skillful instruction? Again, pay attention to your own gap areas, which parts of instruction are you not thinking about? Do these potential rights mirror an entire experience or only parts of one?

Then translate the goals into actual experiences, such as if your team believes in student choice in reading, what will that actually look like? When will there be guaranteed time for that? How often do they get to choose? How will you support their choice? Who else will support it?

Then it may look something like this…

If students need…Empowerment – then we will commit to giving them choice throughout their time with us.

How: Choice in their independent reading book, choice in their topic of writing when possible, choice in who they work with, choice in who they share with, choice in how they work through learning. Space to reflect on their experience, speak up about it, and shape the teaching that happens.

If students need to read and write every day, then we will commit to giving them dedicated independent reading time every day and writing time every day.

How: Start with 20 minutes of independent reading focused on developing their relationship to reading and reading identity. An emphasis on free writing when not otherwise steeped in their own writing. Planning reading and writing experiences every day.

It may end up looking something like this then.

Go through each foundational right as a team and then commit to it as a team. Bring it up throughout the year to see whether you are actually living it. What are the opportunities for the students throughout the year? What is missing and needs to be added?

Having a foundational understanding of what the experiences should be for every child provides us with a guide of which direction to go while also being able to see our own gap areas. Where do we need to grow as practitioners? What are we not yet providing for students and how is that impacting them? How do our choices in our learning tie in with these rights?

So often we look at curriculum and think that is where to start with any changes when really what we need to do is step back and look at the foundational beliefs and rights that support and determine the curricular choices we make. Because those beliefs are what shape every single experience kids have with us. Because those beliefs sometimes hurt the very endeavors we are trying to accomplish. While I know our documents and guiding beliefs are not perfect, nothing ever is, it gives us a place to start when we discuss what we are working on, what kids need, and the disruptions that need to continue happening for all of our students. Perhaps these guidelines can help others as well.

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

being a teacher, books, choices, Reading, Reading Identity, student choice

Stop Rushing Kids out of Graphic Novels

The books have been flying off our shelves once again in room 203. So many titles that barely get to rest for a moment before another eager set of hands attached to an even more eager reader grabs the book, so happy they finally got it. This book they have been waiting for, this book that everyone seems to be clamoring for. And while many books are receiving love this year, a few stand out above the rest; an entire format of books, as it has for several years now.

Guts by Raina Telgemeier

Boy-Crazy Stacy (Babysitters Club 7) by Ann M. Martin and Gale Galligan

New Kid by Jerry Craft

Best Friends by Shannon Hale

Books that at a glance may seem easy, or not that challenging, after all, we all know to not call books easy by now, right? Books that entice kids with their colors, their visuals, as they deftly maneuver complex topics but do it in an accessible way for many. In a way that grabs even my most vulnerable readers and tells them to give them a shot. That they, too, are readers and that this is just the right book for them.

I often step back and simply marvel at the wonder of graphic novels and how they make so many kids reconnect with reading or connect with it for the very first time. I am not alone, if we look at sales numbers for graphic novels they are dominating, circulation increase around the nation, and those who for decades have been holding them up as great books are being heard more and more.

And yet, I see so many adults, so many of us teachers, lament the fact that kids continue to reach for graphic novels, for comics, for books that for whatever reason seem to be too easy, whatever that may mean. I have seen it most often discussed when a book has pictures of any form. I hear it when we tell kids that it is time for them to graduate into chapter books. That they should read chapter books rather than picture books. When we tell kids that is time to try something harder and we stare at the graphic novel in their hand. When we pull out comics for fun but not for real reading. When we tell kids that we will take graphic novels away from them if we see them reading them (true story). When we tell them that, sure, they can read graphic novels, but just a few, because then they need to read something a bit more substantial. We say it with the best of intentions, after all, how will these kids grow in to “real” readers? Grow as readers if they only read “those” books? And we share the worry so that those at home start to worry too and they rush in with their questions and their eagerness to make sure their child is becoming the reader they always envisioned, a child who reads serious books that show off their prowess and skill. We do all this so casually that we don’t even see what it is we are all really telling kids.

“These books won’t teach you…”

“These books will not challenge you…”

“These books will not help you grow the way I hoped…”

“You will never be a reader…”

“You will never know how…”

“This will never be enough…”

And so we hand them other books. Anything but books with images. We search for recommendations in order to steer them away, to guide them on a new path instead of embracing the medium. Instead of letting them choose and celebrate their choices. Instead of immersing ourselves as fully as we can as their partners. Instead of embracing this newfound obsession with a complex medium and helping them challenge themselves within the format.

And it hurts kids’ reading lives.

And it hurts kids, period.

Because what we forget is what the research tells us about these books. About books like 150 Years Retold by Kateri Akiwenzie-Damn, Sonny Assu and many others. About books like Last Pick by Jason Walz, Pie in the Sky by Remi Lai, and Stargazing by Jen Wang. About the books that bring kids into our libraries and keep them there. That these books are not easy. That these books do not stop kids from growing as readers. From reading difficult texts because these are difficult texts. Sure, there may be less words but every word matters. Sure, there may be pictures but that every picture tells part of the story and if you skim them, you miss out on the depth of the story. That reading these formats of books will not stop them from growing, from challenging themselves, from gaining vocabulary, or understanding difficult concepts. But indeed, as Krashen and Ujiie remind us, ““…those who read more comic books did more pleasure reading, liked to read more, and tended to read more books. These results show that comic book reading certainly does not inhibit other kinds of reading, and is consistent with the hypothesis that comic book reading facilitates heavier reading.” (1996)

And so we must embrace it. We must celebrate it much like we do when a child goes for a deep dive into a specific genre or author. Invite them to build reading ladders as inspired by Dr. Teri Lesene and challenge themselves within their chosen format. We must hold them up as the successful reading choices they are and continue to surround students with amazing choices. When they pick up another graphic novel, encourage it by discussing it, not shun it and forbid it.

This doesn’t seem hard and yet for so many kids this is not their reality.

So the next time a child grabs yet another graphic novel, perhaps we should read it too. Perhaps we should help all of our students see the nuances within these masterful stories, help them read them correctly, to slow down and see all of the details. Honor this format by teaching them rather than thinking of them as frivolous, as desert books, as books we read when we need a little break. Help students create them.

We forget that the kids we teach are on a lifelong journey of reading; why do we feel the need to rush them into different books? Why rush them away from images? From pictures? From anything that embodies visual literacy despite it being the world we live in more and more? Why not embrace the books they read and help them find more books like it instead? Why not let the kids read and be there to hand them another book rather than tell them that it is time to read something different? Why not let kids choose their own books, graphic novels and all, because in the end what we seem to have forgotten the most is that they are books. End of story. Magical, mesmerizing, enticing, books.

It’s not that hard, is it?

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

books, new year, Reading, Reading Identity, Student dreams

Kicking Off Our Reading Conferences For the Year

We are two weeks into the year and slowly the routines are starting to shape up. We know each other just a little. Our community is growing. The incredible inquisitive and funny nature of our 7th graders is coming out more and more. And every day we start the same way; twenty minutes at least of independent reading. Twenty minutes to “Settle in, settle down, and get reading.” Twenty minutes where I get to book shop with kids, check in on their day, and also do initial reading conferences with the kids as we start to get to know each other more. After all, how am I supposed to help them grow as readers if I don’t know them as readers, as people?

Our first reading conferences are simple yet effective as we start this journey together. All it takes is a few things: our reader survey, their goal setting as it ties in with their 7th-grade reading challenge, my note taking sheet, my home information sheet and time. Hmm, maybe that sounds complicated, but it is not. What these different things do is allow me to slowly gather information on the students and open up conversation.

The reading survey helps me get insight into their reading habits and emotions tied in with reading. They do this within the first few days of school.

The goal setting sheet helps me understand where their priorities are. It’s part of our 7th grade reading challenge. This is about a week in after we set our reading rights.

The home sheet was used during our ready-set-go conferences prior to school starting but I also use it throughout the year to fill in more information. (The pronoun question/answer is an optional question from a different survey).

And my note-taking sheet, a constant work in progress, gives me a place to keep all of my information, in order to have a place to remember our conversations by.

Every class has its own binder where the information is placed alphabetically, and that’s how I start; alphabetically and call up two or three students every day during their reading time.

A few easy questions start us off: When we meet would you prefer to come to me or me come to you? (Many prefer the relative privacy of coming to me). Which book are you reading, how did you choose that one, how would you rank it on a scale from 1 to 10?

Then we move into their reading goal. Questions I ask are: What is your goal, how come you set that, and tell me more about your reading life last year? I take relevant notes throughout our conversations and I make sure the kids can see what I am writing down, I don’t want them to have to worry about what I may be recording. There are often follow up questions but I also want to be cognizant of wait time and the delicate nature at times of reading and how kids feel about themselves as readers.

Then we discuss their progress, how is it going? How is the book working for them? How is reading outside of English going? We also discuss what is hard about reading, no surprise, even my most adapt readers have challenges. Finally, I ask them if there are things I can do to support them right now better as we get to know each other. Many don’t have ideas right now but I like the openended question in case they do.

As we wind down, I ask them a few more questions. What is their favorite color? What is their favorite treat? And what do they do well? This information is used throughout the year as I celebrate them. It also gives me a peak into where they see themselves right now, many kids tell me they don’t do many things well, and so I always try to help them see great things about themselves.

I thank them for their time at the end. Thank them for investing in our class and allowing me this time with them and that I look forward to helping them grow this year.

The next time I meet with them, there are less questions so the conference goes quicker. Then it starts with, ‘What are you working on as a reader?” as you can see from the note-taking sheet and then evolves from there.

A simple way to start but one that sets us up together to work on reading, to maybe better their experiences in reading, to make it matter beyond the work, the pages, the labor that it is for some. I am so grateful for these kids and the conversations we get to have.

If you like what you read here, consider reading my newest book, Passionate Readers – The Art of Reaching and Engaging Every Child.  This book focuses on the five keys we can implement into any reading community to strengthen student reading experiences, even within the 45 minute English block.  If you are looking for solutions and ideas for how to re-engage all of your students consider reading my very first book  Passionate Learners – How to Engage and Empower Your Students.      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, being me, Reading, Reading Identity

An Email Requesting For Our Children To Not Have to Do Reading Logs

Inevitably, every few years, one of our four children brings home some variant of a reading log. Typically it involves logging the minutes that that they have read every night, a signature, perhaps the titles as well and sometimes even the need to write a few lines about the book they read. Often times it is tied in with a reward; pizza, parties, extra recess.

And while it used to anger me that kids (and their adults) were being asked to do this work, I have realized that the request for a reading log is typically not anchored in any kind of malice. Rather, it is sent home with a genuine interest in the reading lives outside of school. With a hope that a child will make the time to read. With the hope that a family will make the time to read because it is now expected as homework. What is the harm in that? So every time we are presented with one, I find myself in a dilemma; do I say anything, ask for my child to be opted out, or do I let the practice ride? After all, there are bigger things to worry about when it comes to the reading experience of children.

And yet, I have seen the damage that the simple requirements of a reading log has done to my own children. When our oldest came home with our first one, she asked for a timer, set it for 20 minutes and when the alarm went off, she resolutely shut her book and told us she was done. No matter that she was in the the middle of a page, no matter that the previous nights she had read for a much longer time. The 20 minutes was all she needed to read. Or our son, who when he did a book logging program that offered up prizes didn’t care so much as to what he was reading or having read aloud, but instead would pick the shortest books in order to log as many titles as possible, so that he could get whatever prize was attached to the amount of books. Or how they make me a liar. I don’t know what my children are reading often, they are surrounded by books and while we talk about them we don’t always. So when I am supposed to sign off on their minutes or write down their titles, I do it gladly, without really knowing if it is true or not. Should I know every minute read and every book read, sure, if I had unlimited time in the day. Instead, we discuss many things in our household, books included, and focus on our time together not just the homework they have to do.

When I ask my students to discuss their negative experiences, reading logs rise to the top. It doesn’t matter if it was only for one year or even for a shorter amount of time, having to account for the minutes read did little to inspire further reading, but instead added yet another to-do to their to-read. So last night I sent out the following tweet, and with that comes this post, because it turns out there were many that also have wondered how to advocate for their own child when faced with a reading log or other potentially harmful measures.

So I have an email that I send when the reading log comes home, and I do hesitate to share it here because I am sure to some it is not enough, and yet, in my years of teaching, I have found that engaging in dialogue with other teachers about their practices from a lens of genuine interest is going to take me so much further than citing research, telling them about the wrongness of their choices, or in any other way trying to prove that I am right and that they made a mistake. No teacher wants to be shamed, and why should they be for this?

So the email I send in its edited form is simple:

Hi,
I saw the reading log sent home today and wanted to ask a few questions, if you don’t mind. 

A big focus for our family is that reading is its own reward so we don’t tie anything to her reading; no minutes, no prizes.  She needs to understand that reading is something you do for personal enjoyment and not outside gifts. In the past, when (insert child’s name here) has seen the time requirement, she right away told me that was all she had to read for.  We don’t want her to think that there should be a maximum time for reading, but instead follow her natural rhythm for reading when she has a great book.

Are you ok with us not filling it out and instead me giving you my word that (insert child’s name here) reads every night for at least 30 minutes?   Is there another way we can show our accountability to reading? We read every day so it won’t be a problem.  

I hope this doesn’t come off as rude, I don’t really know how to put it in other words.  We love you as a teacher and so does our child and want you to feel supported. If you would like to discuss this in any way please let us know.
Best,

Pernille

I could cite the research, I could go on for a long time about the damage of reading logs and offer up other ways to measure reading. Or I can simply ask questions and see what happens. We have never needed to do any of those other steps because often it is not the teacher that mandates the reading log but rather a team, a school, or a district. And that teacher deserves my respect and gratitude for the care they give our children.

Would I though if I had to? Of course. The reading lives of my own children and others is too important to let linger in harmful practices. So here are my other posts on reading logs if you need them, including one that discusses how you can make it an option or other ways to see if kids are reading. For now, I will wait to hear back.

If you like what you read here, consider reading my newest book, Passionate Readers – The Art of Reaching and Engaging Every Child.  This book focuses on the five keys we can implement into any reading community to strengthen student reading experiences, even within the 45 minute English block.  If you are looking for solutions and ideas for how to re-engage all of your students consider reading my very first book  Passionate Learners – How to Engage and Empower Your Students.      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 student, books, new year, Reading, Reading Identity

Before We Hand Them a Book

I’ve been thinking about the hurry. The rush to get into habits. To get kids reading. To get kids writing. To not waste a moment of instructional time so that we can get to the real work. I see it surround us, this pressure to get moving, to get going as quickly as we can so we don’t lose time. So we don’t miss our chance for cramming as much as we can into a year. After all, we only get them for so long and the tests will tell us whether we did enough.

It plays out a lot when we meet kids who don’t like reading. Who either proclaim it loudly, or whose behaviors clue us in. The aimless browsing, the grab-and-go when it comes to book selection. The kids who go with the motions at times but you can tell that the book they are currently reading is not one that is going to make it home. Who look at us wide-eyed or with a grin when we tell they we hope they will read over the weekend.

We rush them with book recommendations. Have you tried this one or this one? We tell them they just haven’t found the right book yet and then we hand them a stack hoping that in that stack will be that right book. You won’t know until you start reading, so read.

And I get it, I do it too, after all, the year looms and we have so much work to do. Yet, to quote Taylor Swift, I feel we need to calm down. To take these moments, these aimless wanderings, these negative reading relationships, and ask more questions. Sit in silence and let kids think. If a child can’t answer why they hate reading beyond that they just do, then they haven’t been given an opportunity to fully think about their relationship with reading. They haven’t been given a moment to recognize that their path with reading has been filled with choices, both their own and others, that have now brought them to this point in time where they feel that they are not readers. That reading has no value. That reading is not something they need. Nor something they feel they can do.

So when we hand them another book without conversation beyond “What types of books do you like?” Without seeing the child and giving them a chance to reflect, we are not changing habits long-term. We are not changing lives long-term. Sure, they may love that book – hooray – but what happens when the book is done? Have they really changed their relationship with reading or was it just a fluke?

  Instagram · Square,

So before we rush to our piles of recommended books, we slow down. Yes, we surround them with incredible books, people who love to read, we give them time to read, we give them the space to read, the air to read, and then we talk. (This should be a right not a privilege of all kids). We reflect. We give kids the opportunity, the expectations, to know themselves as readers so that we, the adults that surround them, can invest in long-term change.

I am not teaching kids to just like reading this year. I am trying to teach kids to find value, inherent value, in the act of reading itself. While books and texts are the tools, the real work starts with the recongition of one’s own journey and subsequent relationship to reading and how it impacts the child that stands before us.

It takes time. It takes patience. It takes careful planning. And it takes us realizing that being a reader is not just something we want kids to experience in the brief time they are with us, but instead be a part of their being that exists without us after the year is over. That doesn’t just start with a book. That book needs to be wrapped up in reflection, in time, and in conversation. Then changes may happen.

If you like what you read here, consider reading my newest book, Passionate Readers – The Art of Reaching and Engaging Every Child.  This book focuses on the five keys we can implement into any reading community to strengthen student reading experiences, even within the 45 minute English block.  If you are looking for solutions and ideas for how to re-engage all of your students consider reading my very first book  Passionate Learners – How to Engage and Empower Your Students.      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, new year, Reading, Reading Identity, student choice, Student dreams, students teach me

Planting the Seeds for Our Year of Reading Together

Today, we managed to pull off the unimaginable; every child walking out of room 203 with a book in their hands that they are willing to try tomorrow, which will be our first day of independent reading.

How did we do it? Well, a few things had to happen.

We gave it some time. While our students have certainly been surrounded by books these past few days, we have worked our way slowly toward book shopping. Some kids have checked out books because they asked but many looked more warily at the books surrounding them. Taking it slow, for us, has worked because we can offer up an opportunity to establish some trust and community before we dive into book shopping.

We read aloud. Read alouds tie us together as a community which is why I love to use picture books often with our students. It also allows us to dive into conversations about consent (Don’t Touch My Hair), how we feel about reading (I hate Picture Books!) and the expectations we want to function under in our room (We Don’t Eat Our Classmates). Read alouds ease us into the important work we are doing while exposing us to others’ stories.

We had some powerful conversations. Starting with our beginning of the year reading survey which gave me a sneak peak into how the kids see themselves as readers. While many are okay or even great with books and reading, some are decidedly not and the survey starts to let us see that. We then move to discussing the feelings and experiences tied in with reading as detailed in this post. This year the students decided to share when reading is dope and when it is trash. This then laid the groundwork for revealing the 7th grade reading challenge, as well as setting a meaningful reading goal to begin the year.

They determined their reading rights. After we have discussed their past experiences with reading, both the good and the not so good, we brainstorm which rights we would like to have for our independent reading time together. While there is not an option to not read, the students have great ideas for the type of reading experience they would like to be a part. After all three blocks of kids brainstorm, I created our chart which the students then approved today.

Reading Rights for 2019 -the yellow post-its are my notes from their conversations in order to make sure I stayed true to their hopes.

We have reading loving staff members. And not just this year. I am fortunate to work in a district that emphasizes the joy of reading in many place and I am part of a chain of people who spend a lot of time trying to match kids with books and also protect how their readers feel. While kids come in with many different experiences when it comes to reading, many also speak of the great moments they have had with reading throughout the years. And this only furthers the work we get to do in 7th grade.

We have lots and lots of books. While my district funds books, which seems to be a rarity these days, I have also spent a lot of money on books throughout the years, I wish this wasn’t the case, but it is what it is. However, our district also funds our school library and has staffed it with an amazing librarian and library aide. This provides our kids with the opportunity to not only look for books in our classroom, but also in the library and other places that have book collections. It is a powerful partnership between many of us that only continues to expand.

We took the time today to discuss how to find a book. While book shopping and book selection is not something new, centering our book shopping in what they already know and discussing the habits they have provide us with a place to start. It introduces our classroom library as well as our check out policy. It also helps us remind kids that they have a lot of strategies to try a book on, as well as to remind them that to cease reading a book is always an option at any point. We would much rather have them spend a lot of time selecting a potential great book than just rushing through the process.

So we gave them time. As much as they needed to touch the books, to browse the books, and to discuss the books with each other. I had pulled several stacks of books, one per table, to get their interest but they knew that they could browse the entire classroom. They could check out whichever book(s) they wanted and all of the other potential titles they put on their to-be-read lists. And it worked. Every child was up and moving, every child left with a book or more. To see so much book excitement was frankly a major highlight of this whole week.

What were big interest books today?

The Hate U Give by Angie Thomas

On the Come Up by Angie Thomas

Anything by Jason Reynolds

Guts by Raina Telgemeier

Until Friday Night by Abby Glines

Twilight by Stephanie Meyer

Everything Everything by Nicola Yoon

Now don’t be fooled, the work is far from over. But this is a start, a seed that will continue the work we do as we try to help some of our students go from kids who see little to no value in reading to kids who do. As we help kids continue the already positive relationship with reading that they have. But it also work that is shrouded in privilege. Our kids have access to books. Our kids have access to teachers who love reading. Our kids have time to read. Every child deserves that as an educational right.

For me the best part is; I am not alone in this. Our school and district is filled with people pursuing the same goal that I am; helping kids find books that matter, helping kids see themselves as readers. Today was a start and I cannot wait to see how it continues to evolve.

Tomorrow we read.

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