Reading – Page 42 – Pernille Ripp

books, Literacy, Passion, Reading, student voice

On Reading Identity – An Essential Question to Ask Our Students

September 27, 2015September 27, 2015 Pernille Ripp

I have been watching my students carefully the last few weeks, waiting, holding my tongue, and just seeing what happens. We have started every day with 10 minutes of independent reading, which yes, sometimes is so hard to give because I feel the pressure of what I have to cover bear down on me. And yet, I know that giving my students independent reading time, particularly in the middle school, will make the biggest difference between whether they are readers or not.

So I have watched, and I have noticed the child that has already read 5 books on his device. Absorbed, enthralled, and recommending books to me. The child that is still re-reading the same old books that he has re-read the last few years, afraid to take a chance on something new. There is the child that has asked me if she could please listen to the next book and will that count as reading? (The answer is yes, of course). And then there is the girl that has been sharing her truth with me in small casual comments; she hates reading, always has. Reading was fun in kindergarten when she had to listen but that was it. She says it likes it’s no big deal. Like it is fact. Reading is not for her and never will be. So I tell her I will try to make reading better and she answers “That’s what they all say, Mrs Ripp.”

That’s what they all say.

Every teacher who has had her has told her the same thing; I will help, I will make it better, I will try. And yet, she stands before me now confessing that reading makes no sense to her. That even when she has pictures it makes no sense. And it doesn’t matter how many strategies she tries, it’s too hard and she will just read whatever,just so she can get through it. Because getting through reading is the only thing she knows how to do. Even though she has support. Even though she has teachers who care. And So I ask more questions, trying to discover just who she is, and what her reading identity means to her.

So often, we feel the pressure to teach. We feel that every time we speak to a student we must offer them up a kernel of truth, some inspiration, and a thing to try. We do it so that reading can become better for them, so they can comprehend deeper, understand it more, and develop their skills. Yet, in slowing down these past few weeks, I have learned yet another lesson when it comes to our readers; We cannot teach them well if we do not know their reading identities. And sure, that comes through speaking with them, but it also comes through quiet observation and casual conversations.

The students know what we want to hear. They will not tell us their truths until they trust us. So I withhold my judgment, reel back my eagerness to fix, and I pay attention, and I listen. Our students speak so loudly, yet we often forget to hear it.

So as they read or not read, depending on their choice, I sit next to them and ask quietly; “Are you a reader?” They are often surprised at the question, yet how they answer it tell me so much. I thank them and I move on. I take notes on my reader profile sheet and I ponder what the next step should be. How this year will help them and not hurt them.

We are not yet ready to talk strategies. We are not yet ready to talk goals, other than finding great books. We are not ready to analyze text, break it apart, or even compare. Not as a class any way. But we are ready to share our truths. They are ready to declare whether reading is for them or not. And I am ready to listen. Are you?

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, Literacy, making a difference, notice and note, Reading

Great Picture Books to Use for Contrast & Contradictions – Notice and Note

September 9, 2015May 30, 2018 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.

First up, “Contrast & Contradictions.” Here are a few picture books I have used or will use with the kids.

Image result for the bad seed picture book

It’s like this picture book was written just for this lesson. The Bad Seed by Jory John and illustrated by Pete Oswald features two changes in character and also a powerful message about trauma and what can happen to you even after bad things happen.

In Morris Micklewhite and the Tangerine Dress by Christine Baldacchino and Isabelle Malenfant, Morris goes from being sad and timid, unsure of his choice to wear a tangerine dress. As the book progresses he changes as he realizes that he wants to be himself.

Allie’s Basketball by Barbara E Barber (Author), Darryl Ligasan(Illustrator)

According to the boys watching Allie play, girls can’t play basketball.

In A Tale of Two Beasts by Fiona Robertson, the C&C is how the two sides view the story.

I Don’t Want to Be a Frog by Dev Petty and illustrated by Mike Boldt is C&C throughout. The main character does not want to be what he is supposed to be and protests it every way he can.

Dear Primo: A Letter to My Cousin by Duncan Tonatiuh (Author)

As two cousins write to each other, we see the contrast (and similarities) between their lives.

Tuesday by David Wiesner started us off in our discussions about contrasts and contradictions. This fantastic nearly wordless picture book is an easy entry into this discussion as it allows students to easily see how the magical event with the toads floating is in contrast to what frogs normally do.

With one of my classes I also used Rules of Summer by Shaun Tan, where the contrast lies in the rules being shared and the images. While this one was a little more advanced for the students, they greatly enjoyed the illustrations and discussing what they might mean.

Another contrast and contradiction text between self and society in 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 contrast between what a moose is supposed to be like and what they really are.

The Story of Fish & Snail by Deborah Freedman is a wonderful example about change in a character as Snail is too scared to follow Fish on a new adventure.

That Is Not A Good Idea by Mo Willems is another great example of a character changing and acting in a different way than we would expect. I do love this devious little tale.

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. The contrast lies between the characters and how their upbringing has shaped them.

Any day I can use Pete and Pickles by Berkeley Breathed is a good day in our room. Here, we focus on the change that Pete the pig goes through as he meets Pickles. Great book also to use for character development and inferring.

Don’t Call Me Choocie Pooh by Sean Taylor and Kate Hindley follow the story of a dog that does not want to be treated in a certain way afraid of what the other dogs will think. Great ending that shows the change in the character.

Horrible Bear written by Ame Dyckman and illustrated by Zachariah O’Hora is a lovely picture book that shows what happens when you don’t do what is expected.

Don’t Call Me Grandma by Vaunda Micheaux Nelson and illustrated by Elizabeth Zunon is a perfect example of a character that does not fit the stereotype. Great-Grandmother Nell isn’t anything but warm and fuzzy and as the great-grand daughter starts to understand why, we see a great slice of history as well.

North Woods Girl written by Aimee Bissonette and illustrated by Claudia McGehee is also about a grandma that doesn’t quite fit the mold.

Little Red by Bethan Woolvin is wickedly funny, it follows the path of the regular story but with a twist at the end and it is that twist that provides our contract and contradiction.

Which books have you used for contrast and contradictions?

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!) comes out September 22nd from Routledge, but rumor has it that it is out on Kindle already!

books, Literacy, Reading

Some of My Favorite Historical Fiction Books Right Now

August 15, 2015August 15, 2015 Pernille Ripp

I just finished Ruta Sepetys’ new book Salt to the Sea which I received as an ARC at ILA. It was amazing. As I poured over the historical notes in the book, I marveled at the dedication and know-how that it takes to create a masterful historical fiction book, and Ruta Sepetys is a master at it. I know that some of my students live and breathe for historical fiction and therefore thought a list of some of my favorite historical fiction chapter books would only be in order.

I have to start with the book that made me want to make this list; Salt to the Sea by Ruta Sepetys. This book is a masterpiece, told in multiple perspectives and once again taking a little known event and giving it its proper place in history telling the tale of one of the largest maritime disasters in history that happened in 1945. The only unfortunate part is that this book is not released until February, 2016, but do yourself a favor and pre-order it now. I just did.

Ever since The False Prince, Jennifer A. Nielsen has been one of my favorite authors, so I was terribly excited when I read her new historical fiction novel A Night Divided about a young girl and her brother trying to reunite with their father in a divided Berlin. This book was a page turner and also offered an incredible glimpse of what life was like in East Berlin.

I have loved Hattie Big Sky by Kirby Larson for a few years, trying to pass it into the hands of as many students as possible. The story follows Hattie as she tries to prove up on her uncle’s homesteading claim. There was so much I didn’t know about the trials and tribulations of this time, I am so glad I read this book to teach me.

Although intended for a more mature reader, I did have a copy of The Berlin Boxing Club by Robert Sharenow in my 5th grade library. This loose interpretation of the famous German Boxer Max Schmeling’s experiences after KristallNacht is one that a student declared the best book he had ever read. I don’t think I can give it a bigger recommendation than that.

Is it awful to admit that the reason it took me so long to read the incredible The War that Saved My Life by Kimberly Brubaker Bradley was because I didn’t like the cover? Oh when will I ever learn? This book is an amazing account of what it felt like to be a child in London during WWII and especially the children that were transported to the countryside to live with strangers for protection. A must add.

Navigating Early by Clare Vanderpool is a quirky book that grows on you as you as you read it. Students tend to not pick this one up by themselves, but once I have book talked it , it always finds it home with “that” kid that falls deeply in love with it.

I had the distinct honor of seeing Pam Munoz Ryan speak, and even play the harmonica, at ILA this summer and it only strengthened my belief that she is a genius. Echo, her latest book, is a masterpiece with three seemingly different stories woven together perfectly all surrounding WWII but in three very different places. I cannot wait to hand this to as many students as possible.

The Lions of Little Rock by Kristin Levine was a Global Read Aloud finalist, need I say more? With its tale of two girls becoming friends in segregated Little Rock, I felt like I held my breath until the end of the story. I have used this for book clubs as well with much success.

It seems only fitting that I end with another Ruta Sepetys book Between Shades of Gray. A remarkable book that details the forcible relocation of Lithuanians that happened during WWII. Books like this are the reason historical fiction is so important to have for students.

I purposefully am trying to highlight newer books to me, but please do not forget about these amazing books as well that have already stood the test of time. Some of these include

The Watson’s Go to Birmingham- 1963 by Christopher Paul Curtis.

Esperanza Rising by Pam Munoz Ryan

I actually have a bit of hard time with Number the Stars by Lois Lowry. Being born and raised in Denmark and having a grandfather that was a resistance fighter during the war, this book has taken something very hard in my country’s history and packaged it a little bit too neatly. However, it does give a taste of what Denmark was like during WWII, but certainly not the full story. If you have more mature readers, have them read The Boys Who Challenged Hitler by Phillip Moose. That will give a much more comprehensive and astounding look at what really happened during World War II in Denmark.

So which ones have I forgotten?

being me, Literacy, Passion, Reading, student voice

At Any Given Moment We Have the Power to Stop the Hatred of Reading

August 13, 2015August 18, 2015 Pernille Ripp

It used to astound me that my 4th graders would come to me and profess a hatred of reading. It used to shock me to the core. After all, these were the same kids that would ask for just one more page of our read aloud. Who would ask me to read a picture book aloud the minute it came to our room. Who had no problem confessing the love for the book we were sharing, but had none for the one they were reading alone. I always thought that the next year’s teacher would surely get them on the right path even if I couldn’t.

Now I am the next year’s teacher, and their dismay of books has only grown further. The group of children telling me that they never read outside of school has only grown. And this is not a boy-reader problem, this is an any gender problem. This is not something just caused by poverty, nor disengaged parents, nor reading difficulties. I see the hatred of reading defended the most from my students who have had every opportunity to fall in love with reading. I know I am not alone in this. And I know I cannot wait for someone else to fix it.

So I started to dig a little deeper. I get that they “hate” reading, but why? What parts was it that caused so much emotion, or sometimes so little, that students would have a physical reaction to whenever we had independent reading time. And their truths were not pretty, because the finger they pointed, pointed right at me. Or us, as educators.

We may think that it is too easy to blame teachers for the systematic destruction of reading love in our schools, and it is, because there are forces beyond our control that have a huge part in this as well. But part of the blame does lie with us, and that means we can do something about it. Especially in the upper grades where reading is no longer treated as something magical, but instead merely something useful.

At any given moment, we have the power to stop ourselves from telling students what to read. In our eagerness to shape well-rounded readers we are instead creating non-readers. In our eagerness to make sure students are exposed to all types of books, we are limiting them from discovering their own reading identity. Would we rather have a child that reads every single fantasy book they can come across, or a child that begrudgingly only reads a few books a year from other genres?

At any given moment, we have the power to make reading fun again. Fun is a not a swear word in our schools. There is nothing wrong with discovering a book that makes us laugh, or makes us wonder, or makes us think. Reading does not always have to have a purpose. It can be just to share a wonderful experience.

At any given moment, we have the power to stop interrupting children while we read. To not point out every single detail. To not have them do post-its for every thought they have. To not have them turn-and-talk every few minutes. Let them reach the reading zone as Nancie Atwell calls it. And not just once in a while but most of the time.

At any given moment, we have the power to reclaim what reading should feel like in our classrooms. To stop always using whole-class novels. To stop furthering our own vision for what makes a reader a reader. To stop hanging our own reading identities around the shoulders of students and wonder why it does not fit?

At any given moment, we have the power to create classrooms where reading is magical. Where reading is celebrated. Where reading is taught, but taught in a way that does not extinguish the love of the very thing we are trying to promote. But we have to look at our own practices first, we have to stand up and change. We have to ask our students what we are doing so that we can be better. So that their love of reading does not have to survive our classrooms. So that their hatred for reading does not have room to grow. But it starts with us, not them.

being me, books, Literacy, Reading

10 Picture Books that Spark Empathy

August 10, 2015 Pernille Ripp

To find more information about the August 10 for 10 Picture Book and see all of the amazing posts go to the hosts’ sites: Cathy Mere at Reflect & Refine and Mandy Robek at Enjoy and Embrace Learning.

I had a hard time picking which type of list to make today. Should I do one on laugh out loud picture books? One on wordless? How about those that make us cry? Yet, I kept coming back to this list; the one that stuck with me the longest; the picture books that spark empathy. These are the ones that leave my students speechless at times, other times eager to discuss. The ones that stick with us throughout the year that push us to think about our actions and become better people. Those were the ones I wanted to highlight today.

I have long loved The Other Side by Jacqueline Woodson for its straightforward story of two girls living on either side of a fence and yet many miles apart. For some of my students this is territory they have not gone into yet, so the conversations about race, our history, and even what is happening now in our world abound.

I don’t remember how I came upon The Invisible Boy by Trudy Ludwig. My guess is that someone shared it on their blog, so thank you to them. This story so beautifully encapsulates what it means to feel invisible and every time I have used it with students it has led to deep conversations. We read this more than once so we can pay attention to the illustrations as well.

Students immediately fall in love with Pete & Pickles by Berkeley Breathed for the illustrations but then come back again and again for the story of an unlikely friendship between a pig and an elephant. This is a must read aloud at any age. (ANd truly they all are).

It has been established already that Peter H. Reynolds is a creative genius. I have loved all of his books since the first time I read them. This book, I’m Here, is one that doesn’t get a lot of attention standing next to The Creatrilogy, but it should. It’s eloquent story about a boy who feels so all alone is one that will settle into the hearts of students.

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 outloud, 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.

I cried when I read aloud The One and Only Ivan so it only seems fitting that I cried when I read out loud Ivan: The Remarkable True Story of the Shopping Mall Gorilla by Katherine Applegate. My students love to ask questions after this book, they love to talk about their own animals, what they would do to save others.

I read this book out loud to all 5 of my 7th grade classrooms. It was astounding how similar the reaction was; disbelief, outrage, questions and perhaps a tear or two shed by me. This story Malala, A Brave Girl from Pakistan/Iqbal, A Brave Boy from Pakistan by Jeanette Winter is one that will stay with you for a long time. This is sure to elicit conversations and calls for action.

I always seem to cheat on these posts and never stick to just 10, so for my 10th pick I will give you several instead. All of these are worthy of being read aloud and discussed. We need more empathy in this world, I am so glad these authors give us a chance to do just that.

Each Kindness by Jacqueline Woodson

The Name Jar by Yanksook Choi (Having a name that no one pronounces correctly in the USA really makes me love this book even more).

One by Kathryn Otoshi

Zero by Kathryn Otoshi

Chrysanthemum by Kevin Henkes.

Which ones would you add to the list?

being me, books, Literacy, Reading, students

My 10 Favorite Nonfiction Picture Books Right Now

August 8, 2015 Pernille Ripp

I don’t remember reading much nonfiction as a child, perhaps I was too caught up in being a kid to notice. I read biographies for a long time, but nonfiction picture books were not on my playlist. Not so anymore. The nonfiction picture books that are available to our students now are amazing and every year a few more settle into our library and hearts. Here are the top ten favorites in our classroom library.

When Donalyn Miller recommends a picture book, I pay attention. Tricky Vic – the Man Who Sold the Eiffel Tower by Greg Pizzoli is a masterpiece. A page-turning read that makes you shake your head in wonder. This is a picture book for all ages.

Kelly Milner Halls can do no wrong in my eyes and her book In Search of Sasquatch is a favorite read in our classroom library. The reporting style of the book, the pictures, and the flow of the text makes this a book that students come back to again and again. Check out all of her other nonfiction texts too, you will be glad you did.

Loved by many, any of Elise Gravel’s Disgusting Creatures series such as The Worm is sure to suck readers in. With its whimsical illustrations surrounded by the facts about these animals, readers don’t even know how much they are learning as they devour the pages.

I don’t think it is possible to have a top 10 nonfiction picture book list without Ivan: The Remarkable True Story of the Shopping Mall Gorilla by Katherine Applegate. This beautiful book and story makes me cry every time I read it, but it is worth every sniveled tears. This is also one of the most lost picture books in my classroom, I hope it finds much love in its new homes.

Anything by Seymour Simon deserves to be on this list, but Gorillas is one of our favorites. With its stunning photography and accessible text, it provides my students with enough information to make them feel knowledgeable, as well as the desire to keep reading more. Seymour Simon is a legend within the nonfiction universe, rightfully so.

I have mentioned Bad News for Outlaws: The Remarkable Life of Bass Reeves, Deputy U.S. Marshall by Micheaux Nelson on many picture book lists and there is definitely a reason for that. This book provides students with a different historical narrative about the 1800’s than most. Students cannot believe the story is true and it is often discussed for a long time after.

I remember reading the newspaper articles about George, and yet when Galapagos George by Jean Craighead George showed up at my house I still read it aloud to Thea not putting two and two together. George does not have a happy ending, which I knew, but had forgotten about. The shocked look on Thea’s face as I got to the end told me I should have probably prepped her, however, the tale itself is hauntingly beautiful and completely worth the shock.

Every time I receive one of these Did You Know books by Laura Lyn DiSiena and Hannah Eliot I cannot wait to read them aloud to my own kids and then get them into the classrooms. these whimsical fact-bursting books are for kids of all ages and is sure to leave even the most knowledgeable reader in awe.

Manfish by Jennifer Berne tells the childhood story of Jacques Costeau. I love filling my students in on this ocean explorer, and the illustrations are gorgeous. A simple tale told about one of the great explorers of our time.

And for spot number 10, I can’t pick, so here are a few more of my favorite reads.