Reading – Page 44 – Pernille Ripp

being a teacher, Literacy, Passion, Reading

The Five Truths of Reading

July 19, 2015July 20, 2015 Pernille Ripp

I have been immersed in the world of literacy for the past three days at ILA. I have come up to breathe only at night, and my thoughts have not fully found their resting place just yet. For every session I attend, every connection I make, every person that shares their story, the purpose only seems to grows; to change the way we teach reading in our schools. To protect the love of reading. Because right now we are implicit in the killing of the love of reading in our schools and classrooms. We are implicit in raising a generation that sees less and less value in books. We are implicit in teaching students that there are those who are readers and those who are not. But it is not too late to change this.

There are truths that we have to embrace, live by, and preach as we continue on our mission. These truths are not my own but ones that bear repeating.

We must protect and promote choice. There is no faster way to kill the love of reading than to tell a child what they have to read. And this does not just count for elementary but in middle school, high school, and even college. Where is the choice that allows readers to find out who they are? Where is the time to discover their reading identity?

We must withhold our book judgment. Our glances, our purchases, our book conversations all shape the identities that our readers are creating. When we offer a negative opinion, when we purposefully do not purchase book, when we tsk tsk at a certain book a child is reading, we are telling them that their reading identity is not correct. And that is not our job.

We must be readers ourselves. You must know your books and your students so that you can successfully pair them. Children look for adult role models and they needs us as they grow as readers. So share your reading life, hand over book upon book to students. Tell them you thought of them as you read it and then tell them why. Sometimes the biggest sales pitch for a book is not its fancy cover, but the relationship between us and the student.

We must be reading to read. Not for rewards, not for points, not for accomplishment charts, or even to move through levels. We must read to become better human beings. We must read so that we can shape the world around us.

We must label books, not readers. A child should not call themselves by their level, nor by a title manufactured in school conversations. I loved how Fountas & Pinnell stressed this at ILA. And when I say “label books” I don’t mean with reading levels. Instead, label them with stamps to show which bin they belong to, not their reading level. We do not have struggling readers in our classrooms, they are developing. We do not have slow readers, but meticulous ones. We do not have children who read at a level, but books that are at that level. The very language that we use to frame our reading conversation has to change so that it does not become the choke hold on our students’ reading lives.

There are many more truths for us to hold fast to but these are central ones. We must find the courage to forge ahead knowing that it comes down to us to protect the love of reading we see in our students. It comes down to us to be brave.

I am a passionate teacher in Oregon, Wisconsin, USA but originally from Denmark, who has taught 4th, 5th, and 7th grade. Proud techy geek, and mass consumer of incredible books. Creator of the Global Read Aloud Project, Co-founder of EdCamp MadWI, and believer in all children. The second edition of my first book “Passionate Learners – How to Engage and Empower Your Students” is available for pre-order now. Second book“Empowered Schools, Empowered Students – Creating Connected and Invested Learners” is out now from Corwin Press. Join our Passionate Learners community on Facebook and follow me on Twitter @PernilleRipp.

advice, aha moment, Be the change, being a teacher, being me, learning, Reading, Student

How to Break the Rules Gently – Creating Experiences that Protect the Love of Learning

July 8, 2015 Pernille Ripp

In true EdCamp Style, Nerdcamp yesterday was all about the collaborative sessions. I, alongside Donalyn Miller (!) ended up facilitating one of my all-time favorite sessions ever “How to Break the Rules Gently – Creating Experiences that Protect the Love of Reading.” I tried to tweet as much of the advice shared as I could but thought a follow up post would be in order as well.

Let’s face it, we have all worked within systems that went against our beliefs in some way. Whether we were told to follow curriculum we didn’t believe in, follow rules that broke our hearts, or even just compromise in a way we never thought were would. Being an educator often means we are wondering how to protect the love of reading in our classroom, the love of school. And not because people intentionally set out to destroy either of these things but sometimes decisions are made that have unintended consequences. So do you work within a system that has rules or curriculum that you want to change or break? How do you create change when it’s just you fighting?

You know your research. One of the quickest ways to keep a teacher quiet is to say something is research-based. So you have to know your own research says Donalyn Miller. You have to be willing to ask to see the research, and then counter with your own. Stay current, stay knowledgable and don’t be afraid to ask questions. Donalyn recommends the book Creating Lifelong Readers Through Independent Reading by Barbara Moss & Terrell Young as a great place to start. I ordered it yesterday. You also don’t say that you are “just” a teacher said Leah Whitford. You are a teacher, you have power.

You inform parents. Most parents think that what we choose to do in school is always in the best interest of the child, but this is not necessarily true. So have a classroom website where you describe what you are doing in class, what students have do, and also the requirements you are faced with. this is not to complain but rather to inform, because parents cannot speak up if they don’t know what is going on.

You speak kindly. I used to think change would happen with a sledgehammer approach but ow know that just stops people from listening to you. It is not that you should be quiet, or not be passionate, but you will get much further with a kind approach where you validate others in the process in furthering real change.

You compromise. We all think what we are doing is in the best interest of our students, so connect with others and share ideas. Withhold judgment when you can, but always share what is happening in your room and offer resources. Don’t claim for it to be the best, but simply share. Be willing to use others’ ideas as well and compromise on your team. That doesn’t mean you have given up your ideals, it means you are an adult working with other people.

You find your tribe. If you cannot find someone in your school that shares your same ideas, look to other schools in your district, look in your county, and obviously look online. The Nerdy Book Club is a great place to start. However, having local connections to keep you sane and invested is a must as well. It is important that you know you are not alone in your corner of the world, but you have to search these people out. They may be scared to speak up like you.

You work within the system. When I was told I had to do reading logs, I had students do them right in class right after independent reading. I was still doing what I was told but not sending them home. So find ways to work within the rules that may be imposed on you if you cannot break them completely.

You find your core beliefs. Figure out what your core beliefs are or values within the classroom, write them up, hang them up and then make every decision based on those. I think the visual reminder of what you are fighting for will help you pick your battles as well as lead the way.

You are willing to let go. Sometimes something we love does not fit the purpose anymore, so if you are asking others to change you have to be willing to change yourself. Even if you spent money on it. Because money doesn’t equal qulity or great ides or passionate students.

You find out the reason why. Often when new things are imposed on us, such as leveling a library or doing a reading log, there is a bigger reason behind it. Find out what that is so that you can try to find other ways to reach that same goal. So for example if you are told to level your library, if it is for students to be able to self-select “just right” books then explore other ways to achieve that. Present these ideas and be ready to discuss why these may be a better fit. As Donalyn said, “Everything we do is a scaffold toward independence – that’s the end game.”

You stop assuming. We are terribly good at assuming why rules are made or how administrators will react to us. And yet, often our assumptions are wrong. So have courageous conversations. Ask gentle questions and try to broach the subject. You may be surprised when you find an ally rather than an enemy.

You involve your students. The biggest advocates for independent reading time in my 7th grade classroom are my student, hands down. So offer them ways such as on blogs, vide, Twitter, newsletters or whatever else you can think of to spread the message about the things they love in your classroom. If you want parents onboard, get their kid excited about school!

You work together. Invite others in to see the classroom environment you have created. Ask other teachers to come in and observe if they want, admin even though you don’t have, get the special ed teacher to be a part of the movement or any other special teacher you can. Involve your librarian, they are a reading warrior if I ever met one. Bring in parents, have family nights. Find a way to spread the positive image of your class so that others will fight for it as well.

You stay persistent and passionate. Don’t confuse passion with anger, although it is okay to get angry sometimes. But stay passionate and persistent in your goal to protect students, stay on top of your reasons for doing things, stay up-to-date on research, and stay down to earth. No one wants to listen to anyone who thinks they are better than others. Don’t give up, real change can take a long time, but we must stay at it. Even if it seems like you are totally alone and no one is listening. As Jen Vincent said; “You never know what will come of a conversation you have.”

advice, aha moment, being a teacher, being me, Reading

Enough – My Nerdtalk for #NerdCampMi

July 7, 2015 Pernille Ripp

Yesterday I had the incredible honor of declaring myself a reading warrior along with hundreds of other passionate nerdcampers. Thanks to the awesome Erin Klein,this Ignite/Nerdtalk from Nerdcamp 2015 is below. If you have never experienced Nerdcamp, you need to put a huge “X” in your calendar for next year. It was absolutely incredible to be surrounded by people who are as passionate about literacy as I am. We will change literacy instruction if we band together! Thank you to Colby, Alaina, Suzanne and all of the other incredible people that put this event together.

PS: Due to the slides not working you will see me filling 3 minutes of awkward silence with my stand up routine – luckily I think I am better teacher than stand up.

being a teacher, global, Reading, students

The Future of Literacy

June 23, 2015June 23, 2015 Pernille Ripp

I always knew that I would find my calling among books. From my childhood bicycle trips straight across town to fill up a bag at the local library, to the constant book in my hands asking for my attention, the nights spent reading under the covers after my lights should have been out. Books seem like they have always been a constant in my journey and now, as a literacy teacher, I feel like I have come home.

Right now is an exciting time to be doing anything with reading and writing. With new technology bringing the world into our classrooms, amazing books being churned out daily, and the incredible amount of knowledge that exists a few clicks away, it is an exciting time to be a book lover and a literacy teacher at the same time. It appears that now may just be the very best time to look ahead, to predict what is coming, and to cherish what we have right now. So I think the future of literacy will center around 5 themes that all very much interconnect to provide us with an even bigger opportunity to create passionate learning environments.

Theme 1: Global Collaboration. I have to start with something that is so near and dear to my heart; global collaboration within our literacy programs. Students are no longer limited to contained experiences within our classrooms but can instead read aloud with the world, create products to share with others, create awareness, or simply work on a project with a classroom across the globe. Teachers in isolated locations can still be part of a global collaborative network using whichever tools they have access to. Why does this matter? Because we are teaching generations of children who need to function within a world that is truly at their fingertips at all times. No longer is group work contained to just being able to work with kids from their own community, but instead it can focus on developing skills needed to be an international citizen.

Theme 2: Meaningful Technology Integration. For a long time I struggled with good integration of technology into my literacy instruction but I have found now that a few tools support the instruction in our classroom in a way that wasn’t possible before. So tools that allow students to read in a multitude of ways like e-readers are embraced, although print books are not ignored We use apps on our devices to not just record what we read, but suggest, review, and ask questions about our reading. Writing can occur both traditionally or in electronic format depending on the purpose, as well as the audience, and the process desired. Literacy researchers, experts, and other professionals can be accessed via social media allowing us to have constant professional development. And students can connect with other readers around the world, as well as authors and content experts. We truly live in a time where technology is enriching our literacy classrooms, not just creating more work for us.

Theme 3: Student Voice and Choice. This has for too long been limited to what we allowed students to tell us, but with visionary leaders like Donalyn Miller and passionate literacy teachers across the globe paving the way; our students voices are finally beginning to be heard! This means that creating rich literacy environments start with the needs and desires of the students. No longer are their voices dismissed when it comes to reading choice, reading style, and also product creation, but instead their ideas are embraced, enhanced, and placed into curriculum when possible. Why does this matter? Because our students have for too long become disenfranchised due to teachers telling them what to read, what to talk about, and dismissing their desires. In the future of literacy, student voice and choice will take its rightful place alongside the amazing literacy research we have access to that drives our instruction.

Theme 4: Authentic Purpose and Audience. Students should no longer be creating just for the teacher or for the class, instead the use of technology allows us not only to have a “real” audience, but also to create products that have an impact. Student words can change the world around them and so teachers are finding ways to use their literacy programs to create a real change, rather than create for fictitious purposes. Simple tools such as Skype, Kidblog, or WriteAbout means that students no longer create in a vacuum but instead can get authentic responses and feedback on their work, thus allowing them to be “real” creators. Students no longer have to wait for when they leave school to have an impact on the outside world, we can use the tools we have to do so right away.

Theme 5: Teaching the Students You Have. This one may seem crazy, but what I mean is that we are taking the curricula that districts are purchasing for us and adapting it to fit the needs of our students, rather than assume that the program will fit all of our children. This is powerful because I do not teach the same students as Lucy Calkins, Kylene Beers, Kelly Gallagher or any of the other great literacy experts. I teach my students, and those students change every year, which means that the way I use our curriculum has to change as well. More and more districts are seeing the need for some type of personalization so that all student needs’ can be met. It used to be just teachers doing what they felt students needed, and oftentimes hiding the fact that they were personalizing it, but now there seems to be an upswing in letting teachers adapt program and being proud of it!

The future of literacy depends on us. We are told that the kids aren’t reading, the kids aren’t writing, and some kids don’t even want to come to school. It is up to us to create real change. It is to us to make the future come alive now, not wait and hope for someone else to lead the way. The future starts today.

Hat-tip to John Spencer for this post

being a teacher, classroom setup, Reading

How I Organize My Books

June 21, 2015June 21, 2015 Pernille Ripp

A question I often get asked is how my books are organized in our classroom. The system is really simple and one that many people use, so I thought I would share here to help others. I have used this system in 4th, 5th and 7th grade but have seen younger grades use this as well. I do not level my classroom library.

I have more than 1,000 books in my library. I am not sure how many exactly but it keeps growing. And so my library is an ever growing work in progress. Book shelves are a mix of what my school graciously purchased for me and ones that I could secrue from family.

Most of my books are organized in bins, I have found this to be the easiest way for students to find books, as well as it being appealing to them. Bins are grouped into several categories, some by genres, some by theme, some by author. Students will suggest new bins as they see fit, for example this year we added a “War” bin and a “Cassandra Clare” bin. I use clear bins like these because they fit all books and provide students with covers that may entice them. For larger books, I use this type of bin since they fit my large books and picture books as well. I also use this size bin as my “Return books here” bin. The bins have stickers on them (address stickers) with the bin name and the abbreviation below it. So a bin might say “Realistic Fiction (RF)” on its sticker. RF is then also the designation that is put inside of the book underneath my stamp.

Large bins for collections, poetry and others

Small bins for all of my books, I just remove the lids.

Most of my picture books are simply shelved on one bookcase. Students know that the entire bookcase is dedicated to picture books and put them back as needed. I have decided not to organize by author as it took too much time to keep up with it. As long as they have their own separate bookshelf, I have no problem. All non-fiction texts are also housed on a separate bookshelf and I have slowly started to group those texts together as well. These are mostly grouped by theme and are a work in progress because I need more bookshelf space.

Finally, one of the best things I have ever purchased for my library was a stamp! I purchased this type of stamp 2 years ago and it has been amazing. No more having to write out labels, no more mess. Books are stamped on the inside upper right corner as well as on the closed pages of the books (vertically when the book is closed I stamp it for parents to see my name). I then add then genre or bin abbreviation under the stamp so students know where the book belongs. This stamp has meant many more books have been returned to me and one of the best $6 I ever spent, plus when the ink runs out you just buy a new inkpad, wahoo.

There you have it, a quick peek into the organization of my library, I hope it was helpful.

being a teacher, being me, Passion, Reading, students

But The Kids Aren’t Reading – 20 Ideas for Creating Passionate Reading Environments

June 18, 2015June 21, 2015 Pernille Ripp

So many of us are trying to create passionate reading environments, we are doing all the things the experts tell us to do, and yet, something just isn’t clicking. Some kids are reading sure, but they would probably be reading any way, others though, not so much. Our passionate reading environments are just not working for all of our kids.

When I moved from 5th to 7th I knew I would be up against a challenge, after all, I had seen the slow decline of reading in my 5th graders and was pretty sure it would continue as they got older. And I was right, by 7th graders some of my students are not just disliking books, some really hate reading. And they are vocal about it! So what have I done to continue to create passionate reading environments? Here are a few ideas…

Invested in books. Every single book that I have in my classroom, pretty much, is a book that I think might capture a reader. When a book gets worn, I replace it. If a book has a bad cover, I try to see if a new version has come out with an updated cover. While I know our libraries should have massive amounts of books for all readers, I also believe in quality over quantity.

Diversity in books. The #WeNeedDiverseBooks movement have really gained momentum the past year, and rightfully so, and I couldn’t agree more. Our students need to be able to find themselves and their lives within the books we have. Not just across racial lines or economic lines but also in the narratives of their self-identity. These three books are doing just that for many of our students.

Easy access to our books. All of my books are in bins and they are right at their fingertips. No check out system, no asking for permission. And we need it in our classrooms, not just in the book room or in the main library. We need to have in-class libraries so that students can bookshop whenever they need to and so that they can be enticed to read.

Giving choice. Choice in seating, choice in books, choice in way of reading.

Free abandonment. Students think they need permission to abandon books for some reason and so I celebrate freely whenever I abandon a book. I ask the kids if someone wants to prove me wrong when I abandon a book and they always do. Sometimes they commiserate with me about how that book is not well-written and other times they argue that I am so wrong. What it does though is that it signals to kids that they should be selective in their reading as well, because that is the sign of a wild reader, to quote Donalyn Miller’s amazing book!

Leaving time to talk books. Too often we over-schedule our lessons and don’t leave time to just talk about what we are reading and why it is amazing. So find holes in your schedule where students can just talk books without any project attached to it.

Teacher recommendations. I start many classes with the 1 minute book recommendation sharing why I loved a book or why I bought a book. Then I place it on a ledge and walk away. I do different recommendation in all of my classes.

Student recommendations. We talk about books quite a bit, both in structured and unstructured ways. We do the 1 minute speed book dating where students face each other in two long rows and one side recommends their book in a minute, one the timer buzzes they go to the next person and recommend it to them. I leave book piles out on tables for students to browse through as they enter. These are not just new books but also some of my favorite older books that students may not have discovered. They have a “Favorite reads” book tree, where they can leave their favorite books for other students to read.

The To-Be-Read List. Students need to always have an idea of what they will be reading next so we have a paper list this year of the books we cannot wait to read. Next year, we will move to use Goodreads as a way to keep track of what we have read, offer suggestions and also have a way for our friends to see what we are reading.

It is judgment free. I am not the reading police and while I continually recommend books to students I will not stop them from reading a book, nor will I judge them based on what they are reading. Sometimes your strongest readers need a break, other times your developing readers need a challenge. Letting them figure out what they need at a particular time is incredibly empowering for students and definitely necessary.

Celebrating the re-read. I re-read picture books all of the time and often find myself gravitating toward certain books. The Poisonwood Bible is a book I have read several times, relishing the vague recollection of what happens but also discovering the text in new way each time. Too often we assume that students are re-reading because they lack inspiration, but that may not be the case. Some kids are re-reading to discover more about the text, that is true close reading.

No need for speed. Because we are reading log free, we have no need to track minutes or pages. Students read as much as they can in our independent reading time and I only ask them to write down the title. We do a 25 book challenge for all students, or higher if need be, and all students keep track of how many books they have read. Larger books count for more than one so that students are not discouraged from reading thick books, but can read whatever they want. And yes, picture books or graphic novels count as well.

Protecting independent reading time. Often our independent reading time is what we sacrifice when we have a lot to cover, and yet, this is the thing we need to protect the most. I start almost every class period with 10 minutes of independent reading and it is sacred time for us (thank you for the idea Jillian Heise!). Some times that is the only reading time students get and they need it. If we worry about whether a kid is reading outside of school pay attention to what they are reading inside this time. This is where I can help kids to find better books or help them develop their skills to pick books.

Creating enticing libraries. Kids love book stores because the books are exciting, even our most reluctant readers will pick a new book of the shelves if we display it well. So I pay very close attention to how books are displayed; I use all ledges, have a gutter hanging on the wall for picture books, and I switch out the books often. I want students to pick up the books and flip through them so I have to create opportunities for that to happen.

Creating reading role models. Students need reading role models, and not just adult ones. I love being passionate reader and it is something I showcase any chance I get in our classroom, but more importantly students need to see students who are reading role models as well. We Skype with other classes to share book recommendations, we share our favorite books on our blog, and we give students time to take on the role of role model. We need to create communities of readers where students have room to discover each other as individuals so they can learn from each other.

Let them order books. If a child says they cannot find a book they love, then I pull out a Scholastic catalog or get on Amazon and I let them choose a book. I use bonus points when I can or I buy the book myself if I need to. Sometimes simply being able to completely choose a brand new book means that a child will at least try to read the books.

Crack your hardest nut. You know that kid that really hates reading and almost flaunts it every chance they get. Spend your energy on them because often they are influencing the way their peers are thinking. So they are the ones I continually pass books to, they are the ones I am always talking books with, and they are the ones that I try to get be a reading role model if I can get them hooked.

Embrace mature books. These are the books that some of our most reluctant readers will finally pick up. The ones with the swear words, or the ones with the little bit more mature story lines. Be selective, set your standards, but don’t shield all readers from mature books. These can be “that” book for some of our kids who otherwise will never read.

Ask your students. Too often we assume that we know why students are not reading, so we never ask, but that is the very first thing we need to do. Ask your students to discuss why they hate reading and get those demons out in the open so that you can start to work with them rather than just assume you know what the problem is.

Stay passionate. There are times when we get so busy that reading was pushed to the side, yet often within our busyness is when we need to embrace our passion even more. So re-ignite your own passion, change things up, go on a mission to find the most magnificent book you have ever read so that you can hand it to students. Don’t let the outside world influence your inside passionate classroom.

Become a reading warrior. No more quiet compliance when initiatives are introduced that we know will hurt students’ love of reading, we have to band together and start speaking up for our students. Their love of reading is too sacred for us to stay silent any longer. Here is the blog post that discusses this more.

What did I miss?

I missed one of the biggest ones! Thank you Rachel Yoder!

Partner with the librarian! Whether your school has one (which every school should!) or you partner with your local librarian, bringing in another knowledgable reading adult is a sure fire way to have an even bigger impact. You are not alone in trying to create passionate reading environments, your librarian should be a trusted ally.

To see how all of my books are organized, go here.

To organize your own library, including check out, go here.

To see my book review blog, go here.