Reading – Page 48 – Pernille Ripp

I used to think that reading could only be done in silence. That we had to be alone with our thoughts, that our eyes must be on the text at all times so that we could stay immersed. I used to think that reading meant post-its, partner conversations, and frequent check-ins with a teacher, of course. That it was something easy to do as long as books were there, after all, anyone will want to read as long as there is choice. I used to think a lot of things but now my 7th graders have taught me a thing or two.

Now I know that reading is sometimes better while listening to music. That post-its can interfere. That partner conversations are mostly stilted unless you trust the person.

Now I know that frequent check-ins are not always necessary and that a quick hallway conversation or walk-by can also be powerful. That what works for me may not work for others. That sometimes our eyes need a break and that doesn’t mean we are not reading, but that we simply need a moment to ponder, or let our minds wander.

I used to think that reading meant constantly thinking about what you read. That it meant sharing more books. To keep their piles full and their brains always spinning with what’s next, what’s next, what’s next. Now I know that sometimes we read to be immersed, sometimes we read to discuss, sometimes we read because we have nothing better to do and that is ok too.

I used to think that books would cure all but now I see the mountain I have yet to conquer. Yes, incredibly books are a weapon in the fight for reading, but it cannot be the only one. Passion, discussion, choice, and time are equals in this fight. And so is guidance, abandonment, and time to think. Bean bags, carpet squares, and even dimming the lights enter too. We never know what it is that will turn a child from a non-reader to a reader, and yet there are so many things we exclude because we think we know best.

I may not have convinced them all just yet that reading is powerful, that reading is magical. But I have hope, because they are still with me on this journey. They still give me their attention, and they still ask for books. We may think that we lose a reader but they are never quite lost. It is up to us (and them) whether they find their way back or not. For now, i will keep giving them everything I’ve got. After all, this is definitely worth it.

I am a passionate teacher in Wisconsin, USA, who has taught 4, 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. I have no awards or accolades except for the lightbulbs that go off in my students’ heads every day. First book “Passionate Learners – Giving Our Classrooms Back to Our Students” can be purchased now from Powerful Learning Press. Second book“Empowered Schools, Empowered Students – Creating Connected and Invested Learners” is out now from Corwin Press. Follow me on Twitter @PernilleRipp.

being me, ideas, Reading

So What Has Actually Been Working – 7th Grade Readers Workshop

September 25, 2014 Pernille Ripp

Every year I start with so many ideas of what we will try, what will do, things we can accomplish. Every year, I have a long list of all of my ideas from the summer waking me up at night, getting me excited to teach again. And then…the year starts, I try some things, others are forgotten, some work, some don’t. This year with a new grade level and a new subject and only 45 minutes, there has not been a dull moment yet. So why not share, hopefully we can learn from each other.

What has worked:

Starting with independent reading. Jillian Heise shared this wonderful idea of having the first 10 minutes dedicated to independent reading, and while that cuts class time down to 35 minutes, this is the best use of 10 minutes I can think of. Students get settled, they actually read, and we all get a nice start to class.
Status of the class. This great idea from Donalyn Miller is a simple check in tool where students write down what they read in the 10 minutes. I use it to have students track their reading habits, such as whether or not they are actually reading and whether or not they are picking good books.
The “What to Read Next List.” Rather than showcase new books one at a time, I save them up and have book shopping time. Yet, with 5 English classes they cannot take any of the books until the end of the day. Thus the need for somewhere to write it down. Students get free time to browse the piles of books on the tables and share their excitement with others. They always have a book they cannot wait to read without it taking too much time.
Blogging! I was very nervous about whether we could fit blogging in but I am so glad we found the time. We blog every other week in class but then the students can blog as much or as little as they want outside of class. They can’t believe the comments they are getting, I cannot believe how much I am learning about them, but again, their voices and ideas are getting a place in the world, which matters so much.
Mini-lessons. I wasn’t sure how 7th graders would respond to this but it has worked well. We are able to get through the teaching so they can get to work. They don’t mind gathering on the carpet in chairs or on the floor and I like that we have a smaller area for discussion.
“Adult” discussion. We actively work on how to discuss our thoughts without raising our hands, I love how the students are figuring out how to do this while listening and responding to each other. We have a long way to go but the seed has been planted.
Choice. These students need to choose their books in order to keep reading. I have been a proponent of choice for many years and even more so with this age group. Some of my students hate reading with a passion and much of that hate comes from being forced to read certain books.
Picture books. I wasn’t sure if 7th graders would be too cool for picture books, but once again these timeless tales are capturing their audience. I love when I see two 7th graders sharing a picture book somehow thinking they are getting away with it. Reading is reading no matter what. And there is always time for a great picture book.
A huge library. I knew I needed a lot of books to keep 121 7th graders reading, and boy was I right. The taste, abilities, and needs are so varied that I am so glad I didn’t get rid of my “easier” books, nor nixed some of my tougher ones. Sure the library is a bit more messy than it was in my 5th grade but it also getting a lot of use, even though we have a fantastic library here too. I have even had teachers come in and borrow books, now that is a success.

What has not worked:

Post-its for all. I really drove the use of post-its home with my 5th graders but have fund it less useful with my 7th graders. Some need the, some use them, others don’t need them at all, and stil others need an entirely different system to get them thinking. What matters is that each child is on the path to figure out what works best for them in order to push their thinking.
Outside reading. I have yet to see a huge growth in outside reading. While the students know they are supposed to read, some choose not to, some don’t have time, and others forget. I am not enforcing it through a system simply restating the expectation every day. I will keep working on it.
My old conferencing ways. I used to call students to my table with all of their stuff but have found this wastes too much time. Instead I pop next to them with a sheet of address labels and I write my anecdotes on those. They then get transferred to an “I Have Noticed” sheet that I keep in their section binder.
Partnering students. I had partnered students based on personalities and not friendships, this has definitely backfired. I forgot how shy some 7th graders can be and have to re-think how to partner them better. They do not have assigned seating which has been fine so far so perhaps self-chosen partners wont be a bad idea.

While this is just a snapshot, I am happy to see more ideas that have worked than not. Working under the 45 minute time constraint has given me a whole new appreciation for middle school and high school teachers and all they do. Whew, there is a lot to cover int hat amount of time. What has been working for you?

Be the change, Reading, reflection, Student-centered

How Many Readers Have I Hurt?

September 20, 2014 Pernille Ripp

Every year I share the story of my husband and how he hated reading for most of his life with my students. I used to share it because it was unfathomable to me; how can anyone hate reading? But in the past few years, I share it so the students know that hating reading and feeling like a bad reader is not a box that should define them.

Yesterday, as I told the story to my 7th graders, head nods all around as I explained how my husband would rather ride his bike than read a book. He knew he was a slow and bad reader, so why even bother when the world has so much else to offer? I asked the students; why is reading hard? Why do we think we are bad readers? One boy raised his hand and said, “I was told I couldn’t read a book because it wasn’t at my level…” More head nods, and I cringed a little, pretty sure I have told students something similar at some point. But still I asked them, “What else has happened to you?”

One shared the story of being told to read other genres to break out of their preference, another of the five finger rule and how it was enforced. A girl told us of how easy books were not allowed, only the ones deemed “Just right.” Stories of forced books, worksheet packets, and reading logs arose and my mortification grew because I know I have said and done all of those things. But these kids were telling me how harmful it had been, not helpful as I had thought every time I said it.

I wonder how often our sage reading advice hurts rather than helps? I wonder how often our great intentions damage what we are trying to build? I know that students need guidance when it comes to growing as readers, but are levels, forced books, and “just right” the way to do it? In our helpfulness are we instead creating reading boxes that our students cannot break free from? I told my students that I would never define them by their level and that the books they choose to read need to be just right for them. Just right at this time in their life. Just right for what they want to do. That can mean many things and it can change through time.

I end with the story of how my husband realized at the age of 35 that he was not a bad reader. He was a slow reader, yes, but that did not make him bad. He realized that had he had more choice, more books, something else in his younger age who knows what would have happened. The past is out of his hands but the future he controls. So as he slowly makes his way through books, he is becoming a reader. I tell my students that they have control of the label they give themselves and to not let that label hinder them. We have all been “bad” readers at some point, we chose what to do with that label. It is my job to help them with that, not give them more boxes to hold them back.

being a teacher, Reading, reflection, students

Before You Assign a Reading Log

September 6, 2014September 10, 2014 Pernille Ripp

“…Mrs. Ripp, should we bring this home?” A student is waving the status of the class form I just had them glue in their notebook during our first week of 7th grade English. “No, please don’t,” I answer, “This is not a reading log, just a tool for you to use here in class.” I can see the relief spread across the student. They thought it was a reading log. I am glad it isn’t.

I have written about reading logs before; how I used to use them, how I had to use them, what to do instead. I know there is a possibility that Thea will have one at some point. And I worry about what that will do to her, how she will react not so much to the logging of reading, I do that myself through Goodreads, but the prize aspect, the reading to get something. You see, Thea reads for fun. Not because she naturally developed that, she would much rather read for prizes, which kid wouldn’t? But I have learned though her reactions to reading challenges to shield her from that, to build up that we read for the sheer enjoyment of reading. That we don’t get a reward when we finish a book other than the experience. That we talk about books and remember them that way, not to log them, not to see how many we can read so we can earn something.

Yet, I get why reading logs are used. Not all kids read, not all parents push reading as a thing to do every day. Some kids need a prize to get them motivated or a log to see their habits so they can develop better ones. Some teachers have to use them because of a school or district initiative, even though they would rather not. But here’s the thing; not every kid needs one. Just like every kid doesn’t need an intervention. Just like every kid doesn’t need homework help, not every kid needs to create better reading habits.

So instead of assigning a reading log to all if there has to be one, how about a tiered approach? How about a quick conversation with home or the student to discover reading habits? How about choice? I will gladly share with Thea’s teachers that we read for 30 minutes or more every night. That Thea pretends to read for another 30 after we tuck her in. That our house is filled with books. That going to the library or the book store is viewed as the biggest surprise. That getting a new book is something we celebrate. That we read the same books over and over because we love them so much. That we don’t need a reading log for that, we just need time.

I don’t have to do a reading log anymore so instead I asked my 7th graders about their reading habits to see who needs help establishing better habits. It doesn’t take long, it is not hard work, but the information I gained will help us grow. They don’t need reading logs, they need a place to jot down how much they read in class and a place to record their ratings of books. Their parents don’t need to be involved. There will be no prizes. They are expected to read and I can tell if they don’t through conversation. That works for me, for the students right now, and hopefully it will in the future as well.

For ideas of what to do instead of a reading log, here are some

I am a passionate teacher in Wisconsin, USA, who has taught 4, 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. I have no awards or accolades except for the lightbulbs that go off in my students’ heads every day. First book “Passionate Learners – Giving Our Classrooms Back to Our Students” can be purchased now from Powerful Learning Press. Second book“Empowered Schools, Empowered Students – Creating Connected and Invested Learners” can be pre-ordered from Corwin Press now. Follow me on Twitter @PernilleRipp.

books, Literacy, picture books, Reading

10 Picture Books I Cannot Wait to Share With My Students – 2014

August 27, 2014July 31, 2015 Pernille Ripp

Another summer has passed and in it was the discovery of even more amazing picture books that now beckon my 7th grade students to read them from my shelves. Some are new and others are just new to me, but all should solicit some sort of reaction when they are read and shared. (And these are in no particular order).

The Most Magnificent Thing by Ashley SpiresI will be using this book to introduce 20% time with my students, thank you Chris Lehman for the recommendation. I love the message of not giving up but also of finding use in other people’s mistakes.
Froodle by Antionette Portis This seemingly silly book packs a powerful message; everyone should be allowed to experiment with their own voice. It is one I hope to read at the beginning of the year.
Unicorn Thinks He’s Pretty Great by Bob Shea Thea has this book and I have the book in my classroom as well. This book has such a great story about not judging, wrapped up in whimsy, and every time I read it aloud I laugh outloud.
Paul Meets Bernadette by Rosy Lamb Every time I read this book, I think of another way to discuss it’s theme. Wrapped up in a simple love story it is a great book to discuss perspective and the lens with which we view the world.
My Teacher is a Monster – No, I Am Not by Peter Brown From the title to the illustrations, think of the discussion this book will elicit. I loved the message, but also the nuance with which it is presented, and let’s face it; many students think their teachers are not quite human and this is a great book to discuss just that.
This Is a Moose by Richard T. Morris The first time I read this book, I didn’t love it as much as I do now. I thought it was fun but I didn’t stop to think about what it was really trying to say. Then Thea and I started to talk about it and her 5 year old perspective really made me think. This book is about being allowed to be whoever you want to be, no matter what others think; what a great message to send to kids.
That Is Not a Good Idea by Mo Willems We often think we know the whole story but through the storytelling of the magical Mo Willems, we find can discover how wrong we are. Even after you know the twist, this is still such a great book to hand to students as they write their own stories.
Bad News for Outlaws: The Remarkable Life of Bass Reeves, Deputy U.S. Marshall by Vaunda Micheaux Nelson What an incredible history lesson wrapped up in the pages of this book. My former librarian Deb told me to get it and boy does she know me well. Students will marvel at this true story of one person’s character.
Knock, Knock: My Dad’s Dreams for Me by Daniel Beaty So often we need books that mirror the harsh realities some of our students face, this book is one of those books. Hauntingly written, this is sure to start a discussion on how the boy views his own life.
The Fantastic Flying Books of Mr. Morris Lessmore by William Joyce This book is beautiful, magical, and oh so on point for what books do for us. And even better; there is an Oscar winning short cartoon of it as well.

There you have it, a few new ones I cannot wait to share. However, did you know there is a picture book coming out about the story of Ivan? I am counting down the days to read this to my students; Ivan: The Remarkable True Story of the Shopping Mall Gorilla by Katherine Applegate

being a teacher, being me, ideas, Literacy, new year, Reading

Small Ideas for Better Readers Workshop

August 21, 2014 Pernille Ripp

I have been discussing reading and writing almost every day these past few weeks preparing for my new job as a 7th grade English teacher. I haven’t minded one bit either. It seems if I am not discussing it, I am thinking about it, and that tends to lead to a blog post or five to get my own thoughts straight. I started to realize that there are little tweaks that I have been using the past few years to make our conversations deeper and to make it run a bit smoother, couple that with new ideas thanks to my amazing PLN, and I am feeling pretty good about the start of school September 2nd.

So if you want students to actually read…

Give them reading time in class, even in middle and high school. We cannot control what students do outside of our rooms but we can give them the gift of time in our rooms. So even if you only have 10 minutes like me to give in a 45 minute block, give it to students for independent reading. Make it sacred and believe in it by not infringing in it.
Set up reading routines and expectations from day one. The students will be coming up with how to get settled into independent reading right away as they come to class, as well as what that looks like/sounds like/feels like. I am taking the time to build a proper foundation because this is so important for the entire year. Yes, there is curriculum to cover but it will not be covered well if our routines aren’t in place.
Have incredible books. Don’t just rely on your school library, have an actual library in your classroom. No, it is not cheap, but the investment we put into getting great books pays off when it hooks a reader. I also use sites like Donorschoose and Books4Schools to get more books. And yes, this goes even for middle school and high school.
Let students choose their books. We do book clubs later in the year, but overall books are self-selected, with help when needed. Students need to develop their own taste in books and need to develop deep reading habits, they have a hard time doing that if we are constantly telling them what to read. I do not have a leveled library because of this, I don’t want students to feel defined by their level, but rather figure out who they are as readers. I do whole class books as a read aloud to have a shred experience and a shared text to discuss lessons within.
Read yourself. A very simple idea that pays off tenfold. If you read and can hand books to students, you set an expectation for continual reading. It also creates a better reading community because you can really discuss books with your students.
Do a challenge of some sort. I have done my own version of the 40 book challenge with a lot of success; every student read more books than the year before because they were trying to get to 40 books. This year it will be a 25 book challenge instead, due to the limited independent reading time I can offer students. There is no prize, nor any competition, but rather an awareness of trying to beat one’s own number of books read. And no, it is not a public challenge.

So if you want them to develop deeper ideas…

Use post-its to mark text and jot down ideas. Teach students to look for things they want to discuss, not just connections, questions, or unfamiliar words. Those tend to not to lead to deeper discussion, but rather dead end ones.
Discuss what creates a highway conversation vs a dead-end one. This is a simple analogy that works well; think of your reading thoughts as a highway. You are trying to create one where there are many places to go, not on that stops abruptly. Having students act this out on pre-written post-its can get the point across really well.
Re-visit post-its. This is a great strategy for those students that cannot get past their initial idea. Have them jot something down and then have them continue reading, at the end of their reading time, have them return to an older post-it and add thoughts to it now.
Give students a warning before reading time is over. I do a 2 minute warning reminding them that they need to take time to think and jot something down for them to discuss with their partner or group. Everyone knows there is no reason to not have anything written down.
Give them cheat sheets. I am all about scaffolding because asking probing reading questions can be hard eve for teachers. So we brainstorm cheat sheets that students keep on small rings, these rings also have their monthly reading goals on them (one quantity goal and the other two skills goals) that they write.
Model partner conversations. Have students guide each other on what they can say or how they can push someone’s thinking. It is often much more powerful coming from peers than a teacher.
Create huge goals for reading. In our classroom, we don’t read to be better readers, we read to be better people that can carry on conversations by being interested and active listeners and speakers. Yup, my 5th graders could discuss more than just a book by the end of the year, I was so incredibly proud of them.

So if you want it to be better because something isn’t working…

Ask the students their opinion. I survey them at the beginning of the year for their reading habits, but I also ask them throughout the year what is working for them and what it isn’t. Sometimes really small things can be the cause of distractions and can be easily fixed but we won’t know that unless we ask.
Videotape yourself. I found out I talk too much and don’t see kids lose interest through video tape. Film yourself teaching and then watch it with an open mind. No one is perfect and there is always room for improvement.
Ask a colleague to watch you teach. This can be one of the hardest things for us to do and yet it can be one of the most powerful. I have an open door policy in my classroom at all times and if people happen to wander in during a reading lesson, I always ask for their opinion. They always have something valuable to teach me but you won’t know it if you don’t invite people in.

I am a passionate teacher in Wisconsin, USA, who has taught 4, 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. I have no awards or accolades except for the lightbulbs that go off in my students’ heads every day. First book “Passionate Learners – Giving Our Classrooms Back to Our Students” can be purchased now from Powerful Learning Press. Second book“Empowered Schools, Empowered Students – Creating Connected and Invested Learners” can be pre-ordered from Corwin Press now. Follow me on Twitter @PernilleRipp.