Reading – Page 49 – Pernille Ripp

being a teacher, new year, Reading, writing

Some New (and Old) Ideas for Reading and Writing

July 28, 2014July 28, 2014 Pernille Ripp

My head is spinning, the thoughts are creeping in, ideas seem to be coming from everywhere and it is reaching that critical time…How in the world am I really going to teach reading and writing to my incoming 7th graders? Not the curriculum, that has been taken care of for me, but how am I going to work with it? How am I going to get them excited about it? How am I going to welcome them, get their attention, and then keep it for a whole year of our adventure? How will I bridge the gap between my elementary mindset and their middle school mindset?

So while, I don’t have it all figured out, after all, who really does before the kids show up, I do have some ideas of what we will do to create a great writing/reading experience.

I brought my library with me. There may not be many other middle school teachers that have this sort of library in my new district, but my books are who I am. Along with it, I brought my rocking chair, my carpet squares, and all of those picture books that mean so much to me. Together we will dive into the library and make it our own. I cannot wait for students to explore it.
our library corner
We will start with a picture book. Picture books are the vessels with which so much knowledge can be dispersed. They lure us in with their colorful pages and seemingly easy words, but leave us with deep thoughts and inspiration to write. So we will start with students choosing which book to read aloud. Current contenders include Pete & Pickles, Journey, Sparky!, My Teacher is a Monster, Mr. Tiger Goes Wild, Chu’s Day, The Story of Fish and Snail, Chalk, It’s a Book, and Unicorn Thinks He is Pretty Great. I hope each class chooses a different one.
picture books to grab their attention
We will discuss the good and the bad. Last year’s lesson on why reading sucks taught me so much about my students and I hope to replicate it in some way this year. While I want to highlight how incredible it is to read and write, I need to acknowledge all of the kids that don’t feel that way. We need to have an honest discussion and we need to put all of our reading and writing demons out there. We cannot move on if we are not honest.
We will use reflection. I learn so much when the students allow me into their heads so this year we will start with a reading and writing reflection. I may be crazy to think I can do the workshop format with all of my students, but I am going to try. This reflection will serve as our starting point. There has to be a way to get these kids reading, writing, reflecting, and talking. This is how we grow, this is how we learn.
There will be comics. I have always had some comics in the classroom, but this year I brought more out. I know that some of my students are very reluctant readers and I need to catch them with something. So comics, graphic novels, and books that I may not have thought would fit for 7th grade has been brought along, and they will be pointed out and placed into the hands of students. Whatever it takes to get these kids reading.
Books read will still be displayed. However, this time it will be on a bulletin board rather than on the door. I really want the focus to be on students’ reading and not mine when people walk by, so it will be our favorite book covers gracing our door rather than just what I have read.
my old book door display
There will be voice. We start with short stories and I was reminded of the art of story telling by a friend. I need to see where students are as writers before we can set goals and short stories lends itself perfectly to this. Students will be encouraged to create one of their own, using a medium they are comfortable with. We will focus on telling their story rather than all of the heavy editing, that will come a little bit later as we start to grow, set goals, and become mindful writers.
We will be global readers. We will be reading “One for the Murphy’s” as part of this year’s Global Read Aloud. I cannot wait to see the students connect with others as they think about this book and its powerful theme of redemtion, love, and finding one’s place within the world.
I will share my reading and writing life. I will continue to prominently display what I am reading, but new this year, I will also display what I am writing. I think it is easier for us to show off our reading because kids expect us to read, but do they know us as writers? I think it will be powerful for the students to see that I write all the time and for a variety of reasons. Hopefully, this will spark discussion as well.
writing sign for the door
Non-fiction will have a home. John T. Spencer inspired me when he discussed how we as adults forget that we read non-fiction all the time, yet it seems to warp itself into a textbook centered beast in our classroom. So this year I will embrace non-fiction even more. Not to forgo the wonders of fiction, but to help students understand how much non-fiction text they are already surrounded by and to realize that this counts as reading as well.
nonfiction gets it’s own shelf

Of course, this is not it. There will be more as my thoughts settle and I get into the classroom and see what else I can do. But it’s a start and I am excited, and that to me means more than anything right now. What ideas can you not wait to implement?

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.

being a teacher, being me, Reading, reflection, Uncategorized

So My Kids Did a Reading Challenge and All I Did Was Lie…Almost

July 23, 2014July 23, 2014 Pernille Ripp

It started as a great idea; new town, new library, let’s go explore! We went, we fawned (yes, fawned) over the incredible library and then we saw what I knew already would be there; The Summer Reading Challenge! Thea, my 5 year old, and the only one aware enough to notice it, saw it right away and began to ask questions. “What’s the robot for? How do I get a sticker? I want a bookmark!”

So I signed them all up, even the baby, thinking this would be great. No big deal, after all, we read a ton, a challenge and log will only cement that. With our library books in hand, our new brightly colored reading logs, we went home to start the epic summer reading challenge.

At first, it was no big deal. We read a book, I had our 4 booklets right there, and down they went onto the page. Thea would ask to read another because she wanted one more title in her book. Sure! I couldn’t believe how much we were reading. Then I started to forget, leaving the booklets in random places. I often forgot and then had to really think hard about what we were reading. It wasn’t that we weren’t reading, it was more that I didn’t carry a booklet with me when we did. I can’t find a pen half of the time. So although reading continued to surround us, I quickly noticed how much of a pain it was to write it down. Oh well, I figured this was the least I could do to keep a focus on readin g this summer.

Off we went to the library, proudly handing in our booklets and getting our prizes in return; stickers, baseball ticket, and even a temporary tattoo. More books came home with us and I couldn’t wait to just read them. Then, Thea started to ask me to read so she could win stuff. Yup. My ferocious book swallower didn’t care what I read to her, it could have been the back of a can for all that mattered, but she wanted to make sure she would get stuff when she went to the library next. When I asked her why it mattered, she innocently said, “Because I want to win!” with the look of a lion that’s about to devour its prey. Reading was not our chill out time anymore, it was our competition.

Then I got sick. And not just it’s a cold kind of sick, but flu sick, for 2 weeks. Yes, we read, barely, some days my throat couldn’t swallow so reading was more of a miming game. But we read because it’s what we do. Reading is what we have always done. Books go everywhere with us, books are the tapestry of our family, we recollect memories through books. We read until we fall asleep. Filling out a log was the furthest thing from my mind. After two weeks of being sick, I knew we had read, but what we had read and when we had done it; no clue. So I lied. I wrote in whatever titles I spotted in the living room, circled 15 minutes on every day. I was sure we had done it, don’t get me wrong, I didn’t pretend to read, but the details had completely escaped me.

Again we went to the library, completed booklets in hand, Thea ready to harvest her prizes. I handed the booklets to the librarians, sure that they would see through my deceit. Sure, that they would question why it was all written in the same color pen, why my initials looked the same every day. They didn’t, they meticulously checked each entry, then guided Thea toward the trinkets she had earned. I breathed a sigh of relief, we were done. Reading could go back to being about reading, not about winning.

I thought we were stronger than a reading challenge. That something like this would only enhance the experience we already have with our books, going against my own teacher voice. I thought we were better than this. That our reading would never be a chore, a competition, or something to lie about. I never thought that our joy for reading could be replaced with an eagerness to read simply for the act of writing a title down, not for the experience of the book itself. I was wrong, it was proven, and I ashamed. I should have known. I should have thought about it.

We are about to leave, Augustine wants a bottle and the twins need a nap. Then Then spots it; a shelf full of books with a pink poster. Win these! Do the Extra Reading Challenge! “Mama, what’s that?!” she exclaims eagerly pointing. “Nothing, honey, now let’s go find some books…”

Reading, reflection

5 Reading Truths And How To Work With Them

June 17, 2014June 17, 2014 Pernille Ripp

I haven’t been reading much. My current book “Clockwork Princess” by Cassandra Clare mocks me from my bedside table. It is not that I don’t want to read, I just don’t want to read that book right now. I don’t want to give it up either. And so every night, I find myself in a reading conundrum, not sure how I should proceed. You would think as a 34 year old this would not happen, yet I realized if it is happening to me, then imagine how often it happens to our students. How often do they get caught in a reading block? How often do they need a break? So I share with you my 5 reading truths and how to work with them…

Reading Truth 1: Even kids who love to read need a break.

This year I had some of my most voracious readers yet. One girl read a new book every night. Yet, as the year winded down I noticed that her bookmark stayed in the same book, day after day. I asked her and she told me that her brain was tired. That the book was amazing but that right now she just needed to read very little of it. I nodded and then handed her some picture books to read. Sometimes all we need is just a little change to get back at it.

Reading Truth 2: A hatred for reading will spread like a virus.

I expected to have kids who hated reading at the beginning of the year, in fact, it is something we discussed quite openly in our “Why Reading Sucks” lesson. As the year progressed, fewer kids felt this way or at the very least expressed it and I thought my work was done. Then something changed. Whether it was spring fever, running out of great books, or something outside of the classroom, one boy told me he hated reading. The next day someone else did as well and slowly I saw the same hatred from the beginning of the year creep in and take hold. What did I do? I challenged it at its core, reflecting with each child why their attitude had changed and handing them each a new and exciting book to restart their interest. More often than not, it was more that they had no great books to read and were thus forcing themselves through a book, rather than actually hating reading.

Reading Truth 3: If you don’t read, some won’t either.

I have written about this before and it is something I am adamant about, if you want readers, you must read yourself. Kids see through you in a minute if you are not reading something yourself. As one boy told me this year, “If reading is so good to do then why doesn’t this teacher read?” He had a point. When I don’t read, my students take notice because I don’t have books to recommend to them, I am not excitedly sharing something, I am not sharing my reading life. If we are teaching students to be lifelong readers, then we better be modeling it ourselves, even if it means reading a book in very small chunks. (This by the way applies to really any subject matter in my opinion).

Reading Truth 4: We have to find time to discuss reading if we want it to be important.

Actions speak louder than words, so if we ask students to read outside of the classroom, then we have to find time to discuss that reading within the classroom. Much like a child will quickly figure out if assigned homework is not checked and then not do it, reading requirements need to lead to something more than just saying you have read on a reading log.

Reading Truth 5: It is okay if reading is fun.

I get so caught up in reading gains and comprehension skills, reflections, and discussions. While my students grew immensely in their reading discussion skills, I had to make it a priority that reading needed to be fun. We have so much to do in class. We are constantly pushing ourselves, our thinking, and working with a text. But once in a while, it is okay to sit back and just listen. Once in a while we don’t need to deep discuss, close read, or even reflect while we listen. We need to get sucked in, laugh out loud, and wonder what will happen next.

Reading is our little bit of magic. What our brains do when we read well is quite incredible. Don’t let these things get in the way of the magic. Don’t let our focus on becoming great readers stop us from that exact purpose. Reading should be passion-filled, first and foremost. So think about it, are you creating a passion-filled reading classroom?

I am a passionate (female) 7th grade teacher in Wisconsin, USA, 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.

global read aloud, Reading

The Share a Book Initiative – New for 2014 #GRA14

June 14, 2014 Pernille Ripp

I don’t think there is much that beats receiving an unexpected package . After all, the possibility of what could be inside is tantalizing in itself. Yet, when an unexpected package brings a new book into my hands…pure bliss. Every year of the Global Read Aloud, people have wondered what they could to to push the connections they make further. Usually, I stay our of their way and have shied away from doing anything official. But this year, our 5th Global Read Aloud year, I am ready to take the plunge…

Introducing: The Share a Book Initiative!

Once again, it is a very simple ideas, inspired by an unexpected book arrival from Uganda. All I am hoping (because you do not have to do this) is that once you you start to connect with your chosen school (s), you will send them a book (chapter or picture) that reflects your region, city, state, country, whatever area you choose, or somehow has a connection with where you are. This way, your students will have to think about which book to send, and the receiving students get a slice of what life is like where you live. (You can even send one to me if you feel like it).

You do not have to do this. Not everyone can or will. But if you do, I promise it will add another layer to your connections and global understanding. And why not spread more great books among us? After all, books are some of the most powerful connection bringers we have, why not use them for good?

I am a passionate (female) 7th grade teacher in Wisconsin, USA, 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.

Reading, students

10 Chapter Books My Students Say You Need

June 12, 2014July 15, 2015 Pernille Ripp

Much like we love our picture books, reading graphic novels or chapter books is a big deal in our room. All day, every day, there is an undercurrent of book recommendation conversation running through our room and so I knew this year’s top ten list would be a tough competition. With many ties, and many books to even choose from, I am happy to reveal the 10 books my students say any middle grade classroom library should not be without.

Number 10:

We start off with a three way tie. I love the range of these books and think they truly represent the range of readers and interest we have in our group.

A favorite every year for our Tangle of the Titles, The Giver by Lois Lowry always surprises kids with how great it is. I love how fiercely the students debate the ending as well. Flora & Ulysses by the amazing Kate DiCamillo was hit in our room with a diverse crowd of readers. whimsy, fun, and yet thought provoking the kids loved passing this around.

I love the power of graphic novels and Smile by Raina Telgemeier is one that I have had to repurchase a few times, it always seems to disappear or get destroyed from so many reads.

Number 9:

Pivot Point by Kasie West is one of my all-time favorite YA reads and so I was thrilled when so many kids took to it as well. With the perfect amount of action and love, Kasie West in this book and the sequel “Split Second” captivated many readers.

Number 8:

A chilling tale of hope and survival mesmerized many of my boys and some of the girls as well. They couldn’t believe the story told here and wanted to know more. Prisoner B-3087 by Alan Gratz is a must add.

Number 7:

For the second year in a row, Adam Gidwitz’s tale of Hansel and Gretel in A Tale Dark & Grimm won the hearts of my students. This is a perfect series for anyone who loves action, fantasy, humor and yes, a little bit of magic.

Number 6:

No classroom library at this age is complete without Divergent by Veronica Roth, I loved how many students discovered this book this year and how they discussed book vs movie.

Number 5:

One of the official selections for Global Read Aloud 2013, Out of My Mind by Sharon M. Draper kicked our read alouds off in the best way possible. all year, the lessons from Melody resonated through our walls, permeated our conversations, and changed the way we viewed others.

Number 4:

What can we say that hasn’t been written about The Hunger Games by Suzanne Collins. There is a reason almost every child in my room has read it.

Number 3:

One of my all-time favorite reads, I am always excited to see when a new child discovers The One and Only Ivan by Katherine Applegate. The best part? It usually only takes the first page to hook them.

Number 2:

The power of The False Prince by Jennifer A. Nielsen never fails to mesmerize students, and this year marked the first time I read it aloud. Students begged for me to read just one more page of this incredible tale. Our culminating Skype call with Jennifer A. Nielsen only made this book better. This was one of our read alouds.

Number 1:

And what was the most beloved book in our classroom?

If you have not read Rump – The True Story of Rumpelstiltskin by Liesl Shurtliff, please run out to your nearest book store or library and get it. The kids have lived Rump’s tale, begged me to keep reading, pondered about the role of destiny in our lives and asked if there is a sequel. This book is a must read aloud, and was one of ours.

Many other books were on the list but these were the top picks. We hope we have given you some suggestions to add to your library or summer reading, you won’t regret it.

I am a passionate (female) 5th grade teacher in Wisconsin, USA, 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. Follow me on Twitter @PernilleRipp.

global read aloud, Reading

Information for the Global Read Aloud 2014

June 6, 2014 Pernille Ripp

Get Connected! How One Project Can Set You Up for The Year #GRA13

The Global Read Aloud 2014 may be several months away but here at GRA headquarters, which is really just in my head, the wheels are spinning. Here is some key information for 2014.

Where do I sign up?

Right here

Who is the author study?

The amazing and incredible Peter H. Reynolds is our focus this year. Here are the books chosen

Week 1: The North Star

Week 2: I’m Here

Week 3: Ish

Week 4: Sky Color

Week 5: Going Places

Week 6: Your choice!!!

What are the book choices?

The Miraculous Journey of Edward Tulane by Kate DiCamillo

The Fourteenth Goldfish by Jennifer L. Holm

One for the Murphy’s by Lynda Mullaly Hunt

The Fault in Our Stars by John Green

What are the dates?

October 6th through November 14th

Which book should I read with my class?

New this year is the removal of grade levels. Please read the book that you think will garner the best connections, investments, and discussions in your classroom. Your know your group best!

Are the authors involved?

Yes, most of them! I have been in touch with 3 of the 5 and will release details as soon as they are settled. Some are more involved than others depending on how busy they are.

How do I get connected?

A great place to start are the Edmodo groups that have already been set up. These are for teachers only, no students, and are meant to be a place to find people to connect with, to ask questions, and to share ideas. The discussions have already started but will continue throughout the summer.

Peter H. Reynolds Author Study Group on Edmodo https://edmo.do/j/4fpgfb

The Miraculous Journey of Edward Tulane Group on Edmodo https://edmo.do/j/hiessv

The Fourteenth Goldfish Group on Edmodo https://edmo.do/j/jcmw82

One For the Murphy’s Group on Edmodo https://edmo.do/j/9d3fh9

The Fault in Our Stars Teacher Group on Edmodo https://edmo.do/j/y9fhkx

Mass Facilitator Group – if you are the main contact for a group of teachers in your school or district, this is a great group to join. https://edmo.do/j/mtk6pu

You can also use the hashtag #GRA14 or go to our wiki or Facebook page

What’s the “Share a Book” initiative?

This year, to really bring in the global connections, I hope you will send a book representative of your area to the class (es) you connect with. I also hope you will mail one to me if you feel like it. The idea for this extension came from receiving a picture book from Uganda and the impact it had on my school.

What does this cost?

Nothing, except for the book cost, which you get yourself. I don’t make any money off of this and there is no cost to be a part of it.

Is this truly global?

Yes! With more than 200,000 connections made in the past 4 years, GRA is used in over 30 countries on 6 continents, with even more signed up this year.

Will there be merchandise?

There has been in the past, so probably yes, but I find it to be rather expensive for people to buy which is upsetting to me. So if you have any ideas of how to make merchandise cheaper and get it to people, please contact me!

I have no clue what to do!

Please read this article by Matt Renwick, which may help you get ideas. Or contact me p (at) globalreadaloud (dot) com

Who is behind this?

Mass consumer of incredible books, Pernille Ripp, helps students discover their superpower as a former 5th grade teacher, but now 7th grade teacher in Oregon, Wisconsin. She loves children so much she decided to have 4 of her own with her soulmate Brandon, who keeps her laughing. Her first book was published this May by Powerful Learning Press entitled “Passionate Learners – Giving Our Classroom Back to Our Students.” Her work has been featured by Edutopia, School Library Journal, MiddleWeb, Learning & Leading magazine, as well as in many podcasts and interviews. She teaches others how to give the classroom back to students through webinars, as well as to anyone who walks into her classroom.