Reading – Page 53 – Pernille Ripp

October is connected educator month and while I find it amusing that we get a specific month to point out what we do all year, I thought rather than herald the importance of being a connected educator, I would rather just share why I am a connected educator and how it helps me in my readers workshop. Those who follow me know that reading is a BIG deal in my classroom, something to be discussed passionately and reflected upon, something to be protected. So I always feel so fortunate when I get to borrow ideas from others to make it even better for all of my students.

As I try to sow the seeds for deeper reading, here are some of the things I do:

Students have thoughtful log that they use while we read and after, however, lately, it has also become a read aloud notebook, thanks to this great post from Choice Literacy. I have had students doodle in the past while I read aloud, but this year with the start of the Global Read Aloud, students now sketch, envision and jot down thoughts as we travel through Melody’s life.
I always struggle with who to group and pull for a small mini-lesson, so the idea of having them turn in their best post-it from the mini-lesson we just did as a tool for evaluation was a useful one from Teachers College. Now I can quick see who got the gist of the lesson or who needs re-teaching.
I have had students reflect on their blogs for years but I needed something more concrete and honest as we push ourselves as readers. So I created this beginning of the year readers survey with the help of various internet resources and have loved the discussions that ensued. I now also have a baseline to compare to from their weekly reflection sheets, which change according to need and curiosity.
The parent reading survey was a great idea borrowed from Colby Sharp, a passionate teacher I really admire. I loved having parents reflect on what reading looks like at home and how it is helping or hindering their child progress as a reader.
I have some phenomenal readers this year and those readers were typically the ones I did not know what to do with, after all, they already seemed to have all of the tools they needed. Not so according to Mary Ehrenworth, who I was lucky enough to see at Teacher’s College. She gave us great ideas for how to support our strongest readers, ideas which when I presented to one of my students was met with , “Wow, I can’t wait to to think about that!”
Showcasing what I read on my door. My school is very focused on promoting an overall love of reading and I participate in that by always having a sign up with what I am currently reading and also what I have read this year. This idea is courtesy of Jillian Heise and I love it so much due to the great conversations that it sparks with my students and other students around the school. in fact, last night at the school dance many of my former students came back and had to look at my door to see what I had been reading.
The 40 Book Challenge. I decided that I would give my students the luxury of reading whatever they want this year, however, I also wanted to push them as readers and try to get them to read more, so create that sense of urgency when we read. The 40 book challenge is a wonderful idea from Donalyn Miller and I adapted it to fit our needs. Students are in competition with me to read the most books in a year, they choose what they read and magazines, graphic novels, and picture books also count. Students get to report their books through blog posts, Skype book recommendations, speed book dating, posters in the classroom, or any other way they can think of.
A better conferring sheet. I have tried every which way to keep notes when I confer and also had ample cheat sheets to use as I speak to students. This year I finally like what I have with ideas borrowed from The 2 Sisters and Teachers College. In my pensieve on students I use this conferring sheet to help me keep track of their goals and their progress.
One book to connect the world. One of my proudest accomplishments will always be the Global Read Aloud. This little idea has this year connected more than 130,000 students globally as they listen to a great book being read aloud and then use technology to connect and discuss the book. This idea was inspired by my husband, Brandon, who does so much to inspire me to be a better teacher and puts up with my obsession with teaching.

To all those who have shared their ideas with me, thank you, this is why we share.

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 Classroom Back to Our Students Starting Today” will be released this fall from PLPress. Follow me on Twitter @PernilleRipp.

Be the change, Reading

Why Reading Sucks and It’s Ok to Talk About It

September 14, 2013September 16, 2013 Pernille Ripp

I try to help my students be passionate readers. To be the type of reader that sneaks reading in whenever they can, that bring books with them wherever they go, to be the kind of reader that cannot wait to read the next book they have on their list. I try to be a role model for this but to do this I have realized that we must discuss why reading sucks.

I ask my students their thoughts on reading as part of one of our very first mini lessons. While many of them share such wonderful things about their love of reading, there is usually one brave enough that finally just says that reading is just not their thing. This year was no different when a child told me that “Reading sucks” and then waited for my reaction. I am not sure what the child expected, but instead of dismissing their notion as crazy, I created a poster asking them to list why reading sucks. As one child blurted out, “I don’t think a teacher has ever asked me that.”

And it’s true, I tend to not ask this question, but since it presented itself, I figured it had to be dealt with head on. The kids were cautious at first, perhaps they felt I was trying to trick them, and then they quickly raised their hands and we created the poster shown here.

Those are valid reasons why reading may not be the best thing for a child. Some children hate sitting still, others find it boring, time consuming, hate that they are forced to read certain books or at a certain time, perhaps they feel pressured, perhaps they feel they are a bad reader. What it all adds up to is a miserable reading experience. And that is what we have to fight.

In the end I thanked the kids for their honesty, I then asked them for their solutions, and at first they didn’t quite have one. Then one child raised their hand and said, “Can we pick our own books?” “Yes.” “Do we have to read a certain amount of minutes and log it?” “No,” “I said, I expect you to read every night and you only log it in here.” “Do we have to finish every book we start?” “No.” With each question and answer, relief seemed to spread throughout the room. Perhaps reading would not suck as much as it had in the past, perhaps they would not hate it this year. Perhaps….and that is all I need. The seed that reading may not suck after all.

So if we don’t ask the question and face this reading demon, then we can’t have the conversations that we need to have with these specific kids. Yes, most students will tell us that reading is amazing whether they believe it or not. I hail the kids that have the strength to tell me how they really feel. How else will I ever change their minds?

I am a passionate 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 Classroom Back to Our Students Starting Today” will be released this fall from PLPress. Follow me on Twitter @PernilleRipp.

books, Literacy, Reading

My 10 Favorite Books From This Summer’s Reading

September 9, 2013July 31, 2015 Pernille Ripp

I read a lot of books this summer, even more than I thought I would muster, and now as school has started my students keep asking me which ones were my absolute favorites. While it is hard to choose and these are in no means in order, here are some of the ones that I cannot wait to get into the hands of anyone looking for a great read.

Counting by 7s by Holly Goldberg Sloan. I gushed over this book and have already pressed it into the hands of 3 students either physically or through email. This book grabs you on the first page and then does not let you go until the very end. What a phenomenal story and so appropriate for 4th and up.

Pivot Point by Kasie West. Another page turner, but this time in a not too unrealistic science fiction version. While this one is more young adult, the story itself is gripping and you just want read on and on, no matter how many children are smiling at you hoping you will make them dinner.

The Mortal Instruments Series by Cassandra Clare. So really this is a series of 6 books, and yet, it still makes the list as a whole. While the cover is slightly too much for me, the story inside is worth every minute of your time. Part fantasy, part love story, and tons of action, this is a great read for more mature 5th graders.

Out of This Place by Emma Cameron. Though not at all appropriate for 5th graders, I would place this book into the hands of many high schoolers. Breathtaking and so genuinely written that you can feel the anguish through the pages. Emma Cameron is now someone I will be looking to for great books.

Delirium Trilogy by Lauren Olivier. Again not a single book but rather a standard trilogy. This one taking place in the future where love has been deemed a disease and all 18 year olds are cured of it. I loved the society created and also the ending, which I will not give away.

Between Shades of Gray by Ruta Sepetys. A heart wrenching must read for students that can handle hard truths. I thought I knew a lot about World War II, but I had never heard this story. Now it is one I cannot forget due to the storytelling in this book.

Tiger Rising by Kate DiCamilo. I am probably one of the last people on earth who had not read this book. After having read it, I now understand why everyone else has read it already. A poignant and deceivingly short story that will speak to many students.

Hattie Big Sky by Kirby Larson. I had heard many singing the praises of this book for a long time, but the cover just did not appeal to me. I know as a teacher that should not stop me from picking u a book but sometimes it does, sorry. When I finally cracked it open I could not believe how fast I read the book and Hattie Ever After. Both brilliant, both read aloud worthy, both must reads for 5th graders.

The Lions of Little Rock by Kristin Levine. There is a reason this was 1st runner up for the Global read Aloud 2013. Taking such a serious topic and bringing it to a level where students can not only understand it, but also connect to it takes mastery of both the history behind it and the written word. Kristin Levine has both, this is an incredible read that will be read aloud in my class later this year.

The Testing by Joelle Charbonneau. I loved this book, I loved the premise, I loved the characters, and now I just hate waiting to hear what will happen next.

It is hard to pick when you are spoiled by so many great books. There are out there and we should be getting them in the hands of our students. To see more of my great reads this summer, visit my review site here.

new year, Reading, Student-centered

A Reading Survey – Why Not?

September 8, 2013September 8, 2013 Pernille Ripp

I love that my students know that I am passionate about reading already. Even though we have only been in each others’ learning lives for 4 days they can tell you how much I love books. They also know about my never-ending reading stack, my penchant for anything sci fi or fantasy, how I sneak reading in when I sit at stop lights, and how buying books is my most guilty pleasure. I am thrilled that they know me as a reader, but the problem is with 27 students I don’t know them yet. Sure, I can start to see which books they gravitate too, some have started telling me about the best book they ever read, and others have even asked to take books home. Yet, I have only conferenced with 2 and have had little time for those amazing reading conversations that I love. So why not do a reading survey? While in no means a replacement for the reading conversations I want to have, it gives me a glimpse into them as readers and will provide me with background information that I can use.

I ask for their honesty here because I want to know how they label themselves. I think it is important for me, vital even to know if a child considers themselves a poor reader, I need to know what their labels are so that I can help them break out of those or strengthen them. So as always as I created this survey with a little bit of inspiration from many other reading surveys, I knew I would share, I may even make it a Google form. Please feel free to make a copy and make it your own.

How Are You As a Reader Survey

And here it is as a Google Form courtesy of Michelle Krzmarzick

Be the change, Reading

Dear Scholastic, What’s Up With the Leveled Catalogues?

August 22, 2013August 23, 2013 Pernille Ripp

Disclaimer first: I love Scholastic and have for many years. The ease of getting books in the hands of my students, the shiny catalogues that stop our day because we have to circle all of the books we want to read, and also the prices. Scholastic has indeed been good for this teacher. And yet, Scholastic I may have to break it off with you….

Dear Scholastic,

In my other post, I first noticed the standardized testing focus that seems to jump form your new pressed pages. As you may know, it broke my heart and many others’. But now I find myself shaking my head even more, not quite sure if I should even send home your lovely catalogue or just keep it to myself. See you went ahead and created leveled catalogues. Probably with great intentions to make book selection easier for kids or to help teachers by grade level appropriate books. But you forgot a couple of things…

My students aren’t levels. They are readers. And they don’t want someone to tell them what a 5th grader should read, they want to trust their own voice as a reader as a pursuer of fantastic stories and knowledge. I teach them to trust themselves. I teach them how to find their perfect book. I know their level but they don’t, they don’t need to to know what they need to do become even stronger readers,

Their grade does not define them. My students read all sorts of books and not because they are “just right” based on an assessment, but because they are just right in interest, in action, in creativity, in mood, in readability. They don’t pick a book because it is perfect for 5th grade. They pick a book because it is perfect for them.

And yet they know their grade. Some of my 5th graders wouldn’t be caught dead reading something someone had labeled a 4th grade book. Even if it was a great book. Even if I thrust it into their hands and told them to trust me. By splashing 4th grade or 3rd grade all over your many colored pages, you have guaranteed that some of my kids will never consider reading those books simply because they are too proud to read something that is labeled for younger kids. And what about when they become 6th graders? Do you think they then want to read 5th grade books? No, that would be for elementary students, not the big middle school students. I am saddened by the books they will miss out on.

And me? I had to pretend I was a 4th, 5th ,and 6th grade teacher to get the catalogues that I want for my students. See some need 4th grade reading levels, while others are ready for middle school action and stories. And I need to be able to supply them that. Yet, I don’t know if I can give them the catalogues anymore, I don’t know quite what will happen if they see the push for standardized testing and the need to level. Will they think that reading is only for tests? Will they think that they can only read certain books because that’s what someone told them?

I don’t think I am ready to take them down that path. I hope you change your mind, Scholastic, perhaps put the levels on the teacher part but not on the flyers. Perhaps, go back to your old ways that were not broken. You don’t have to follow all of the crazy fads happening around us, it is okay to just love reading and let kids love reading too. I haven’t lost the faith in you yet.

Best,

Pernille

Edit: It is not every day you receive a phone call from Scholastic headquarters, but today I did. After a very pleasant conversation with them regarding my latest blog posts, I hung up the phone understanding that they are trying to please many people at the same time. I was also told that many teachers and parents had asked for the recent changes, which had led them go through with it. Their intentions were to help. Yet, I stand by what I have posted and told them that many agree with me; this is not what we had hoped for from this bastion of reading. While I doubt my posts will change their minds, I urge you to start your own conversation with them. They are there to discuss and listen and perhaps if enough of us do engage, something will change. Either way, I continue to respect Scholastic and what they strive to do: provide teachers with great books, even if I am disappointed in their choice.

Reading

Destroying the Love of Reading

August 20, 2013August 22, 2013 Pernille Ripp

Yesterday as I eagerly browsed through the new Scholastic catalogue, my eyes caught this

And my heart sank

And then I got angry

And then I knew I had to blog about it

Whatever happened to the notion that reading expands your mind? That reading helps you see the world through a new set of eyes? That reading, whether fiction or nonfiction, makes you a well-rounded human being? It seems to have disappeared, swallowed by Common Core, test prep, and scores that determine the fate of every child. Now reading is to cram as much as knowledge into your head only so you can regurgitate it onto a test. Shove it all in there by memorization, who cares about deeper connections or questions to ponder? Just read, read, read, read and please make it nonfiction so that it is all facts, more knowledge, more things to know so that we can test you on it. After all, facts is what makes a great problem solver, right?

I hate the bastardization of reading that is happening here. I hate how reading becomes quantified through logs, broken down into data pieces, smothered through a heavy-handed focus on nonfiction rather than just reading. Reading for the love of it. Reading for the sake of it. Reading for the joy of it.

I hope Scholastic comes out with a catalogue that says, “Parents: Reading leads to new adventures!” or “Parents: Reading can be an escape for your child!” Or “Parents: Reading will deepen your child’s creativity!” Somehow I am not sure that will happen anytime soon, but we must hope, and we must fight. Our love of reading depends on it.

PS: As it was mentioned in the comments, look at what they highlight as great nonfiction reading: An encyclopedia, a math dictionary, a spelling handbook, and a world atlas. Couldn’t they at least have highlighted some great nonfiction books like “Bomb” or “Lincoln’s Killers” which I know they sell?