Pernille Ripp

Dear STAR Test, We Need to Talk Again…

May 14, 2019 Pernille Ripp

Three years ago, almost to this date, I wrote my first blog post about the STAR test, a test sold by Renaissance Learning and employed in thousands of districts across the United States. That post started a discussion with the people behind STAR and while I wish I could say that it created change, isn’t that after all what we always hope for, it didn’t. Three years later, on the eve of my final STAR reading test of the year, I return to those same questions, once again hoping for some clarity, some light to be shed on how this test can be sold as a valid assessment tool.

Because, dear STAR test, it just doesn’t seem like you have evolved much from when we first started together. That in the three years since I last wrote to you hoping for some answers, that you have changed much. I guess, I could count your fancy new interface as change, but really all that has done is cause me to spend more time searching for the things I need in order to try to figure out what my students’ results supposedly are and what they may mean. But the essence of you, a comprehensive reading test that will quickly give me an elaborate understanding of 46 reading skills in 11 different domains remains the same. And much like so many of your cousins, all of the other computer tests who are supposed to be useful in our instruction, I keep feeling like I get the short end of the stick. Like a fool when I tell my students to show off their knowledge, to prove to the computer what we already know; just how much they have grown, just how much stronger they are.

Because according to the tests today, I have pretty much made all of my students worse readers than when they started. Or amazing super readers whose results are so incredible I want to cry tears of joy. It happens every year it seems. That the computer test tells us that they exploded, or that they didn’t grow or in fact reversed their abilities, but the face-to-face tests tell us a different story. The conversations we assess in their book clubs that show deep critical analysis and understanding. The written depth of their knowledge as they explore what it means to think about others’ stories and how it may affect them. How we see them share books, read books, recommend books.

And so that old letter stands the test of time, which is why I am reposting it, because honestly, now three years later into this relationship, I am still wondering why I bother. Why I get my hopes up for reliable, useable date? Why I tell my students to try their hardest? Why we take the time to try to do it right? Because I want to believe in you, STAR, I really do, but at this point, I am just not sure you are worth my time.

So Dear STAR test, we need to talk…again

We first met five years ago, I was fresh out of a relationship with MAP, that stalwart older brother of yours that had taken up hours of my 5th graders time. They took their time and the results were ok; sometimes, at least we thought so but we were not sure. But oh the time MAP and I spent together that could have been used for so many better things.

So when I heard about you, STAR, and how you would give me 46 reading skills in 11 different domains in just 30 or so questions, I was intrigued. After all, 34 timed questions meant that most of my students would spend about 20 or so minutes with you. You promised me flexibility and adaptation to my students with your fancy language where you said you “…combine computer-adaptive technology with a specialized psychometric test design.” While I am not totally sure what psychometric means, I was always a sucker for fancy words. Game on.

With your fast-paced questions, I thought of all the time we would save. After all, tests should be quick and painless so we can get on with things, right? Except giving my students only 90 seconds to read a question and answer it correctly meant they got awfully good at skimming, skipping lines, and in general being more worried about timing out than being able to read the whole text.

In fact, every year I have a child in tears who tell me that the timer popped up when they were still reading, that their anxiety is peeking because of that timer. (Fun fact, if a child times out of a question it is treated as incorrect). For vocabulary, all they get is 45 seconds because either they know it or they don’t, never mind that some of my kids try to sound words out and double-check their answer all within those precious seconds, just like I have taught them to do. I watched in horror as students’ anxiety grew. In fact, your 90 second time limit on reading passages meant that students started to believe that being a great reader was all about speed. Nevermind, that Thomas Newkirk’s research into reading pace tells us that we should strive for a comfortable pace and not a fast one. So yes, being a slow reader= bad reader.

And sure, we could just turn the time off except that is not a decision I am allowed to make as an educator because that is a power given to the administration level, not the individual. On a larger scale, the fact that the product even comes with a time limit should be debated further; what does time have to do with reading comprehension and vocabulary knowledge besides the selling point of being able to administer it quickly or as you say “there are time limits for individual items intended to keep the test moving and maintain test security?” What does that do to bolster the validity of our test? How is that supported by best practice?

And so for some reason, year after year, I keep hoping that this will be the year where the data will truly be useful. Where I will gain knowledge that I can use to shape my teaching, isn’t that, after all, what the whole purpose of collecting data on our students is? But much like previous years, the results are a kaleidoscope of fragmented stories that refuse to fit together into a valid picture. Students whose scores dropped 4 grade levels and students whose scores jumped 4 grade levels. Students who made no growth at all. Once again, I spend the day questioning my capabilities as a teacher because I don’t know what to take credit for. Is it possible that I am the worst teacher ever to have taught 7th grade ELA or perhaps the best? You confuse me, STAR, on so many occasions.

As in previous year, students whose score differences are significant sometimes get to re-test, after all, perhaps they are just having a bad day? And sure, sometimes they have gone up more than 250 points, all in the span of 24 hours, but other times they have dropped that amount as well. That is a lot of unmotivated or “bad day” students apparently. And yet, you tell me that your scores are reliable, and you’re not alone, many studies say you are too, yet that is simply not what we see every day in our classroom. Although, this study (sponsored by you_did point out that you are most reliable between 1st and 4th grade, so where does that leave my 7th graders?

And last time I dug around your reports, I found that according to your own research at the 7th-grade reading level you only got a score of 0.73 retest reliability which you say is really good but to me doesn’t sound that way (page 54) 0.73 – shouldn’t it be closer to 1.0? If we look at the Cronbach’s Alpha Reliability that is only acceptable. And I guess that’s what I keep coming back to. Is your reliability simply measured as compared to other tests who are also problematic in their assessment methods and who we also know do not give us overly valid results? Who knows, you would need a math degree to dig through your technical manual to make sense of all of the numbers.

Yet through all of this, you have dazzled me with your data, even know when I dig into your research I keep getting tripped up in your promises of reliable test scores, of comparable rest results, of scores that mean something, but what it is they actually mean, I am not quite sure of. With all of the reports that I could print out and pour over. Perhaps you were not accurate for all of my students, but certainly, you had to be for some. It wasn’t until a long night spent pondering why some of my students’ scores were so low that I realized that in your 0.73 reliability lies my 0.27 insecurity. After all, who are those kids whose scores are not reliable? I could certainly guess but the whole point of having an accurate assessment means that I shouldn’t have to. So it doesn’t feel like you are keeping up your end of the deal anymore, STAR test. In fact, I am pretty sure that my own child will never make your acquaintance, at least not if we, her parents, have anything to say about it.

So dear STAR test, I love data as much as the next person. I love reliable, accurate data that doesn’t stress my students out. That doesn’t make them really quiet when they realize that perhaps they didn’t make the growth. I love data that I can rely on and it turns out STAR, I just don’t think you fit that description, despite the efforts of those who take you. Perhaps I should have realized that sooner when I saw your familial relationship with Accelerated Reader. Don’t even get me started on that killer of reading joy. You even mention it yourself in your technical manual that there may be measurements errors. You said, Measurement error causes students’ scores to fluctuate around their “true scores”. About half of all observed scores are smaller than the students’ true scores; the result is that some students’ capabilities are underestimated to some extent.” Granted it wasn’t until page 81. So you can wow me with all of your data reports. With all of your breakdowns and your fancy graphs. You can even try to woo me with your trend scores, your anticipated rate of growth and your national percentile rankings. Your comparability scores to other state testing. But it is not enough, because none of that matters if I can’t count on you to provide me with accurate results. It doesn’t matter if I can’t trust what you tell me about my students.

So I wish I could break up with you, but it seems we have been matched for the long run for now. All I can be thankful for is that I work for a district that sees my students for more than just one test, for more than just their points because does anyone actually know what those points mean? I can be so thankful that I work in a district that encourages us to use STAR as only one piece of the data puzzle, that chooses to see beyond it so we can actually figure out a child’s needs. But I know I am lucky, not everyone that is with you has that same environment. So dear STAR, I wish you actually lived up to all of your fancy promises, but from this tired educator to you; it turns out I don’t need you to see if my students are reading better because I can just ask them, watch them, and see them grow as they pick up more and more books. So that’s what I plan on doing rather than staring at your reports, because in the end, it’s not really you, it’s me. I am only sorry it took me so long to realize it.

Best,

Pernille

PS: In case it needs to be spelled out, this post does not reflect the official view of my employer.

being a student, student choice, Student dreams, writing

A Few Ideas for Better Peer Editing

May 9, 2019 Pernille Ripp

I became disillusioned with traditional peer editing a few years back after I had once again spent a long time coming up with a specific checklist for students to work through in order to help them strengthen their writing. I think this was my 10th version of said checklist, a list that was specific in its purpose, supposedly easy to follow, and exactly what we were working on. Almost every single student pairing blasted through the list and turned to me proudly to tell me that it all looked good, that they had now produced their very best draft, and that surely, there was nothing else they needed to fix.

And yet…when I inevitably peered over their shoulder, I saw the same mistakes. The same missed opportunities for discussion about their writing. Depsite the checklist. Despite all of my careful planning.

Move to 7th grade and I mention peer editing and all I am met with is groans. “Please not that, Mrs. Ripp…” and so as always, i would ask students to tell me more about their reaction and what they told me was the final nail in the coffin for my traditional way of doing peer editing.

We don’t trust our editors and writing is personal.

They just tell us it’s all good.

We don’t know how to help.

They don’t want my help.

I knew then that not only was I past the checklist days, but I had to change the whole writing community we had established in order to help them grow together as writers, a dream I am still working on year after year.

So in the past few years, we haven’t had a peer editing process per say, what we have done instead is focus on creating a writing community that is established early. A writing community that celebrates our writing, a writing community that (at times, because let’s be realistic here) doesn’t hate to write.

While this is still major work in progress for us, there are a few things we are proud of. These include:

The choice of who you work with in your writing. This way students start to see who can naturally help them with their writing rather than the constant forced pairings of years passed.
The choice of whether to continue revising/editing or to be done. Students know that when they see work as done, it often is, they then choose to either start a new piece or continue to work on the current one.
The understanding of the need for others’ eyes on your writing at times. The students we teach often ask each other naturally to look at their writing because they know that if they don’t, they will miss opportunities for growth. This is encouraged with built in time and conversation about what it means to be with fellow writers. Students are encouraged to share, read, and comment on each other’s writing when it makes sense to them. This is huge for ownership and lens of what they need.
The choice of whether to share or not. While students are expected to share some of their writing with the community, not all writing is for others. This has been a part of our foundation as it is important that students see their writing as theirs to own, not mine.
The choice to write poorly. It has been important for our students to understand that not all writing is going to be great. That sometimes what we are writing is not working, is not great, is not something we want to share. What we work on is getting past that feeling whether by abandoning a piece or working through it.

I know when I started writing books and realized what editing and writing communities really did for my writing, I know I wanted to emulate that in my classroom and yet for many of my students, they don’t see a purpose in their writing beyond the teacher telling them to get it done. This is why it has been such a long process for me because not only am I trying to get them to write better, but also to see power in their writing. This is also why I don’t write about our writing work very often because it is such a huge work in progress and I doubt my own ideas a lot, despite the growth I see.

So, the other day as we were finishing our This I Believe scripts, I turned to my learning community to see what else is out there for ideas in better writing partnerships, especially with an eye on revision, and I was not disappointed. There were so many great ideas and opportunities for growth shared that are helping me go further in my journey. So wherever you are in yours, perhaps some of these ideas will help you further develop your writing community as well. I know I have a lot of work to do with my current and incoming students as we continue to try to make our writing more meaningful.

This is yet another reason why I love social media so much, thank you so much to everyone who shared. There is a wealth of ideas here, many of them centered around the individual child’s identity as a writer and the vulnerability that is naturally involved when it comes to sharing what we have written with the world. And that for me is always the biggest piece; how will my students feel after they have shared their writing? Will they feel empowered or will they feel taken apart? Will it truly have transformed their writing or will it just be one more reason that they think they cannot write?

I know I have much to learn!

PS: In case, you missed the announcement, I am running a book study of my first book Passionate Learners this summer in the Passionate Readers Facebook group. You should join us!

If you like what you read here, consider reading my newest book, Passionate Readers – The Art of Reaching and Engaging Every Child. This book focuses on the five keys we can implement into any reading community to strengthen student reading experiences, even within the 45 minute English block. If you are looking for solutions and ideas for how to re-engage all of your students consider reading my very first book Passionate Learners – How to Engage and Empower Your Students. Also, if you are wondering where I will be in the coming year or would like to have me speak, please see this page.

being me

Dear @Pink

May 3, 2019May 7, 2019 Pernille Ripp

Dear Pink, or should I call you Alecia?

You don’t really know me, not much any way, not unless you count the few minutes last night that we met in a back hallway in the Fiserv Forum as you hugged my little girl, Thea, who is not so little any more, and told her about your own experiences with bullying and how we could not let them win.

I was Mama, the woman who stood there with tears in her eyes, not quite sure that the scene that unfolded in front of her was real. Not quite sure how we went from sitting in a seat waiting for you to come onstage, fulfilling one of our bucket list items together, to standing here in your presence. Trying to decide in that moment whether we deserved to be here with you, you who have given so much of yourself to the world already. You who fight for the under dog. You who say the words that so many of us want to but sometimes don’t have the courage to. Yet here we were, living out a dream, neither one of us had ever contemplated.

You saw my tweet celebrating that the bullies had not won. That we were going to use your concert as a way to celebrate that no matter what words they flung at Thea, no matter how hard they pushed, how hard they hit, how many times they chanted all of those ugly things, they would not win. That they did not win.

And so you gave us the most valuable thing you have; your time, and for those few minutes, you changed our lives, cementing a course we had already begun, but gave us the push to keep going. You saw us in our quietest but biggest moment of reclaiming. You saw us face those words that had kept us awake for so many nights. You saw the tears of what it feels like as a parent to not be able to defend your child, to not be able to make your child believe what you shout loudly all the time, you saw the love that we have for our children and how we would do anything to build them up.

But what you didn’t see last night after you gave us your time, was how Thea reacted. How at first, she couldn’t believe it. Neither of us could. After all, who would think that a tweet would lead us to hugs and talks to you? How we kept telling ourselves that this was real, that this had happened, that you were exactly what we thought you would be – passionate, caring, real.

But what you didn’t see last night, was my little girl, who like I said is not so little anymore, feel like she was truly somebody worthy. Feel like the past year, with all of its anger and tears was no longer her year, was no longer her defining moment. Was no longer the story she was writing.

What you didn’t see last night was when you talked about Thea on stage and then sang the song we had yelled at the top of our lungs so many times at home, that Thea had tears in her eyes. My girl, who does not cry unless she is hurt badly or very tired, stood their singing along with you from section 116, row 14, seat 1, screaming your words back at you, telling you that she believed it too.

Because that’s what meeting you did for her. It allowed her to believe that the words were meant for her. That all those times we sang “…change the voices in your head, make them like you instead…” we meant it. That those words were real and true and everything I , as her mother, wanted her to believe.

So when you sang, “Pretty, pretty pretty please, don’t you ever ever feel, you are less than, less than perfect…” Thea reached for my hand, squeezed and then turned toward the world and sang. She knew the words were hers but sang loudly for the rest of the world to hear them as well. For all those kids who need those words. For all of the adults, including me, her mama, who needs them too.

So dear Pink, thank you. Not just for making the embers of what Thea is turn into a fire. Not just for giving us your time. Not just for being you and fighting for us all. But for telling Thea that what the bullies had tried to make her believe was simply not true. For allowing Thea to take a moment to tell you how she admires you. For telling Thea that she was beautiful.

And for giving me the reminder that we can all be more like you. That as a teacher, I get to tell the kids that are in my care every day, how amazing they are. How much they matter to the world. How with every moment I am with them, I can be like you, and help them see the beauty within themselves.

This morning as I drove Thea to school, she was unusually quiet. I asked her what was wrong and she told me that she was so sad it was all over. That the night before had ended. But I realized that in that moment that she was wrong and I told her so.

I told her, “This is not the end, this is the beginning, your journey forward has just begun.”

And her smile came back and I dropped her off and I swear she floated as she walked.

So dear Pink, thank you. From one mama to another, thank you for what you did last night. Thank you for fighting for us all. Thank you for putting yourself out there so little girls, and not so little girls, can remember what it means to be unapologetically amazing. And for us who have been around a while to remember it too. We can be the light that shines on others. We can be the arms that reach out. We can keep going even when it burns because like we sang with you just last night, “…just because it burns, doesn’t mean you’re gonna die
You gotta get up and try, and try, and try…”

So that’s what we will do, keep trying. Keep believing. Keep living. Keep knowing that we are not broken, just bent…

Love,

Thea’s Mom

books, Reading, Reading Identity, student choice, student driven, Student Engagement

So You’re in a Reading Slump, Now What?

April 29, 2019April 29, 2019 Pernille Ripp

Perhaps this has happened to you..

You know those books staring at you from your to-be-read list or reading shelf sounded good at some point, but right now, they just seem like work. Yet, you know that you should be reading, especially if you are someone who teaches reading and so you grab one, read a few pages and pretty quickly lose interest. You grab another one, only to lose interest again. The story repeats until your phone pleasantly dings and you find yourself surfing mindlessly, doing everything but reading longer texts, feeling the guilt build up.

Or perhaps you finished the most incredible book and now every other book pales in comparison.

Or perhaps you started an amazing series where the first book was thrilling but now on the second, or third, or fourth, it just seems to be dragging on.

Or perhaps you see that book that is okay staring at you, but you just can’t seem to find the time to actually read it and as the days drag on so does your memory of what actually happened.

Whatever the case, if you have found yourself in one of these situations (or many of them as I have), you have found yourself in a reading slump.

Perhaps life has gotten in the way.

Perhaps your energy level is just not there.

Perhaps it just doesn’t seem like there are any great books out there.

Whatever the case may be, this slump is one that you can get out of, it just may take a few tries.

First things first; identify what is causing the slump. Is it work getting in the way? Is it lack of energy? Is it that you cannot seem to find another great book? Finding the cause can help you navigate out because it involves identifying your own habits. What is causing you to dread or want to skip out on reading? What is making it seem like a chore rather than something you enjoy? If you are not sure what caused it, fear not, you can still try any of these ideas.

Try a different genre. I often fall into reading slumps when I have been reading the same thing for too long and it all seems really formulaic. This is a great time to make sure you don’t pick up another book like the last few you have tried and try something else. So what have you not been reading?

Try a new genre. Now is also a great time to try a genre that you don’t often read. Perhaps it has been a while since you last read historical fiction, or sports books, or a book about mermaids (yup, totally me) so now would be a great time to try exactly that. Do some research for the “best” book within a certain genre of the past year so that you can see what you have been missing out on and give it an honest go.

Try a new format. Perhaps now would be a great time to pull out audio books for your commute. Go to the library, download Overdrive or Audible and stack up on new reads. I recommend stacking up on a bunch of new audio cd’s and just trying them out as you are driving. Also, graphic novels and novels in verse are a great tool to get out of a slump, when life seems a bit overwhelming, I love to pull out a stack of them because I feel accomplished in my reading when I can get through one or two. Sometimes we need to boost our own self esteem as readers too.

Try a professional development book. At times, I need something that engages my brain in a different way which is why I always have a stack of professional development books ready to read or simply books that will teach me something. The change in pace and what I am getting from it is helpful as I try to restart my reading and the bonus is that it leaves me inspired.

Read outside of your field. I just read the book Keep Going by Austin Kleon which is meant for artists and yet as an educator, I loved the book’s simple message of self care and preservation of creative strengths. Even though the book was not necessarily geared toward me in my life, it was still a meaningful read. Don’t let your own interests and limits narrow your choices.

Give it 20 minutes. When I don’t feel particularly inspired to read, I set a timer. If I read for 20 minutes then I can decide whether I want to read the book some more or let it go. While this doesn’t always pull me out of my slump, it does help me stay in the habit of reading and at least my to-be-read shelf gets smaller as I pick up new books to try.

Commit to something. Joining a book club, whether virtually or live, is a great way to get excited about books again, and once again, it doesn’t have to be for serious reasons. There is something super fun in coming together with other adults who are purposefully seeking out enjoyable reads.

Ask your students what you should read. I share my book slumps proudly with students and ask them for their best recommendations to get me out of the slump. I love how some of them get invested in trying to convince me that the book they are recommending is the best book to read, they also add a layer of accountability to keep me reading, even when I would rather watch The Office reruns.

I asked educators what other tips they had for this and boy was I not disappointed. Here are some of the many tips that I received, some that I will for sure be trying out myself. Thank you to everyone who responded.

Amanda Potts wrote, “Sometimes I return to an old fave, something where I can take a dip or a deep dive; or I switch genres, read along w/a student or my kids, allow myself to start book after book until I (inevitably) get hooked. Library holds => pressure to finish before they are due, that helps.”

Alice Faye Duncan wrote, “I visit museums. During the exploration, I will encounter intriguing and unknown (to me) artists that send me off on a trail of discovery. This is how I unearthed books about Romare Bearden, Alma Thomas, and Kerry James Marshall. Museums are my gateway drug to intoxicating books.”

Scott Fillner wrote, “What has worked for me before, is to go to a library and hang out in the picture books. Finding new treasures, reading old favorites, and thinking about people who could use these stories. #SlumpBuster”

L. Suzanne Shanks wrote, “Simply fun “Junk Food” books, especially audiobooks, to get the relaxation, escape & joy back. Also, reading when I am tired is pure frustration so the rare gift of reading when refreshed works for me.”

Ariel Jankord wrote, “Carrying a book with me everywhere I go is huge! Instead of whipping out my phone to pass the time, I pull out a book!”

Trish Richardson wrote, “I set a goal of reading the short list of the Canada Reads recommendations. Also, every time I wanted to reach for my phone to check Twitter, Instagram or Facebook I would make myself read for 15 minutes before. The books took over.”

Beth Shaum wrote, “Read a book WITH someone so you have someone to talk to about it. I enacted bookclubs with my 6th graders this year because they were NOT having silent reading, so I worked with their natural curiosity and chattiness.”

Dr. Shari Daniels wrote, “I use @donalynbooks strategies – set reachable small goals, carry a book with me everywhere I go, read in the edges of time to keep my head in the story. Often, for me, it’s getting my “reading brain” back.”

Jay Nickerson wrote, “For me, it’s often a matter of a comfort book, like a Jack Reacher, or licensed property. Other times, I grab what someone else is reading. Poetry collections, comics, short stories, magazines are all nice bridges between books.”

Jaymie Dieterle, “I usually pick up an old favorite and re-read – or I let the slump be. I do other things for a couple days – Tv, movies, etc – and then try again. I try to take the pressure off the slump and be okay with not reading for a couple days.”

And the amazing Donalyn Miller wrote this great post with even more ideas.

What did we miss?

PS: In case, you missed the announcement, I am running a book study of my first book Passionate Learners this summer in the Passionate Readers Facebook group. You should join us!

books, Literacy, motivation, Reading, Reading Identity, student driven, Student Engagement

On Being Demanding Readers

April 27, 2019 Pernille Ripp

“Motivation and engagement are critical for adolescent readers. If students are not motivated to read, research shows that they will simply not benefit from reading instruction.” (Kamil, 2003 via ASCD).

These words have traveled the world with me for the past few years and yet every time I come to this slide in my presentation on helping students become and remain passionate readers, it still stops me. No matter how many times I see it, it still strikes me as vital, as something that we often skim over when the content piles up, when the year gets rolling, when our plates get full. And yet, if there is something that teaching middle schoolers has taught me, it is that if I ignore their innate sense of purposeful reading (or purposeful learning overall), then I will never be successful in convincing many of them that reading is worthwhile.

Now, don’t misunderstand, I know that students also need to be taught the specific skills of reading in order to be successful readers, yet I have continued to remind myself and others that skills will never be enough. That if we do not carve out time to work on the motivation of reading, to work on what it means to find a book that speaks to you in a new way, on what it means to select a book that entices us with possibility, then all the skills teaching in the world will never be enough.

And so, we teach our students to be demanding readers. For those who seem to never find success within their book selection, to first take the time it takes to throughly bookshop, not because they cannot wait to dismiss all of the books, but because so often they pick up a random book with no investment, no recognition of themselves as a reader within its pages. When students don’t know how to select a book for themselves we often hand them stacks, I do this often, yet if we don’t also engage them in a conversation about who they are as a reader, then we rob them of the chance of discovering the answer to that question. We keep them in a cycle of reliance on others. This means that students must take the time it sometimes takes to properly browse through books coupled with a continued reflection on themselves, yet often, my students who don’t like reading much would rather rush.

We also teach our students that demanding excellence from their choice of books is not something to be ashamed of. That they deserve to find a book that speaks to them. That yes, they should take a chance on a book that they perhaps never considered, but they should also be okay with letting a book go, in order to continue shopping. This delicate balance is one we work through. Some kids end up stuck in the book shopping loop and so we change the conversation surrounding them ,whereas others continue to just grab and go and then wonder why that book didn’t work.

So we tell our students, our children, that they should want to read the book they select, but in order to get there, they first need to know themselves. They should see this reading year as a reading journey meant to uncover their likes and dislikes, their quirks and their strengths. That they should see this reading year as a continuation of the journey they have already been on, one where they should want to become something more than they were before. That they need to figure out the tools they can use for when they leave us.

I do this through continued reflection on who they are as a reader. We do this as we continue to share book recommendations. They do this as they continue to rank books in order to reflect on what made a book “amazing” versus a book that was just “ok.” We keep the conversation going in order for them to see when they are motivated to read and when they are not.

It takes time.

It takes patience.

It takes thought.

It takes reflection.

And it takes persistence that they demand excellence out of their books. That they should be able to recognize when a book does not get them more motivated to read. That they should be okay with saying this book is not for me, in order to find something that will be for them. That they should not settle into the dangerous habit of finding only ok books in order to keep themselves reading and the adults off their backs.

It works, perhaps not for all (after all, what does?) but for many, who for whatever reason had yet to have this very conversation, this very experience.

So if I want our readers to continue to be motivated to read beyond our days together, then that has to come from them. It has to be intrinsic. Not because I told them they had to read, after all, what power does my voice really have, but because they have seen the value of reading and want to invest in it. That they leave our year together or the years in their lives spent in school, knowing that there are incredible books waiting to be discovered by them if only they keep searching. I want our students to be hungry for more when they leave. I want them to demand excellence.

PS: In case, you missed the announcement, I am running a book study of my first book Passionate Learners this summer in the Passionate Readers Facebook group. You should join us!

books, Reading, Reading Identity, summer

A Few Ideas to Help Students Read Over the Summer

April 21, 2019 Pernille Ripp

Today the temperature hit 78 degrees. 78 glorious sunny degrees meant a day filled with ice cream, water fights, a nap in my hammock, and as many doors and windows open as possible. With this little taste of summer, my own kids naturally wondered when the days of summer would truly be here. Days filled with sleeping in, popsicles, trips to the pool and, of course, days spent reading. Reading whenever and whatever we would like. Reading aloud. Reading by ourselves. Listening to audiobooks as we travel. Heading to the library as often as we need, simply because we can. May every child have this type of summer ahead.

Yet, we know that for many children, summers do not mean days of glorious reading experience. Typically a third of my own 7th graders reveal that they never read a book in the summer, another third say they read one or so. This is despite the amazing reading experiences they have in the years before us. This is despite the amazing community support we have. We know the research on summer slide, such as what is compiled here by the Colorado Department of Education, and how important continuing to read is over break in order for students to continue to grow. So what can we do with the last few weeks upon us as we try to entice the kids to read once they are away from school? How can we ensure they still have access to great books and the motivation to read something? Here are a few ideas and feel free to add your own in the comments.

We can up our book recommendations. Now is the time to really amp up how many books we book talk in class. While students will also be recommending, we make it a point to recommend at least one or two books a day until the end for students to put on their to-be-read lists. With 35 teaching days left, that is at least 35 invitations to an incredible book.

Students can share their favorite read of the year through a speech. Another way to increase the titles on their to-be-read lists (a list that they created in the first week of school and which has been a central gathering place for their book ideas all year) is by doing a best book of the year speech. While last year we did it as a 15 word speech, this year we may revert to the past way of having them do it in a minute – they share a teaser to the book and why they recommend it. Behind them is a slide with the cover so their classmates (and me!) can write down the title recommendations. To see their favorite books from previous years, go here.

Our libraries can have summer check out. We have a beautiful school library with an amazing librarian and a library aide and they do summer check out every year. A few times before the end of the school year, they have extended after school hours with the sole purpose of having students check out books for over the summer. In the past, they have also had the library open a few times during the summer so students could come in and exchange books. Because not all of our students have many access points to book, this is a vital component in summer reading. I know not every child has a home flooded with books like my own, this is why it is so important we make books accessible to all kids without needing transportation or money to get them.

We can have our public library librarian come in. Every year, the librarian from our public library comes in to share what they will be doing over the summer as well as give library card recommendations. Partnering with your public library is another way to show the value of it and having them come in and speak to students reminds them of this wonderful opportunity.

We can read aloud the first chapter. Sometimes it takes more than a brief book talk to entice and so another great way is to read aloud the first chapter of the first few pages of a book to students in order to spike their interest and possibly add the book to their to-be-read list.

We can hand them a book on the last day of school. Last year, our team purchased a brand new book for every child on our team in order for them to bookshop on the last day of school. This was our way of thanking them for a great year and also providing them with one more opportunity to read a great book. I wrote more about the process here, which we will be repeating again this year.

We can provide ideas for great summer reading experiences to those at home. Last year, I wrote this blog post detailing ideas for how to create joyful reading experiences at home. This year, I plan on sharing it out again with those at home in case they need ideas.

We can share the data on summer slide. I think discussing with students why summer reading is so important is a vital component of trying to motivate them to read. A lot of our students have grown so much this year and as the year winds down we recognize that growth and then also remind them that it would be a shame if some of that growth was lost.

We can email or send home their to-be-read list. We always have students either take a picture of their to-be-read list and email it home to themselves and caregivers/parents, or make a copy of it and bring that home. We know that their notebooks get lost, some intentionally, some not, and so we don’t want this great list that they have curated all year to be for naught.

We can share our own to-be-read list and our reading. I love sharing my summer reading plans with students because I know exactly the types of books I want to read; amazing professional development books that will shape my teaching as well as can’t put down YA novels. I show them pictures of the piles of books waiting for me and I continue to use my Instagram account to recommend books (#PernilleRecommends), while this account is not solely for my students, many do follow me which then provides another way for me to send a recommendation their way.

There are other great ideas being shared on Twitter and in our Passionate Readers Facebook group such as holding voluntary book clubs over the summer, summer check out from our classroom libraries, and even hand delivering books to kids in their neighborhoods throughout the summer.

I know many schools who have summer reading lists with attached work for students, particularly teenagers, yet the rebel in me cannot help but question this; how is it our right to dictate what happens over their summer break even with our best intentions? This is why we start to discuss summer reading already in the fall, because it is not enough to think about it the final weeks of the year. We know that reading gets a lot of competition when students are not with us and so we try to develop a meaningful relationship with reading all year long in order for students to have some sliver of intrinsic motivation to pick up a book outside of the school day. We ground this work in them reflecting and developing their specific reading identity, sometimes it works, and sometimes it is still not enough. Yet for every book talk, for every book passed into their hands, for every enticing read shared with them, we hope that this year will be the year more kids read over the summer, that more kids find a book or more to help them grow, that this year will have mattered as they leave us.

PS: In case, you missed the announcement, I am running a book study of my first book Passionate Learners this summer in the Passionate Readers Facebook group. You should join us!