Good Reads #SOLC

 

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My Little Free Library is never empty.  I tend to fill it with picture books and chapter books from my collection or a quick run to Half Price Books.  The patrons and the public library are responsible for any adult fiction.

Over the years, I've found myself reading more children's and YA books than adult books.  I love to finish books quickly, and reading books that my students might enjoy would connect me to some that I could recommend to them.  

Most of the books I choose to read come from recommendations from teachers & librarians on Twitter, from Nerdy Book Club posts, and connections on the Goodreads app.  I can't even tell you how many books are on my TBR (to be read) list as I collect book titles from everywhere I can.  

This year I've made a definite effort to read more books that feature characters and events that are different from myself and my experiences.  I'm consulting books listed by Project LIT Community (@ProjectLITComm) and We Need Diverse Books (@DiverseBooks) with other resources to help guide my reading.  

I truly believe in the importance of my students seeing themselves reflected in books.  Not many of my students are interested in reading longer texts right now, but when they are ready, I will have books for them.  

(Two favorite books from this month: Fast Pitch by Nic Stone, Blended by Sharon Draper)

A Day of Books and Learning #SOLC22

 

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Today was our county-wide professional development day.  This means we could stay at our base school or travel to a variety of sites to choose what we wanted to learn about.

I had the privilege to learn all about incorporating more multicultural books with Dr. Risé Jones.  She's an expert in youth empowerment, and facilitated a wonderful discussion and book sharing experience at one of our larger public libraries.

Throughout the day, I felt hopeful and discouraged.  Yes, it was magical to realized that many of the recommended books were already on my classroom bookshelves.  At the same time, I thought about those same books collecting dust.  

Why?  Well, I'm at middle school.

My students walk into class and usually pull out their phones. Sure, it's reading (texts, Snapchats, etc) but they don't check the bookcase first.

I have brought books from home and the library that mirror interests (SOCCER!  COMICS!) my students have shared, but they sit on the shelves.

I'm realizing that I need to start giving book talks, maybe even move the bookcase, and remember to give students time to read.  If we build this habit into our class period (good night phones) every day, maybe more students will find books they enjoy.

I'm grateful for this day of learning and reflecting.  I'm not discouraged about the lack of reading in my class.  We still have over a quarter left in the school year.  We can adjust and try new things. 

I won't give up :)

What's next? #SOLC21

 

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Our pandemic plans are going well with the 6th graders in my reading intervention groups.  We focus on a skill and choose a variety of texts and tools that will help them practice the skills.

Since it's my first year delivering middle school reading interventions, I have to admit, I'm struggling at times with the 8th graders.

Don't get me wrong - they are a great group of students.  We've built rapport and mostly do the assignments I provide.  They really like the collection of spooky stories book I bought each of them so they could have their own text to read.

As we approach 4th quarter, I'm trying to figure out what's next.  I see two of the students in person every other day, and then work with three others remotely on the opposite days.  When I shared my thinking about "what's next" today, I mentioned that I'd like to do more writing.  

"Yes," said S.  "We are always on our Chromebooks."

I mentioned this writing challenge and said I was working to write every day on whatever I choose.  I wondered out loud if that sounded interesting to them.

I got a couple of shrugs, but that won't discourage me.  As we walked back to class I replied, "We will figure something out."

That's what we will do.  We will figure out (together) what's next.

Student engagement #SOLC21

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This year is my first teaching reading groups at middle school.  I have hybrid, in-person and remote groups.  I was concerned about making the switch, but I realized that doing so during such a tumultuous school year actually has worked to my advantage (read:  we are all new to pandemic teaching).

This week my 6th grade groups (some hybrid, some remote, some in-person) explored a pair of texts that focused on the rescue of a dog floating on a piece of ice in the Baltic Sea.  

Earlier in the week, I showed pictures, maps and introduced some vocabulary.  Then I stopped talking and let them read.  It was SO difficult to sit there and stay quiet while they read one of the longest texts I've shared all year.  If there was time, we shared our reactions.  

To get student input, I created a Pear Deck (Google Slide add-on).  Students could highlight text evidence, type inferences, and answer questions.  I launched it for every group and received quite a surprise.

Nearly ALL of my students were engaged.  

Not everyone placed input on the Pear Deck, but everyone participated in some way, sharing their thinking with their voice or in the chat.  I'm still reveling in the amount of participation I've had from my students the past two days.

Are we finally in the groove of routine, expectations and conversation?  Have I built a safe environment for them to try?  Maybe the text was on the easy side and they felt some success?

Maybe I shouldn't overthink and overanalyze. Maybe I should just enjoy the "good tired" I'm feeling from this week, and go into tomorrow with a smile and satisfaction that something actually worked well for many of my students.

Books #SOL

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I'm reading a whole bunch of books this summer.  It's what I do for fun.

I read picture books and graphic novels to find the "next great book" that I can recommend to my intervention students and classroom teachers.

I read middle grade novels because there's nothing more satisfying than sitting down with an engaging book and being able to finish it across a couple of days.

I really love to read young adult fiction because I will forever remember the crazy fun of my high school brain:  school fun, crushes, drama, and dreams of growing up.

I skim and scan children's nonfiction because I'm curious about our world.  I'm more likely to read about a science topic compared to history.  

Rarely I'll read adult nonfiction or fiction.  I'd rather read kid- or teen-centric text.  There's enough grown-up worries and drama in the world that I hear about via social media and the newspaper.  I use reading as an escape.

I use Goodreads to track my reading, when I finished a book, and what books I want to read.  I struggle to leave reviews because I don't want to give too many details away.  I also end up sounding like the book blurb.  I hope to get better at writing reviews.

What do you like to read?

Reader's Theater #SOLC19

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We were invited by the fourth graders to watch their reader's theater performances, three in all.  Last week, to help fill their brains with schema (and do something different and intentional during state testing, the fourth grade class studied Greek myths.  Jenna, their teacher, chose three scripts that helped tell the stories of Persephone & Demeter, Arachne & Athena and Pandora's box.

The fifteen students were separated into three groups of mixed abilities and genders.  The students learned about the Greek myths in small groups with the teacher.  Then they had time to practice.  Each group was allowed one prop or scenery, and no more.

Jenna is a teacher who is always thinking.  She's not brash or outspoken.  She's doesn't put on a teacher show for the kids every day.  She teaches well, and her students grow.

The students posed for pictures before the performances began.  I coached them from the audience, "Pretend you are reading.  Keep scripts down away from your face.  We don't know what words are on your script, so we won't know if you mess up!"

Our math interventionist and principal also came to watch.  We were all so excited to be part of this exciting learning experience.

I sat back and watched my intervention students read alongside their peers.  None of them stood out.  Sure, their voices tended to be quieter, but all of them were brave, fluent readers.  The students helped each other stay on track, especially when a line was chorally read by two or three students.  You could tell they had practiced multiple times.

What an amazing time we had in fourth grade today!

Mystery Reader #SOLC19

I arrive in the parking lot and take a big breath.  I've arrived at the school I used to teach at.  My former first graders (now fourth graders!) have talked about me to to their current teacher.  She invited me to be a mystery reader.  They don't know I'm coming.

I take a minute to calm my nerves.  I haven't been back to see students in a couple of years.  My former principal has moved on to another job.  The rest of the office staff remains.

"OH MY GOODNESS!" one secretary yells.  She then wraps her arms around me.

"Look who's here!" calls out the other.  "I'll let Jaclyn know you are here."

I sit outside the new principal's office, feeling out of place yet right where I belong.  I did work here for 12 years.

Numerous former co-workers walk by, doing a double-take as they see me.  The custodian (who usually works nights) teases, "Back to teach first grade again?  I'm sure they could use your help with the plant unit!"

I'm finally given the signal that it's clear to walk down the hallway towards the fourth grade room.  As I enter, 30+ kiddos are sitting on the rug with their eyes covered.  After I'm seated in the mystery reader chair,  Jaclyn signals to them they can open their eyes.

"OH WOW!" "Look who's here!" "Hey!"  I can't figure out who said what as I see their faces light up.

It's so good to see my former firsties in these lanky, long fourth grade bodies.

I read a favorite book from first grade:  Sam and Dave Dig a Hole.  A new student wants to provide commentary as I read.  I show patience even though my students get annoyed.

We laugh, we reminisce.  A few are convinced that I don't remember their names, but I surprise them with telling them stories about themselves from first grade.  We snap a picture with the whole group of students, and then take pictures of the eight students (of my 18 original first grade class) who still attend the school.

***
This school year my students are fifth graders.  They will be leaving the school in June, bound for middle school.  I plan to contact my other friends, their fifth grade teachers, to see if I can join them for a fifth grade send-off.  I never thought this class would imprint themselves on my heart like they did.  We survived and thrived during my first and only year (of my career) as a classroom teacher.  I will not forget them.

Second favorite teacher #SOLC19

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(DING!) 

The messaging software made my phone ding and buzz.  I got a message from my friend, and former coworker, Jaclyn, a 4th grade teacher.

(DING!)

Jaclyn wrote, "Guess who found out they are S's SECOND favorite teacher today?  ME!"

Back in 2014-2015 I taught a high-energy, creative bunch of first graders.  It was my first (and last) year in a general education classroom.  That year we learned about building a community (the hard way) together.  Through the ups and downs of that year, kids moved in and out, and we did our best to learn.  I say we because the whole rest of my career has been in reading intervention.  Small groups, all grade levels, short bursts of time spent together.

(DING!)

I wrote back, "Second favorite teacher?  You are so cool.  Who got first place?"

(DING!)

Jaclyn replied, "You did! Come be a mystery reader!"

Oh my dear S, the most struggling reader in my class who managed to make friends with EVERYONE that year.  She had a smile that filled the room and more perseverance than ALL of the other kids.  I was so touched that S even remembered me.  I had moved on to another school in a different district when my students went to 2nd grade.

(DING!)

"I would love to read to the class,"  I replied.

It's a pretty amazing feeling to be someone's favorite teacher.

Working to keep routines #SOL19

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We have had our share of crazy winter weather in 2019.  I expected snow days, but we've had three (unprecedented) late start days to deal with ice storms.  This is four-day week may turn into a three-days-and-a-late-start.  There's a full moon tonight.  State testing is scheduled for mid-March. 
Some Most All teachers are stressed.

I know I can't wave a magic wand (I used to have one!) and make my developing readers have amazing stamina, instant book love and grade-level text understanding.  I do think I can help my readers improve, day by day, by keeping our routines in place:

• Checking in with each other (What's new?  How are you feeling?  I like your new shoes/shirt/haircut.)
• Previewing vocabulary, text and photos (What do you notice? What questions do you have?)
• Reading (Read that part to me.  Read these sections to yourself.)
• Thinking & Discussion (What are you thinking?  What evidence can you find?)
• Writing (Summarize your learning.  What was the theme?)
• Wrap up (Choose a stopping point. Plan for tomorrow.)

We try to follow our routine every day, even if some steps are short.  I work to ask deeper questions during our discussions, but I try to push my students to lead the talks.  Some days are better than others.

I hope spring will be here soon.  I know I'm not alone.  This winter has been a roller coaster!

Humbled #SOL17

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My friend Wendy from high school publisher her first book last week.  HOORAY!  YIPPEE!  I attended her book signing at the Barnes & Noble near my school.

Our group was a party of six:  Sue (HS friend), Michelle, Nick and Sarah (work friends).  We enjoyed dinner and drinks before going to the bookstore.  It was fun to mix a group of young (<25) and seasoned (*ahem*) and teachers and non teacher for laughs, conversation and book love.

When we arrived at the bookstore before the event.  We hugged and visited with Wendy, hoping to calm her nerves.  Mona, another friend from elementary school, was right at the entrance.  A few more HS friends came through and I snapped a few selfies (I'm really no good at them!).

It was really fun to catch up with some book-loving friends, and see Wendy at a table signing HER book.  I couldn't wait to get to school the next day.  I had told my 4th and 5th graders that I would be attending a book signing of a "real author!"  Although the book YA romance and geared to high schoolers, I promised my students I would show them the book.

The next morning I hosted a group of my fourth graders.  Usually there are four girls and one boy, but my lone gentleman was not at school.  I showed the girls the cover and Wendy's signature and note in the front.  One of the girls wanted to start reading it (yikes!) but I gently recovered the book and flipped to the back, and summarized the"About the author" information.  E asked if they could hear some more so I flipped to the acknowledgements.  I scanned and pointed out how authors like to thank their families and publishers and others that helped them with the book.  All four girls were crowded around me, and all at once.  I saw it. My name.  In the acknowledgements.

*gasp*

I have to admit, my eyes started to tear.  I was overcome with emotions. At first the girls watched me in shock, and then I explained what I had found.   They squealed.  E jumped up, "YOU'RE FAMOUS!"  We decided to show Mrs. Hernandez, our library para.  The girls had to nearly carry me.

I explained to the girls that this amazing thing had happened to me for two reasons (I think).  One, I've tried to be a good friend, and 2) I read one of Wendy's books and provided some feedback.

I'm so humbled to be mentioned.  I'm such a little speck in the writing process, and I was truly happy to help my friend by reading!!  My heart is so full for Wendy.  She faced a bunch of waiting and rejection and realized her dream.  I'm so glad to have her as a role model for the readers and the writers in my classroom, even if I don't hand them her book...yet.  (I'll make sure their high school has a copy!)

Zenn Diagram

Left hand, blue! #SOLC17

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Left foot, blue!

I'm sitting on the floor of the gym.

Right foot, green!

It's family reading night, and I'm hosting the word game room.

Right hand, yellow!

No, Twister doesn't have words.  I planned to tape word card to the dots,

Left hand, red!

But figuring out two-step directions has proven hard enough.

Left foot, yellow!

Some little brothers and sisters help me spin.  They smile and giggle.

Right hand, blue!

Daughter Allison redirects the kids jumping hopscotch and balancing on foam beams.

Right foot, green!

I'm wish some parents would put down their phones and engage with us. <sigh>

Left hand, red!

A few jump rope or help their kids to play.  Others stay on the sidelines.  

Left foot, red!

I wave, smile, and share compliments of their children's enthusiasm.

Right foot, yellow!

I don't mind sitting on the floor of the gym.

Left foot, blue!

When it's for my students.

The Reading Nest #SOL16

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It's April.  We have less than 30 days of school (yes, we will finish in MAY!)

and my little "birds" are flap, flap, flapping their "reading wings."

I, the sweet, smiling enabler, take on a new persona every spring.

My little birds are not very happy with me.

I become the mama robin

who has sat on the eggs in my nest

keeping them warm and safe from predators.

My little birds are chirp, chirp, chirping

hungry for more words,

longer books 

("Can I have a chapter book, please?")

Their reading wings are the strongest they have been all year.

They really don't want to try to fly.

They are too scared, but

I begin to nudge them closer to the edge of the nest.

When they look at me with big, worried eyes, 

waiting for me to help them with a tricky word,

I pause, I count in my head, I prompt them,

"You try."

They can usually get the word, but I'll whisper help if they need it.

Some of my brood are stronger than others.  

They teeter on the edge of the nest,

encouraging their fellow "feathered" friends

to join them in a trial "flight" with a book.

These birds are ready for short flights on their own.

They refuse to wait for an introduction to the text - 

they jump right in and begin reading on their own,

usually leaving the safety of the table for a comfy spot on the floor

where they exclaim,

"I can read it by myself!"

Some birds need a bigger push towards the edge.  

These are the birds that I will welcome

back to the nest in August.

These are the birds that need more meals

of strategies, easier texts and positive reading experiences.

I will always be back at the nest

where the little ones can find me

amid a variety of juicy texts.

From McHenry County

Celebrate Reading / Celebrar la Lectura! #SOL16 17/31

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We did it!  A little idea of a reading night to celebrate reading turned into the real deal.

Many staff helped before, during and after the event to make it run smoothly.

Parents and kids had smiles as we punched holes in their "reading passports," keeping track of what rooms they visited.

Read alouds, book browsing rooms, Book Flix in the computer lab, create a bookmark and become an author.

73 families attended!

My feet are sore, my cheeks hurt from smiling, but I'm so very grateful to all my coworkers and students.

The celebration finishes tomorrow morning as I pull passports from each classroom and students win A FREE BOOK!

#schooljoy

"Can you read this? Pleeeeeease?" #SOL15

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My first reading group of the morning are four sweet, yet challenging, boys from one of our first grade classrooms.  It's taken nearly two months to develop a routine for them to get to my room, let alone work in our reading intervention program.  I'm happy to report that all of us (I'm the most likely to get distracted!) are following the routine pretty smoothly.

I use a lot of hand signals and facial expressions to get their attention and encourage them to quietly grab their bags and head down the hall to my room.  Usually one of their exuberant classmates announces my arrival when she sees me in the hallway.  Sure, it's fun to be "famous" (LOL) but I'm encouraging her to silently smile when we meet eyes.

Once the boys get to my room, the routine is to "warm up their reading brains" by reading a book.  I usually have to use some stickers as positive reinforcement (Book bag?  Sticker.  Reading?  Sticker.) but they are settling in pretty easily.

Today M brought a Hot Wheels book with him.   He was very excited to have this book from the library.  He asked if he and C could share my wide teacher chair to read.  The two of them sat and poured over the pictures, making quiet conversation about cars, drivers and sharks.  The other boys were reading their little books, finding success with more words than usual.

It was a sweet, happy reading moment. <Sigh>

When I asked them to grab a white board for word work (usually their favorite) activity, M looked up.  "Can you read this?"

"How about after we finish word work?"  I replied.

"Pleeeeeeease???" responded three of the four boys.  The fourth clasped his hands in front of himself and made puppy dog eyes.

How could I resist?  I read the book aloud to them, and they sat, enraptured by the story.  It made me smile to see them caught up in a story, even if it was about miniature cars being attacked by sharks.

M held up another book.   "How about this one?"  he asked.

"Let's read it tomorrow!"  I responded.

"OK - I'll leave it here.  Don't let anyone take it.  Promise?" M insisted.

Don't worry, M.  I plan on taking a few minutes of our time together each day to read to you.
It's important.  It's essential.  It's magical.

Image from Scholastic

Digital Learning Chs. 1 & 2 #cyberpd

Text available from NCTE

Happy collaboration time!  Thank you to Cathy, Laura and Michelle for hosting this summer's edition of #cyberpd.  A place to read a professional book with other like-minded people and have a great conversation!  Grab a copy of Digital Reading: What's Essential in Grades 3-8 by Bill Bass and Franki Sibberson and join the discussion!

*****

Chapter 1 & 2 

This year I taught a classroom of first graders.  Everyone had a tablet.  The kids loved them.
I was not as excited.

I really thought I needed to hold back the reins on the tablets or my six- and seven-year-old charges would become completely dependent on their devices, needing to use them 24/7.  Yes, I am the same person who encouraged blogging and online reading just a year ago, but this felt different.  Would I be able to model the "right" kind of digital citizenship and using tablets as a tool?  I wasn't feeling confident, so I reluctantly let my students have access to these shiny, speedy digital tools.  I tried my best to provide guidance and anchor charts, yet I worried that my students would end up shunning our extensive library of books.

While reading the first two chapters of Digital Reading, I kept writing down the same word over and over on my sticky notes...

intentional

We (I, I, I) need to be intentional when making decisions about our instruction, our beliefs and our students.  First, we must decide what is digital reading. I love to read blogs and read lots of them.  They are snapshots of real people dealing with real situations, and I enjoy the insight into their thinking and feelings.  I have encouraged my students to write blogs, but I've never intentionally
showed them other blogs (written by kids and adults) that they can read and use as mentor texts.

*****

Digital Reading Workshop

During my many years of reading instruction, I've encountered many students who are "passive consumers" of text (p.13).  This book reminds me of the importance of teaching students to reach for deeper understandings of all text they encounter, no matter if it's digital or hardcopy.  I appreciate the authors' commitment to creating a digital reading workshop model focused on:

authenticity - ensuring students see reading as an experience that doesn't just occur in the classroom

intentionality- purposeful instruction; students make meaningful choices about text they use

connectedness - help students connect to peers, other readers, authors and the world using digital tools

****

As much as I'm guilty of seeing technology as an extra "thing" to manage in the classroom, I have a better understanding of myself as digital reader and communicator, and how I must intentionally guide my students in finding success, no matter what text or format they choose.  I look forward to gaining more confidence and knowledge about digital reading from our book study!

Back to Reading SOLC #23

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This year I haven't spent enough time with books.  Yes, I'm reading picture books to my class every day (it's the BEST part of our day), but I haven't done much reading for myself.

Before I tackled shoveling the 5 inches of snow that fell today (UGGGHHH), I spent a good amount of time on Goodreads, trying to find my next read.  My favorite genre is young adult/teen fiction.  Give me a juicy boy-meets-girl story any day and I'm one happy camper.  (I'm a hopeless romantic.)

Thanks to spring break, I already devoured Anna and the French Kiss by Stephanie Perkins.  I'm pretty sure I've read this book before, but that didn't matter -- it was great.  I was excited to learn that there are three more books in this series (hooray!).

If you have any teen or young adult reads that I need to binge read this week, please leave them in the comments!  I have read most of John Green's and Sarah Dessen's books, the Hunger Games and Divergent triologies. 

On to my next book!  

Not Enough Hours SOLC #20

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Well, I can't believe I'm saying this on the day our spring break starts.

Sometimes there are not enough hours in the school day.

Yes, I am crazy.  

My classroom of six and seven year olds was bursting with excitement and nervous energy this morning.  You could feel it.

It was a short day, yet a long day, but not long enough.

The morning started strangely as I wasn't by my room right at the entrance bell.  C was a bit nervous.  "I was sure we would have a guest teacher because you weren't here but you told us you would see us today and you are here."  Yes, C, I'm here!

Then there was an announcement about raffle tickets and earning the chance to throw a pie in a teacher's face.  That set off a flurry of conversation.  Then we moved to the carpet for a read aloud and five kids were itchy, scratchy, CAN I PLEASE GO TO THE NURSE?

The nurse came to us.  One child was sent home.  Others were soothed with lotion and ice packs.

After hosting three of my sweethearts for lunch (fun!) and helping another child get lunch because he forgot to get in line for pizza (I'm so glad you told me!) it was already the afternoon.

There was book shopping for book baggies and reading and writing and rock-paper-scissors over who got to take the pigeon book.  Then they were whisked away to specials.  They came back and went home for spring break.

I ended the day picking up, straightening, thinking of where I'll start when they return.

Some days are too long.  Some are too short.  Today wasn't long enough

Reading in the Wild Part 2 #cyberpd

Today is the second part of our #cyberpd conversation about Donalyn Miller and Susan Kelley's awesome book, Reading in the Wild.  Check out the conversation over at Laura Komo's Ruminate and Invigorate today.  Last week's feedback can be found at Cathy Mere's Reflect and Refine and we're headed to Michelle Nero's Literacy Zone next week.  Whew!

Let's talk about chapter 3, Wild Readers Share Books and Reading with Other Readers, and chapter 4, Wild Readers Have Reading Plans.

Bring on the Book Love
On page 89 this quote rang true for me, "Successful learning communities require cultivation, and I spend a lot of time forging relationships with my students and helping them connect to each other."

I've tried my best to connect my past resource students to books and fellow resource classmates, but it's tricky when you only see them for 40 minutes a day and then return them to a classroom that may or may not have the same book love.  I've felt for many years that I'm the tuckpointer in my students' brick building.  I'm the person fixing the chipped bricks, filling in the cracks and trying to keep up with the weathering.  I've done what I can to help students fit into their classrooms full of students who can read circles around them.  I've given my all to helping them find books that they might enjoy.  I've read aloud books to them that they aren't ready to try alone, but their friends are all talking about it.

This year I'm a little giddy about the idea of having one set of students all day long.  (I'm also feeling exhausted already because they are six years old.)  I've always been one to figure out what makes each of them tick.  I'm ready to start handing books to kids and building a classroom full of reading and book love.

Track Your Book Love
On page 118 I had a brilliant idea (that I'm sure I heard from someone else!) to use one of the digital picture frames gathering dust in my closet to display all our read aloud titles.  This year I'm all about the visuals.  I know I have a couple students that are not yet reading.  Visuals work for everyone (especially me) and I will be snapping pictures of our read alouds (perhaps this is a student job!) and uploading them to the digital picture frame.

Create Reading Goals
I keep feeling that some of the record keeping, list making and book review ideas will be tricky for first graders.  This comes from my underestimating what these digital natives can do.  I definitely want to help the students set reading goals for various genres and series.  I'm just trying to figure out the best way.  I DEFINITELY want them to have a list of some sort when we head to the library.   I know most of the best-loved books (read: Elephant and Piggie, Babymouse) will be missing from the shelves and I want the kiddos to have more than just one book on their mind.  I'm sure if I ask the students, they will be the ones who have a solution.  They will figure out what works for them:  list, pictures... something!

Reading All the Time
I definitely want, like Donalynn and Susan, for my students to realize that reading is something you can always do.  I hope to make book bags with my students so they can find time to "read in the edges" during long waits and car rides.  I hope to encourage my students to get their family to bring them to the library and rediscover the joy of books.  I have lots of hopes and dreams, and I think I can spark some book love by being a voracious reader myself.  Reading, like music, dark chocolate and time with friends and family, feeds my soul.  I'm able to lose myself in a book.  I hope some of my reading habits will rub off on my students.

Reading in the Wild #cyberpd Part 1

I'm excited to be in a virtual book club with Cathy Mere (Reflect and Refine), Laura Komos (Ruminate and Invigorate) and Michelle Nero (Literacy Learning Zone) and many others.  We've chosen to read Reading in the Wild by Donalyn Miller and Susan Kelley.

Please share your thoughts on Cathy's Post!  Here are my thoughts on Chapters 1 & 2:

Growing Readers
This fall, I'm moving from reading support to 1st grade.  This will be my first classroom experience since student teaching many years ago.  I'm excited to have a whole class to learn alongside.  I will have a mix of strong and developing readers.  A few quotes from Donalyn resonated with me as I try to design our literacy block and create goals for our classroom community.

"Our students must see themselves as readers, or they will never embrace reading beyond school." (p.9)
I am so excited to have first graders.  They have a great love for school, books and characters (Elephant! Piggie!).  My job is to empower all of them to read like crazy, both in and out of school.  I am thinking of asking my mom to sew colorful book bags so that everyone has a bag to keep their books.  I plan to teach each student to keep a book with them at all times so they don't miss out on any reading opportunities.

I'm also planning to pick the brains of every primary teacher I know to figure out how first graders can best keep track of their reading (to be proud!) and respond to reading.  I've been an avid user of Kidblog with my intermediate students, and I hope to help my first graders navigate blogging as a way to have conversations with peers and parents about their reading.

Read Alouds

I was not surprised to read that Donalynn reads aloud to her middle school students every day.  I see read aloud time as a non-negotiable part of my literacy block.  I remember hearing author Jim Aylesworth speak about his first day teaching first grade.  He discovered that the secret to keeping his students engaged was through read alouds.

"They (read alouds) provide prime opportunities to introduce students to genres they often avoid, like poetry, biographies, and nonfiction." (p. 49)

I will use read alouds to make sure my reading diet, and my students' reading diets, are balanced.  Poetry is especially fun to read and short non-fiction is great for curious first grade minds.  Biographies can help our littlest learners understand why we don't have school on Columbus Day.

I plan to have a whole bucket of my favorite read alouds, and I will encourage my students to share their favorite books from home.  I'm trying to figure out how to best track our read alouds... perhaps an infographic of the book covers?  Maybe a list?  I am hoping to enlist the help of our library staff in labeling some shelves in the library with character pictures (The Pigeon, Babymouse, Katie Woo) to better help our youngest readers (and English learners) find favorite books.

Yes, my head is swimming with all the ideas and questions and hopes and dreams for my first grade classroom.  I hope you are excited about returning to school with lots of ideas from Donalynn and Susan, as well as all the other bloggers!

Thanks for stopping by... I welcome all your ideas, comments and gems!

Book buddies

Ruth Ayers has encouraged us to CELEBRATE more often, so this week, I'm joining in!

As a reading intervention teacher, I work hard to grow readers in my classroom.  I always have more than a handful of students who tell me right away, "You know, I hate to read."

My response runs from "We need to find you the right kind of book!" to "I understand ... I'm no good at running, so I hate to run."

I encourage students to read at home everyday, but for a variety of reasons, it's something that doesn't happen.  Instead of being discouraged, I "hired" book buddies.

I visited two 4th grade rooms and described the book buddy position.  I encouraged students to sign up if they felt they could do a good job.

"Do I have to be a great reader?" one asked.
"No, you need to be a great listener," I replied.

I had to pull names from a hat when the volunteer list came back.  I was so tickled to see the long list of names.  My first and second grade students were impatient once they saw I had a list of names.

"Who do I get?  Is it a boy?"
"I can read with three girls, really!"
"Can't we start TODAY?"

This was our first week of reading with buddies.  I'm already seeing a difference in my resource students' confidence and stamina.  I won't beat myself up for not thinking of this sooner, but why didn't I think of this sooner?

December can be a stressful and hectic month.  I'm grateful to have something simple -- yet making a big impact --  to celebrate!