On October 18, 2017, I wrote a blog post about my reading goals/solutions for schools and for myself. Today, I revisit that post and update my goals; I look forward the future.
Make reading in school FUN again.
THEN: The fondest memories I have of school reading are of teachers who read aloud fantastic stories (using the voices of characters!) and showed us wonderful covers of beautiful books in well-stocked libraries, where we could choose what we wanted to read to take home. We got to use free time to peruse almanacs, maps, atlases, and we talked about the Ripley’s Believe It Or Not tales that grossed us out the most. Every year, my family saved money for the Scholastic Book Fair, because we would get new books to read and share. I was a good reader because I read. We read a lot.
NOW: The best part of being a school librarian is sharing a brand new book, just out of the box, with students in the room. “Look what I just received!” I yell across the room, so people in the hallways hear me. “Come and see!” As students gather around my counter, I show them the fresh titles to add to the collection, and bright eyes open wide. Students clamor to be the first to check out the best titles – the ones they’ve been waiting for – and the few minutes of time I spend book talking is FUN. The line forms at the checkout sign; I place books in readers’ hands. THAT’S what it’s all about. I still dream of a school where reading is the most important activity during reading class, and where students want to come to school, because it’s fun.
Make real reading a priority. Real reading.
THEN: That means no snippets of articles or excerpts of stories that have been torn apart and meticulously “leveled” back together to “help” children read. Real reading. That means real books — not basal readers. Real reading. That means real authors weaving their own creations and illustrators designing the pages to make readers say,”Ah! Wow! Awesome!” Real reading, where students are led to practice (at least 20 minutes a day, uninterrupted, in school) with the help of a qualified reading teacher and supports that are there and can be taken away so students can transfer their learning from one text to another. (Yes, this means direct instruction, led by a teacher, and not a computer monitor.)
NOW: Real reading is still my goal, and it’s a tough sell. Administration members (outside the school building) send emails, speak at meetings, and send reports, making sure all teachers know that we MUST follow the mandates “with fidelity.” We MUST account for the ISTEP scores of students. We MUST raise student achievement. Recently, there’s been a push with a big-name researcher to hold teachers accountable by following a certain plan, a certain program, or a certain method of teaching reading. If one does not comply, then shame on you! Some loud-speaking “experts” say that books are not necessary to learn to read, or computer programs teach just as well as teachers (or better), or independent reading time is just a frivolous dream and not worthy of adding to the school day. All of these issues are frustrating (and wrong!), and teachers continue to fight back, citing their own evidence, following researchers who care about kids, teaching children to read in spite of those mandates. Real reading is really needed — inside schools. Students count on us to help them learn, and we are letting them down with each failing grade/standardized assessment.
Invite teachers to attend professional development:
THEN: Conferences, workshops, classes, etc. that will enhance their skills in teaching reading. Build PLNs (Professional Learning Networks) where teachers can learn with other educators and support each other in the work. (Yes! It’s work. That’s okay.) Have teachers practice “best practices” in reading, and watch how they — and their students — grow.
NOW: I still promote author signings and events, conferences, and workshops. I am a life-long learner, and I love sharing my learning with others. My author friends and conference teammates are essential to my learning and my sharing – we promote authentic reading, writing, thinking, and learning. I invited teachers to travel with me to events and share in the joy of learning something new. I will continue traveling and connecting with others not only because I love it, but because I challenge myself to take those conversations and lessons back to the classroom, where kids are waiting.
Promote reading/literacy in each community in the nation.
THEN: (Not just for the affluent communities) Education is important, and reading is important for one to become an educated, intelligent citizen of our world. Be a reader yourself, spend time talking about reading, and spread the book love! (This is my favorite part of being a reader in the global community.)
NOW: I am officially a professional development presenter and speaker. This is my most important dream come true. I love it! I look forward to many adventures in the future, spreading book love and helping others to be as passionate as I am about reading, and teaching reading and writing. Another dream I’m following now is my friend’s dream to open an indie bookstore for our community – encouraging children and teens to “read locally, connect globally.” This is a wonderful way to spread the book love AND help our youth. I’m also researching and reading on my own, and I renewed my memberships to worthwhile organizations such as NCTE, ILA, and ALA. I continue to join Twitter chats, such as #kidlitwomen, #wndb, #tcrwp, and #g2great. We need intelligent citizens in our country who know how to read, write, and think. I will continue to find ways to lift up our youth and promote literacy. THIS is the time. THIS is the place. And as our school motto reads, “I am the one!”
Rebound, the prequel to the Newbery-Winning title, The Crossover, by Kwame Alexander, tells of childhood days of Charlie “Chuck” Bell (Josh and Jordan’s father). At the age of 12, Charlie had already experienced love and loss, carrying much baggage to his grandparent’s house in the summer of 1988. “It was the summer when Now and Laters cost a nickel, and The Fantastic Four a buck. When I met Harriet Tubman and the Harlem Globetrotters…”
Charlie retells his story for his sons (and the reader) of those not-so-and-absolutely glorious days — playing basketball with Roxie, his cousin, and Skinny, his best friend, in the summer heat, dealing with the heat from Grandpa and the weather, and wishing that he could be a Fantastic Four super hero star. Charlie gains knowledge about his family tree, about basketball moves (such as the crossover — get it?), and about consequences of getting into trouble. Charlie even changes his name — to Chuck (thanks, Grandpa) — that summer, and in a series of poetic episodes, finds out what it means to be a true star. He has to learn to REBOUND, on and off the court.
Kwame Alexander’s vocabulary lessons continue in Rebound, as well as his lessons about family, life, and love. I couldn’t tell how the stories would weave together at first, but Kwame expertly spins, twists, and turns the plot, and in the end, I yelled, “Swish!” out loud! Fans of Kwame Alexander’s rhythmic style will love the references to other works, including The Crossover, Solo, and the now-famous sing-along song, “Be A Star.”
Rebound IS the star of this spring’s book season. A MUST to add to your reading “Playbook.”
It’s February 10, 2018, and all the local news revolves around the deep snow and Winter Olympics, so I’m going to use the news for my theme. My nonfiction picture book “10 For 10” has me thinking about winter (#nf10for10).
The Snowflake: Winter’s Secret Beauty (Kenneth Libbrecht): Pair this nonfiction book with Snowflake Bentley (Jacqueline Briggs Martin) for a winter research project. Wilson Bentley discovered the beauty and wonder of intricate snowflakes. I enjoyed a look at individual flakes and wondered how they all pack together to create the chaos that is today’s weather. (I like reading about snowflakes better than looking at the snow outside.)
Secrets of Winter (A Shine-A-Light Book) (Carron Brown/Georgina Tee): My granddaughter and I carefully pulled up the papers on these pages to reveal fun secrets. What is winter like outside?
When Winter Comes (Nancy Van Laan): What happens to flowers, and fish, and deer when winter comes? This book allows us to snuggle under the warm covers and find out.
The Polar Bear (Jenni Desmond): Nonfiction facts AND a beautiful picture book. Just look at the cover — it pulls you in!
A Is For Axel: An Ice Skating Alphabet (Kurt Browning with Melanie Rose): Take a look at Olympic ice skating from a real expert — Kurt Browning skated for Canada and was a 4-Time Figure Skating Champion before writing this ABC book. Part of the alphabet series and appeals to any-age vocabulary buffs. (2nd edition, 2015)
A Kid’s Guide to the 2018 Winter Games (Jack L. Roberts): This book came out in July 2017, and prepared readers for events of the 2018 Winter Olympics, going on NOW. This title is COOL — it has colorful and interesting photographs, facts and figures, and even a medal tracker readers can use to record winners.
Best in Snow (April Pulley Sayre): Speaking of photographs, I could just sit and stare at April Pulley Sayre’s beautiful pictures all day. Her picture books’ photography shots are “best in show” for sure! This title shows the wonders of the snow and winter in the wild. I consider her books science-class must-haves, and it doesn’t hurt to tell you she’s a friend, does it? (By the way, I’ll just recommend her new title, Warbler Wave — coming out this week– while I’m at it!)
Over and Under the Snow (Kate Messner): Speaking of friends, let me also recommend the Over and Under books by Kate Messner. Her nonfiction books are beautiful and informative, and the research presented in them is packaged in an engaging picture-book style (my favorite format!). In this title, the reader discovers the wonder and activity that lies beneath the snow-covered ground.
Blizzard (John Rocco): Now that I’m an adult, I sure hope we don’t have to relive the Blizzard-of-’78-kind of snow again. I remember donning my one-piece snowsuit as a 10-year-old and heading out to the swing set in the back yard — my sister and I sat on TOP of it! We had so much fun while my dad and the neighbor walked all day to get groceries at the corner gas station. What a crazy week that was. John Rocco placed his memories in this picture book, which is just as fun to read as that old swing set was to sit on.
Now it’s time for YOU to read and share your #nf10for10. Picture books are the best!
I read TBH, This is SO Awkward: A Novel in Text, by Lisa Greenwald, so I could keep in touch with the teenage trends. I never fit in while I was in middle school, so I don’t know why I thought I could go back in time now and relive the awkwardness. But I did. And I’m glad I read the book — it’s really going to become a recommended read for those pre-and-teen girls who like to text and want to talk about boys. Really. It just wasn’t “me.”
Lisa Greenwald creatively uses text-style writing and emojis to write this entire story, which is an accomplishment. The cover makes you want to pick it up off the shelf, for sure. It’s easy to read for middle and high schoolers, and there’s a glossary at the end of the book to help the rest of us. The story is about 3 BFFAE (Best Friends Forever and Ever), Cecily, Gabrielle, and Prianka, who live in the middle of the middle school drama and are thick as thieves — making mistakes concerning a new girl, mothers, boys, and the Valentine’s Day dance — all the while staying friends. Of course, they get mad at each other, but at the end of the day, these girls are nice, smart girls who are just trying to live through their middle school days (just like the rest of us did.)
If you like middle school, teen drama, mean girls, cute boys, and school dances, this book is a must-read. I think if I would have lived a different middle school life, I would have liked this book better. But that’s not Lisa Greenwald’s fault; her words-in-text send a needed message for today’s students: Be kind. Do good things. Stay BFFAE.
Recommended for ages 10 and up.
I drafted these words for a blog post in March of 2016:
I read a post by Kelly Gallagher about the number of high school seniors who admitted that they had never read an entire book. Although I was saddened by this news, I would have to agree. School is a place where if students ACT like they are busy, teachers leave them alone. This should not be acceptable any more!
My main reading grade in my reading class comes from the motto: “Read During Reading Time.” I give my students, choice, time, opportunities (I have a huge classroom library) — all of the categories required to promote reading inside (and outside of) school. So why is reading left behind?
(I never published that post.)
Wow! These words still ring true today, at the Saturday workshop for Indiana Partnership for Young Writers at Butler University — and I still have the same question. Kelly Gallagher was the Visiting Scholar today, and the entire workshop I was picturing my past reading classrooms, reflecting on my teaching, and questioning why nothing has changed for students in school. I have always held the belief that students should, indeed, READ during reading class. I didn’t understand why people standing outside the classroom were looking for anything else inside — namely the teacher at the board teaching reading comprehension skills, with students “performing tasks” and “taking notes,” or completing a worksheet, or taking a test. I ended the draft above with a question: So why is reading left behind? What I meant (at the time) was that it seemed like activities that could be observed as students “being engaged” or “learning” were better indicators of “reading” than reading a book. It wasn’t the first time I heard about an observer reporting to some reading teacher, “Students were just reading.” I questioned (in my head), “What do you want them to do in reading class?”
That question in my head bothered me so much that I made it my teaching reading motto: READ DURING READING TIME. It WAS (and IS) what should be happening in reading classrooms. Period. In a published piece, I posted these words on my blog in October of 2017:
I attended the IRA (International Reading Association, now International Literacy Association) Annual Conference in Minneapolis in 2009. I remember rushing to a session on reading research that would explain how to improve student achievement in reading (my area of teaching). I was so excited; I sat on the edge of my seat with my notebook in hand. I heard about research that spanned 5 years, with over a thousand subjects. At the end of the presentation, the main presenter looked at the crowd and asked, “You know what we found?” (“What? Tell me!” I thought. I readied my pen to the paper.) He gave a long pause and studied the faces looking back at him, and he smiled.
He said, “The more you read, the better reader you become.”
I gasped (I could hear it.), I thought to myself, “What? Duh! I knew that!” Reading creates better readers.
Obviously, this “kids-don’t-read-in-school” issue is still grinding on my nerves. Thank you, Kelly Gallagher, for reminding me again that reading creates better readers — and adding “better writers” — in middle school and high school. Here are the BIG IDEAS I took away from the workshop:
1. One MUST READ to become a good writer. Today we read quite a few texts, wrote about them, and shared with a partner.
2. We need to read and write with students in school every day. Every. Day.
3. There are 4 teaching moves that can help students to become better readers and writers: increase volume of reading, give choice in reading and writing class, model good reading and writing for our students, and confer with students about their reading and writing.
I promise I will not keep my thoughts in my head anymore. I love teaching reading, writing, and I love learning. I want my students to love reading, writing, and learning as much as I do.
This is NOT a Valentine. It’s just a little note that tells readers they will enjoy this lovely picture book by Carter Higgins! Carter has taken all the Valentine-stereotypes and threw them out the school bus window, and shows us what Valentine messages really mean.
Valentines sparkle; they’re pink and glittery.
But you might like the brown in the mud puddle.
Valentines have cooties that tumble out when you open them.
“But if we both get cooties…then we can have cherry juice…together.”
This is NOT a Valentine. It’s a good book to share with someone in February…
or any other month you like.