We are Changed Because of Our Daily Stories

 

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Our 40th shared story… Thank you, Yuyi Morales for this wonderful book!

Today was our 40th day of school.  After lunch, I read aloud our 40th picture book of the year. During that read aloud, it dawned on me that we were having natural conversation about the book during reading. I didn’t plan it out, prepare questions, or come in with learning targets or goals. I didn’t even ask my students to stop and jot, turn and talk, or to raise their hands. I simply started reading a wonderful book, and the rest took care of itself. But, this certainly didn’t happen overnight.

When you read a book aloud every single day with your class, this is what happens. A community of readers is fostered and continues to grow. When you take the time to seek out books for students to see themselves and then see others they may not meet in their daily lives, a community of thoughtful, kind, young citizens flourishes!

When I think about the simple things in my classroom that created our community of readers, I have to say there really is not one exact thing, but all other things are supported by the fact that we take the time to share a story together every single day. We do this no matter what- no matter the interruption, assembly, unexpected emergency drill, you name it. We read aloud every single day.

In today’s story, we looked out the metaphorical window into someone else’s life. We learned how stories shaped her life. We related to her through the power of books, love, and recognizing that we are all human beings who come from somewhere else with stories to share. We developed a bit of empathy for others in our community and around the country. It was beautiful.

Our community of readers was created because…

We shared stories… everyday.

We ditched the reading log and worksheets.

We started conversations.

We recommended impactful stories to each other.

We wrote our own stories.

We created meaning together.

We laughed together,

teared up together,

and even questioned together.

We shared stories… everyday.

Thank you to Jillian Heise, Donalyn Miller, and my 5th grade colleague Jennifer Ford for the inspiration to share stories everyday.  Thank you to Yuyi Morales for sharing your story with us today in my 5th grade classroom. We are different people because of your story.

Friends, I encourage you to share stories with your classes and families as well. It changes everything. 

Our stories so far this school year…

Made with Padlet

 

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My first book for teachers, To Know and Nurture a Reader: Conferring with Confidence and Joy, cowritten with Kari Yates, is now out and available from Stenhouse Publishers. Our goal with this book was to help teachers make the important practice of conferring with readers manageable, effective, and joyful! 

Classroom Book A Day: Our Whole Collection!

 “Maggie is so excited about how much you read out loud with the class everyday!” 

After hearing this from a parent at our Back to School Night last week, my commitment to classroom book a day was solidified. We now have 14 days of fifth grade behind us along with 14 picture books that have helped us cultivate our community of readers through read aloud. 14 shared experiences through books. 14 ways our community of readers can now connect with each other. 14 commonalities. This number will continue to grow for every single new day and new book of the school year.

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After each read aloud is completed, we house our books in the Books Read Together bin in the classroom library. As time goes on, I imagine the bin turning into a shelf. Each day during independent reading time, I’ve seen many of our Classroom Book a Day read alouds bring reread and discussed. One of the most beautiful things about a shared classroom read aloud experience is that the book lives on and on long after the time spent reading together is finished.

In addition to keeping our books in a classroom library book bin for constant access, we also have a digital display.  To make our Classroom Book a Day collection visible to students and their families alike, my fifth graders and I created this Padlet. The Padlet will reflect the continually growing collection of shared reads.

Made with Padlet

(scroll back/forth and up/down to see every book)

I’d love to know how you’re sharing your classroom read alouds… bulletin board, digital display, basket in the library, something else?  We’re all so excited about the possibilities to come for this year’s Classroom Book a Day commitment. I can’t wait to see where this takes my readers!

Happy Reading, Friends!

Christina 

 

By the way, if you are new to Classroom Book a Day (like I was not too long ago), take a look at this great information from Jillian Heise.

 

 

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My first book for teachers, To Know and Nurture a Reader: Conferring with Confidence and Joy, cowritten with Kari Yates, is now out and available from Stenhouse Publishers. Our goal with this book was to help teachers make the important practice of conferring with readers manageable, effective, and fun! 

 

 

Classroom Book a Day: The First Five Days of School!

“As the year progresses, read aloud becomes the bedrock foundation of who you are and where you’ve traveled together as a reading community. It becomes your history and the collection of stories and experiences that you come back to and draw on throughout the days, the weeks, and the months ahead.”   –Yates & Nosek

Inspired by my friend and colleague, Jennifer Ford, who was inspired by Jillian Heise, who was inspired by Donalyn Miller… I am taking on Classroom Book a Day and am blogging about it!  I shared this goal with my 5th graders today, and they were just thrilled. So far, we are five days in to our school year, and we are right on track.

My plan is not to do a separate blog post about each book (there is no way possible I could keep up with that as a full time classroom teacher, writer, and person trying to live a balanced life outside of school). However, I will periodically post all the books we’ve read for our Classroom Book a Day in one post- I imagine every couple weeks or so.

 

Here’s what we’ve shared together as a reading community so far…

 

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First Day of School

On the first day of school, we read The Name Jar by Yangsook Choi- a wonderful story about how our names shape us and partially help form our identities.

 

 

 

 

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8/15/18

Then, we read ish by Peter Reynolds- a heartwarming book about so many wonderful things. Out of the mouth of a fifth grader today- “We’re all a little bit -ish all the time with different things, and that’s ok!”

 

 

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We followed up ish with Emmanuel’s Dream by Laurie Ann Thompson- You know a book is great when the class applauds at the end and can’t stop talking about it! It also kicked off our identity conversation- we are all more than one story, and we are all more than what may appear to others. Highly recommend this book for all ages- even adults!

 

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This past Friday, we shared the book Most People by Michael Leannah… A great conversation was had about appearances and perceptions. Another great read for all ages.

 

 

 

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8/20/18

Today’s book was was a beautiful story from Katrina Goldsaito: The Sound of Silence. It sparked a wonderful discussion about presence and appreciating the moments we’re in. Sometimes what we’re looking for is within us the whole time.

 

 

What books are you sharing with your class? I’d love to learn more!

Happy reading, friends.

-Christina 

 

 

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My first book for teachers, To Know and Nurture a Reader: Conferring with Confidence and Joy, cowritten with Kari Yates, is now out and available from Stenhouse Publishers. Our goal with this book was to help teachers make the important practice of conferring with readers manageable, effective, and fun! 

 

 

 

Power Language, a new blog series!

I’m so thrilled to share that Kari Yates and I have a new blog series up and running! It’s all about leveraging the language we use with our readers to make conferences more meaningful and impactful.

Often times, many teachers want to confer with their readers, but just aren’t sure what to say or how to start. If building a consistent and joyful conferring practice with your readers is one of your goals for when you return to school, this series will support your efforts. Take a look, and let us know what you think over at To Know and Nurture a Reader!

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Power Language #1:  May I join you? 

 

Hang in there, teachers! You got this.

Three days of school left…

I’m not going to lie. It has been rather challenging. In fact, it has been a downright struggle to stay upright the past couple weeks.  I’m still knee deep in finishing mandated summative assessments, entrenched in 5th grade practice for their formal promotion ceremony on Friday, and am just overwhelmed with the thought of having to complete my report cards by Friday at 1:30PM.

My fellow teachers- yes, this time of year is hard. It is challenging. It is downright exhausting. You are not alone if you are struggling. I’m struggling, and I’ve been doing this for close to two decades! It’s normal to be overwhelmed. It’s normal to feel like you have no time to do the things that actually matter with all of the end of year hoopla going on.

However, I’m asking you, pleading with you, to do one thing both for yourself and your students. Before you say goodbye to your kiddos, pack up your shelves and cabinets, and close the door for the end of the year, take some time to make one last connection with your kiddos.  It’s truly a gift not only for your kids, but also for you.

During this insanely busy day today, I made sure there was time for 30 minutes of independent reading. Yes- I sacrificed other things, and I was happy to do so. For years now (more than I can actually remember), independent reading has been my one nonnegotiable in the classroom. I clear the schedule to make sure my kiddos have independent reading time every single day no matter what. In fact, I fiercely protect it.  Remember, when we value something we make room for it. If there’s no time, then perhaps it’s not something we really value.

Back to the gift to my kiddos and myself… during those 30 minutes of independent reading time today, I conferred. Rather than conferring with individual readers like I typically do, I held what I like to call cluster conferences. Cluster conferences are where I settle in near a group of readers (at a table, in the library, on the floor among a group of beanbags, etc…) to have a conversation around reading with the kids nearby. To start each cluster conference, I first asked my readers in the area if I could join them- after all, this is their personal reading space. Then, I asked them to come to a good stopping point in their books.  Once each reader was at a good stopping point, I simply stated, “Let’s chat about our plans for summer reading. What are you thinking?”

Screen Shot 2018-05-29 at 8.30.43 PMAnd, think and chat they did! Each of my cluster conferences turned into lovely and lively group conversations about what we all plan to read this summer. My kiddos gave each other recommendations for books, places and times to read, and even made plans to check in with each other over the summer about their similar book choices.

These conversations filled my tired teacher heart and made me smile. I realized that one of the reasons I was worn out is because I worked all year preparing my kiddos to do what they did today- to independently lead themselves and each other in goal setting and planning conferences. This was no easy task. It took work- a lot of hard, well-worth-the-effort work! Once I realized this, my exhausted feeling turned into a sort of satisfaction. I sat back, looked around my classroom at my readers, and smiled.

No matter what happens in the next few days, I know I still have precious time to cluster confer with my readers. I know I still have time to make a difference. I know I’m making a difference…

and so are you.

Hang in there, my fellow teachers. Hang in there, and take some time to genuinely connect with your kiddos before you say goodbye. Connect over summer reading- it’s a perfect way to embrace both the heart and the mind of each student before you say goodbye. You’ll be so glad you did.

You got this!

 

For more on summer reading… 

A Small Glimpse Into Our Summer Reading Conferences

The Road to Pleasure Reading: Six Steps to Ensure Your Students Will Read This Summer

Keep the Reading Going… Letter to Classroom Families

For more on conferring… 

Why Confer with Readers? Ten Compelling Reasons

A Small Glimpse Into Our Summer Reading Conferences

I cannot believe that I only have 11 days left with my 5th grade kiddos!  The utter insanity of the end of the school year is in full force… report card writing, final assessments, parent conferences, meetings during every single planning period and after school, ordering supplies, planning promotion ceremonies, assemblies, parties, writing speeches, the list goes on! However, this doesn’t mean the critical work of teaching stops. In fact, it is ramping up!  My main goal right now is to make sure all my kiddos are  set up for summer reading success.  Of the (what seems like) 10,000 things I have to do in the next 11 days, making sure my kiddos each have a specific plan for summer reading is my most important job.

Over the past three days, I conferred with each of my students around their summer reading plans. We’ve been thinking, talking, sharing, revising, and planning out our summer reading for a couple weeks now, and I have to say my 5th graders have some thoughtful, intentional plans in store for their summer! All of their plans are completely unique and really show each of their specific personalities.

Here’s a glimpse into a few…

 

Harrison’s Plan for Summer

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During our conference today, I asked Harrison to tell me about his thinking around his plan. He’s really looking forward to his downtime this summer- he’s going to explore his big interest even further, World War II, and continue with the Harry Potter series, which he started here in a fifth grade book club a couple months ago.

 

 

 

Chloe’s Plan for Summer

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Every summer, Chloe and her family travel back to Greece to visit family, and she’s all set up for reading on her big trip. She is really excited to continue reading more books by Shannon Messenger and anything she can get her hands on about Hamilton.  When I asked about where she will get her books this summer, she responded that she already secured them through one of our local bookstores.

 

 

 

Nick’s Plan

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Wow! Nick’s flowchart plan and his explanation of it during our conference really blew me away! Actually, Nick’s creativity and risk taking blew me away this entire school year. Nick is just as excited about writing this summer as he is reading. For reading, he has a different plan in mind depending on how the mood strikes him, and plans to continue pursuing journalism- a genre of writing he just fell in love with during the school year

 

 

 

Meg’s Plan

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During our conference today, Meg talked about how she is so excited to tap into our middle school’s online Overdrive library. As a side note, I have to say  we are so fortunate to have such incredible teacher-librarians in my community. My students, especially Meg, thoroughly became excited about 6th grade when the middle school librarian paid us a visit a few weeks back. I wish all kids had access to such talented professionals.

 

 

 

Dion’s Plan

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When Dion first came through my door in August, he was a self-identified nonreader.  With lots of determination on his part, conversations with his supportive parents, and an ongoing partnership with a dedicated specialist teacher at school, we’ve all devoted this school year to helping Dion view himself as a reader. During our conference yesterday, I reminded Dion of what he told me in the fall about his views of reading, and asked him how he now feels as a reader.  His response:  “I love reading.  I can’t wait to start Magnus Chase III”  And friends, there is nothing more important than that.

 

The Road to Pleasure Reading: 6 Tips to Ensure Your Students Will Read Over Summer

“A child sitting in a quiet room with a good book isn’t a flashy or marketable teaching method. It just happens to be the only way anyone became a reader.”  -Nancie Atwell

In the 22 school days remaining with my fifth graders, I have many goals- get through our final stretch of mandated standardized testing, support them in researching and writing about a topic in American history of their choice, delve deeper into the world of coordinate graphing, freely write in what Ralph Fletcher calls the Greenbelt, and ensure that we read for an uninterrupted time every single one of those 22 days. In my mind, that last Screen Shot 2018-05-01 at 7.36.05 PMgoal is the absolute most important.  This goal is the most important because once my fifth graders leave my doors, they will not return to the world of elementary school, where their independent reading time has been protected for the past six years. My kiddos will be heading off to middle school next school year. I know that many of their future teachers will encourage independent choice reading, and I am so grateful that the work done the past few years will continue.  However, I also know that many of their teachers will not make time for reading in their classes- assignments and other time consuming activities will take the place that independent reading once held.  This truly saddens me- breaks my heart in fact. That’s why the next 22 days are critical in the development of my kiddos as lifelong readers.

In these next 22 days, we will read, talk about reading, and make plans for the summer ahead of reading. We will also talk about the beauty and joy of being a lifelong pleasure reader… well, we’ve talked about it all school year. We’ve lived it all school year! However, these 22 days are critical. In these 22 days ahead, I need to ensure that every single one of my students will read over the summer, and then hopefully on throughout the rest of their lives. This is the foundation on which the rest of their reading lives will be built. These next 22 days are the culmination of their reading-focused elementary years- from when their kindergarten teachers first introduced them to the joys of repeated story book reads to falling in love, and dare I say, becoming addicted to a novel series in fifth grade… this is it. This is both the end and the beginning. These next 22 days are critical.

So, to ensure that my kiddos will read over summer and in the future, I have six simple steps in mind. Before we get to the list, I want to point out that incentive programs are not mentioned in the list below. Incentive programs promote incentives, not reading. They promote the idea that kids should read to earn a prize rather than promote the idea that reading is something we do to laugh, think, grow, question, learn, and love as a means of connection between a reader and the world beyond the reader’s world. Incentives don’t work in the long run. However, many other things do. Here are six tried and true things you can do to support your kiddos in reading over the summer and hopefully beyond…

6. Enlist parents and families as fellow reading advocates. In addition to continually talking with families all year about reading, I also frequently emailed them reminders about the importance about reading at home.  Instead of an at-home reading log, I heavily relied on honest communication with families. For an example of this, take a look at this letter I wrote families last year passing the reading champion baton over to them. I plan to write a similar letter this year.

5. Recently, Kylene Beers offered this thoughtful idea in her blog: Send a few postcards home to students over summer asking about their reading. I’ve actually never considered this idea before, and am just thrilled that Kylene took the time to write about it. What a powerful, yet simple way to engage kids in connection around reading!

4. Book Talk, recommend, and mingle! This morning, two of my students book talked Screen Shot 2018-05-01 at 7.35.43 PMtwo different books. Now, there is a waiting list for those books in class, and a few other kids are seeking out other ways to obtain those books as well! Nothing excites readers more about reading than hearing about a great book from a friend. Book talks are verbal, in person recommendations. Recommendations can also be written and digital. If this work is new to you- just give it a shot! You have absolutely nothing to lose. The last few weeks of school are the perfect time to try out something with this year’s students, which is additionally practice for next year! Also, book mingling is my favorite new way to get kids talking about books… it’s a whole class movement and book talk activity where every student talks and learns about books that are potentially new to them. To learn how to book mingle in your classroom, take a look here: Book Mingle! 

3. Access is everything. If kids do not have access to books, they will not read. The reverse is also true. If kids have access, they will read. This is the time of year (if you haven’t already done so) to start talking up the local library to your class. Find out who has a library card and who visits the library. If possible, take a field trip to the library, or ask the library to come and talk with your class! Teaching kids how to use the local library is teaching them how to empower themselves. The time to set up kids for book access over the summer is now. We can easily give a child a book or two to read over summer, but an even more powerful gift we can give is teaching a child how to access books on their own without us.

2. Confer!  Aside from learning how to find books they can’t put down, nothing is more powerful than a one to one conversation between two readers: you and a student. If you’re new to conferring, there is no time like the present to start! If you’re not new to conferring, now is the time to start conferring around at-home and away-from-school reading habits and summer reading plans. Teaching a whole group mini lesson around summer reading is great, but having individual conferences with kiddos around summer reading is much more effective- conferences are personalized and responsive to what each child needs. To learn more about the sometimes tricky, yet extremely fulfilling work  of conferring, please feel free to visit the blog that Kari Yates and I started to support conferring with readers: To Know and Nurture a Reader. In the blog, we offer many tips and tricks to support busy elementary teachers in the classroom. We also have a book coming out of the same title from Stenhouse Publishers next month! You can check that out here.

1. Give students uninterrupted independent choice reading time every single school day between now and summer break. It’s not fancy, cute, or wrapped in a bow, but it is the only thing that truly develops a lifelong reading habit. Simply put, the only way kids turn into readers is by reading. Yes- it’s as simple as that.

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A New Writing Journey Has Begun!

I’m so excited to share a new venture in writing! In addition to this blog, I am now also coauthoring a blog with Kari Yates. Our blog, To Know and Nurture a Reader, is now up and running with a series on tackling the trickier parts of conferring with readers. Our book of the same name will be out later this spring from Stenhouse Publishers.

Our first blog post in the series focuses on tips for fostering independence in our students so we can focus on uninterrupted conferring to support each of our readers. Kari and I are really excited about the journey ahead. We’d love to hear your thoughts and questions around conferring with readers!

Happy reading and conferring, friends!

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Kari Yates and I are thrilled to share our work around conferring with our fellow educators!  Visit our new blog here: https://toknowandnurtureareader.com/ 

 

Book Thoughts: LOVE by Matt de la Peña

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Yesterday, we read Love as a class for the first time. This important book, written by Matt de la Peña and illustrated by Loren Long, brought about thoughtful discussion and challenged some thinking. For our first read yesterday, I slowly read the book aloud once straight through pausing to allow students to spend some time with each image. Students thought and turned and talked a few times during this first read.

Today, I read it aloud again. As I did, students freely jotted and sketched their thinking in their notebooks.  Then, we had a great discussion. After our discussion, students jotted and sketched again.

Here are a few of those thoughts from their jots and sketches…

 

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Book Thoughts are the unedited jots and sketches from my readers during and after a shared read aloud and discussion. Reading, thinking, and jotting together is perhaps one of our most impactful classroom activities.

 

 

 

Book Mingle!

I’ve been thinking lately that my fifth graders need more opportunities to talk about books that they are reading  and learn about books that may be new to them. We often do book talks as a whole class and partner talks, but I wanted to incorporate a more fun and casual way to chat about books. So, last week in class we started a new activity to get us moving and quickly talking about books. We call this activity The Fifth Grade Book Mingle! Book Mingling happens in a few simple steps.

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Step 1: Students come in at the start of the school day and get right to our morning soft start (thank you, Sara Ahmed!). During soft starts, students enter the room, put their things away, and settle into reading a book of their choice for 15-30 minutes. It is a great way to start the day! All of my students read and I get to confer with them as they do. We do this every single day.

Step 2: I ask students to come to a good stopping point in their books and then announce,”Get ready to mingle!”

Step 3: Music starts and students move about the room while holding up their books in view of their fellow minglers.

Screen Shot 2018-02-12 at 9.58.36 AMStep 4: Music stops, students talk about their books and ask each other questions! To get students going with this, I modeled talking about my current read, Love by Matt de la Peña, with a couple different students. I talked about what I really liked about the book and how it made me think and feel. I also asked questions about the books my temporary book mingle partners were reading.

 

Step 5: Repeat steps 3 and 4 a few times!

Book mingling is such a fun way to get kids up and moving, talking about their books, and then learning about new books their friends are reading- which will grow their to-read lists. My goal is to do this with my fifth graders two to three times each week. With book mingling, engagement is high and the talk around books is natural and authentic.