#CyberPD Part III: Reading in the Wild: The Book Whisperer's Keys to Cultivating Lifelong Reading Habits



This week's reflection in on chapter 5 and the Appendices of Reading in the Wild:  The Book Whisperer's Keys to Cultivating Lifelong Reading Habits by Donalyn Miller.

 

Wild Readers Show Preferences

Assisting my students to become independent readers is one of my responsibilities as a teacher.  I want to support them as they grow into wild readers.  Like adults, our students are readers who have different personalities and experiences.  As we find out as much as we can about our students, we become better equipped to support them as readers. 

Helping to connect students to books is one of the ways that we can offer students support.  Three areas stood out for me in Reading in the Wild as ways for readers to “connect” to books.  They connect with books by being introduced to read-alike titles, by allowing them to include light reading as an option for book selection, and by providing them opportunities to reread favorite books.

Read-Alike Titles

I love the idea of read-alike titles.  As an adult reader, I often gravitate to the kinds of books I’ve enjoyed reading in the past.  Why should that be any different for my first grade readers?  Once I identify what my first graders enjoy reading, I can use their interests to suggest similar types of books for their independent reading time.  I’m also aware of the kinds of books my students tend to enjoy as a read aloud and I’m constantly on the look-out for those kinds of books.  Books that provide weird, gross, or interesting facts, books that make you laugh, and books that teach powerful lessons.  I’ve never referred to these as read-alike books before but I think this is my new, favorite title for identifying these books.

Light Reading

When my first grade readers choose books for their reading baskets I ask them to select 6-8 good fit books, 2 informational books, and 2 free choice or look-books.  Inevitably, I have some kids who choose books that are below their reading level as their free choice option.  Donalyn shares evidence that this type of reading helps readers become more competent and it motivates them to read more.  Who doesn’t enjoy a light read from time to time?  I think most wild readers do.

Rereading Favorite Books

In primary classrooms students enjoy rereading their favorite books.  On book shopping day I usually have 2 or 3 students who ask if they can keep one or two of the books in their baskets so they can reread them.   As I was reading the story Donalyn shared about her student, Jordan, who reread the Harry Potter series and shared how he “discovers new things” when he revisits books, it reminded me of my favorite movies.  In addition to loving books, I also enjoy watching movies.  Sometimes I watch my favorite movies over again.  I often discover new things in the movie upon the second or third viewing.  I often share this analogy with my students as well.  When I’m sharing a read aloud that my students have read before I explain that it’s like the movies I’ve seen again and again.   Perhaps they’ll discover something they didn’t notice before.  I also remind them that they are not the same readers they were last year when they were introduced to the book the first time.  There are a lot of benefits to rereading books.  “In fact, rereading books increases comprehension and enjoyment.” (p. 175) I totally agree with Donalyn when she says, “f they reread books because they love them, I say let them.  We want to develop students’ ownership of reading.  When we tell students they can’t reread a book they love, we put our goals in front of theirs.” (p. 176)

Nonfiction Reading

I was shocked to read that older students avoid and dislike reading nonfiction books.  I have to agree with Donalyn when she says that it’s probably because they lack positive reading experiences.  My first grade students love reading nonfiction texts.  I’m sure it has a lot to do with their curious nature.  First graders are like sponges and they soak up tons of information while listening to and reading nonfiction texts.  Over the last few years I’ve made an effort to share more nonfiction texts when I read aloud to my students.  On page 180 Donalyn shared this list of really good activities for using nonfiction text in the classroom:

·        Add more nonfiction book talks.

·        Read-aloud nonfiction texts.

·        Use nonfiction as mentor texts.

·        Pair fiction texts with nonfiction on related topics.

·        Provide students frequent opportunities to preview, read, and show nonfiction.

Appendices

There are a ton of great forms in the Appendices for use in supporting students as they become wild readers.  My goal is to revamp some of them in order to make them more primary-friendly.  I’m hoping that other primary teachers are planning to do the same thing.  Perhaps at some point we can share the forms we create.  I love the idea of using “reader” in place of “name” on these forms.  That was a great idea and one that I plan to use in other areas.

What are your thoughts?  Thank you for taking the time to read and add your voice to the conversation. 

#CyperPD Part II: Reading in the Wild: The Book Whisperer's Keys to Cultivating Lifelong Reading Habits

This week's reflection is on chapters 3 and 4 of Reading in the Wild:  The Book Whisperer's Keys to Cultivating Lifelong Reading Habits by Donalyn Miller.

Chapter 3
Wild Readers Share Books and Reading with Other Readers

Chapter 4
Wild Readers Have Reading Plans




As I wandered through these chapters, I found myself pausing, thinking, and reflecting.  Visual images of my own classroom drifted in and out of my mind.  Many of these pages resonate with me because they mirror my beliefs about teaching and supporting readers. 

'It is our charge as more experienced readers to lead children to reading, first as enjoyment and then as a place to understand themselves and the world we must live in together, and ultimately as an appreciation for the power of stories to capture what it means to be human.' (p. 160)

Here are my Super Seven Takeaways:

1. Cultivate Successful Learning Communities.  Staring with the first days of school, I'm working to create a school family.  Students are asked to bring in beloved books to share, book baskets are filled with familiar books, and carefully selected books are shared and discussed during our read-aloud time.  We are creating an environment where everyone feels safe and respected.  "How my students and I interact creates a climate that both supports learning and provides social and emotional safety." (p. 89)
2. Educate Parents About the Importance of Daily Reading.  Working in a Title I building, my colleagues and I spend a lot of time educating our parent community about the importance of daily reading.   We are always on the lookout for new ideas and things to try that supports this purpose.  I love Donalyn's ideas for flooding parents with pro-reading messages.  For example, adding a weekly student book recommendation to our email signatures.  What an easy way to promote reading!  Additionally, increasing children's access to books during school breaks.  I'm thinking about creating "School-Break Reading Bags" (at different reading levels) that students may check-out over the holidays.  Another great idea was teaching parents how to squeeze more reading time into boring activities.  Even if parents know theses things, it doesn't hurt to give a gentle reminder.  "Many parents lack strong, positive reading experiences in their own lives and don't see the urgency or understand how to support their children's literacy in meaningful ways.  When flooding students with pro-reading messages, we must flood their parents, too." (p. 92)
3. Reading and Discussing Books Together Benefits Children and Builds Relationships Among Readers.  I have been thinking about this a lot lately.  Providing authentic ways for students to share and respond to what they read enhances our learning community.  In the beginning of the year, we start with post-it notes to record and capture our thoughts and we share books and ideas with reading buddies.  As the year progresses, my students can use their individual Kidblogs and our classroom Twitter account to share and discuss books with other readers in our classroom and around the world.  Even with these wonderful tools and opportunities, I try to keep the focus on the reading rather than their ability to use these amazing tools, successfully.  This can be a bit tricky with primary students.  But my first graders are amazing!  They enjoy trying new things and they're not afraid of taking risks.  I plan to give them even more opportunities to share their books and thinking with the world.   #CyperPD is a perfect example of readers sharing their thinking in authentic ways.  "When we finish a book we consider our personal reactions to it, and if we appreciate it, we share the book." (p. 100)   
4. All Readers Deserve Opportunities to Grow.  I never really thought about expanding the influence of my epicenter readers.  Why hadn't I tapped into this valuable resource in my classroom?  Thinking about my epicenter readers from last year, these students would have been great resources for book information and modeling wild reader reading habits.  I know they were naturally doing those things, however, I plan to expand their influence from now on.  I have always wondered if I focused more on my struggling readers at the expense of my epicenter readers.  Not ignoring them, but certainly not challenging them to their fullest potential.  I plan to do better by these readers next year.  "We are tempted to focus our attention on the students who struggle with reading.  But we must remember that all readers deserve opportunities to grow." (p.121)
5. Every Book We Read and Share Connects Us to Each Other.  I love reading and sharing books with my first graders.  Our read-aloud time is one of our favorite times of the day.  "Every book we read and share connects us to each other.  That's the best part of our story--the part that lasts long after the book ends." (p.128)
6. Conferring Provides Opportunities for Fostering Relationships with Students.  When I pull up close to one of my kiddos, I give them my undivided attention.  I find that it's one of the best ways to learn about and support my students as readers.  "Talking one-on-one with children, guiding them as readers, and helping them move forward in their understanding seemed a lot like a conference when I stepped back and thought about it." (p.131)
7. Series Books Provide Paths to Lifelong Independent Reading Habits.  There are so many great reasons for introducing students to books in a series.  "Reading series books provides students with both commitment and challenge plans, depending on readers' needs and interests.  It provides a scaffold for students who lack confidence or cannot follow through on their own reading plans.  And it provides readers familiarity so students are much less likely to end up floundering with unsuccessful book choices or abandoning book that didn't work." (p.152)  Below are a few series books that I plan to share with my first graders this year:

Marty McGuire Series by Kate Messner

*Heidi Heckelbeck by Wanda Coven

Andy Shame by Jennifer Jacobson

*Ivy and Bean by Annie Barrows

*Bink & Gollie by Kate DiCamillo

*Mercy Watson by Kate DiCamillo

*Fly Guy by Tedd Arnold

Frankie Pickle by Eric Wight

*Katie Kazoo, Switcheroo by Nancy Krulik

Freddie Fernortner Fearless First Grader by Johnathan Rand

 

*I've shared most of these books with former first graders and they have loved them.  I'll be reading a couple of the titles on the list for the first time this school year.

 

Are there any titles that you would add to this list for primary students?  Please share...I would love to hear from you.

 

#CyberPD Part I: Reading in the Wild: The Book Whisperer's Keys to Cultivating Lifelong Reading Habits

                      
Beginning this week and for the month of July, I'm participating in #CyberPD (online professional development).  A group of educators, like me, will be reading the book, Reading in the Wild:  The Book Whisperer's Keys to Cultivating Lifelong Reading Habits by Donalyn Miller.  We'll be writing reflections about the book on our blogs, commenting on the blogs of others who are participating, and using Twitter to continue the conversations.  In this first session, I'll be reflecting on Chapters 1 and 2.  This event is hosted by Cathy Mere, Laura Komos, and Michelle Nero.  Thank you, ladies, for hosting this wonderful event.

I've been thinking about what it means to be a "wild" reader a lot lately. As a first grade teacher, I'm working with students who are at the beginning of their reading journeys. I want them to see themselves as readers.  While reading this book, I was looking through the lens of a first grade teacher and asking myself how these ideas might impact my own teaching.


Chapter 1
Wild Readers Dedicate Time to Read

Some Important Considerations:

• "Students need to connect with other readers and participate in a reading culture that values them. Our students must see themselves as readers, or they will never embrace reading beyond school." (p.  9)
• "It is difficult for many children to become wild readers if they don't read during the edge times." (wasted moments in between our daily commitments) (p. 13)
• "Reading a book in one sitting (binge reading) is a rare indulgence, but most wild readers take advantage of the random Saturday or vacation and read books cover to cover." (p. 16)
• "Most wild readers prefer a relaxing, quiet environment." (p. 23)
• "Fake reading and reading avoidance commonly occur when students lack independent reading habits, confidence, or adequate reading skills." (p.25)
• "As teachers, we need to reclaim reflective practices for ourselves and use it as a tool to continually recalibrate our teaching to our core beliefs, determine what is and isn't working, and focus our teaching so we can continue to offer quality instruction that we can reasonably manage and maintain throughout the school year." (p.41)

The impact these ideas have on my teaching:

• My first graders participate in partner reading time, daily.  They enjoy sharing and discussing books with peers and value this opportunity.
• I'm always looking for creative ways to encourage my first graders to read outside of the classroom.  Last year, we carried books to read in between our gym and music specials.  We used this "edge time" to read more books.
• As an adult reader, I enjoy binge reading.  I know that I'm hooked when I continue to think about the characters long after I have finished reading the book.  As a first grader teacher, I might have 1 or 2 binge readers in my classroom each year.  These students tend to read above grade level and have positive reading experiences outside of school.  I can model this behavior for all of my first graders by discussing and reminding them of the characters we know and love from books we've shared as class.
• All students appreciate a quiet classroom during reading time.  Reading is thinking.  Our reading environment must support the reading and thinking we do all year.
• I refer to fake-reading as "pretend reading" in my classroom.  I had a student who struggled in this area for most of the school year.  His reading was above grade level.  However, he did not value our reading time and complained of being bored.  It took me months to discover that he was not selecting books he was interested in reading.  Donalyn's warning signs (p. 27) are a helpful reminder of what students do when they are not really reading.  She also shares how to address these behaviors in chapter 1.
• Reflection is the key to almost everything we do as teachers.  Like many educators, I'm constantly reflecting on my teaching.  Each year I find myself tweaking my teaching practices and classroom routines in an effort to support learners and provide a positive classroom experience for my students.

Chapter 2
Wild Readers Self-Select Reading Material

Some Important Considerations:

• "When students select their own books to read and enjoy, they develop confidence in their abilities to make reading choices and build their capacity for choosing books in the future." (p. 46)
• "Read-alouds provide students with support in choosing their own books by increasing their title and author awareness, improving their background knowledge and experience, and fostering increased motivation and engagement with reading through positive reading experiences." (p. 56)
• "Book drawings are an engaging and fun way to introduce new books to students and encourage risk taking.  Students are more willing to try unfamiliar books when I endorse them and classmates express enthusiasm for reading them.  Even students who don't enter drawings build title and author awareness." (p.58)
• "The more we know about books and our individual students, the better support we can provide." (p. 64)
• "Students who regularly choose books that they can't read or don't enjoy are unlikely to read much or find reading personally gratifying.  Exposing students to lots of books and positive reading experiences while building a network of other readers who support each other provides student with tools that last beyond the classroom setting." (p. 70)
• "Providing students with scaffolded opportunities to preview, evaluate, and choose texts gives them the practice they need in self-selecting books." (p.71)
• Managing a classroom library requires curation--selecting the best, most current materials for curriculum needs and students' interests." (p. 80)

The impact these ideas have on my teaching:

• My first graders enjoy choosing their own books to read.  Allowing them to fill their baskets with books of their choice is a huge motivator for reading.
• Our Read-Aloud time is one of our favorites parts of the school day.  I love the idea of allowing students to select the next read-aloud using book commercials. (p. 54) 
• We use the "Random Name Generator" on our Interactive White Board to randomly select students who want dibs our the newest additions to our classroom library or the next book in a series that was recently introduced.  It's is fast and effective with my first graders because they know the computer is doing the choosing rather than the teacher. 
• Getting to know our readers is vital.  I've tried a number of different ways over the years, such as reading surveys and the like.  Last year, when I had a student teacher, I was able to conduct reading interviews with my first graders which provided some helpful information.  It's amazing how well you get to know the readers in your classroom when you talk to students even during informal gatherings like "lunch bunch" celebrations.  It's a matter of noticing, listening, and noting.
• Making sure that my first graders have books they can read and enjoy is always a challenge.  On any given day I encounter children who are sitting with baskets of books that are too challenging for them to read.  This tends to be especially true of my struggling readers who desire to have a successful reading experience as they build stamina and encounter books they enjoy and connect with.  I'm wondering what would be the best way to approach a first grade friendly "Reading Selection Reflection".  Perhaps this could be accomplished in small groups by creating an anchor chart based on their input.  I'll have to consider this idea further.
• Occasionally, I create tubs of books for students who need this extra support.  The books are at their reading levels and they do their book shopping out of these prearranged tubs.  They still have choice, however, they are not yet ready to choose books from our entire classroom library.  I have found this support to be quite successful.  Also, I love Donalyn's suggestion to "Unpack your thinking when evaluating a book and share it with students." (p. 71)  This would make a great mini-lesson and one that I need to share with my first graders periodically throughout the school year.
• Our classroom library is one of those areas that is a work in progress.  I'm constantly working on the best way to arrange books and make them accessible to my first graders.  I also have a bit of a book addiction and I'm always buying new titles to add to our collection.  I love the idea of allowing students to carefully rummage through the books even before you introduce them to how to use the library.  One of my favorite first grade moments was the day I opened two boxes of donated books in front of my first graders and shared the books inside.  It was like Christmas in September.  That was a blast!

As I continue to dig into Reading in the Wild, I have lots to consider as I prepare for a new school year.  There are things that I can identify with because they validate what I'm already doing in my classroom.  There are a few areas that I have moved away from but I may need to "recalibrate" my teaching as it relates to these ideas.  And...some surprises that make me smile as I'm already starting to think about how I might tweak these ideas to engage and support first grade learners.  I can't wait to dig into chapters 3 and 4. 

Teaching Them To Teach: Opening Minds - #CyberPD Part 2

Opening Minds:  Using Language to change Lives by Peter Johnston
"How we give children feedback is probably the most difficult for us to change, but it is probably the point of most leverage." (Opening Minds, Chapter 3, p. 37)This is the last sentence in chapter 3 and after reading it, I could hardly wait to read chapter 4.

Teaching Them To Teach 

In chapter 4 of Opening Minds, Johnston explores interactions and the consequences of different kinds of feedback.  According to Johnston, "We are not just giving students feed back; we are also teaching them to provide it.  In a way, we are teaching them to teach." (p.36 )

I don't recall when I started to pull away from giving students person-oriented feedback, like "Good Job" or "Nicely Done" but  I think it was several years ago when my building started using a behavior program called Conscious Discipline.  It was through that program that I began to learn how to notice instead of judge students.  A lot of the thinking in chapter 4 reminded  me of my training in Conscious Discipline.  

"If you are going to give feedback, focus on the process and possibility." (p.37)  It's important to use process-oriented feedback rather than person-oriented praise.  These are examples of process-oriented feedback:  

"You tried really hard."

"You found a good way to do it; could you think of other ways that would also work?"

Process feedback is important for the following reasons: 

• It gets children into the habit of explaining successes and failures in terms of strategy use.
• The more process talk becomes part of classroom conversations, the more strategy instruction will be occurring incidentally, without the teacher having to do it. 

In the midst of a teaching day, it's so easy to revert back to old standbys such as, "I like the way..." but in doing so we are offering judgement.  I know I've been guilty of using those words on many occasions.  Instead, we should say, "Look at how you...", which turns attentions to the process.  "Causal process statements are at the heart of building agency.  They show the consequence of a process, making it into a tool that the child can use again on another occasion to accomplish a similar end." (p.42)  I love the idea of creating a classroom community where process talk is a part of our every day classroom conversations.  "We need to help them become lifelong teachers as well as lifelong learners." (p.50)

Tools for Growing Minds

Chapter 5, Johnston describes a dialogic classroom.  "A dialogic classroom is one in which there are lots of open questions and extended exchanges among students." (p.52)  Theses are classroom where rich conversations are created.  A lot of these conversations are created around books.  Johnston referred to books as "tools for growing minds".   Having conversations around books is right up my ally.  I think my classroom is one where a lot of dialogic instruction occurs.  It's not where I want it to be, yet, but as I read this chapter, I can honestly say I'm  on the right track.  Here's a quote that Johnston shares, which I want to remember and keep in the forefront at all times, "Judith Lindfors observes that dialogue is a bit like a game in which keeping the ball in play is the goal rather than winning." (P.57)  I had never quite thought about dialogue in that way.  However, It's a good analogy for promoting rich conversations.

In my classroom, we love to spend time thinking together about books.  We often use "turn and talk" and "think pair share" when we discuss books.  I love the examples of dialogue in this chapter.  Students engaging in conversations without a lot of "talk" from the teacher and a free exchange of ideas.  It reminds me of something Lester Laminack said when I heard him speak on reading aloud.  He said that students should not have to raise their hands.  Instead, there should be respect within the learning community so that children are careful not to interrupt others but are free to interject their own ideas without waiting for the teacher to recognize their raised hands.

Social Imagination

Most of the information in chapter 6 was framed around books.  Johnston talks about social imagination.  Which he refers to as an ability to make sense of social cues and to think through their implications.  According to Johnston, there are two main dimensions of social imagination:  mind reading (the ability to read  facial expression and figure out what's going on in their mind)  (p. 20)  and social reasoning (the ability to imagine and reason about other's actions, intentions, feelings, and beliefs from multiple perspectives.) (p.71)

Johnston states that having children talk about others through storytelling is a good place to start.  He goes on to state that, "Social imagination directly affects the child's ability to comprehend complex narratives." (p. 72)   That statement alone puts a smile on my face.  I love my classroom reading time.  For me, it's the best part of the day.  Being able to support the idea of  social imagination by having conversations around books is a major bonus for me.  I had to laugh, however, when Johnston stated that the hard part for teachers is keeping our mouths shut while our students engage in conversations.  Fortunately, most of us have learned from experience that the more the teacher talks the less students listen.  This book shares a lot of great examples of the way we should facilitate the conversations in our classroom and not dominate them.

Johnston also shares that there are other benefits too.  "Children with well-developed social imaginations have, according to their teachers, more positive social skills than those who do not." (p73)  Not only are we building comprehension skills, we are helping our students learn to problem solve on their own, and all of this contributes to better classroom management.

Below is a Wordle  I created with some of the key words from chapters 4-6.

#CyberPD - Opening Minds: Using Language to Change Lives by Peter Johnston

Beginning this week and for the month of July, I'm participating in #CyberPD (online professional development). A group of educators, like me, will be reading Opening Minds: Using Language to Change Lives by Peter H. Johnston. We'll be writing reflections about the book on our blogs, commenting on the blogs of others who are participating, and using Twitter to continue the conversations. In this first session, I'll be reflecting on chapters 1-3.


Opening Minds: Using Language to Change Lives by Peter H. Johnston
I believe that Words Have Power. The words we use and the feedback we give our students can impact them either positively or negatively. According to Johnston, "The language we choose in our teaching changes the worlds children inhabit now and those they will build in the future." (p. 7)


Johnston talks about the meaning of errors. When we make a mistake it should be viewed as an opportunity to learn. I can't tell you how much this resonated with me, it's a belief that I have tried to instill in my students over the years. Teachers and other adults make mistakes too. As Johnston suggests, we want children to feel valued even when they make mistakes. Consequently, my students enjoy catching my mistakes and they are quick to point them out. Johnston confirms the importance of creating an environment where students are safe to make mistakes in order to risk participating in learning challenges. This book and it's big ideas are centered around productive talk and creating a culture of positive language.

Dynamic-Learning versus Fixed-Performance

• In a dynamic view, the process (how things are done) is most important.  In the fixed view, the outcome (performance) is most important.

When students operate within a fixed theory, they view everything as being out of their control.  Students operating within a dynamic theory believe that things can change and improve.  As I was reading, I started to ask myself, "What is the best approach for changing a fixed view to a dynamic view?  I found the answer on page 18.

Johnston gives three major points of influence:

The first point is what we choose to say when children are successful or unsuccessful at something--when we give children feedback or praise.

The second point of influence is the way we frame activities. 

A third point of influence is what we explicitly teach children about how people's brains and minds work.

Johnston gives a great example of the third point. "If children know that each time they learn something new, their brain literally grows new cells, they can apply that to their thinking about the stability of intelligence." (p. 18)  My students would be all over this statement. The idea of their brains growing new cells would be totally motivating to my first graders.

I love the idea of turning attention to change rather than stability.  The teacher reading the story, Martin's Big Words, was a perfect example of embracing change.  I can't count how many times my students have told me another teacher had already read the story I was about to read to them. While I think my responses to that statement has usually been appropriate (For example, when we read a story for the second time we often notice something new, something we didn't notice before.), I love they way Pegeen Jensen responded.  When she reminds her first graders they are not exactly the same people they were in kindergarten.  By sharing this moment, Johnston gives a wonderful example of weaving change and growth into our classroom conversations.

There are so many important ideas in the first three chapters of Opening Minds, I can hardly wait to share my reflections on chapters 4-6.

Quotes I Like:

"Teaching is planned opportunism. We have an idea of what we want to teach children, and we plan ways to make that learning possible." p. 4

"Our language choices have serious consequences for children's learning and for who they become as individuals and as a community." p. 7 

"By affirming that someone is smart, we agree that smart-dumb is the way to think about people." p. 10 

"Because we all make mistakes, even teachers and presidents, and it doesn't make us bad people. It makes us people who are trying--taking on challenges in order to learn." p. 31 

"Indeed, school interventions based on the dynamic-learning framework can change the trajectory of children experiencing difficulty in school." p. 18 

"Since learning is fundamentally social, basing a classroom on dynamic-learning principles offers a double boost to learning." p. 21 

"Turning attention to change rather than stability makes a difference to all kinds of learning." p.26 

"Process information removes the "genius" from performance and replaces it with both a dynamic-learning frame and the strategic knowledge of how the success was accomplished." p. 31

Words I want to think more about in the context of using language to change lives:

deputized
legitimizing
self-perpetuating
conversational current
respect
re-voicing words
optimism