Category Archives: Readers Writers Workshop

Why Conferring Matters

Conferring is the interaction missing from many of our students lives.

Consider this:  the current generation thrives on one-on-one attention. They do not remember a time before social media, and many live much of their lives online via their smartphones. They turn to instantaneous interactions that have a direct impact on how they feel about themselves:  Snapchat, Vine, and Instagram over Facebook, which they are abandoning in droves because “it’s for old people.”

Our students crave immediate feedback. They seek personal communication — and they need it.

Think of the implications of this virtual-reality world on long-term relationships and problem-solving. We have already seen how it impacts our students in the classroom: short attention spans, skimming versus sustained reading to name a couple, not to mention the addiction to notifications.

Our students need to experience and understand the importance of eye contact, facial expressions, and body language, and how these physical features create non-verbal communication. They need to interpret and explicate tone.

The students in our classrooms today are different from Millenials. Anyone born after 1995 earns the new title of Generation Z, also called iGen, Centennials, Founders, and my favorite title: Gen Edgers.

As a whole, these students use technology as their primary source of communication — to validate, and to feel validated.

They also value genuine relationships, loyalty, and honesty and are increasingly more careful than the previous generation with the friendships they form online. They want to know their voices matter and that they are okay just being themselves instead of being the perfectly-phrased word count they must craft online.

Our students need opportunities to share thoughts, feelings, ideas, and knowledge in non-threatening situations through real face-to-face conversations.

Conferring opens opportunities to meet the needs of our students at the core of their longing.

When we invite students to talk and affective filters lower. Students relax. They respond.

When teachers confer with genuine interest in the well-being of the child, we grant students permission to be their genuine selves. Research on the brain shows that “positive comments and positive conversations cause a chemical “high,”” and with less pretense and stress, students experience more learning.

Conferring gives students the chance to share their stories; and besides creating trusting relationships, conferring allows us to meet them where they are and help them advance in knowledge and skills from there.

On-going regular conferences ensure that every student receives the one-on-one interaction and instruction they deserve. Peter Johnston reminds us that every student has a personal history that affects our ability to help them advance in their literacy skills.

Through conferring we learn the cultural and personal backgrounds that shape our learners, along with the experiences that shaped them in the past as readers. Both are important factors. By asking questions that invite students to recall their learning histories, we initiate future learning.

Conferring also sparks critical thinking, creativity, and curiosity.

No matter the teaching style — be it an English class where the teacher makes the choices about books and writing topics, or a workshop inspired classroom where students choose what they read and write, or even a classroom of another content area — when conferring becomes a norm, students proactively engage in learning, which results in more growth, independence, and mastery of content and concepts.

Our students learn to ask questions, ponder responses, and seek for interesting ways to show they are learning. Differentiation happens naturally.

Imagine the opportunities students may create and the innovative energy they will have in the future if they experience this kind of learning in their secondary schools.

The children in our classrooms are part of the fastest growing force in the workplace and the marketplace. Their influence is changing companies, marketing styles, and consumer habits.

This generation wants to make a difference in the world. They are pragmatic, self-aware, goal-oriented, and self-taught via YouTube. They’ve grown up “dealing with too much vs. too little information their entire lives.”

They will soon become our peers standing in voting lines, our colleagues standing near the copy machines, maybe even our bosses, or perhaps the officials that govern our cities and our states.

As adults we must provide each child with the education that prepares them for the future they are moving into.

We cannot keep teaching the way we have always taught with one-size-fits-all lesson plans and instructional models. We cannot keep making all the choices about books and reading or essay topics.

We must talk to our students one-on-one about what matters to them personally. Our future, and theirs, depends on it.

And for the teacher who worries about time, conferring provides a means of easy and accurate formative assessment, which saves valuable time spent grading:  time teachers may spend planning effective lessons or conferring with more students.

When done with fidelity, conferring improves the effectiveness of our teaching. I don’t know one teacher who doesn’t want that.

Please share your thoughts on conferring in the comments. What are your conferring routines?

Amy Rasmussen lives in north Texas and teaches AP English Language and English 3 to the Fighting Farmers at Lewisville High School. She adheres to the words of Emerson: “We aim above the mark to hit the mark,” and Jesus Christ: “Love one another.” Imagine a world if we were to all aim higher to love our fellow man. Follow Amy on Twitter @amyrass.

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Learning to Teach from Writing Book Reviews

For over a year now I’ve written and published book reviews.

 

More specifically, I force myself to write book reviews.  

 

Sometimes I have to set an appointment on my calendar.  Sometimes I have to shove off other things I want to get done.  Sometimes I find ways to creatively prolong my book review journey with the beauties of the internet.  Truth be told, there are some kinds of writing that I prefer to do over others, and book reviews are not one of my favorite genres.

 

With experience and practice, though, I’ve found a book review method that works for me:

 

Step 1: Read a book carefully (in this case, March Book 3)  and annotate with small post-it notes.  Annotate for ideas and for details: character names, locations, major events. In other words, scribble down words.

 

march-book-three

 

Implications for teaching: My “jots” during the my heat of the moment reading on my mini-post its are a few words at most and are my internal language for ideas that aren’t full-fledged yet.  Like many students, I just want to get back to the story and I don’t want to be bothered writing the whole idea out right now.     I want to rethink whether I ask students to share their initial jots and annotations with me, and I might instead ask students to revisit and polish up an initial jot into a 2-3 sentence complete idea jot.

 

Given a chance to stretch out my initial “law and enforcement of the law” jot, I might write:

 

Civil rights demonstrators were actively testing the practice of federal laws, such as the right to vote, while local law enforcement were breaking the law by preventing the law from being practiced.  It’s ironic that the demonstrators are the lawful ones and the police are the criminals, and yet the demonstrators are the ones who end up in jail.

 

Step 2: Take a break.

 

Step 3: Engage in some form of “writing off the page” as Nancie Atwell called it in which you engage in low-stakes discovery writing.     If I’m in a super-hurry, I skip this step, but I think my reviews suffer for it.

 

Implications for teaching: I noticed that I needed a sentence started to shape my thinking (this book made me think more about….)  I’ve transitioned from calling this process “brainstorming” to “discovery writing” in order  to emphasize its true purpose – discovery.  I find some students have significant difficulty with true “brainstorming,” only writing down an idea once they’ve thoroughly chewed it over and deemed it good enough.   Discovery writing is “good enough” when you discover an idea you didn’t know you had before you sat down to write.  

 

Step 4:  Given my knowledge of how book reviews go, I plan for each section.  When I was a kid, I used to be disappointed that the New York Times book review didn’t come with “thumbs up” or star ratings like the movies did.  After some frustrating trials, I figured out a book review’s secret: the last paragraph is the most important paragraph, and the rest of the review serves as a windup to that last paragraph’s pitch, describing the book’s strengths and then its weaknesses.  

photo-4-planning

I labeled my notebook with the most important components of the book review: Introduction, Strengths, Weaknesses and Conclusion.  (Note too that I added a component for “art” — I find it hard to write about a comic book’s art!)

Implications for teaching: We need to teach readers and writers the essential components to the genres they are writing and reading in and the shortcuts.  Just the way we might model a character arc with a novel, we should model the expectations of what to read for within a genre and help students notice when a piece conforms to those general expectations.  We can also teach students how to skim nonfiction and how to go back in to understand details after an initial reading.

 

Step 5: Write the review.  My final review almost never looks exactly like my plan, as I do some discovery along the way.  However, the outline allows me to “see” my work from beginning to end before I write it, so I write with confidence.  

Implications for teaching: We should encourage students to outline, but we should also encourage students to improvise as well.  The inexperienced cook refers back to her recipe constantly, always wondering if she got the measurements right, while the more experienced chef can add, improvise, and change along the way if he wants to try out an idea.  I’ll be honest – I keep my outline in front of me as an artifact more than anything else to remind myself that I have something to say.  

 

Amy Estersohn is a middle school English teacher in New York.  She has purchased an additional copy of March: Book 3 because she wanted a copy that had the award stickers on it.  It’s not the silliest reason she’s ever purchased a book.

 

What Will You Read Next?

I’m always on the lookout for ways to keep moving my readers forward. To stave off the lethargy that unrelenting mid-forties temperatures and 17 weeks of gray skies (winter makes me hyperbolic) can leave in a classroom. The novelty of a new year, with its resolutions and fresh semester, has succumb to the bleak midwinter pall of third quarter and we need something that says, “If that groundhog claims six more weeks of winter (rat-face that he is), we’re going to need a plan…and a good book or two.”

Well, thank goodness I have an unhealthy addiction to Twitter (Ummm…Cornelius Minor just started following me last night. I’m going to need to step up my game. Significantly).  Years ago, it was Pinterest, but that was back when I had time to scroll and save ‘Best Brunch Recipes to Feed a Hangry Crowd’ and ’19 Ways to Burn Booty Fat’ (not to say I couldn’t still use both).

My scrolling these days, however, is far more literary in focus and professional in nature (19 Ways to Burn Booty Fat for Educators – Conferring as Cardio). Seriously though, Twitter has led me to countless quick write topics, mentor text ideas, blogs to follow, inspirational quotes, professional development opportunities, booklists, laughs, collegial exchanges, and pedagogical articles to stretch my practice. #TrachersWin, #LoveToLearn, #StrongThumbs, #TwitterScrollingSavesLives.

A few days back, Penny Kittle posted this photo:

I quickly screenshotted the image to replicate in my room. This visual reminder of where we’re headed (another book and/or a swing toward spring) will provide the push forward we need. Get it on the wall!

My students needed something to set their sights on, so I asked them to take a look at their ‘I Want to Read List’ and choose what their next reading would be. This wouldn’t just be a goal to finish our current texts, but would also give us something to look forward to.

I encouraged students to take this as an opportunity to challenge themselves outside what they have been consistently reading, either in complexity or genre, and select a book they were excited to get their hands on.

Each student then took an index card, on which went the name of the book, the author, and the date they plan to start this next text.


My aide, an artistic genius, drew the book that would be the center our our display (It even has dozens of book titles written on the first page – I LOVE it, Hailey!) and started arranging the ‘Next Text’ cards around it. The whole back wall of my classroom is going to be a sea of texts we can look forward to.

I’m loving my current read (Shout Out: #3TTTBookClub – Jodi Picoult’s Small Great Things), but I too will be adding a card: In Cold Blood by Truman Capote.

(A freak and serious arrest of my artistic development in the second grade prevents me from sharing my card with you. Please imagine it’s simplistic beauty and that might help me create something wall worthy)


Let’s Get Excited About Where We Are Heading! What Will You Read Next? Please leave your text choices in the comments below. Happy Friday. 


Lisa Dennis spends her school days teaching AP Language and Honors/Pre-AP Sophomores, while also leading the fearless English department at Franklin High School, just outside Milwaukee, Wisconsin where she lives with her husband Nick, daughter Ellie, and beagle Scout.  She is a firm believer that a youthful spirit, a kind heart, a big smile, and a good book can ease most of life’s more troublesome quarrels. Follow Lisa on Twitter @LDennibaum.

Honoring Culture and Voice Through Code-Switching

One of the most beautiful things about workshop teaching is flexibility.

I know you’re thinking, What’s that?  The Type-A Personality talking about flexibility?  Yes.  I’m floored.  I’ve grown to love the ability to change plans at a moment’s notice because something pops up on my Twitter feed or a student has a great idea.  It only slightly gives me anxiety now, rather than entirely.  That’s progress, people.

During our current focus on Elements of Drama, including some Shakespeare and some Hamilton, the most frequent point of conversation has been language and translation.  In the wake of political and social tsunamis currently taking place, my students are constantly coming back to ideas of connection, or lack thereof.

In one of his interviews with NPR, Lin-Manuel Miranda discusses the fact that he’s “been code-switching since he was five.”  He uses this term to refer to his social predicament growing up between nights and weekends in a Hispanic, immigrant neighborhood and daylight hours at a school for the gifted on the Upper East Side.  This idea seemed to be what my students and I were discussing, so I decided to do some Googling.  Was anyone else talking about this idea?

I came across this TED Talk by Jamila Lyiscott: 3 Ways to Speak English.  Aside from causing me to further lament that I haven’t yet begun to moonlight as a spoken word poet, it also took me aback at how little I’ve honored my students and their own culture and voice in writing.

language-world

The truth is, many have felt like strangers in their own land long before this current administration took hold.

In an effort to facilitate my students’ ability to “speak academic,” I never realized just how much it feels like a foreign language.  I also never considered, by default, this deemed their language “unacademic.”  This classification might feel belittling, or at the very least, may cause them to put their own culture and language on a shelf while they’re at school, and as a result, while they’re writing.

The beauty of language is connection.  Insecurity happens when you feel your words skip over or go right through whoever you’re around.  The art of language is mastering each of your dialects so completely, that you can connect with many different types of people at once.

The thing I hate about flexibility is that you often find things around which you want to plan an entire unit.  Unfortunately, I found it too late this time around.

Here’s what we actually did:

Each student imagined a story they might tell in a friendly setting and an academic setting.  The only requirement was to write the SAME STORY in TWO DIFFERENT WAYS.  This hit so many skills, I don’t know if I can list them all.  We discussed purpose, but also discussed the need for knowing audience before you can likely get to purpose.  We played with word choice, and we experimented with plucking words from friendly dialect and plopping them into academic dialect to amp up connectivity and relatable tone.  We obviously discussed tone.  We discussed brevity/length and how it relates to purpose.  I could teach an entire semester of English skills with this single theme.

Here’s what I would do for a unit:

  • Begin with Amy’s Matter of Perspective and Crossing the Line activity.
  • Notebook writing and discussing about how language has made us feel out of place in the past.
  • Explore the question: Can their truly be connection without separation?
  • Watch 3 Ways to Speak English & challenge students to write either a two-voice poem or a spoken word poem like Jamila’s in which they integrate all of their languages together, using her performance as a mentor text.

The goal in this unit, and in the single writing I managed to facilitate this year, is that every portion of a person’s identity should be honored and valued.  It is all these facets that make a writer with true voice.  I want to grow writers with voice, not just writers who learn to regurgitate and operate within the box that academia occasionally presents.

Jessica Paxson is an English IV and Creative Writing teacher in Arlington, TX. She also attempts to grapple with life and all of its complexities and hilarities over at www.jessicajordana.com. Follow her on Twitter or Instagram @jessjordana.

The Three Comic Book Commandments

I went to a college known for giving students a lot of reading.  The main library stays open until 11 on Friday and Saturday nights.  If that wasn’t enough, there were five bookstores within walking distance of campus.   The best bookstore of the bunch was in a church basement that was so big and so confusing it had a map.  

 

So here I was in book paradise, where everybody had opinions on books down to which translation of the Iliad was most legit and which edition of Shakespare’s plays had the best commentary.  But no kinds of books could get us as worked up as comic books could, and it was comic books we were trading with abandon, not different versions of Troilus and Cressida.

 

As passionate readers, we realized that books can do many things, including feed the soul.  Comic books fed our souls.

 

We were not “smart” with comics the way we might be “smart” with Heidegger.  We did not underline, post-it note, highlight, or read with a lens for character or theme.  Instead, we just read.  And after we read, we traded.

 

Comic books (or graphic novels, I use the words interchangeably) are a crucial part of my reading life, and I urge you to make them a part of yours, too by honoring three comic book commandments:

  1. Resist temptation to privilege text over image in conversation with students.

 

 

I can hear a well-intentioned adult telling a teen, “It’s great that you’re reading The Walking Dead, but when are you going to read a real book again?”  Similarly, I cringe a bit when teachers suggest that graphic novels are a good book to read when a student left a book at home.  When we say things like this, we send a message that graphic novels are not considered legitimate forms of literature.

 

Similarly, students may be afraid to pick up a graphic novel because they fear you or others will judge their reading choices as “too easy.”

 

  1.  Read at least two graphic novels this year.

 

If you’re a graphic novel newbie, I’d recommend reading Nimona, American Born Chinese, and March: Book Three, which have all received major literary awards.  If you want a list of recent greats for kids  and teens, I’d recommend the Cybils Awards lists and YALSA’s Great Graphic Novels for Teens lists.

 

  1. Pick up some graphic novels for your classroom library.

If you don’t already have a collection, I encourage you to start one this year!

 

Amy Estersohn is an English teacher in New York, and the best translation of The Illiad is from Robert Fagles.

15 Reasons to Read as Written by High School Seniors

I was giving my thumb a workout last week on Twitter, scrolling past political fallacies and pundit reports, quips from Ellen about cats, and sad attempts by the Packers organization to distract themselves from their lack of big plans this Super Bowl Weekend (single tear running down my cheek) and I came across an irresistible link: 15 Reasons Why You Should Read.

Aaaaaaand, I’m hooked.
Click.
Scroll.

And what to my wondering eyes should appear, but 15 reasons to read, linked in individual blog posts (wait for it!), written by students for their Senior English Seminar class blog and inspired by Kelly Gallagher’s Reading Reasons: Motivational Mini-Lessons for Middle and High School.

A little investigation had me scrolling (no wonder my right eye has been twitching for two months…I may need an eyepatch soon) through the class blog of, English educator and doctoral candidate at Fordham University, Lauren Zucker’s third period students, whose sweet smiles look just like the seniors in my own classroom: five parts confidence, fifteen parts senioritis, three parts fear, two parts energy drink, and boundless potential.

fifteenreasons

The possibilities with these blogs are endless:

  • Have your students read through them and reflect on one that stands out to investigate further.
  • Put just the rules up on the board and generate some discussion on initial impressions, connections, etc.
  • Comment on the student posts with personal experiences to connect student blogger to student in your classroom.
  • Have students write their own blog posts about the benefits of reading.
  • Challenge students to synthesize some of the logos from these blog posts into an oral defense of the endless beauty that is reading.

Below, brief explorations of each reason to read. I loved diving into this student thinking and connecting their ideas to my classroom.

  1. Reading Improves Your Social Understanding by Andrew Zayas 

    Andrew speaks to a common theme in high schools across America : We live and work in bubbles. As I suggest to my students, reading affords you the opportunity to live lives, solve problems, and meet people you may not have even considered before. Those experiences can provide, as Andrew suggests, “an unlimited source of social knowledge,” that is invaluable in a time when people need to understand one another better if we ever hope to overcome all that divides us.

  2. Reading Reduces Your Stress by Avery Semkow


    Avery explores a study by the University of Sussex in which test subjects were taken through several activities to elevate their stress levels. Reading silently for only six minutes slowed the subjects’ heart rate and relaxed muscles to a level of stress that was even lower than before they started. SIX MINUTES! When student sit in our classrooms and read for ten minutes, a veritable spa service with those four extra minutes, we are helping them to calm, focus, center. Namaste, fellow readers. Let’s do our hearts some good.

  3. Reading Helps You Sleep Better by Ben Tyler

    Similar to the study above, Ben’s piece suggests that reading, again for as few as six minutes, can help you fall asleep much faster. I’m not sure I love what this means for my classroom (at 7:20 a.m.), but I know it to be true in my own life. Or maybe that’s the full time job and a preschooler at home. But seriously, our students need more and better sleep. According to the Sleep Foundation, only 15% of high school students get the recommended eight hours of sleep each night. If we can’t get them to bed sooner, at least we can help them fall asleep faster (and without glowing phones in their faces). Challenge your students to start small and commit to heading to bed with their books to read for even five minutes. It’s like a certain snack crisp that comes in a tube…bet you can’t read for just five minutes.

  4. Reading Develops Empathy by Skylar Giarusso

    If there is one thing our world needs right this very minute, it’s more empathy. Not sympathy, not apathy, but empathy. The words of Atticus Finch ring more and more true each time I read them. If we could all just “climb into someone’s skin and walk around in it,”  I think we could benefit from the shared perspectives that promote more patience, tolerance, and civil discourse.

  5. Audiobooks Are Another Great Option by Thomas Hamrah

    Let’s get this out of the way – I have never listened to an audiobook. Not because I don’t want to, but mostly because I haven’t broken my longstanding addiction to NPR, so most of my car time is either spent listening to Morning Edition or, if Ellie is in the car, “Let it Go” from Frozen. What’s interesting to me is that Thomas explores the idea that students think listening to an audiobook is cheating, but like most things, it’s only cheating if you don’t do the actual work. Attentive listening is a necessary life skill, one we promote in the classroom as it is often underdeveloped in our students (Let’s get real. Many adults need more work at listening too. Listen first. Think of a response and talk later). Stories are meant to be heard. Listening isn’t cheating.

  6. Reading Shapes Your Personality by Tori Murry

    Tory takes her self described “fascination with psychology” and uses the same study as Skylar but moves her conclusions in another direction. The class discussed which parts of your personality are genetically linked to relatives and which parts you can craft. I know that adolescence finds our students at the prime point in their lives to become independent thinkers, and thereby, independent people. I’d like to believe that I’m equal parts Elizabeth Bennett, Mary Anne Spier, Jo March (though I’m probably more of a Meg, so room to grow in spirit there), Offred, and the Lorax. I think it would be a blast to have students help support elements of their personalities with book characters.

  7. Reading is Fun by John Miele

    I loved that John explored how reading can challenge you to solve a mystery, allow you to escape reality, and be a “part of something” all at the same time. I’ve seen it happen in my room. I gushed so long and hard about A Monster Calls, that I now have a group of about 25 students that want to meet on a Saturday at the movie theater to see it together. “We can go to the movie and then get coffee. You know…be collegiate and talk about whether or not the movie does the book justice.” Fun! In addition, that social element can be defining. “Everyone” read R.L. Stine when I was a kid. Our students “all” read Harry Potter. Books promote belonging and genuine belonging promotes positive feelings. This is at the heart of my classroom and I may be biased, but it is fun.

  8. Reading Will Make You Live Longer by Maeson Nolan

    I’m going to need extra years in my life to read all the books on my “next up” list, that’s for sure, so if a study from Yale is telling me that reading 3.5 hours per week will add two years to my live, I’ll dismiss my misgivings about sample size, variables, and math in general (never been my strong suit anyway). 730 days is a lot of reading. Now, I just need to get Yale to do a study on beach reading.

  9. Choice Encourages Reading by Nicole Kudelka

    Choice is nothing new to 3TT, but what struck me about this perspective was the way one of Nicole’s classmates phrased her insights on why choice matters: “Assigned books become more of a obstacle, and shortcuts are taken because the grade is more important than the actual book.” Amy’s post on choice yesterday, shared this same sentiment: When we “make kids read a book,” we might as well mandate that they enjoy it while we’re at it. My honors kids, by and large, didn’t read more when I assigned nine whole class novels, they just got better at convincing me they read nine books. Cultural literacy and choice can coexist, they need not be mutually exclusive, so we must work to increase choice to build volume and then push for complexities (classic or not). Penny Kittle says that we must first engage in order to build volume, then complexity can follow.

  10. Reading Doubles Your Vocabulary by Brian Sayre

    A voluminous lexicon can be procured through bibliophilic tendencies. Win.

  11. Reading Preserves Your Memory by Claire Blass

    If I am going to live two years longer, I’d like to remember those years, and all that came before. No surprise, that stimulating your brain with books can help sharpen brain function. In fact, I told my classes today before silent reading that I was presenting them with an opportunity to not only be smarter, but think smarter. Seriously, will my benevolence ever cease?

  12. Just Ten Minutes of Reading Yields Better Reading by Griffen Klauser

    Griffen explores the idea that 10 minutes of reading per day (again, classes, you are welcome) is a stepping stone. In his own small experiment over Thanksgiving break, he challenged himself to read just ten minutes per day. By the end of break, he read 90 minutes in one day because he was so “into” his book. As the brain is a muscle, it needs training. I’m never going to make it through a sixty minute spin class if I haven’t exercised in months. I’m never going to finish 601 pages in East of Eden if I don’t keep after it in small chunks. And if I could give two hoots about what I’m reading, I’m not even going to make ten minutes a day for it. So, please see #9.

  13. More Reading = Better Writing by Nick Frasco

    “Reading molds your writing style.” Preach, Nick. Preach.

  14. Reading Changes Your Perspective by Noah Slakter

    I love that Noah’s insights run completely contrary to my piece Books Can’t Be Bullied. He argues that the text means nothing without a reader to understand it, and that understanding can vary from person to person (Transactional Theory), anyone?. I think back to my earliest days of teaching. Five sections of freshmen per day. Five days per week. It’s the year I developed my saying about supporting an opinion on a text with text evidence: “As long as you don’t tell me it’s about a giraffe (as I have never read something solely about a giraffe), you’re right.” Their opinions varied as widely as their converse shoe color, so we learned to synthesize those perspectives to get at meaning. Did opinions change? Certainly. Did students grow in hearing the varying perspectives of their classmates? Certainly.

  15. Reading Gives Your Brain a Workout by Samantha Bernstein

    Reading these 15 pieces certainly gave my brain a workout! I’m proof that it’s true. I also loved Samantha’s voice when she said, “The mental task of reading words on a page, processing them, hearing the voice in your head, creating a picture in your mind, and following a plot is not only a mouthful but a nice stretch for your noggin.” She encourages us all to show our brains “some love.” I love it.

If you’d like to read the student blogs in their entirety or pass along the readings to colleagues and students, take a look at each of the pieces here. And don’t forget to follow Lauren @LGZreader for more great ideas and insights. If you want to take a look at how she’s having her students promote their work on Twitter, take a look at #SESNH.


Lisa Dennis spends her school days teaching AP Language and Honors/Pre-AP Sophomores, while also leading the fearless English department at Franklin High School, just outside Milwaukee, Wisconsin where she lives with her husband Nick, daughter Ellie, and beagle Scout.  She is a firm believer that a youthful spirit, a kind heart, a big smile, and a good book can ease most of life’s more troublesome quarrels. Follow Lisa on Twitter @LDennibaum.

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AP English and Choice Reading

Last week Lisa inspired me with a post she called Books Can’t Be Bullied. Her last line:

“Let’s produce millions of resilient readers, hungry for truth, who will open books and listen, because a book is always ready to talk, and frankly, we could all stand to listen a lot more than we do.”

Then, a friend and colleague of mine wrote a post on her blog about the importance of choice in her AP Literature class, a topic near and dear to my own AP English heart. (I’ve written about choice in AP and how I feel about AP test scores quite a lot.)

And I knew I would share Amber’s testament to readers-writers workshop in AP English. She builds resilient readers, hungry for the truth, who open books and listen.

In this world of fake news and clickbait sharing, we might all want to evaluate how we can provide more opportunities for our students, at every level, to take more ownership of their learning and grow as resilient readers who are hungry for the truth.

Let’s stop saying choice does not work in AP English. It does. And it’s the students’ voices that prove it the most.

Here’s an excerpt from Amber’s post. I especially love the student comments:

. . .

I am currently in my fifth year of teaching AP Lit., and I feel confident that the feedback I have received supports the idea that choice and Advanced Placement courses are not mutually exclusive; in fact, choice might just be essential to our students’ future as readers. Not only have my AP scores supported this (I taught the class of 2013 using full-class novels which were chosen based on how many times they were referenced on the AP exam as well as the desire to cover all of the major literary eras, and my AP scores have increased, and have remained above national averages, since I began to offer students some choice in which texts they read), but my students have also provided positive feedback about how the ability to choose what they read has provided them with more incentive to thoroughly read and explore their texts.

I should probably note that the reason I felt compelled to write this post is because recently, I heard several well-meaning, experienced teachers express genuine concern that the classics “are not being taught anymore” and that “we should make students read them because if we don’t, they won’t ever choose to read them on their own.” Yes, that’s right – I clearly heard the words “make them read…” – because yeah, that works.

Here are a few snippets from students:

  • “Being able to pick our own book to read made the class even better, because we got to choose something to read that would fit our own styles instead of being forced to read something we may not like.” –Tiffany
  • “The book I enjoyed the most…are all the ones I chose to read. I had been wanting to read 1984 for a while and I got the chance. It was so interesting to me because my favorite books to read are dystopias. I liked The Picture of Dorian Gray because it’s different form what I’m used to reading. I like the fact that it was controversial. The Nightingale just had me feeling all kinds of emotions. It was hard to put it down because it was full of suspense. Although I loved 1984, Animal Farm was not for me. I was excited to read it, but it let me down. I don’t think it was the book itself, just the fact that it was assigned with a lot of work. Also, that we had assigned chapters every week, so I couldn’t read it and enjoy it at my own pace.” -Isela
  • “By you giving us freedom, we’ve been able to produce more creative ideas and products. You have definitely helped me prepare just a little bit more for college. Thank you!” –Kara
  • “I suppose I should designate Beowulf as my least favorite book that I had been assigned to read in the duration of my high school years.  I did not despise it entirely; it simply was not very appealing.  In addition, I never completed it.  With only a handful of chapters left, it is one of the few books I have not at least forced myself to finish.  Thus, it will always be a sore spot on my conscious. For my final remarks (at least my final mandated remarks, but I am not making any promises), I would like to state that I prioritized this class over my others even though from the grading perspective this made the least amount of sense.  I honestly felt the need to learn and not just merely make last minute memorizations.”  –Allison
  • “The book I liked best that I read for the class was Les Miserables because I liked it the best and because it was so long I cracked and got the audio book, and I enjoyed having the book read to me as I followed along even though it was a 12 1/2 hour audiobook. My all time least favorite book from my high school Englishes was Bless Me Ultima. It was plainly a boring book and the more I tried to read it the less I was interested in it. I didn’t even end up reading it, honestly. I just sat in class and listened to everyone else’s discussions and from that I got the general gist of the story and such.” –Clancy

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Read Amber’s full post Choosing Readers Over Texts with the whole of her students comments. You’ll get it.

What are you thinking? Please let me know in the comments.

Amy Rasmussen lives in north Texas and teaches AP English Language and English 3 to the Fighting Farmers at Lewisville High School. She adheres to the words of Emerson: “We aim above the mark to hit the mark,” and Jesus Christ: “Love one another.” Imagine a world if we all love more than we think we can. Follow Amy on Twitter @amyrass.

 

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