Category Archives: Readers Workshop

How do you read enough to match students with books? #3TTWorkshop

Questions Answered (1)The verb is the key. How do we read enough in order to help students find books they want to read? We read. We have to read — a lot. And we have to know our students.

The reading part is fairly simple. Well, as simple as carving out the time for it, which I know can be a challenge. Maybe it’s a matter of belief. I have to believe my time reading books I may not normally choose for myself will be worth it. I have to believe that YA literature has substance. I have to believe that my students will read, and most likely read more, when I can recommend books because I have read them.

We find time for the things we value. Simple as that. If we value our readers, we must do the things that help them want to read, and reading books that appeal to adolescent readers is a major part of it.

Book Stack

My Current To Read Next Stack

Personally, I like books in print because I like to save favorite sentences and passages that I might be able to use for craft lessons as I read. But audiobooks are a time saver I trust. I usually have at least two books I’m reading at any one time, hardcopy and in Audible. (I started The 57 Bus by Dashka Slater yesterday; I’m halfway through listening to There There by Tommy Orange.)  And honestly, there are some books I just can’t finish, but that doesn’t mean I haven’t read enough to know if I might have a student who wants to give it a try. I can read enough to know if a book might engage one of my readers.

I have to know my readers. The best way I know to get to know them is by talking to students one on one.

Again, the time issue.

Short personal writing can be a real time saver, especially at the beginning of the year or a new semester. Lisa’s Author Bio idea is one of my favorites, ever. I also like to use Meg Kearney’s Creed poem and have students compose their own. Writing like this gives students permission to show themselves, and it gives me an invitation to see into their lives. This is what I need to help match students with books.

A follow up question to the How do you read enough . . .? is often:  How can I find books my students will want to read? or What are some great books for seniors? for 7th graders? for sports enthusiasts? for dog lovers? for a student born in Pakistan? for a group of kids into becoming Insta famous?

I don’t know.

Your school librarian will, most likely.

(Really, I may have some ideas for a few of those questions….but that’s not the point.)

Create a partnership with your school librarian. Hopefully, you still have one. This person loves books and advocates for books and readers. This book expert is a friend to self-selected independent reading, and this professional has access to book lists with descriptors and synopses. (And sometimes funds to add books to the school library.)

Of course, you can find all kinds of book lists online:  Pernille Ripp posts great lists on her blog. The Assembly on Literature for Adolescents of the NCTE (ALAN) shares picks. Young Adult Library Services Association (YALSA) has Best of the Best lists. Edith Campbell recently posted a list of 2019 middle grade and YA books, featuring and written or illustrated by Indigenous people and people of color. And, of course, this list I crafted before Christmas — all recommendations from the contributors on this blog.

To make self-selected independent reading work, which is a vital part of an authentic literacy focused pedagogy, we have to do the work. We have to read, and I wish I could remember where I heard it first:  Reading YA literature is a powerful form of professional development. Isn’t it?

Amy Rasmussen reads a ton of books on the porch, in the yard, by a pool, on her bed in North Texas. She will be spending a lot of her summer with teachers facilitating PD around readers-writers workshop in secondary English classes. Her favorite. She’s also going to be doing a lot of writing. And a little poetry study at the Poetry Foundation Summer Teachers Institute in Chicago. Follow her @amyrass

 

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Summer Reading: One Answer to this Big Question

By now we all know that we don’t want our students to lose any of the healthy reading habits they have been building over the course of the school year. We’ve all worked too hard to build them, and to give these good habits over to the summer slide seems like a really bad idea.

So we need a plan. We know that if we don’t plan for a positive summer reading experience, that’s the same as planning for many of our students to not read at all… While many of our students will continue to read over the summer because they’ve established their reading habits quite successfully, others are still burgeoning readers and haven’t established these habits in the same way.

For example, I have one student who has resisted reading literally the entire year. She regularly told me that she doesn’t like reading. That reading is boring. That she doesn’t like books.

I kept responding with one word: Yet.

About three weeks ago, she changed her tune. She found a book she loves. She told me it was good. She liked it! (This is another argument for student choice when it comes to reading, but that’s a slightly different post.)

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Her book is Speak by Laurie Halse Anderson.

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This respect for books and reading is new for this student. The reading habits are fragile, and her disposition could change over the summer. Nobody wants that… It’s too important to ignore.

It’s just one of the many reasons why our school has decided that summer reading is something we have to expect and encourage.

We want to honor our students and their individuality. They are all over the place when it comes to where they are in their reading journey, so there is no one-size-fits-all plan for summer reading.

Here’s the we-hope-it-works-for-everyone plan we came up with: Students will choose their own titles, their own number, and even the language in which they read. We’ve told them they need to read books in both Spanish and in English (we are in Nicaragua, so this is entirely appropriate). But no one is telling the students what books to read, how many to read, or what ratio their English to Spanish books needs to be.

  1. Students choose their titles based on next-reads lists, talking to each other, book talks they’ve liked, and what sounds fun for summer reading. Some will choose three, some five, some ten… we don’t give them a minimum number, we simply ask how many they think is a reasonable number for the summer. (We do try to get them to agree to at least three, though.)
  2. Students confer with their current ELA teacher, and that ELA teacher “nudges” them to possibly add something to their lists, or help them make decisions, but only if they need it. We try to avoid student frustrations from choosing books that are too hard over the summer, as they won’t have regular conferences with teachers, for example. We try to make sure they’ve chosen “enough” to read over the summer, based on what we know about them as readers. But all of this is based on student choice and preference.
  3. Students fill in a quick google form that will be shared with next year’s ELA teacher. This form will help next year’s ELA teacher with the first reading reflection, the first conference, etc. This is where the summer reading accountability is built in. No one will be “in trouble” for not reading over the summer, but it will be the basis for the first honest reading conference of the school year. Screen Shot 2019-06-01 at 8.54.00 AM
  4. Students email their parents their summer reading choices with an explanation of the summer reading program. At that point they can check out their books from our school library (YES! They really can check out books over the summer! I love this so much!)Screen Shot 2019-06-01 at 8.53.27 AM

Our summer reading plan really is just four easy steps. However, these steps are based on an entire school year of implementing student voice and student choice when it comes to reading. Students have a good idea about how much they could potentially read over the summer because they have just completed semester/year long reflections and recognize their growth and learning when it comes to reading. They have inspired themselves!

This plan will be implemented with this year’s current fifth grade students so they will enter sixth grade knowing that they are respected for who they are and what they like, but there is also an expectation that they will read. It’s a grade six through twelve summer reading plan, and I do think it will work. I’m excited to talk to my new students in the fall already about how their summer reading goes.

What does your school do for summer reading? I’d love to hear other ideas!

Julie has been teaching secondary language arts for twenty years, spending the first fifteen in rural Central Oregon, and the last four in Amman, Jordan. She’s thrilled to report that she and her family moved across the world to Managua, Nicaragua this year, and are loving their new adventure.

Follow her on twitter @SwinehartJulie

The Great Debate: Summer Reading

While there is still snow resting on the peaks of the mountains and skiers claiming they’ll ski until the Fourth of July, summer in SLC is approaching rapidly.  The sun is hanging around later and later, the trees are blossoming, and students are ansty. The end of the school year always comes with bittersweet excitement, reflection over what was accomplished and what was not, tons of hastily written ideas on post-it notes, and summer reading.

Summer reading was both an authentic and assigned part of my summer growing up, as I was always reading and read what was asked of me for the upcoming year.  Assigning summer reading has been a part of my teaching career, too. I understand the intention for students to fend off the “summer slide” by practicing reading skills that, perhaps when a text isn’t assigned, may dwindle.  Shared books also provide an entry point into learning at the start of the school year and the beginning of collective knowledge among classes.

But this year I am questioning it all.  

After nine months of promoting choice reading and working with individual students to develop reading identities, giving my students their summer reading requirement for next year’s class feels like a step back from work we’ve done.  Likewise, assigning books to the upcoming juniors feels out of step with the work we’ll do together next year.

Assigned summer reading titles doesn’t put the individual at the center.  Students are reading texts I curated before I have even met them. Who knows if they’ll enjoy one of the books? I wonder if I’m turning them further off from reading before we have begun or if they have the reading skills and stamina to be challenged, but also be successful.  

Additionally, students are reading texts meant to be discussed and shared in isolation.  This vacuum creates an independent literacy endeavor versus one shared within a community like the one we will strive to build all year.  If a student doesn’t read, for whatever reason, they start the year a little further outside that community. Learning should be inclusive, not the catalyst for creating an exclusive group.  On the flip side, I don’t want to bog student readers down with a task or assignment because authentic readers engage without assessment.

Within a school year, week, or day, we are familiar with student schedules.  I have an idea of what students are involved in academically and after school.  I don’t know these students, let alone their summer schedules. What is my place in dictating their three-month break?

The issues with required summer reading are evident when your classroom adapts the workshop model.  The solution takes work. We have to be so driven during the school year to create authentic readers, that the summer is viewed by students as a time to read more of what they want, a time to check books off their “to read” lists versus their “must read” list.  

 

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American Literature Summer Reading Selections:  We will all read Into the Wild as a study of independence and freedom, then students will select either Homegoing, The Book of Unknown Americans, or Behold the Dreams to read as inquiry into the changing American Dream.

 

I haven’t dismantled the system (yet).   My incoming juniors do have summer reading.  I hope one of the offered choices is THAT unique book that hooks a reader or makes them curious to come to class in August.

I hope my outgoing juniors have developed enough of a sense of who they are as readers and will engage with books of their choice this summer.  Before the year is out, we will complete our reading ladder reflections, share our favorite books of the school year, book talk, add to our “To Read” lists, compile a list of “must have” titles for my library, and during our final conferences, I will ask students what they plan to read this summer.  I will continue to invest in individual readers next school year so we can re-think and re-configure summer reading assignments.

From my Three Teachers Talk Community, I’d love to know how does your school or department handle summer reading?  What strategies do you have for making summer reading authentic and engaging?  What has been the result of your school doesn’t require summer reading?  What successful changes or modifications have you made recently to support authentic reading?

 

Maggie Lopez has a full summer reading schedule of sought after titles planned, like On the Come Up and Internment, as well as vegan cookbooks, travel books, and whatever else she can get her hands on.  You can follow her on Twitter @meg_lopez0.

Fine, Let’s talk Anchor Charts!

As she dropped her backpack onto her desk during a recent passing period, a student asked, “Mr. Moore, where are the walls?”

“I don’t know. I haven’t seen them in ages,” I replied, as I tidied up my library shelves, shoving books back into their alphabetical order.

“But they used to be right there, and there, and two more, there and there,” she pressed, a hint of confusion sneaking into her voice.

I paused for a moment, thinking, before saying, “When was the last time you saw them?”

“I can’t remember.” she replied, slumping down in her desk, reaching for her book.

Finishing up my book shelving task, I took a second to consider what she was trying to tell me. Surveying the panorama of my classroom all I saw were giant white sticky notes.  I thought I heard a faint intake, a gasp for air, as if the old walls were struggling to breath, suffocated by their new decoration. Hardly any of the burgundy paint showed through. Instead, the walls were decorated with the tapestries of learning, covered by curtains of craft and content; literacy lessons.

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This is just the front of my room.

These new walls are better than the old walls. They aren’t frozen in place; a testament to tax dollars. These new walls are mobile – the kids carry them, accessing their information wherever they read and write. Earthquakes can’t wrench these walls from the foundation, nor can they be melted by flame.

I catch a lot of flack for the appearance of my anchor charts. I mix up the colors, try to use shapes, and squiggle my lines. My chart-writing improves daily, yet still my “man handwriting” is criticized by my colleagues and the kids make me re-write words until they are perfectly legible from the moon.

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Please consider my feelings. I tried to use fun letters at the top.

Not all charts are created equally.

First of all, the chart paper can’t be some namby-pamby (made up words) semi-stick, off brand, weak-sauce chart paper.  I want the super adhesive, never fall off the wall paper that I can move around, frantically pointing from one chart to another, connecting ideas, pulling their thinking from a previous lesson to connect to a new one.

Some charts find themselves arrayed with other, like-minded charts, like a file folder.  Others are stacked together to save space. Oftentimes, the students ask amazing questions that I answer, not by re-teaching something we’ve already covered, but by pointing to the appropriate anchor chart and then analyzing the looks on their faces to determine if I need to drill deeper or leave them be.

I’m not the only one doing the pointing.  Anchor charts multiply the number of teachers in the room.  Maybe one kid elbows another, confused.  The elbowed victim points to the board, or the wall, before refocusing on their work.

The universal usefulness of anchor charts helps all of our learners. Inclusion teachers are masters at using our anchor charts. My English learners lean on them frequently.  Don’t, however, think that the GT/Pre-AP kids don’t use them.  They do, almost as much as anyone.

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Somehow, I’ve assumed the mantle of “Anchor Chart Guy.” This means that whenever I bop (stroll? strut?) into the classrooms of other teachers, they demand I cast my gaze upon their anchor chart collections, beaming with teacher pride.  For me, anchor charts have become a shibboleth.  You either know how important they are or you don’t, and I pity those who fall in the “don’t” category.

We share anchor charts on our team.  Often times, we will do each other the favor of snapping a picture of a chart and uploading it to our team planning pages in OneNote. I’ve walked into my teammates classrooms and noticed specific, amazing anchor charts, only to have he or she tell me it was stolen…from me!!! Conversely, I might see one of hers (or his) that appears particularly useful, and I’ll snap a picture of it with my phone, storing that idea for later.

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We even started an Anchor Chart Hall of Fame in our OneNote planning notebook. Mostly as a joke…mostly.

I counted my anchor charts on Friday.  There were forty.  I wasn’t surprised. Those who know me won’t be either.


Charles Moore wants to learn more anchor charts. If you know of a book that is particularly insightful to this idea, please let him know.  He’s also looking forward to the weather, and therefore his pool, heating up. And crawfish. Always crawfish.  One last note, if you run into him, ask him about the Saga of the Lost Charm Bracelet.  You won’t be disappointed.  Check out his twitter feed at @ctcoach.

Popular Titles for Middle School Students

Lately I’ve seen several twitter and facebook posts asking for “must-purchase” titles for classroom libraries and book clubs. It’s that time of year – the time when we order for next year and cross our fingers that it all arrives by the first day of school.

Ordering titles for our classroom libraries is no joke, so I love seeing how thoughtful people are about it.

I thought I’d check in with my students to find out how they might answer that question, so I asked them what their best books of the year have been so far. They wrote about it and talked about it, and then I had them publicly post their titles so that other students could get inspired to read new titles, add to their next reads lists, or think about new titles for summer reading.

Here’s what we came up with:

Block A Best Books

Bad Kitty, Norse Mythology, Pugs of the Frozen North, A Wrinkle in Time, Hitler Youth, The Martian Chronicles, To the Field of Stars, All Fall Down, Echo, Auggie and Me, Our Surprising Love Story, The Boy in the Striped Pajamas, Long Way Down, The House of the Scorpion

All Fall Down by Ally Carter has been a big hit with several of my seventh grade girls. All Fall Down Cover

It’s the first in a mystery series, and three of my seventh-grade girls have read all three of the books in the series since I added it to my classroom library in January. It’s led one of them to read some of Ally Carter’s other books, and they have had some fun and authentic discussions about these books, which is always fun to witness.

Block C Best Books

The Fault in our Stars, Twilight, Long Way Down, Memoirs of a Geisha, Turtles All the Way Down, Sarah’s Key, Everything Everything, Big Foot, Looking for Alaska, American Sniper, Smile, Booked, Guinness Book of World Records, Anne of Green Gables, Perfect, Out of My Mind, Insurgent, Aristotle and Dante Discover the Secrets of the Universe, The Boy in the Striped Pajamas

Aristotle and Dante Discover the Secrets of the Universe moved one of my readers to tears.

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This student literally hugged her copy when she was done with it, and while she is a prolific reader, this one made it to her “top book” award. If this student recommends it, then I’m sold.

Block E Best Books

Eleanor and Park, Everything Everything, The DaVinci Code, The Perks of Being a Wallflower, To all the Boys I’ve Loved Before, 3:59, Harry Potter and the Order of the Phoenix, The Crossover, The Maze Runner, Out of My Mind, The Hunger Games, The Perfectionist, Taste Test, Love that Dog, The Alchemist, Slappy New Year, Between Shades of Gray, Star Wars, The Popularity Papers

Out of My Mind seems to be a game changer for a few of my seventh grade readers.

Out of my Mind cover

Somehow, this sweet story of an eleven-year-old girl who is drastically underestimated has reached some students who I never would have pegged as liking “this kind of book.” One boy in particular has said it’s the best book he’s ever read, and if I could translate the look on his face into words, you wouldn’t doubt it.

Hopefully these titles my students shared will help with some of your purchasing choices this spring.

One thing to notice is that these titles aren’t the latest or newest publications, but they are fairly recently published, for the most part.

I think the important piece is not that we have the newest and hottest titles (not that it doesn’t help!), but that we realize that variety and availability are what matter. To illustrate this point, I’ll share an example: I purchased about 150 “new” books for my classroom library over the winter break, brought them back to Nicaragua in my suitcases, book talked them daily, and made them available to all of my students.

Variety and availability have made a significant difference in the reading habits and attitudes of many of my students. I didn’t spend a lot of money – some of the books I purchased second or third hand for fifty-cents apiece. I’ve reinforced the paperback covers with packing tape, and it helps. The point is that the books are readily available, and I know what I have in my library, I know my readers, and I can do my best to play matchmaker between book and reader.

How do you choose books for your classroom library? What are some of your must-haves?

Julie has been teaching secondary language arts for twenty years, spending the first fifteen in rural Central Oregon, and the last four in Amman, Jordan. She’s thrilled to report that she and her family have moved across the world to Managua, Nicaragua this year, where a new adventure has begun.

Follow her on twitter @SwinehartJulie

No Accountability Book Clubs

Prior to starting a round of Book Clubs with my AP Lit students, I questioned what would be a “just right” accountability fit for my very different first and fourth periods.  Third quarter always hits juniors hard.  It is a reality check that changes are ahead.  It seems to be the time students are in full swing with clubs, theater, sports, and other projects.  My students are invested in their independent reading, with many switching between texts they can use on the exam and fun YA selections, and developing reading identities.  My students are also chatty and friendly–Book Clubs seemed like a perfect fit at this point in the year.

But how to keep students accountable in a non-punitive way when they’re already overbooked.  I thought about my goals for the Book Clubs, which extended far beyond adding another text of literary merit to their tool belts for question three.  I wanted them to read, to engage, to think.  For students to have fun meeting together to discuss books like adult readers do.

For some, a bit of accountability helps spur their reading and processing.  I have many students who like to document their thinking with annotations or dialectical journals and be rewarded for their visual thinking.  I understand that. For others, a bit of accountability becomes a chore that interferes with their engagement. Students have reflected that tasks associated with reading pull their focus away from the text and onto the assignment.  I get that, too.

I have been ruminating over my grading practices this year, taking notes on what is helpful and what can change next year as we progress, seeking practices which keep students accountable in non-intrusive, authentic ways.  Letter grades in the English classroom can be tricky. Our content lends to subjectivity when grading. Add in the pressure for college-acceptable GPAs and authentic learning can be lost in the quest for an “A.” It can be difficult to accurately measure understanding, as well as the more essential habits for success beyond our classrooms–effort, improvement, depth of thought and questioning–with five letters.  I am trying to shift from grades and points to accountability, effort, revision, second-laps, and reflection as tools for building skills and taking risks. I want anything I evaluate to have meaning and to be balanced by a lot of low stakes participation, effort, and reflection.

Book Clubs are like independent reading, just a bit more social.  Why grade it with check-listy parameters?  I wanted students to read, engage, and think with one another.  To come to the table with questions, thoughts, and connections, like a college student would.  To process challenging books together, like an adult book club would.

So I decided I would assign no accountability checks.  Nothing. I only asked students to be accountable to one another, as adults would be in a “real” book club each week, with the schedule they set.

Knowing they wouldn’t be receiving a tangible grade or reward, I was concerned students would see this as an invitation not to read deeply, or that some wouldn’t feel invested in the payoff. However, my hope that our months of community building and sharing in reading experiences as readers outweighed my tinges of fear.  Why not step aside and set them free?

I gave Thursday’s class period over to the Book Clubs and student-driven conversations with the ask that students use the class period to process together.

Students owned it.  

There wasn’t a lull in conversation on Thursdays.  Student groups chatted with each other while I circulated and enjoyed their voices and insights.  I wasn’t roaming the classroom with a clipboard or checking an assignment in while half listening. I was a floating member of each club (hence why there are no pictures accompanying this post!).

I noticed there were discussions about the gray areas of the books, like what is the Combine Chief Bromden references and what the heck happened to Nurse Ratched to make her the adult she is in One Flew Over the Cuckoo’s Nest.  I noticed the crew reading Ceremony worked to make sense of the non-linear structure and researched the myths of the Laguna Pueblo people. Readers of Brave New World connected the text to Oryx and Crake, a summer read, as well as our world.  Readers of The Road hypothesized on the events before the book begins.  Many students annotated their books, kept a notecard of questions to ask one another, took notes during the meetings, and referenced the text throughout their discussions.

There was no need to dangle a carrot in front of their noses or keep track of data to issue a grade.  Students did the work because the elements were there:  choice, time, conversation.  They made meaning together, employing the habits developed throughout the year while practicing being adult readers–readers who read, engage, and think in a realm where there isn’t official accountability to turn in.

I’m not sure what my digital gradebook categories will look like next year, what practices and procedures I will put into place to promote authentic accountability, but I know I will challenge myself to step aside more often, to trust students will do the work if the environment is right.

 

Maggie Lopez is entering the fourth quarter in Salt Lake City upon returning from spring break.  She is currently reading Hitler’s Furies by Wendy Lower. You can find her at @meg_lopez0.

Reading on a Snowy Monday and Canada Reads

We had a snow day last Monday. For those of you that know anything about Vancouver, Canada and the surrounding suburbs, a snow day is incredibly rare. I also know that those of you who live in more wintery climates may have been inclined to laugh at the amount of snow that constituted a snow day as I am sure it would have been considered a light dusting in many other areas of the world. In British Columbia’s Lower Mainland, however, a dumping of snow is a rare event and a school closure due to snow an even rarer event.

For my Monday snow day, I decided to take advantage of the unanticipated day off to do some reading. There is something to be said about being able to immerse yourself in a book and read it cover to cover in one sitting as snow softly falls outside your window.

marrow thievesThe book I ended up reading was The Marrow Thieves by Cherie Dimaline, which is a powerful modern dystopian novel where the world has nearly been destroyed by climate change. The majority of the people who have survived the natural disasters that comes with climate change have lost the ability to dream with the exception of the indigenous people of North America who can still dream. Because of this, the indigenous people of North America are being hunted for their bone marrow because their bone marrow carries the key to recovering the ability to dream.

I picked up this book on that snowy Monday because I wanted the time to read it more closely. I had actually first encountered the book a few years ago when it was part of the CBC Canada Reads competition and have since added it to the rotation in my dystopian literature circle unit. Canada Reads is a yearly competition where several Canadian novels are nominated (each year the nominated books all centre around a theme). The Canada Reads website describes the competition as being like a “literary survivor” where each book is read and championed by a Canadian celebrity. Each week the champion of each book will debate the merits of their book and one book a week is voted off until the remaining book is declared champion.

While I have followed Canada Reads for many years, a few years ago I introduced it to my Honours English 11 class and had the students participate in their own version of Canada Reads. In groups, they each choose one of the Canada Reads novels to champion and they participate in our own “literary survivor” in class at the same time as the Canadian celebrities. Using the “literary survivor” model in my class has had a huge impact on my students. They have been introduced to some great Canadian reads, but have also become excited and analytical readers of their novels as they are debating for the survival of their chosen book each week. They love to see how their arguments stand up to the celebrity arguments (and I find my students’ arguments are often much better than the celebrity ones) and to see if the book that survives the longest in our class is the same one that survives in the Canada Reads competition. At the end of the class competition, the students have closely read a novel, analyzed it and debated it without feeling like they have done any work at all.

Pam McMartin is English department head and Senior School teacher librarian at a school in Tsawwassen, British Columbia. She is currently thawing out after our short burst of unusual winter weather and is looking forward to the return of more mild temperatures.

Follow her on twitter @psmcmartin

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