Tag Archives: book talks

After the Hurricane, a Crusade for my Readers — Guest Post by Charles Moore

Lightning woke me at 4:30 this morning. Friday is my “sleeping late day.” I usually roust Clear Creek ISD June 2017 (1)myself around 5:30 and head to the bus barn to pick up a bus for the varsity football game. The much needed rest was not coming today. Please forgive my anxiety with storms these days. It doesn’t seem to abate. Nor do my thoughts of teaching and coaching and facilitating our Student Council.

Last week was Homecoming Week in Charger Nation. This means dress-up days, a
parade and a carnival. Throw in a day of PSAT testing for fun. It was the end of the first nine weeks grading period; a grading period interrupted by something called Harvey. Heck, we can talk about my son’s soccer practice and robotics meetings. My daughter missed her dance class to be a member of the Homecoming Court. You’ve never seen a girl smile so big as when she rode in the back of that convertible holding a tiara on her lap for dear life.

There is a hurricane metaphor in here somewhere, but I can’t find it. The best word for last week is: chaos.

Chopra chaos quote

And yet…I never stop thinking, just like this morning, about my job. Really, I can’t stop thinking about how I do my job and how I can get better at it.

I can’t stop thinking about how I’ve changed as a teacher these last couple of years. Specifically, I’m thinking about how learning about workshop has made me a better teacher, coach, and Student Council Sponsor. My whole approach to this teaching life changed. I ask the kids to take more stake in their learning. I demand that they explore and discover and use me as a resource. It works.

This initial nine weeks was crazy. What with our natural disaster and the recovery and the fact that it was going to only be eight weeks long to begin with. Somehow we made it.

Workshop did that.

What workshop didn’t do was make my students readers. Most of them just didn’t read the first nine weeks of school and their teacher didn’t do a good job engaging them in their self-selected books.

I vowed to change that in the second nine weeks. I sat down with each class roster and noted the progress of every single student in each of my classes. I studied them. I conferred with them about their reading lives. Data emerged. I found that my students fell into one of two categories: Reader or Non-reader. Now that’s an earth shattering breakthrough, I know. The important thing about it is that I knew which one each student was.

So I went to work moving kids out of the books that bogged them down and into books that could engage them. To move them, though, I had to get into their heads and learn about their thinking. What interested them? Not just cars and cliques or dragons and swords, but what themes and what sorts of characters grabbed their attention.

I looked at their college essays and talked to them about what was happening in their lives. I engaged them in talk of who they thought they were. I assigned quick writes about their life as a reader and asked what appealed to their thinking. I checked the progress of my non-readers every day.

Constant Conferring was crucial. Every. Single. Day.

Coach Moore Book Talk List

Keeping a visible record of book talks

Also, I committed to book talks. Every single day.

This is hard for someone who doesn’t have a lot of time to read during this time of year. But I found ways to get books in front of them. I might talk about a book on Monday and then read a short selection from it on Tuesday. Rinse and repeat.

I went down to the school library and checked out books that I’ve read that aren’t in my classroom library. They love it. I tell students over and over, “I need you to finish that one quickly because its on my ‘Next to Read’ list.” I have at least 30 books on that list.

Our results vary. Some kids jumped straight into a new book and took off while others still struggle to find time outside of class. Some students tell me how they find time to read on the bus to their cross country meet or at work at the tanning salon. Most of them are trying and I think that’s really the most I can ask of them. It’s not, however, all I can demand of myself.

I crusade to make them life-long readers and writers. I will not relent. I want them to find the joy in reading that I know is there and if we have to do the hard work together, then I’m all in.

Charles Moore is a senior English teacher at Clear Springs High School in League City, TX. He enjoys leisure swimming, reading, and coaching linebackers. Follow Charles on Twitter @ctcoach and read Charles’ other posts here and here.

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3 Ideas for Better Book Talks

I should have written this post yesterday. Yesterday was 9/11, and I always try to incorporate some lesson about the events, emotions, and effects of that day into whatever our focus is in class. It’s important we always remember.

My students are juniors and seniors. 9/11 is history to them, and few of my students like to read historical fiction. They choose YA off of my “Teen Angst,” “There Might Be Kissing,” and “You Just Can’t Get Over It” shelves most often. (I suppose most of the books I book talked today fit in that last category though. I’ll be moving a few later.)

Without really meaning to, I shared three books with students on Monday in three different ways. Thus, the idea for this post on engaging students in reading by mixing up our book talks.

  1. Read a poignant, exciting, or particularly intriguing passage from a book.

Over the weekend, I read The Memory of Things by Gae Polisner. I found this a touching story about love and loss and resilience — all topics my students can relate to. What does it mean to be responsible? How do we fight our fears and struggle through the tragedies that terrify us?

In my book talk, I spoke about the characters in the book:  a young man trying to prove his worth to his dad, and a young woman who we learn is in conflict with hers — both struggling with the realities in NYC on the tragic Tuesday of 9/11.

I read the first few paragraphs aloud:

“I move with the crowd, away from downtown Manhattan.

We travel swiftly but don’t run, panicked but steady, a molten lava flow of bodies across the bridge.

A crash of thunder erupts–another explosion?–and the flow startles and quickens. Someone near me starts to cry, a choked, gasping sound, soon muted by a new wail of sirens rising at my back.

I stop and turn, stare frozen. People rush past me:  faces twisted with shock and fear, mouths held open in O’s, others only eyes where their noses and mouths have been covered with knotted sleeves against the toxic, burning reek.

I search fro Kristen or Kelly, or Mr. Bell, but I lost them all as soon as we got to the bridge.

I don’t see anyone I know from school.

I don’t see anyone I know.

I press my sleeve to my nose– Don’t think, Kyle, just move!–but feel stuck gaping at the place where the city has vanished beyond the thick brown wall of smoke.

Two planes have hit, one building is down, and my dad is in their somewhere.”

There’s a lesson in imagery in there I may return to sometime. We are writing narratives right now, so I bookmarked this for later. For now, it’s a good teaser and an effective book talk.

2. Show a movie trailer — but play up on how the book is always better.

My students love videos. They admit to spending their entire lives on YouTube, so any chance I get to show a video clip I take.

If you’ve read Extremely Loud and Incredibly Close, maybe you feel like I do about the movie:  I loved it, but the book just gives us so much more detail, description, characters, and craft to love. Oh, how I love the craft in this book by Jonathan Safron Foer.

For my book talk, I first flipped through the book, showing student how Foer plays with white space, page markings, and photo essays — all which play into how he develops the plot and constructs meaning. I talked about the parallel plot line and how the movie makers diminish, change even, the important second storyline. I explained how this book taught me more about author’s craft than anything I’ve ever read. Then, I showed the movie trailer.

(Book trailers work as effective book talks, too. You’ll find a bunch here and here and here. We even have a few ideas about book trailers in our archives on this blog.)

  1. Use a passage as a quick write prompt or as a craft study. 

Have you read The Red Bandanna: A Life, a Choice, A Legacy by Tom Rinaldi? Just a few pages in, and your heart will swell.

As I read the books I know I will share with my readers, I mark passages that make me think and feel. Important moves for any reader. I model these moves as I share books and writing ideas with my students. This passage from The Red Bandanna tears me to shreds every time.

The Red Bandana

In my senior English classes, I talked about the heroics of Welles Crowther, the main character in the book, and then students wrote in response to the questions:  What do you carry, what truth could it possibly contain? What meaning could it hold?

In my AP Language class, we talked in our groups about the word choice, the interesting syntax, the tone, and then students wrote their answers to those questions, trying to imitate the writer’s rhythm and descriptive language.

In all my classes, we talked about 9/11, our thoughts, our feelings, and why they matter to the lives we live now. We made connections to texts and to one another as we shared our thinking and our writing. That to me is an added bonus of an effective book talk.

I know my students will read more the more I talk about books. I am the salesperson, and they are the often skeptical customer. I’ve learned that mixing up how I talk about books matters.

And getting students interested in reading pretty much anything these days matters most of all.

Do you have ideas on mixing up our book talks? Please leave your ideas in the comments.

Amy Rasmussen loves to read, watch movies with her husband, and tickle her five grandchildren. She’s in the market for a lake house and likes to shop thrift stores for books and bargain furniture. Someday she’ll be disciplined enough to write a book about teaching. For now, she teaches senior English and AP Lang and Comp at her favorite high school in North TX. Follow Amy on Twitter @amyrass, and please, go ahead and follow this blog.

More Than a Coach, a Reader

Clear Creek ISD June 2017 (1)The following is a guest post from an inspiring teacher and football coach I met this summer. He sent it to me the day after my daughter got married, and I’ve been playing catch up with life and getting-ready-for-back-to-school ever since. Sorry, I am late in posting it, Charles. You have to know, this post excites me:  I’m excited for the PD experiences we had this summer. I’m excited for the students who will walk through your door this fall. I’m excited to know you will spread your love of books and reading far and wide — and I’ll be excited, and not at all surprised, when you share a few titles with your linebackers. (Have you read Twelve Mighty Orphans?)


It’s August 6th and my summer is effectively over. We start football camps Monday and I’ll work until 5pm most days making sure helmets are ready, tackling dummies are out of storage, and duties are clear. This isn’t a necessarily dreadful thing because I love coaching football, and this part of the year is rife with expectation and uncertainty.

It’s also, for me, a time of reflection. Did I make the most of my time away from the classroom? Did I find enough time to shower my own kids with love and affection? Did I make sure I did the dishes and laundry and kept the house in order so that my wife had time to relax when she got home from work? I hope the answer to all these questions is “yes,” but I fear it’s a “maybe,” at best.

I was at school most days. The first two weeks after graduation were dedicated to our very first CCISD Literacy Institute, and mornings spent with athletes at Strength and Conditioning camp consumed most of the rest. The Literacy Institute was an incredible experience in almost every way. I learned so much from my teaching partner, Meggie Willner, and we both fell head over heels in love with our group of STAAR Camp students. Working with our curriculum director, Billy Eastman, and Amy Rasmussen made this the most valuable professional learning I’ve ever experienced. Those two weeks will make a difference in the lives of students in my class and the time trade off was more than worth it. Strength camp is bittersweet because I didn’t get to sleep past 6:15, but my football players and my own kids were there for most of it, and seeing them learn and work was worth it. For better or worse, this physical connection to campus means that I never really stop thinking about teaching or coaching. I’m always there.

My summer was, for the most part, wonderful. Whether afternoon napping, writing, playing board games with my kids, or swimming in our new swimming pool, my family and I always found ways to fill our time with laughter and joy. This summer was, however, different, and not just because of our much deeper sun tans. This summer I read like a “real” English teacher should. I’ve always listened while my colleagues extolled the virtues of their summer reading regimen. Don’t get me wrong: I’ve been known to crack open a book on a hot summer afternoon while sitting in the cool air-conditioning, but it hasn’t been my habit. Reading during the summer always felt like “work,” and I shouldn’t be working during my break. I should be chasing my kids around the house, helping them build blanket forts or taking them to the trampoline park. Reading threatened to get in the way of all that fun, but I wasn’t going to use that excuse this summer.

This summer, I consciously committed to being an avid reader, and while I’m sure many of you read much more than I did, that felt like a success for me.

CharlesMoorebookstackI read so many amazing books and looking at my stack makes me realize what an eclectic collection it is. I read fiction, memoir, poetry, a thriller short story anthology, and even a graphic novel. I read the first book in a series, the fourth book in a series and a few standalone novels.

I’m proud of the volume that I consumed (remember I must spend SOME time thinking about inside linebackers). I’m proud of the variety and scope and I think it will make me a better teacher going forward.

These are the books in the order in which I read them:

The Handmaid’s Tale by Margaret Atwood

My teaching partner, Meggie, and our curriculum director, Billy, wanted to throttle me when I told them how I felt about this book. They both RAVED about it and I really didn’t care for it. I’m sure a second reading would do it justice because I was dealing with a lot personally and professionally at the end of the school year while reading it, but it just didn’t resonate with me. I hope this doesn’t make me an embarrassment to the profession.

Rocks Fall, Everyone Dies by Lindsay Rebar

They say reading is like a roller coaster and I went with an easy to read book for the Literacy Institute at the start of summer. A super straightforward, gently-paced book was exactly what I needed at the start of summer. I really enjoyed this book and for those seeking YA that appeals to both boys and girls, you can’t go wrong here.

Red Queen by Victoria Aveyard

I loved this book!!! It is a blend of Sci-Fi and fantasy with a strong female protagonist. I loved the author’s take on super powers and the surprisingly effective post-apocalyptic setting. I was tempted to read the second and third books in the series, but I want this world to be there for me when I want to revisit it.

Hillbilly Elegy: A Memoir of a Family and Culture in Crisis by J. D. Vance

This book spoke to my teaching soul. Vance examines a culture drowning in poverty and while it’s a reflection on his firsthand experiences, I felt like there was so much from his past that echoed in mine. I don’t think I realize how much our students’ home lives affect their school lives, but this book made me reflect on it again and again. This book coupled with a viewing of The Shack, directed by Stuart Hazeldine caused a sort of mid-summer epiphany that will change my teaching in the years to come. Another blog post, maybe?

Scythe by Neal Schusterman

I one-clicked this book the day Billy Eastman book talked it at the literacy institute and once I picked it up, I couldn’t stop. It’s original and well-written and even though parts of it were somewhat easy to predict, others still kept me guessing until the end.

the princess saves herself in this one by Amanda Lovelace

I read this poetry book under a shade tree in Wimberley, Texas, on our 16th annual summer camping trip. My mother-in-law noticed how fast I was turning the pages while reading this one and told me it wasn’t a real book. I handed it to her and she read it cover to cover. We didn’t talk about it, but I think we both knew how it affected us: deeply.

Deadpool Kills the Marvel Universe by Cullen Bunn and Dalibor Talajic

Determined to read a graphic novel, I picked up one about my favorite Marvel character. I’m not particularly experienced with graphic novels, having only finished George R. R. Martin’s graphic novels that are companions to his A Song of Ice and Fire. It was fun but not intellectually stimulating. Maybe this experience will help me with a reluctant reader or two or maybe give me some “street cred” with my Manga readers.

Matchup edited by Lee Child

Please don’t hate on my man crush on Lee Child. I’m obsessed with his Jack Reacher character and devour anything Child publishes. This book is produced by the International Thriller Writer’s Association and paired a dozen female authors with a dozen male authors to write a dozen short thrillers with varying success. There might be mentor texts here.

Everything, Everything by Nicola Yoon

This book was a quick read for me and it made me feel like an idiot because I didn’t see the plot twist until it was too late. I really enjoyed reading about how Yoon’s main character dealt with her problems the way a teenager would. I think this is an important book for our students to experience. To some, the main character’s relationship to her mother will be an eye-opener; to others, all too familiar.

Vanguard by Ann Aguirre

A vanity read if there ever was one. I love the Razorland trilogy and I couldn’t resist buzzing through this fourth book in the series. The love story made me uncomfortable at first, but I think books should do that sometimes. I enjoyed the happy ending in this book as my summer also draws to a happy ending. A modern Romeo and Juliet story? Maybe, maybe not.

The Serpent King by Jeff Zentner

This might be the top of the list of my summer reading. The story was incredible, the characters were deep and it is set in the same part of the country that J. D. Vance visits in his memoir from earlier in the summer. I love when books connect like that. This is one of the few books this summer that would keep me up late at night reading. I fell in love with this book and can’t wait to read Zenter’s Goodbye Days (if I can ever get it back from our freshman A.P. teacher).

Ah, the ones that got away…

Looking for Alaska by John Green

The Essex Serpent by Sarah Perry

Goodbye Days by Jeff Zentner

The Last Neandertal: A Novel by Claire Cameron

House of the Scorpion by Nancy Farmer

One of Us Is Lying by Karen M. McManus

and so many more…

So now I must start a list for the new school year. I don’t typically read a lot during football season. Working 80-hour weeks and trudging through months without a day off will take the motivation out of me. But maybe I can set a goal for the fall. Something to reach toward even when my knees and ankles are tired and my eyes won’t stay open.

Maybe I can get to school 20 minutes earlier and squeeze in some reading while the coffee percolates. I crush coffee.

Charles Moore is the senior English team lead at Clear Springs High School in League City, TX. He enjoys leisure swimming, reading, and coaching linebackers. Follow Charles on Twitter @ctcoach

An Idea: Author Bios and Some Focus, Wit, & Polish

I stole this idea from Lisa. She said it was okay that I write about it first. Bless her.

I finally feel like I’m getting a little of my writing mojo back. If you’ve been following my posts lately, you know I’ve had a hard time. I loved my student teacher, but I missed my students and how they inspire me to want to write and share.

It hasn’t been easy taking back my classroom. I am much more intense than Mr. G, and this translates to mean for some of my students. It’s true I grade hard, expect a lot, teach bell to bell. It’s not that he didn’t — maybe it’s just that I’m 50+, and he’s close to half my age. Whatever the reason, reinvigorating relationships hasn’t been easy.

Kind of casually one day, Lisa suggested she wanted to write author bios with her students next year. She said she’d read a few she wanted to use as mentor texts, thinking this little writing task would be a way to help her students develop their identities as writers. What a fantastic idea!

So last week for our writer’s notebook time, we wrote author bios, short, little, quippy, quirky writing that states who we are and why we write. (We still need work on the why we write part.)

booksforauthorbiosI prepared first by reading the inside back covers of some of my hardback YA literature. I chose four bios with similar elements:  Andrew Smith, Winger; Julie Murphy, Dumplin‘; Heather Demetrios, I’ll Meet You There; and Jason Reynolds, All American Boys. {Bonus: four book talks, along with the author intros. Boom.]

I explained the task:  We’re going to read four short author bios and then write our own. Listen to each one carefully, so we can pull out the similarities within each one.

We charted the elements of the bios on the board and then drafted our own.

authorbio

We spent five minutes on the writing, two minutes on revision, and six minutes sharing with our peers. We laughed. We wondered if the authors wrote their own book cover bios. We discussed our writing process.

“It would have been easier writing about someone else,” one student said.

“I need more time to think of how to say things,” said another.

“This would be fun to do at the beginning of the year,”

“I don’t do anything!”

“I’ve never won anything!”

“I cannot write that I am interesting when I am not interesting.”

“Can we write about what we want to do in the future instead?”

Oh, yeah, we stirred the pot, and ideas bubbled out. Throughout their questioning, my response remained:  Be creative.

One of the best books I’ve read on writing is How to Write Short: Word Craft for Fast Times by Roy Peter Clark. I marked it up with lesson ideas:  “the whole chapter would make a great lead in rhetorical analysis” and “on annotating: read before starting 1st book club” and “use b/f narrative –teaches analysis with song lyrics” and “parallel structure & compound sentences!”

This paragraph from the introduction is a great reminder for all types of writing — and writing instruction:

How to Write Short

Focus, wit, and polish. My students and I talked about our identities as writers. We talked about the time it takes to develop our voice, our craft, our meaning.

As they read their author bios to one another, the cough of community clamored just a bit, and in a few minutes the whole classroom caught it.

MariaLauthorbio

MariaCSkyauthorbioMicaelaauthorbioTreyauthorbioI reminded students as they write over the next few days — finishing their multi-genre projects, their last major grade — to write with intention, to write in a way that shows the answer to the last question I’ll write on the board this year:  How have you grown as a reader and a writer?

In the fall, I will do this exercise again. We will write our author bios at the beginning of the year, on day one, maybe. We will spent a good deal more time on them, and we’ll return to them again and again as we practice the moves all writers make to produce effective, convincing, creative writing. We will publish our writing with our bios. Hopefully, this will help us keep our sights on Focus, Wit, and Polish in all aspects of our writing.

How might you use this author bio writing activity? What tasks do your writers do that help them take on the identities of writers? Please leave your ideas in the comments.

Amy Rasmussen lives in north Texas and teaches AP English Language and English 3 at Lewisville High School. She loves talking books, daughters’ weddings (two this year), and grandbabies. Facilitating PD for other teachers making the move into a workshop pedagogy delights her. Amy adheres to the words of Emerson: “We aim above the mark to hit the mark,” and Jesus: “Love one another.” Imagine a world if we all aim higher. Follow Amy on Twitter @amyrass.

Goodbye Days: a Craft Study and a Gorgeous Grand Slam

I love language. I love sharing my love of language with students.

When I read a book, I often dog-ear the pages, thinking of how I might use a passage to help my writers. Sometimes a book just does me in — so many beautiful words I cannot keep up. It’s a bonus if the story does me in.

Like Goodbye Days by Jeff Zentner. 30649795

If you haven’t read this book, oh, you’ll want to. Zenter’s first book, The Serpent King, kissed my soul. Goodbye Days took a hammer to it.

In a good way.

I started marking passages at page 36. I think because I forgot to think about it. Just read the first line of this YA novel:  “Depending on who — sorry, whom — you ask, I may have killed my three best friends.”

Mini-lesson opportunity one (whom), two (parenthetical with the dash), three (participial phrase), and four (voice)– all in one sentence.

The first time I really thought about using language from YA novels to teach my writers was in a class at UNH Literacy Institute taught by Penny Kittle. She showed us mentors of sentences and passages, pulled from the books she introduced to her students. She talked about how these craft studies also could serve as quickwrite prompts and book talks. A triple play.

Since then, Shana (who sat with me in Penny’s class) and I upped the ante:  some of our favorite mentors are hard-hitting home runs. But the following passage from Goodbye Days –It’s a gorgeous Grand Slam.


Excerpt from Goodbye Days by Jeff Zentner (p36)

     I feel like I’m watching something heavy and fragile slide slowly off a high shelf. My mind swirls with mysteries. The eternities. Life. Death. I can’t stop it. It’s like staring in the mirror for too long or saying your name too many times and becoming disconnected from any sense of yourself. I begin to wonder if I’m even still alive; if I exist. Maybe I was in the car too.

     The room dims.

     I’m tingling.

     I’ve fallen through ice into frigid black water.

     I can’t breathe.

     My heart screams.

     This is not right. I’m not fine.

     My vision narrows, as if I’m standing deep in a cave, looking out. Spots form in front of my eyes. The walls are crushing me.

     I’m gasping. I need air. My heart.

     Gray, desolate dread descends on me — a cloud of ash blocking the sun. A complete absence of light or warmth. A tangible, mold-scented obscurity. A revelation:  I will never again experience happiness.

     Air. I need air. I need air. I need air. I need.

     I try to stand. The room pitches and tosses, heaving. I’m walking on a sheet of Jell-O. I try again to stand. I lose my balance and fall backward, over my chair, thudding on the hardwood floor.

     It’s one of those nightmares where you can’t run or scream. And it’s happening to me this moment in the dying light of this day of dying. AND I AM DYING TOO.


What writing mini-lessons could you teach with this passage?

Try it Tuesday: Partnering Up for Reading Conferences

Sometimes inspiration strikes at the most opportune times.

One day last week I had the honor of hosting two small groups of teachers from a different high school as they observed my classroom, one class period in the morning and another in the afternoon. Many of the teachers on their campus have been exploring and practicing with the workshop model for a while now, and they wanted to see my workshop classroom in action.

After each lesson, we met to debrief and hold a kind of question and answer session. Talk about an awesome experience (except for the voice in my head that kept saying “When did you become the expert on workshop? Yikes.)

I think one of the best things we can do as teachers is invite others into our rooms to watch us teach. Talk about keeping on the A Game. That’s a Try it Tuesday suggestion all in itself.

Here’s another one:

During one of those debriefs, one teacher asked about the conferences I conducted as my students read for the first 15 minutes of class. “What questions did you ask?

I explained that it depends on the student.

If I go with “How’s it going?”

My students answer, “Fine.”

If I go with “What are you thinking?”

My students answer, “Nothing.”

So I usually lead with “Tell me a little something about …will ya?” And then I listen to see what direction the conference might take.

That’s pretty much the genesis of every conference with my readers.

Another teacher mentioned that she and a colleague had been thinking about asking students to bring a question, thought, or problem to their reading conferences. You know, kind of like we ask students to do when we meet with them about writing. I’d never thought about it for a quick reading conference though. She wanted to know if I thought it was a good idea.

The image of this book came into my head. I found this copy of The Fault in Our Stars at a thrift store. It looked just like this:  plastered with sticky notes that reflect the student’s thinking. Now, I have no idea why this book is tattooed with notes, but I can imagine a not-so-great idea.

tfiosmarkup2tfiosmarkup

I hope a teacher didn’t assign this book and ask students to bring ideas to a reading conference. If that happened, I doubt this student got into reading flow. I doubt this student enjoyed this lovely, heart-wrenching book. I doubt she felt the beauty of the language and felt the loss of a beloved character. Maybe all that happened, but it wouldn’t have happened for me.

I want my students to love to read. I think we have to be careful with what we ask them to do with their independent reading books besides fall in love with the story and the language. Sure, they may recognize craft, they may recognize characterization. But the important thing is that they recognize that they are liking to read. That is so important to so many of my readers. They have to realize they like reading.

I do believe we can, and should, ask students to revisit passages — and maybe even the whole of a book — from time to time, even quite often. We can teach many important reading and writing skills that way, but we have to temper our desire to teach a book to death, even the books students choose to read themselves.

What I told my inquiring friend:  What if before independent reading time, on any given day, we ask students to read for a specific purpose.

Read to find interesting figurative language. Read to notice clever imagery. Read to discover how the writer shares an insight about a character. Read to find a beautiful or startling sentence. Or maybe a sentence that’s not really a sentence.

fabian

Fabian before class sharing his awe at the writing style of Jonathan Safron Foer in Extremely Loud & Incredibly Close

Isn’t this what readers do? I do. When I read a passage that strikes me in some way I want to share it. And let me tell you:  When my students start to do this on their own? That’s celebration time.

“What about the student who cannot find anything to share?” you might ask.

Well, that’s important information, isn’t it? I don’t know, maybe like the kind we might discover in a one-on-one reading conference.

Right?

I’d love to know your thoughts on this. What ideas do you have that work for your reading conferences? Please share in the comments.

Big thanks and shout out to @Sean_G_Hood and @mrs_friend and the inspiring teachers at Hebron High School!

 

The Right Book May Be an Audiobook

headphones_bookMatching the right student to the right book is at the heart of the reader’s workshop, and lucky for one and all, there are plenty of great books to go around–even for the most reluctant readers.  As a reader’s workshop leader, teachers must be well versed in a variety of genres to do their jobs well:  young adult, nonfiction, and even the classics.  But what about audiobooks?

Admittedly…I’m a book snob.  I was dedicated to paper books for years, until I got married and my early-to-bed husband complained about my reading lamp’s brightness.  Enter my very first e-reader, with which I quickly fell in love.  I reasoned that even though I wasn’t reading a book, per se, I was still reading.  I still wasn’t on board the audio train, though; after all, listening isn’t the same as reading.

Enter my best friend’s move to Virginia Beach, then a 10-hour drive away from our native Cincinnati.  What was I supposed to do for 10 hours whilst driving to visit her?!  “Listen to an audiobook,” she suggested.  “Duh.”  So, I grabbed Thirteen Reasons Why on CD from our library, and (12 hours and a one-state detour thanks to being so caught up in the book that I wound up in Maryland later) I was hooked on audiobooks.

It’s important to note that listening skills are not the same as reading skills, but in the battle to build literacy, one is a scaffold to the other.  While decoding can only happen when a reader is looking at text, the analysis of universal themes, practice of reading strategies, and ability to make connections can happen with any text, written or oral.

“Understanding the message, thinking critically about the content, using imagination, and making connections is at the heart of what it means to be a reader and why kids learn to love books.” –Denise Johnson

Were it not for audiobooks, my own reading life would almost certainly be suffering right now, as I’m so busy and sleep-deprived with an infant, but I love listening to my favorite murder-mystery series in my spare moments.  In countless conferences with my student athletes, I’ve come to realize that their practice and travel schedules keep them incredibly busy on nights and weekends, and audiobooks have helped them remain readers in their busiest seasons, too.

I strongly believe that audiobooks can save, strengthen, and supplement any rich reading life, and as such, I take great pains to recommend this medium to my students, often in the following categories.

51NcMaqTCsL._SY344_BO1,204,203,200_Series – A great way to immediately get students hooked on audiobooks is to recommend a series they’ve already started.  Sequels to titles like The Maze Runner, The Knife of Never Letting Go, Percy Jackson, Harry Potter, Legend, Divergent, City of Bones, and more are great gateways to the world of audiobooks.

Books read by their own authors – Many writers read their own audiobooks, and it’s fascinating to hear the nuances of Michael Pollan’s or Malcolm Gladwell’s writing as he reads it aloud.  The likes of Maya Angelou, Neil Gaiman, Barbara Kingsolver, and even Barack Obama have deigned to offer themselves to readers in audio form.  It’s endlessly fascinating to me to add a new dimension to “reading like a writer” when I listen like one, too.

20910157Humor – Similarly, so many amazing essayists, comedians, and satirists read their own audiobooks.  Amy Poehler, Tina Fey, David Sedaris, Mindy Kaling, Neil Patrick Harris, and more are just a few of the folks whose movies or TV shows I’ve watched, and who’ve then joined me in my car or at the gym in audiobook form.

Challenge Books – Books that for one reason or another–length, difficulty, topic, multiple narrators–are challenging are great candidates for audiobooks.  I don’t think I could’ve made it through Unbroken, Behind the Beautiful Forevers, Thinking Fast and Slow, or other lengthy, difficult tomes had I not listened to them rather than read them.  Their tough topics and intimidating lengths would have been much too off-putting for me, and many students find themselves in similar situations.  Audio is my favorite way to scaffold students up to the level of a slightly too difficult text.

Whatever’s always checked out – No one could ever find Winger, Crank, Paper Towns, Because I Am Furniture, My Book of Life By Angel, Boy21, Red Queen, or The 5th Wave this year–they were just way too in demand.  Instead of waiting for those titles to be returned, many students opted to download the audio version instead.

What are your thoughts on the world of audiobooks?  Which titles are your favorite?

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