7 Ways to Communicate We Care About At-Home Reading–Without Reading Logs

Last week, I wrote about my experience in which my 8 year-old questioned my ethics of signing off on her reading log all at once each week. Olwen, a friend in my PLN, responded,

To me, this really captures what most of us hope to convey about reading at home. But, as Olwen states, having them track their reading in a log at home can send the wrong message. Others commented describing how reading logs encouraged their children to read for the required time — and then not a minute after.

This post is about finding better ways to send the important message that you care about at-home reading — without the unpleasant side-effects reading logs can bring.

#1: Share your Goodreads lists: Post it on your class social media accounts, send texts with Remind with the link, send home the shortened link in a paper flyer. Many parents want your recommendations anyway. But if you really publicize books you love, families will definitely receive the message that you care about reading.

#2: Post a “What I’m reading” outside your door (and periodically share on class blog or social media). Great way to help with your own reading accountability, too! Perhaps you can even see if a student will accept a classroom job of reminding you and updating the title for you.

#3: Participate in #ClassroomBookADay (and periodically post a photo on class blog or social media). This is one of the top 5 ideas I’m dying to implement when I return to the classroom. Click the photo below for details!

via Nerdy Book Club

#4: Participate in Global Read AloudWorld Read Aloud Day, and similar events. And invite parents! I still remember the mom who would come every year on our school’s annual read-a-thon day to tell us the story of Brer Rabbit.

#5: Connect your students to local library resources. Does your library offer services through apps like Hoopla or Libby? Does it host special events that will be of interest to your students? Do they hold storytimes available for younger siblings? Do a little research and help make your students’ families aware of opportunities and updates.

#6: Connect them to audiobooks! Share your recommendations for apps and resources to help them get stories on devices at home. Some current favorites include:

  • Storyline Online is a big favorite around here since it shows the pictures of our favorite picture books while a celebrity reads. Free app on Apple, Android, and Chrome.
  • Khan Academy Kids offers their own line of stories, readers, animal books, and more. Free on Apple, Android, and Amazon appstore.
  • Fairy Tales is a free app, but you have to buy coins to access most of the books. Might be worth investigating, however, as they are fun interactive versions of beloved fairy tales.
  • Libby & Hoopla are especially wonderful options if your library pays for the subscription.

#7: Make reading the only homework. There is substantial evidence that there is little positive effect (and possibly negative effect) of homework for elementary ages. In lieu of worksheets and papier-mâché projects, make your only “assignment” to read. DO avoid attaching a minimum number of minutes required, but DON’T be afraid to inform parents of the effects of consistent reading. If you share information like the one below, be sure to assure parents that it’s really less about the 20 minutes and more about cultivating a lifelong reader (and that holding a hard line on reading can be counter-productive). 

There are many other ways to help convey to students’ families that you value reading at home. Maybe if you already do a monthly newsletter, maybe start including a reading highlight with a simple tip or recommendation. If you already have a class Facebook account, maybe set reminders to yourself to share what you’re reading there every couple weeks. Keep it simple, find what works best for you, and center the message on the reading itself.

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featured image: DeathToTheStockPhoto

10 Books of Wishes

For kids, wishes hold power. So much of life seems beyond their control: where they live, what they wear, who they meet. Among so much uncertainty, it’s a comforting hope to hold tight to a wish.

In Matt de la Peña & Christian Robinson’s latest picture book, “Carmela Full of Wishes,” Carmela doesn’t realize just how many important wishes she holds in her heart until she finds a dandelion. 

There are so many elements in this read that I found lovely. The details of Carmela’s neighborhood. The papel picado, Mexican folk art, that beautifully illustrates her wishes. The jingling bracelets that capture the essence of childhood joy (that can’t be diminished even by an irritable — and likely care-worn — brother). The way that it keeps readers wondering about Carmela’s wish and her life.

Also, I just have to share this gorgeous case design beneath the dust jacket!

I asked my kids if they could remember whose style it was, and they knew it was the same illustrator that created the video, “What is Music,” that they love so much (Funny coincidence: I included both Matt de la Peña & Christian Robinson in my summer post, “18 Best Videos to Get to Know Children’s Authors & Illustrators”).

For your readers that are full of wishes, here are 9 other books of wishes I’d recommend!

#2: Sylvester and the Magic Pebble by William Steig

#3: When’s My Birthday by Julie Fogliano & Christian Robinson

#4: I Wish You More by Amy Krouse Rosenthal & Tom Lichtenheld

#5: We Found a Hat by Jon Klassen (I’m starting to wonder how this book somehow manages to get on just about every one of my lists…I regret nothing.)

#6: The Quickest Kid in Clarksville by Pat Zietlow Miller & Frank Morrison

#7: It Came in the Mail by Ben Clanton 

#8: Mr. Rabbit & the Lovely Present by Charlotte Zolotow & Maruice Sendak

#9: Thunder Boy Jr. by Sherman Alexie & Yuyi Morales

#10: Pigeon Books by Mo Willems

featured image: DeathToTheStockPhoto

Is There Anything More Powerful than a Child Choosing a Book? #TeacherMom

My one word goal for 2018 has been power. It’s been an inquiry into questions such as…

…what is the connection between power & influence?

…how does comprehending our sphere of influence impact our lives? Our communities? 

…what is my sphere of influence?

…how can I be more intentional about directing and growing my influence to areas that matter most for me? 

Because I’m in the midst of this inquiry, I often find myself thinking about how & why certain sights, actions, and words carry power.

So when I come across my 2 year-old snuggling in with a book of his choosing, I’m fascinated by the implications for power.

Is there anything more powerful than a child choosing a book?

How does book-choosing, especially starting at a young age, give a child power?

How do books boost a child’s ownership over their learning? 

How does ownership over learning relate to an individual’s power?

Truly, helping children onto a path of choosing to read is a powerful endeavor, and we can all contribute:

Cultivating a child’s desire to choose and celebrate books is one of the most powerful things we can do.

featured image: Oliver Henze

Inquiry Into Being a Reader

In between larger series of my PYP essential elements provocations and soon-to-begin SDGs provocations, I’m doing a short series on learner identities. Last week was an inquiry into what it means to be a writer. This week is on what it means to be a reader!

Resource #1:  Reading Interest Inventories

There’s an abundance of reading interest inventories, but they all share the same goal: to help students learn and ponder more about themselves as readers. A definite must for this provocation! Explore a few below:

Resource #2: KidLit Childrens’ Books by Caroline Burgess animation

Resource #3: Night Reading by Brian Rea

Resource #4: Authors talking about themselves as readers (from my post, 18 Best Videos to Get to Know Children’s Authors/Illustrators)

Resource #5: Picture Books

Provocation Questions:

  • What does it mean to be a reader?
  • How does being a reader compare with the act of reading?
  • What is our responsibility to read? (for ourselves? for the world?)
  • How does reading shape our communities?
  • What are the different ways we read?
  • What are the perspectives on reading? Why are there different perspectives on reading?

featured image: DeathToTheStockPhoto

18 Best Videos To Get To Know Children’s Authors & Illustrators

As I was updating Goodreads with an old picture book list I’d made, I came across notes I had written about a couple fabulous author/illustrator videos that I wanted to remember to share with my students. And re-watching those just kind of…snowballed into this post.

I always love a good compilation; especially one that gives kids a glimpse into the processes & lives of their favorite authors &  illustrators as people. I hope you enjoy these as much as my very small students and I did!

#1: Oliver Jeffers Picture Book Maker: As playful as all his books. We particularly enjoyed the sandwich hunt.

#2: Little Carmen Deedy Didn’t Like to Read: Loved her story on how she first found the right book. “And I’ve said for a long time that if the right book and the right child find each other, bam…fireworks!”

#3: Author & Illustrator Peter Brown on his Process: Great insight into the decision-making process. Especially his note, “Should I use the word ‘naked?'”

#4: What is Music? from Christian Robinson: Ok, so this one isn’t directly about Christian Robinson, but it still provides insight on him as an illustrator. And it absolutely delighted both my kids and me (for more direct information about him, see this Meet the Illustrator article).

#5: La La La by Kate DiCamillo & illustrated by Jaime Kim. Great perspective to hear about book collaboration.

#6: Sam & Dave Dig a Hole by Jon Klassen & Mac Barnett: So I guess this isn’t directly about Jon & Mac’s lives either, but having met them at a library Author Link, I’d say there’s probably more accuracy than one might guess…

#7: An Interview with Beverly Clearly: So cool to hear about how she got started writing realistic fiction!

#8: bethany bARTon monster painting. No words. Just some great tunes & Bethany enjoying her art.

#9: The Truth About the Writing Process by Julie Falatko. As hilarious as her books and her tweets.

#10: Meet Tomie dePaola. I loved hearing about how folktales shaped him as an author.

#11: Snappsy Did Not Ask to Be in This Video About How to Draw Him from Tim Miller. Just a funny and highly-precise how-to (ie “medium-sized hot dog for the snout”)

#12: 2017 from Carter Higgins. So cool to watch her double-debut year unfold as she used the app, One Second Everyday.

#13: Tour Philip & Erin Stead’s Michigan Studio. Fun to see this pair in their home element.

#14: The Teacher Who Changed Everything with Patricia Polacco. If you’ve read “Thank You Mr. Falkner,” you know this story, but it’s incredible to watch Patricia share it herself!

#15: Amy Krouse Rosenthal’s Thought Bubble: Kindness. It absolutely blew my mind to hear Amy’s conclusions on a life worth remembering years before hers was tragically claimed by cancer. Her legacy of kindness truly lives on in her books and videos.

#16: Matt de la Pena Author Video. I enjoyed hearing Matt’s “unlikely” story on how he became an author, and how that background helps him work to appeal to reluctant readers.

#17: Peter Reynolds discusses his books: Did you know he works with his twin brother, and has since they were tiny?

#18: Brendan Wenzel: Great to hear how “The Stinky Cheese Man” influenced him as an author/illustrator!

If there are any authors or illustrators on this list with whom you are not yet familiar, I encourage you to check out their stuff right away!

featured image: DeathToTheStockPhoto

The Problem With Our Early Reading Obsession

When I write about how my daughter is succeeding as a reader even though (or because?) I did not force sight word flashcards or memorizing the alphabet on her as a preschooler, my thinking inevitably returns to readers we would term “at-risk” because of their sorely limited book access.

I wonder if my talk of autonomy and following the child’s lead and student choice & voice are another facet of our privilege, overlooking the needs of kids that need to “catch up” with their peers? Is my priority to cultivate the reader over the reading level potentially damaging for these children?

But this question, and all initiatives out there that insist every child must read by a certain level by age fill-in-the-blank (usually implemented in areas with higher number of at-risk kids), leads to a rather slippery slope with regards to development & choice. We must be wary of practices that suggest that honoring developmental readiness is only reserved for children of a certain class.

This wariness should become sharper when we are faced with programs that overshadow books themselves. When programs > books, we run into equity issues every time because only the kids that quickly finish up their program assignment get time to simply read books of their choosing (Matthew Effect, anyone?)

So, how do we…

…work to eliminate the reading ability gap our low-income students face while still honoring developmental readiness and choice?

…seek out accountability that all students are receiving high quality reading instruction while also avoiding silver bullet programs that promise guarantees?

…ensure that in our zeal to help them find words, we do not allow our anxious agendas to swallow up their voices & choices?

Even as we work to identify diverse literary needs and developmental readiness, we can find a more joyful, inviting reading community for all as we focus more on nurturing readers & cultures than on pushing reading levels.

“For too long we have focused on the development of reading for skills, not for the love of reading.  Yet, we need both types of experiences in order to fully develop as readers.” ~Pernille Ripp

(so many practical ideas from Pernille on establishing that culture in her post).

For our early readers, we seem to have been especially caught up in the skills side of reading. We need to stop packing in skills so tightly that they crowd out reading itself.

As Donalyn Miller recently summed up,

Each and every one of our early readers deserve librarians just as much as they deserve high-quality reading specialists. They deserve books in their hands just as much as they deserve guided reading groups. And they deserve teachers who share their authentic love of reading just as much as they deserve teachers who effectively build decoding skills.

It’s understandable to feel overwhelmed by fear of kids falling behind. But when we start from a place of love of the reading instead of fear, we ultimately lay a literary foundation that is much more lasting and meaningful for all our readers.

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Ever-Evolving Book Environment #TeacherMom

Our books have seen a lot of different kinds of arrangements. And most of what I’ve shared here has been of the pretty kind:

Bedside reading:

Display for our books from the library:

Spring cleaning sorting by author, size, and collection:

Variety is key, and it’s not always super pretty. It’s all about access. Which means it should be ever-evolving, based on our observations of our kids’ shifting needs. And access wins over pretty every time.

This might look like…

…pulling out books from our tightly-packed shelf onto the display area with the library books to remind our kids of gems they’ve forgotten.

…giving them their own shelf to organize favorite books (and to keep them safe from book-shredding little brothers for now).

…letting them go to town arranging their own personal “library.”

What are ways you help encourage book access with your kids at home? How does that shift over time?

featured image: DeathToTheStockPhoto