Tuesday, July 29, 2014

{sols} similar, but different

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"Similar, but different."

We have always said that about our twin daughters all their life (all four years of it!).  In so many ways, they are similar, yet they are still very different.  That's what I love about them.  They each have their own unique qualities that make them who they are.  I want them to be their own person.  We encourage them to be their own person.

This year we started swim lessons.  P. was terrified of the water.  M. wanted to jump right in.  P. is more comfortable in the water now, and M. is more careful (she's worried about swallowing water).  P. has taken a liking to swimming and is progressing in her lessons.  This week her swim teacher wanted her to use a lighter yellow flotation device.  M. enjoys lessons, but is still building her swimming muscle memory and strength.  She was sad when she couldn't use the same new yellow flotation device as her sister.

I had to explain in four year old words why she was still using the blue flotation and why P. was using the yellow flotation.  I had to wipe away tears.  I had to encourage her to keep practicing and build those swimming muscles so that she could use the yellow flotation.  I had to remind her that they each have their strengths and they aren't the same at everything.  I had to remind her that the other little girls in the class were still using the blue flotation.  

I had to tell her that she couldn't use the same flotation as her sister, yet.  

That little word yet is so important in our house.  I want my daughters to have a growth mindset and the belief that they can do anything they put their mind to -- and not be fixed into thinking they can't do something.  With time and practice and belief, they can do anything!

So ...  Two days of tears.  Two days of lots and lots of encouragement.  Two days of convincing her to use the blue flotation.  Two days of pep talks to get her into the pool. 

We'll get through this and she will eventually be ready for the yellow flotation. 

However, my next fear?  That P. will advance to the next level of swim lessons, but M. will not!  (Yet.)

"Similar, but different."  And that's okay.   We all need the constant reminders.

Wednesday, July 23, 2014

#cyberPD: Reading in the Wild - Part 3 Link-Up

Scroll to the bottom of this post and 
share your specific blog URL using the InLinkz link.

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This summer a big (really BIG!) group of educators and wild readers are devouring Donalyn Miller's newest book.   I am participating and co-hosting this year's #cyberPD event about cultivating wild readers in our classrooms.  Please join us as we read and discuss online:

Reading in the Wild: 
The Book Whisperer's Keys to 
Cultivating Lifelong Reading Habits 
by Donalyn Miller with Susan Kelley

You can participate in the #cyberPD conversations this week too:
  • Share your thinking on your blog about chapters 5 and the appendices.  Then share your specific url link right here at Literacy Learning Zone. Scroll to the bottom of this post and share your specific blog URL using the InLinkz link.
  • No blog?  Leave your thoughts in the host's comment section on the blog.
  • Easily read through a compilation of all the #cyberPD posts on the                     Reading in the Wild #cyberPD 2014 Jog the Web

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"Dedicating time to read, self-selecting books, building relationships with other readers, making reading plans, and developing their own reading preferences, our students feel empowered and capable enough to continue reading away from school.  Their reading lives belong to them, and they don't need us.
They are wild readers now." (Miller, p.193)

My Thoughts and Reflections/Implications in My Classroom
As a wild reader, I think I know my preferences pretty well as a reader.  I know my likes (fiction/picture books/nonfiction PD) and why, my dislikes (nonfiction/science fiction), my preferences (genre/authors I love/series -- if the first book hooked me), and even my book gaps (transitional chapter books/middle grade).  As far as favorite books?  I agreed with this wild reader: "...it's often what I have recently read that stays vivid" (p.165).  Usually, my favorite book is that last book that I loved. I have many favorites, but I don't always remember why -- except that I loved it.  The story, the characters, the writing moved me and stayed with me for a long, long time.

I have been known to say (many times): "Here!  Read this!  I loved it.  Read it!"  Never mind the fact that I don't provide a preview stack or allow any choice.  I just shoved a favorite book of mine into the hands of a reader without a reason why beyond my feelings book love.  However, "we cannot let our personal reading preferences become biases that limit students' reading" (p.167).  Yikes!  This is an easy trap to fall into!  (And I'm guilty of it!!!)

SOLUTION: Continue to read widely because "reading advisors ... know a lot about books that appeal to all types of readers" (p.167).

Conversations with students need to also include discussions about reading preferences and knowing that our preferences can change over the course of a year and a lifetime of reading. This was a big aha: "Asking students to examine and share their reading preferences created a reflective opportunity that celebrated their reading accomplishments and growth" (p.166).  I can honestly say that I have never looked deeply at preferences before -- I'm usually just happy that my developing readers are reading!   

But talking, determining preferences, and being explicit about what readers prefer needs to be known by the reader too.  I think most developing readers have little knowledge about what they like and why or what they prefer to read.  However, "preferences are not always informed opinions" (p.167).  Yes, so true.  The majority of my reading conversations with developing readers are very similar to the vague generalizations examples provided (p.167-168).  I believed the readers to be reading, but in reality, these preferences really told me my students' haven't read much.

SOLUTION: Continue listening when students share about books and learn to carefully dig deeper.  Learn about their likes and dislikes.  Provide books that meet their interests.  Stretch readers beyond their comfort zone.  No more vague responses!

I appreciated how Donalyn went deeper into the power of hooking readers on graphic novels and the important role they play in our classrooms.  There definitely needs to be more discussions in our schools and classrooms about how graphic novels can support all readers.  In addition, Donalyn's explanation of why and how nonfiction reading changes through school was eye opening.  "As with any other type of text, we must look for meaningful ways to incorporate nonfiction material in our classrooms if we want children to read more of it" (p.179).  Yes, this just makes sense!  

SOLUTION: Because nonfiction is one of my areas of avoidance, I need to challenge myself to incorporate the activities suggested on pages 180-181 to increase students' nonfiction reading skills, access, and motivation for reading it.  Oh, and I need to read more nonfiction too!

The entire "Reading Habits Conference" section in my wild reading book is tagged and marked up.  Conferring isn't easy, but Donalyn's clear examples and suggestions were eye opening.  I know that I need to make my record keeping work for me noting what I see and hear about various reading habits: preferences, engagement, record keeping, commitment, and self-selection.  I will definitely be returning back to this section again and again throughout the school year.

I'm still thinking about the forms provided in the appendices.  Working with primary students, many of these forms would be overwhelming and take away from the real meaning of the sharing on the forms.  However, I do believe many of the forms can be created as anchor charts to document the reading life of the classroom.

SOLUTION:  Using a gradual release of responsibility approach, I can model and explain the genre graph and then enlist the students to help with our classroom record keeping.  The reading habits reflections can be used more as interview questions and conversation starters when conferring with readers.  Very usable forms, but more scaffolding and modeling will be necessary for my K-5 developing readers to reflect and think like a reader!

I loved these two minimal changes Donalyn suggested that make a BIG impact:  students keep reading while Donalyn reviews and jots notes about the student's reading notebook and changing the term student/name to reader and writer.  Love it!  (Easy too!)

Donalyn just gets it.  And now our mission continues:  Together let's nurture wild readers!

"Who knew, Mrs. Miller? Who knew that reading would be something I was good at?  Teary-eyed, I gave her a squeeze: 'I knew, Allison, I always knew. 
And now you know it, too. (p.197)

As always, thank you for taking the time to read and share your voice!

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The #cyberPD conversation is not over!
Join us on July 30th @ 7 PM (CST) Twitter Chat with Donalyn Miller (@donalynbooks)

Read.  Reflect.  Share.  Respond to others.  Then repeat.

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Click "Add your Link" button below to share the specific blog URL for your #cyberPD 
Reading in the Wild - Part 3 reflections. 

Tuesday, July 22, 2014

{sols} a chat + a book (or two)

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My parents live far away and they don't get to see my four year old girls very often.  Our lives are busy and we always seem to be on the go.  Trying to stay connected is always a challenge.

But I know they want to see the girls whenever or however they can.

One way we visit is through using Skype.  It's difficult finding the time some weeks.  It's hard to entice them to sit long enough to share a story.  But they haven't seen the girls since our Florida vacation in June.

Sunday after church we had time to visit with Grammy and Grampy.  I called first so they could set up their computer.  As we waited, I whispered about what we could talk about and share.  The girls settled onto two chairs with their baby dolls in hand.  I sat on the side, out of the picture.

The computer rang and I clicked the green video button.  We heard their voices before their faces popped up on the screen.

The girls smiled and talked with Grammy and Grampy.  They asked questions, the girls answered.  M. was quite the story teller talking about her hospital visit and their baby dolls with no names and the books we recently picked up from the library.  She wanted me to find her new favorite book.

I stepped out of the living room in search of the book and returned with M. standing up, grabbing the book out of my hands, asking to read it to Grammy. Turning each page, she gleefully retold the book "Naked" by Michael Ian Black.  She laughed showing Grammy each silly page about the little boy who loved being naked.

By now P. snuck out of the room to pick a couple of books to share.  Her new favorites are written by Jan Thomas.  We checked out all of her books from the library.  We read "A Birthday for Cow" together.  She wanted to get the words just right, but could not always remember.  She looked to me for help, a little frustrated.

M. zipped out to find more books.  She carried a stack of books into the living to share.  It was her turn to share a Jan Thomas book, "Pumpkin Trouble."  She quickly turned each page (without really letting Grammy see the pictures) laughing at the duck who fell into the pumpkin scaring his friends.  I smiled in delight at her excitement to read and share books with their Grandma, who is also an avid reader  We all share that common book love.

I looked at the stack of picture books waiting to be shared and knew we wouldn't be able to read them all.  It was time for our chat to conclude.  We said our goodbyes.  Blew kisses and gave squeezes.

"I love you, Grammy and Grampy!" They shouted.  "Bye!"  They were off and running, and the screen went black.

I understand why this time is so precious to my parents.  What a treasure to see their two (smart!) four year old granddaughters talking up a storm and reading them books!

Wednesday, July 16, 2014

#cyberPD: Reading in the Wild - Part 2

This summer a big (really BIG!) group of educators and wild readers are devouring Donalyn Miller's newest book.   I am participating and co-hosting this year's #cyberPD event about cultivating wild readers in our classrooms.  Please join us as we read and discuss online:

Reading in the Wild: 
The Book Whisperer's Keys 
to Cultivating Lifelong 
Reading Habits 
by Donalyn Miller with Susan Kelley

You can participate in the #cyberPD conversations this week too:
  • Share your thinking on your blog about chapters 3 and 4.  Then share your specific url link on Laura's blog at Ruminate and Invigorate 
  • No blog?  Leave your thoughts in the host's comment section on the blog.
  • Easily read through a compilation of all the #cyberPD posts on the                     Reading in the Wild #cyberPD 2014 Jog the Web

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My Thoughts and Reflections/Implications in My Classroom and School

"If we want children to read more, we must provide them with classrooms, libraries, and homes where reading is the norm. (Miller, p.91)

"The most effective reading teachers are teachers who read." (Miller, p.106)

So much rich goodness in these chapters!  I'm book happy!  I'm living the wild reading life (not as wild as you think).  I live with readers, even if they are four years old.  They love to read and have been known to share these wise words at the dinner table, "Mommy, books are like friends."  My mom is a reader.  I encouraged her to start a blog and keep a record of the books she reads and include her thoughts.  My friends are readers.  We read, we talk, we share titles, we read some more, and sometimes we compare the book to the movie for a night out.  I am also thankful for my online epicenter readers. (Click the link to share and thank an #EpicenterReader today on Twitter.)  I am a member of the  #nerdybookclub and share my reading life on Goodreads. I even own silly Elephant & Piggie, Scaredy Squirrel, Very Hungry Caterpillar, and other various READ shirts to express my reading passions. 

I get this wild reading thing.  Now, I need to consistently work on transferring all these wild ideas to my classroom and school.

Donalyn's description of her classroom (p.89) is what I envision and hope for in my classroom.  Creating a community first.  Developing relationships full of trust and support.  Students seeing themselves as learners, readers, and writers because they know that I believe in them.  

My concerns?  My developing readers are struggling with reading.  Period.  There are no deep conversations about writer's craft, breath-taking use of words, or graffiti walls filled with memorable quotes.  There are no impromptu book commercials.  Or planning for future reading.  Any and all book talk is usually coming from me through read alouds, modeling, and sharing my book love.  

In addition, my developing readers' parents, friends, and even teachers are not all wild readers sharing a passion and love for books.  I'm trying to figure out my role and responsibilities as a reading specialist in my little corner of the school.  Thankfully, my students are still so young and impressionable, and the love of NOT reading is not influenced by peers ... yet.

My biggest concern (year after year)? (I'm not trying to be judgmental or point fingers, but rather be honest with what I notice happening -- or not happening -- in my school.)  "Children must receive constant encouragement for reading.  It takes more than one classroom with one teacher for one year" (p.90).  I feel like many teachers that I work with are at the stage of just telling kids to go read "and not that book!" Many depend only on AR levels and reports to determine independent reading.  Many are not nurturing and cultivating readers within a reading community that showers students with reading glory all day long.  

I think we are in dire need of a Reading in the Wild school-wide INTERVENTION book study!  

"What's your bottom line? What do you really want to happen for your students? Now, how does what you do every day serve that bottom line? 
(Jeff Wilhelm, p.89)

Deep breath.  I can only do so much and I need to remember my bottom line: creating readers that enjoy to read.  I need to remind myself that I am doing a lot for my developing readers by creating a reading community (even if it's a short 40 minutes) and emerging my students in positive, shared reading experiences: reading aloud, sharing book titles, talking about reading, allowing choice when picking books from my classroom library, and begin creating short-term reading plans, like what to read next.  I now realize that I need to share MORE of my reading life with my students to continually show the power and impact of reading on my life.

And then I think again about the school reading community ...  

Inline image 1
I am (with my colleagues Chris and Karen) trying to create a school-wide reading community.  We created a bulletin board at the beginning of last year posting a picture of every staff member with their favorite read.  Chris and I started a segment on our morning broadcast called Book Talk Tuesdays (read more HERE, HERE from Chris, and HERE from Lynn).  We shared book titles, medal winners, strategies about reading, but the highlight was the reader interviews.  Students completed an application and we scheduled time to meet with the guest readers to create a script and dig deeper into their reading lives.  This was a HUGE success and created that buzz about reading and books throughout the school.  It was eye opening for me to have conversations with wild readers in my school as my conversations with my developing readers are just, well, different.  We were instant celebrities, and ofter heard students comment: "Hey, I saw you on TV!"  "It's Book Talk Tuesday today!  Yea!" "Why can't it be Book Talk Everyday?"

Before every break, I talk with my students about making reading plans.  But for my developing readers, we can't just talk about it!  Students wrote letters to themselves and their family, like before Spring Break (example of letter), and agreed to post the letter/plan in a visible spot in our homes to remind us to keep reading.  (Remember, as developing readers, that IS our challenge!) We stacked up on books and filled book bags to be sure that everyone had books to read.  Before summer break, we also created detailed reading plans too!  (Considering Who? What? Where? When? and Why do we need (and want!) to keep reading?)  

In addition, our school planned "The Great Summer Reading Book Give Away"!  Every student hand-picked 3-4 books of their choice to take home, read this summer, and add to their personal home library.  Books compliments of Title I funding.

Inline image 1This summer we wanted to also provide additional books for students throughout the summer.  We created a cart full of donated books:  our version of  "Readbox" with crates of books ready to fill the cart back up!  But this has failed due to new flooring in the school vestibule where the books were to be available for families to browse.  The access to books was denied ... and the books are still waiting to find new homes.

For the first time, we are offering Frost Summer Learning 

Nights at our school every Tuesday evening.  We bring crates of books, some blankets, and we sit outside the school for families to join us in an evening of reading.  (Or a play a math game, create a chalk drawing, and write a poem.)  We planned these events for every Tuesday this summer (9 total) and have averaged about 8 to 12 families.  We are always hoping to reach more families to stay connected.  Last year, we invited only our resource students to meet us at the local library that wasn't very local for our families.  We averaged about 4-6 families.  Upon reflection, this is improvement!

So, as much as I struggle with not being able to do enough, I can clearly celebrate!  I'm feeling a little better, but you know I'm always thinking of what is next ...  

Questions to Ponder

1.  Reflection practice/forms for developing primary readers:  Throughout the book, Donalyn recommends wild readers reflect on their reading experiences.  I'm struggling with how this might look at the primary levels, especially with the developing readers who will honestly say, "I didn't read last night."  How do we develop ownership for reading when reluctant and/or developing readers don't read?

2. Parental connection:  Furthermore, many of us realize the importance of informing parents of the importance of reading and setting a reading example at home.  I get it.  Home life is busy.  Parents are working one, maybe two jobs.  We are running kids here and there.  Don't forget the appointment and grocery shopping.  But allowing our children the gift of seeing parents read and spending time together reading is so important.  It is in our realm to empower our parents to help us create wild readers.  Several of the #cyberPD participants connected through the comments and conversations that this is one area that we want to develop parent workshops to help support reading in meaningful ways.  I'm excited about this collaboration!

As always, thank you for taking the time to read and share your voice!

"Focusing on our goals provides clarity of purpose and reduces our willingness to compromise the real work of our classrooms: helping children develop their capacity to have meaningful lives filled with purpose and joy. (Miller, p.90)

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July 9th   Chapters 1-2 Hosted by Cathy Mere at Reflect and Refine
July 16th  Chapters 3-4 Hosted by Laura Komos at Ruminate and Invigorate
July 23rd  Chapter 5 & Appendices Hosted by me! Michelle Nero at Literacy Learning Zone
July 30th @ 7 PM (CST) Twitter Chat with the author Donalyn Miller

Read.  Reflect.  Share.  Respond to others.  Then repeat.

Tuesday, July 15, 2014

{sols} small moments

Slice of Life hosted at the
Join in and share a slice of your life.

I'm currently kind-of-stuck on this writing idea.  I think about it throughout the day with my girls.

I am noticing so much more.  Jotting down thoughts.  Scribbling on sticky notes.  Snapping quick pictures.  Trying to hold tight onto the words.

All to savor a memory, a small moment in my life, that is quickly passing:  I want to remember ...

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I want to remember ... our whole family curled up on the floor  hovering around our wedding album at bedtime on Saturday evening.  My hubby and I celebrated eleven years of marriage and thought it would be fun to show our girls when mommy and daddy got married.  They loved flipping through the thick pages and pointing and laughing and "Grammy! Grampy! Uncle Scottie! Nana! Papa!"

And then, in a very serious voice, P. asked, "But where is M. and P.?"

Then M. piped in, "Are we still in Mommy's tummy?"

I want to remember ... a world that only includes my girls.

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I want to remember ... when this summer my girls decided to play independently. This is a rare occasion as they love to be together and play together -- not always with patience and love -- but they love to be together.  One day last week, P. decided that she didn't want to enjoy the outdoors with her sister.  And M. was surprisingly okay with her decision.  (She's usually the follower and will do as P. does.)

"Momma, I'm going to stay inside and do a project." P. said.

So, I sat on the screen-in porch, with one ear listening in the house as P. colored and created and even played a little dress up, as I had one eye on M., who snapped on her bike helmet and rode up and down our driveway.

I want to remember ...  my two big four year old girls choosing independence.

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I want to remember ... P. staring at the school with a smile on her face.

"What's that Mommy? A school?"

"Yes, that's Sanborn.  That's where Colin went to kindergarten.  You'll go to kindergarten there too after you turn five years old."  I paused as she continued to stare and wonder. "Does that make you excited?"  She shook her head 'yes' in response.  I smiled remembering previous conversations about not wanting to go to kindergarten.

I want to remember ... P. being speechless about the future possibility of attending a big school.

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I want to remember ... listening to M. and P. talk and play together.  M. laid out the blankets on the playroom floor and invited P. to sit.

"P., do you want me to read you a story?  Ok.  Now, kids sit here." She patted the blanket and P. sat close by.  M. opened the first book.  "What starts with "A"?  P., do you want to open it?"

P. approached the book and lifted the flaps to expose two objects that begin with the letter "A."

"Apple.  Alligator." P. said.

"Good job.  Now, another kid ..." M. requested, using her imagination to invite other readers to lift the flaps.  P. surprisingly waited patiently until it was her turn again.

I want to remember ... my heart swelling with much pride as my girls read together and watching M. in a teacher-like role. 

Thanks to Liz Lamoreux for her writing inspiration and "I want to remember ..." writing idea:
"I want to remember..." is one of my favorite prompts to use here on my blog, in Project Life, and when I'm stuck (or when I think I don't have any stories left). Each statement becomes it's own access point to a story I want to tell.  And, so often I find threads of gratitude woven within the memories. (Liz Lamoreux)

What do you want to remember from today?

Wednesday, July 9, 2014

#cyberPD: Reading in the Wild - Part 1

This summer a big (really BIG!) group of educators and wild readers are devouring Donalyn Miller's newest book.   I am participating in and co-hosting this year's #cyberPD event about cultivating wild readers in our classrooms.  Please join us as we read and discuss online:

Reading in the Wild: The Book Whisperer's Keys to Cultivating Lifelong Reading Habits 
by Donalyn Miller with Susan Kelley

You can participate in the #cyberPD conversations this week too:
  • Share your thinking on your blog about chapters 1 and 2.  Then share your specific url link on Cathy's blog at Reflect and Refine.
  • No blog?  Leave your thoughts in the host's comment section on the blog.
  • Easily read through a compilation of all the #cyberPD posts on the                     Reading in the Wild #cyberPD 2014 Jog the Web

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"The pleasure of all reading is doubled when one lives 
with another who shares the same books"
 Teri Lesesne quoting Katherine Mansfield (Forward p.xiii)

My Thoughts and Reflections
Whoa - there was so much jam-packed into these first two chapters!  Many of Donalyn's ideas and research verified my beliefs about developing that love of reading and she also clarified so much for me too!  Simple changes, instant mini-lesson ideas, and possible conversations with readers that can easily be implemented next year.

Donalyn says it like it is:  In order to cultivate wild readers, you first must be a wild reader. Her definition of a wild reader:  "readers who incorporate reading into their personal identities to the degree that it weaves into their lives along with everything else that interests them" (p.3).  And I believe Teri Lesesne expressed the ultimate goal in the forward of this book:  
"The connections we make between book and book, between reader and reader, and between book and reader are perhaps the most important connections we as educators can make.  Helping students move from one book to the next and the next, especially helping them become more independent in the process, of knowing where to find more recommendations for books, ensures that their TBR lists and stacks of books grow, that a plan is in place" (Teri Lesesne, p.xiv).
Throughout the first two chapters, the theme of building independence and creating readers that choose and comprehend good fit books is evident in developing lifelong readers.  This is not easy in any classroom with so many other essential components, like CCSS, 21st century learning skills, and integrating technology.  It's a challenging task that is worth all the effort and it needs to start with primary students.  

Miller stresses the importance of creating a reading community that radiates positive shared reading experiences, and modeling and conferring in order to cultivate wild reading at an independent level. Miller provides many teaching points that stem from being observant and noticing students' reading behaviors, habits, and preferences. And the importance of just allowing TIME to read every day!

"In a classroom where there's a book for every reader 
and a reader for every book ...Donalyn Miller (p.61)

Implications in My Classroom
I am going to be honest here.  I'm a wanna-be-crazy-wild-reader.  Yes, I read.  I read a lot, but never as much as I want to!  (I easily related to the daily demands of life mentioned on page 7!) I am a reader when life allows me the guilty pleasure.  However, I have a confession to make:  I sometimes listen to my reading community and read books that are not appropriate for the developing readers that I want to share books with in my resource classroom.  I am easily swayed to check out a YA (young adult) or MG (middle grade) title that is clearly not a good fit for my developing readers at an elementary school.

I need to continue reading picture books (which I already adore!) and read more beginning readers and transitioning chapter books.  (Just not the same as the latest YA ...) One idea Donalyn suggested was to identify at least 5 touchstone authors my students should know (p.51).  I love that term -- touchstone authors "who appeal to your students, write many books, and provide children with stories and information they need for their life stage" (p.51).

I created this K-5 Touchstone Authors and Books to Know! Padlet for you to share your genius!  Please share your grade level and identify 1, 2 or even 5 authors or book titles to know, especially early readers and transitioning chapter books!  (Go on!  Share!  And thank you!)

I also know that I cannot alone cultivate wild readers in my small resource classroom on my own.   Cultivating a love of reading during a 40 minute intervention block with already developing readers just won't do it.  I need to collaborate with classroom teachers more and use Miller's research to help me guide my conversations about students and their newly acquired reading habits. Miller's words and research (specifically on page 10) is essential to the success of the students I work with daily: "Developing readers need more reading, not less" (p. 10).  I need to think more about mini-lessons and conversations with students about:
  • fake reading
  • abandoning books
  • time reading in school (reading avoidance)
  • awareness of reading behaviors, habits, and preferences
  • offering book stacks
  • asking students "What was the last book you finished that you really liked?" (p.73)
In addition, I exhibit many wild reading behaviors and strategies ... yet, I need to be more explicit in my sharing with my students in my classroom.  Perhaps I need to fully implement utilizing a reader's notebook with my developing readers to capture reading behaviors, habits and preferences.  Just one thought, but I struggle with time and not wanting to create more stress around reading ... a task that is already mentally and emotionally difficult for many of my students.  Which takes me back to where I started my thinking: I need to collaborate with classroom teachers more.

As always, thank you for taking the time to read and share your voice!

"All wild reading habits hinge on how much time readers invest in reading.  
Show students hot to incorporate daily reading into their lives sets them 
on the path to wild reading and gives them the practice they need to 
internalize the other habits.Donalyn Miller (p.36)

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#cyberPD 2014: Reading in the Wild by Donalyn Miller (@donalynbooks)

July 9th   Chapters 1-2 Hosted by Cathy Mere at Reflect and Refine
July 16th  Chapters 3-4 Hosted by Laura Komos at Ruminate and Invigorate
July 23rd  Chapter 5 & Appendices Hosted by me! Michelle Nero at Literacy Learning Zone
July 30th @ 7 PM (CST) Twitter Chat with the author Donalyn Miller

Read.  Reflect.  Share.  Respond to others.  Then repeat.