I am so pleased with the way our literacy block is working! These kids are doing a GREAT job! I have my own little version of the Daily 5, and I continue to tweak it each year to make it stronger. Students get two 20-25 minutes block per day where they can choose to read to self, write, or work with words. The rest of our literacy time is used for student sharing, minilesson, Superspeed 100 (a word fluency program), partner reading, and a group choral reading. I have students listen to me read at another time of the day, and I do my writing mini-lesson at another time as well.
In their Daily 5 binders, they mark down their choices for their independent work time. They are all picking up on the routine of it all very well. This is the second week that we have really been doing it, and it amazes me each day how well they are doing! It is so exciting.
I am also using some ideas I got from The Book Whisperer and Igniting a Passion for Reading, books that I read this summer. When someone comes in my room to ask a question or some other interruption occurs, my students pick up their books and read. I am also finding students filling in book recommendation slips to hang on our bulletin board.
I am excited about our little reading community, and I am looking forward to its growing stronger. I am done Fountas and Pinnelling for the 1st Benchmark (We only have to level those who are below level on our screener, but I had 10 who were low or concerned me in other ways.), so now I really get to conference with my students and begin my small groups in earnest. It is great. It makes me wish I had even more than my 90 minute block.
The little things like this are what remind me of why I became a teacher. I hope the rest of the year keeps going so smoothly!
Showing posts with label Book Whisperer. Show all posts
Showing posts with label Book Whisperer. Show all posts
Wednesday, September 21, 2011
Sunday, July 24, 2011
The Book Whisperer--Chapter 6: Cutting the Teacher Strings
This was probably the hardest chapter for me. Not because I didn't enjoy it, but because it made me take a truly critical look at my practices. I have been guilty of teaching great books instead of teaching readers. My practices have changed over the years, but in some ways, I certainly have done it.
For a variety of reasons, I have not taught whole class novels for a couple of years. I place a lot of emphasis on our read-aloud novel. It is a great place to have discussions and to practice a variety of skills. It encourages kids to find similar books or books by the same author. I have also used share-read in the classroom. I am going to look closely at my use of extension and arts/crafts activities with literature, too. As we are standard driven, I think I do a pretty good job of making activities match standards, but I am sure that I do some that aren't developing the students as they should.
I really like the idea of teaching comprehension tests as their own genre. I do not give many comprehension tests throughout the year, but we do practice the format and going back to use our text to find the answer. I have never been a fan of AR or any of those programs, so it was good to have her thoughts on that match mine!
We do not complete book reports in my class either. Students are responsible for sharing about a book they are reading about once a month. However, they do not get to choose their day to share, I have a schedule set up. I do this sometimes as well. I liked Ms. Miller's ideas of teaching them about the term spoiler. We have a lot of set things that the students discuss in their short book share, but sometimes I do have a student who wants to tell a little too much...
My students are given reading log pages to keep track of minutes read at home, but I am still undecided about this year. I have no requirements about it. I just ask them to turn it in at the end of the month. I watch for increased minutes. I think of it like being on a diet and recording the food you ate....for some people it really helps them to have some accountability to themselves. For my own sons, two were VERY motivated by recording minutes each month, and two could care less. It was just one more fight. That is why I really deemphasize them in my class.
I have never appreciated popcorn or round robin reading! When I taught older students and we read a lot more from the text book, I would give out reading assignments the night before so that students had plenty of time to read and practice their portion before reading it to the class. With my third graders, I use a lot of partner reading or listening to the text from a CD.
I have questioned the use of incentive programs before, too. One time, I heard a speaker say that the best incentive was a new book. For example, Pizza Hut should reverse their program. Instead of earning a pizza for meeting a reading goal, students should earn a free book every time they eat a pizza from Pizza Hut! That would really be encouraging reading!
So, I have some practices that I need to reevaluate. I certainly want to be a teacher who teaches a love of reading rather than just great books!
For a variety of reasons, I have not taught whole class novels for a couple of years. I place a lot of emphasis on our read-aloud novel. It is a great place to have discussions and to practice a variety of skills. It encourages kids to find similar books or books by the same author. I have also used share-read in the classroom. I am going to look closely at my use of extension and arts/crafts activities with literature, too. As we are standard driven, I think I do a pretty good job of making activities match standards, but I am sure that I do some that aren't developing the students as they should.
I really like the idea of teaching comprehension tests as their own genre. I do not give many comprehension tests throughout the year, but we do practice the format and going back to use our text to find the answer. I have never been a fan of AR or any of those programs, so it was good to have her thoughts on that match mine!
We do not complete book reports in my class either. Students are responsible for sharing about a book they are reading about once a month. However, they do not get to choose their day to share, I have a schedule set up. I do this sometimes as well. I liked Ms. Miller's ideas of teaching them about the term spoiler. We have a lot of set things that the students discuss in their short book share, but sometimes I do have a student who wants to tell a little too much...
My students are given reading log pages to keep track of minutes read at home, but I am still undecided about this year. I have no requirements about it. I just ask them to turn it in at the end of the month. I watch for increased minutes. I think of it like being on a diet and recording the food you ate....for some people it really helps them to have some accountability to themselves. For my own sons, two were VERY motivated by recording minutes each month, and two could care less. It was just one more fight. That is why I really deemphasize them in my class.
I have never appreciated popcorn or round robin reading! When I taught older students and we read a lot more from the text book, I would give out reading assignments the night before so that students had plenty of time to read and practice their portion before reading it to the class. With my third graders, I use a lot of partner reading or listening to the text from a CD.
I have questioned the use of incentive programs before, too. One time, I heard a speaker say that the best incentive was a new book. For example, Pizza Hut should reverse their program. Instead of earning a pizza for meeting a reading goal, students should earn a free book every time they eat a pizza from Pizza Hut! That would really be encouraging reading!
So, I have some practices that I need to reevaluate. I certainly want to be a teacher who teaches a love of reading rather than just great books!
The Book Whisperer--Chapter 5: Walking the Walk
I liked this chapter. (Who am I kidding? I liked the whole book!) It made me think about myself and my practices in the classroom and at home.
I have read a lot of children's books, and I am not afraid to share my thoughts and ideas about books I have read with my students. Students feel comfortable asking me for a suggestion because I have read so many. However, I find that I am best at recommending to my more-developed readers. I taught junior high and 5th grade for a number of years, and during that time, I developed a love of literature for this age. I rarely read adult books, but I don't read enough books that are at a 3rd grade level. I resolve to do better at this, and I have tried to do that this summer.
One way that I am going to do this is that in my classroom, I am going to have a display showing the book that I am currently reading. I am planning to put myself to the same 40 book challenge that I am giving my students. I have created a list that I will have posted by my desk, and I will plug each book into its category as I complete it. Not only will this model reading, but it will be a reminder to them to keep their own list updated.
To link up with others' ideas about this chapter, go to Create Teach Share.
I have read a lot of children's books, and I am not afraid to share my thoughts and ideas about books I have read with my students. Students feel comfortable asking me for a suggestion because I have read so many. However, I find that I am best at recommending to my more-developed readers. I taught junior high and 5th grade for a number of years, and during that time, I developed a love of literature for this age. I rarely read adult books, but I don't read enough books that are at a 3rd grade level. I resolve to do better at this, and I have tried to do that this summer.
One way that I am going to do this is that in my classroom, I am going to have a display showing the book that I am currently reading. I am planning to put myself to the same 40 book challenge that I am giving my students. I have created a list that I will have posted by my desk, and I will plug each book into its category as I complete it. Not only will this model reading, but it will be a reminder to them to keep their own list updated.
Click on the picture to access my book list that I will post by my desk to show me meeting the 40 book challenge.
To link up with others' ideas about this chapter, go to Create Teach Share.
Saturday, July 16, 2011
The Book Whisperer--Reading Notebooks
I have used reading notebook for a number of years. I have changed it a million times. I have changed the format, the amount of entries, and the amount of times I collect them.
I have to be honest--I am not disciplined enough about grading them. I have tried a number of things to help. I usually start the year very strong, but as I get busier, and we get more familiar with each other, I don't look at them like I should. Hopefully, this year's method will help this dilemma.
I do like that they really help me to get to know my students and their reading a lot better. I give them a sheet of response starters to help them get going, and I can often tell the readers who struggle more because all they can tell me about is a little bit of what is happening in the book. With third graders, it is often a new skill, so I have to do a lot of modeling and talking about what I might say in a response besides just retelling the plot.
This year, I plan to try Kidblog with my students for their book responses. Students will be responsible for one blog per week in which they talk to me about their book. I think I will start the year with prompts, but as the year goes, I want to allow them more choice in their blogs. I do have plenty of other classroom times when I ask the students for reading responses. These will supplement our blogs. Hopefully, using Kidblog offers some excitement for my students, and it will be more efficient--less space to store our notebooks and easier access for me (and no notebooks to carry around).
In my CAFE binder, I will have a spot for reading response still. This way, students can take notes while reading and put them in there for themselves or to use when composing their blogs. We use a lot of post-it notes while reading, so students will be able to write on a post-it note and then just stick it in this section of their CAFE binder.
My biggest goal with reading responses this year is to talk with the kids about their responses during conferencing. That way I can work with them more on this writing skill while discussing their books. I will still give them feedback to their blogs by commenting, too.
I have to be honest--I am not disciplined enough about grading them. I have tried a number of things to help. I usually start the year very strong, but as I get busier, and we get more familiar with each other, I don't look at them like I should. Hopefully, this year's method will help this dilemma.
I do like that they really help me to get to know my students and their reading a lot better. I give them a sheet of response starters to help them get going, and I can often tell the readers who struggle more because all they can tell me about is a little bit of what is happening in the book. With third graders, it is often a new skill, so I have to do a lot of modeling and talking about what I might say in a response besides just retelling the plot.
This year, I plan to try Kidblog with my students for their book responses. Students will be responsible for one blog per week in which they talk to me about their book. I think I will start the year with prompts, but as the year goes, I want to allow them more choice in their blogs. I do have plenty of other classroom times when I ask the students for reading responses. These will supplement our blogs. Hopefully, using Kidblog offers some excitement for my students, and it will be more efficient--less space to store our notebooks and easier access for me (and no notebooks to carry around).
In my CAFE binder, I will have a spot for reading response still. This way, students can take notes while reading and put them in there for themselves or to use when composing their blogs. We use a lot of post-it notes while reading, so students will be able to write on a post-it note and then just stick it in this section of their CAFE binder.
My biggest goal with reading responses this year is to talk with the kids about their responses during conferencing. That way I can work with them more on this writing skill while discussing their books. I will still give them feedback to their blogs by commenting, too.
Wednesday, July 13, 2011
Book Whisperer Chapter 4
Discussion Questions:
1) How do you plan to give your students reading freedom?
2) What are your favourite reading lessons to start the school year with?
3) What would your genre requirement look like? Why would you pick these genres?
4) As we are half way through The Book Whisperer what goals have you made for your reading program for this coming school year?
I am in the habit of giving my students reading freedom. When we conference, I may try to nudge them another way, but I let them go with what they want if they want. I think it is important.
I start the year with a lot of focus on Choosing Good-Fit books. 3rd graders are all over the place in their reading abilities at the beginning of the year, and that is ok. We talk about that point a lot so that everyone is comfortable reading what they need to without embarrassment. We also talk about the different ways a person can read a book. These lessons are designed to really help build community. Depending on the makeup of my class, sometimes these are easy lessons that have to be done only at the beginning of the year, and sometimes we have to review them at different times throughout the year.
I have really thought about this reading requirement. 3rd graders are typically still such novice readers, and I really want to build confidence. However, I also like to set high expectations. I have decided to go with a 40 book requirement, but I am going to be sure to stress to parents that it is not for a grade, and the students will not be punished if they don't meet it. I will review with them the importance of reading for pleasure, the value of reading different genres, and my desire to challenge their children.
Here is my 40 book requirement by genre:
realistic fiction--2
historical fiction--2
graphic novel--2
fantasy--2
science fiction--2
biography/autobiography--2
books recommended by friends--2
informative books--6
picture books--10
free choice books--10
Here are my reasons for some of the choices: I intentionally left poetry out, because we read poetry each week together, and the students do 4-5 poetry recitals a year where they must look through poems, choose one, and read it to the class later in the week. I read them poetry a lot, too, so I feel like they are very exposed.
I added picture books because they are so integral to our classroom, and my students enjoy reading them. They will be an easy way for them to boost their numbers and gain some confidence. Besides, for some of the year, picture books are just-right books for some of my students.
I added a category called books recommended by friends because we spend a lot of time talking about books, and I want them to see how that can carry over. I am going to work harder to remember to share with them who recommended the books that I read. I want it to be a real-world reading thing.
My genre choices are all 2 books. I want them to get more than one taste of a genre, but I didn't want to favor any genre over another. If a student really enjoys a genre, they will have the opportunity to explore it more in their free choices.
My biggest goal for this year is to require more student accountability. I am going to pay more attention to their Daily 5 check ins, conference about their blog entries, and monitor the 40 book requirement with each student. I will have to work to find a good balance between this accountability and the freedom that Ms. Miller describes.
1) How do you plan to give your students reading freedom?
2) What are your favourite reading lessons to start the school year with?
3) What would your genre requirement look like? Why would you pick these genres?
4) As we are half way through The Book Whisperer what goals have you made for your reading program for this coming school year?
I am in the habit of giving my students reading freedom. When we conference, I may try to nudge them another way, but I let them go with what they want if they want. I think it is important.
I start the year with a lot of focus on Choosing Good-Fit books. 3rd graders are all over the place in their reading abilities at the beginning of the year, and that is ok. We talk about that point a lot so that everyone is comfortable reading what they need to without embarrassment. We also talk about the different ways a person can read a book. These lessons are designed to really help build community. Depending on the makeup of my class, sometimes these are easy lessons that have to be done only at the beginning of the year, and sometimes we have to review them at different times throughout the year.
I have really thought about this reading requirement. 3rd graders are typically still such novice readers, and I really want to build confidence. However, I also like to set high expectations. I have decided to go with a 40 book requirement, but I am going to be sure to stress to parents that it is not for a grade, and the students will not be punished if they don't meet it. I will review with them the importance of reading for pleasure, the value of reading different genres, and my desire to challenge their children.
Here is my 40 book requirement by genre:
realistic fiction--2
historical fiction--2
graphic novel--2
fantasy--2
science fiction--2
biography/autobiography--2
books recommended by friends--2
informative books--6
picture books--10
free choice books--10
Here are my reasons for some of the choices: I intentionally left poetry out, because we read poetry each week together, and the students do 4-5 poetry recitals a year where they must look through poems, choose one, and read it to the class later in the week. I read them poetry a lot, too, so I feel like they are very exposed.
I added picture books because they are so integral to our classroom, and my students enjoy reading them. They will be an easy way for them to boost their numbers and gain some confidence. Besides, for some of the year, picture books are just-right books for some of my students.
I added a category called books recommended by friends because we spend a lot of time talking about books, and I want them to see how that can carry over. I am going to work harder to remember to share with them who recommended the books that I read. I want it to be a real-world reading thing.
My genre choices are all 2 books. I want them to get more than one taste of a genre, but I didn't want to favor any genre over another. If a student really enjoys a genre, they will have the opportunity to explore it more in their free choices.
My biggest goal for this year is to require more student accountability. I am going to pay more attention to their Daily 5 check ins, conference about their blog entries, and monitor the 40 book requirement with each student. I will have to work to find a good balance between this accountability and the freedom that Ms. Miller describes.
Sunday, July 10, 2011
Another great read!
I borrowed a copy of The Book Whisperer from a friend, and when she gave it to me, she also lent me a copy of the book, Igniting a Passion for Reading by Steven L. Layne.
I had been busy reading some other professional books this summer, so I just got a chance to read it. What a great read! Another book that speaks right to my heart. It is very easy to read, and his examples are all so real. In the book, he gives examples of things we can do in our classrooms to get kids excited about books. You may find much of it to be similar to the message of The Book Whisperer by Donalyn Miller, but it is different enough to make you want to keep reading. Definitely, if you like The Book Whisperer, I think you will like this one. A big thank you to my friend, Christa, for sharing both books with me!
One of the things that I have really liked in this book is the repeated message of teachers reading children's literature. That is pretty much all I read, and I have had that same feeling that Dr. Layne talks about when all of your adult friends are talking about some adult book that you have never read or heard of. Two of my sons are voracious readers, so I am lucky to have new children's literature in our house quite often. Like Dr. Layne, I like that I can read a children's book in a day. I can get through them quickly, and I enjoy the stories! Also, as he states, it gives me a stronger voice with my students. I know the books they are reading and I know how to recommend others that are similar because I have read them myself!
If you get a chance to read this book, I think you'll like it, too!
Friday, July 8, 2011
The Book Whisperer Chapter 3
This book completely validates my ideas of independent reading! You gotta love that! I have used a workshop approach with my students for about the last 15 years. I currently use the CAFE/Daily 5 ideas as my management system. I am not a purist with them however, and I use major pieces from them with other ideas I have gained from experience.
My students have total choice in their independent reading. (I can SO remember a job interview 14 years ago where I told the principal that we didn't read a bunch of books as a class, but that the kids did activities on their own personal reading--his expression is burned into my memory. Needless to say, I didn't get the job!) I often recommend books to individual readers. During conferencing, we discuss whether their current book is a just-right fit. We discuss how all readers sometimes read books that are too easy for them, and sometimes struggle through or read the pictures in a book that is too hard for them. It is good for them to think about how doing this helps us to grow as readers.
It is hard to find enough time in the day to offer the students to read. My students typically get about 30 minutes uninterrupted time to read. Many of my students pick up books at other times of the day with my encouragement. However, I like Ms. Miller's idea of stealing reading moments. I am going to work on this this year. I used to read more often while my students read, but now it feels like I have too many conferences or groups to meet with. I think that I will try to use these "stolen" moments as a way to fit in/model my own reading for the kids. I'll be able to show my excitement about having a chance to JUST READ.
I have to tell you that if my schedule allows, my independent reading time is first thing. What a great way to start the day. Students check in and move into their independent reading. Student response to this time of day has always been good. They love the way that they get to ease into the day and the independence they feel as their morning begins.
My students are allowed to sit wherever they wish for independent reading. Some lay on the carpet, some are under their desks, some sit on the beanbags, and some stay in their desks. I also have some with stamina or reading problems who are on a computer listening to a story. I have had couches in my classroom, but currently that won't work. It is hard in a classroom with 30 desks to designate a good reading area. When I had a carpeted classroom, that was my favorite! Kids were all over! Now I have carpet placed in various places, but it is not enough space for all of them to be on the carpet. (My classroom is still brand new, so I am still working on creating good spaces. Because it is new, we are a little limited on what we can bring in, too...)
Great chapter! It encourages me to keep doing what I have been doing with small tweaks for each new group of students. I liked it when she said, Reading is not an add-on in the classroom; it is the cornerstone. Totally.
Can't wait to read others' ideas!
My students have total choice in their independent reading. (I can SO remember a job interview 14 years ago where I told the principal that we didn't read a bunch of books as a class, but that the kids did activities on their own personal reading--his expression is burned into my memory. Needless to say, I didn't get the job!) I often recommend books to individual readers. During conferencing, we discuss whether their current book is a just-right fit. We discuss how all readers sometimes read books that are too easy for them, and sometimes struggle through or read the pictures in a book that is too hard for them. It is good for them to think about how doing this helps us to grow as readers.
It is hard to find enough time in the day to offer the students to read. My students typically get about 30 minutes uninterrupted time to read. Many of my students pick up books at other times of the day with my encouragement. However, I like Ms. Miller's idea of stealing reading moments. I am going to work on this this year. I used to read more often while my students read, but now it feels like I have too many conferences or groups to meet with. I think that I will try to use these "stolen" moments as a way to fit in/model my own reading for the kids. I'll be able to show my excitement about having a chance to JUST READ.
I have to tell you that if my schedule allows, my independent reading time is first thing. What a great way to start the day. Students check in and move into their independent reading. Student response to this time of day has always been good. They love the way that they get to ease into the day and the independence they feel as their morning begins.
My students are allowed to sit wherever they wish for independent reading. Some lay on the carpet, some are under their desks, some sit on the beanbags, and some stay in their desks. I also have some with stamina or reading problems who are on a computer listening to a story. I have had couches in my classroom, but currently that won't work. It is hard in a classroom with 30 desks to designate a good reading area. When I had a carpeted classroom, that was my favorite! Kids were all over! Now I have carpet placed in various places, but it is not enough space for all of them to be on the carpet. (My classroom is still brand new, so I am still working on creating good spaces. Because it is new, we are a little limited on what we can bring in, too...)
Great chapter! It encourages me to keep doing what I have been doing with small tweaks for each new group of students. I liked it when she said, Reading is not an add-on in the classroom; it is the cornerstone. Totally.
Can't wait to read others' ideas!
Tuesday, July 5, 2011
A Book Survey
I am loving reading The Book Whisperer by Donalyn Miller, but I am especially loving the opportunity to pick other teachers' brains about what they think about the book.
I have used surveys in the past. When I taught junior high, I had an interest survey which my students filled in and I used, but I mainly used it as a general get to know you activity. Today I created a reading survey for my 3rd graders. I will be anxious to see how they react to it. I plan to display and model it on the SMARTBoard using my own reading preferences before they complete it themselves. Hopefully, it will give me good insight to the readers in my room. Use if you wish!
I have used surveys in the past. When I taught junior high, I had an interest survey which my students filled in and I used, but I mainly used it as a general get to know you activity. Today I created a reading survey for my 3rd graders. I will be anxious to see how they react to it. I plan to display and model it on the SMARTBoard using my own reading preferences before they complete it themselves. Hopefully, it will give me good insight to the readers in my room. Use if you wish!
Click here to see the survey!
Saturday, July 2, 2011
The Book Whisperer Chapter 2
Discussion Questions:1) Would you start the year off with a book frenzy similar to Miller's or would you adapt it? I have started the year with a similar setup for the last ten years. I have found that it is easier to do with older readers. My 3rd grade students struggle a little more in knowing how to pick "good-fit" books, but I still find it an important part of our classroom community.
2) What were your impressions of Miller's more positive descriptions of the three types of readers? I agree with her descriptions of dormant readers ( I have two sons who fall into this category), and her description of underground readers (I was one of these, too, and my other two sons are also underground.
When it comes to reluctant readers, I wonder. I have in the last couple years had students in my room who have a reading disability, but they are great thinkers about literature. The process of reading is SO painful for them that it takes a ton of energy for them to read a book that is really way below them content-wise. They are pulled from the room for reading interventions from special ed teachers, given the opportunity to read with adult volunteers, and work in small groups with students of similar abilities, yet they do not progress as necessary in their independent reading skills. They grow in their knowledge of stories, plots, and skills, but generally in the texts that they hear read to them. I allow them to use assistive tech during some of their independent reading time so that they can hear stories closer to their thinking level. Otherwise, they would struggle through independent reading time each day. Does anyone else have this happen? I am talking about third grade readers who read at a guided reading level of E or F but comprehend stories they hear that are above a third grade reading level....
3) 40 books!!! What do you think of that?? I am wondering. I think if I delegate genre categories like Ms. Miller, I would add a category of picture books (we use them so much for skill instruction) that would make it more feasible for them to make it. I don't know... what do other 3rd grade teachers think? It is a year when students are just beginning to read "chapter books." Is 40 too many?
I would love to hear your ideas. Head over to Thinking of Teaching if you would like to participate in this book club!
2) What were your impressions of Miller's more positive descriptions of the three types of readers? I agree with her descriptions of dormant readers ( I have two sons who fall into this category), and her description of underground readers (I was one of these, too, and my other two sons are also underground.
When it comes to reluctant readers, I wonder. I have in the last couple years had students in my room who have a reading disability, but they are great thinkers about literature. The process of reading is SO painful for them that it takes a ton of energy for them to read a book that is really way below them content-wise. They are pulled from the room for reading interventions from special ed teachers, given the opportunity to read with adult volunteers, and work in small groups with students of similar abilities, yet they do not progress as necessary in their independent reading skills. They grow in their knowledge of stories, plots, and skills, but generally in the texts that they hear read to them. I allow them to use assistive tech during some of their independent reading time so that they can hear stories closer to their thinking level. Otherwise, they would struggle through independent reading time each day. Does anyone else have this happen? I am talking about third grade readers who read at a guided reading level of E or F but comprehend stories they hear that are above a third grade reading level....
3) 40 books!!! What do you think of that?? I am wondering. I think if I delegate genre categories like Ms. Miller, I would add a category of picture books (we use them so much for skill instruction) that would make it more feasible for them to make it. I don't know... what do other 3rd grade teachers think? It is a year when students are just beginning to read "chapter books." Is 40 too many?
I would love to hear your ideas. Head over to Thinking of Teaching if you would like to participate in this book club!
Monday, June 27, 2011
The Book Whisperer Chapter 1
I love it when I listen to someone who is speaking right to my heart! That is what I thought as I read Chapter 1. I have run a workshop style classroom for over 15 years. It has changed has I have changed, but the one thing that I keep an important part--student choice. I think it is so important that they have some say in what they read.
I have had others that I have worked with over the years who did not agree with this philosophy. This made me question what I was doing--but only for a little bit. My students helped me to know what I was doing was right. In fact, this spring, I received an email from a student that I had 15 years ago. I have long left the district that he grew up in, and have moved to two other communities in our state, but he found me. He said many nice things, but the one thing that he said that he remembered after all of these years is "that you let us read." This email was a wonderful gift, and I was glad to see that, even after all of this time out of my classroom, this is what he remembers. I want that to be true of all my students--no matter what grade or what district I am teaching.
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