Google's search function has a lot of handy features that students often overlook while conducting research. One of those features is the option to refine search results according to a range of dates. As I explain in the video embedded below, refining a search according to date can be a good way to discover what was written in the past about a person, event, or place.



Search strategies like this one and many more will be covered in more detail in Teaching History With Technology starting in October.

Holly and I are fond of telling people in our presentations that every library has at least one hoarder on staff. The punchline is, if you say no, then it probably is you.  Without fail, at every presentation we have given, there is someone who wants to talk about a fellow staff member that is hell bent on saving everything for the coming library apocalypse or for that elusive patron that “might need it.”

I am using the term hoarder loosely.  I am talking about the office pack rat or collector. If you think your library has a problem that needs some clinical intervention, this would be a job for management and a qualified mental health professional. Obviously, this is a delicate and serious issue and it should be treated as such. For the rest of us, here are some strategies that you can try.

Develop some standards and general guidelines

I work in a small library, so weeding often becomes brutal. No space means difficult choices. Remember, you might not be the only decision maker, so make sure there are some agreed-upon general rules. How many circs per year is enough to warrant keeping a particular book? What books are worth replacing? Even before a single book is weeded, have a discussion and reiterate your policies and procedures. Keep those standards fresh in everyone’s mind.

Gather Data

I know this seems obvious, but I have been challenged more often than not by someone who is absolutely convinced that people like a particular book that I want to weed, and we need it. Yeah, it was popular 20 years ago, but not recently. I know as I age, time seems to be warped in my brain. I remember buying something that seems like it was new and fresh just yesterday, and then I look at the date. This has happened more and more as I do this job. Hard data can help you make an unemotional case.

Develop a Routine

Segment your collection responsibilities into small chunks so you can prevent overwhelming yourself and others. Establish a monitoring routine rather than a overt weeding project. I like to do this at least once a week. It doesn’t look unusual or raise anyone’s hackles if you are always looking at a cart of books.

Go Slow and Small

Weed slowly and immediately remove the weeded items from view. Pack it away in a box for the book sale or recycle as soon as possible. Out of sight is out of mind. (Caveat: If your library has a very specific discard policy, follow it to the letter and be ready if there is a challenge along the way.)

Be sensitive and kind to those staff members with emotional attachments to books. Weeding is difficult for many librarians, even when they know the realities of collection management. Just about any librarian with a soul will have a moment of angst and doubt depending on the items being considered.

Small scale, regular weeding is better than a large, overt weeding project. All you have to do is read any of the weeding crisis stories in libraries to know that big, disruptive projects can cause a nightmare of public relations and employee problems. Keeping weeding as an ongoing task minimizes the problems.

Bottom line: go slow, go small and be sensitive.

Mary

 

Originally posted at http://www.practicallibrarian.net/dealing-with-the-staff-hoarder/ on July 28, 2014.

Are you ever overwhelmed? Stressed? Worried that you’re taking too much work home?

Do you ever wish you could get more done in less time?

Are you wondering why on earth I’m asking questions with such obvious answer?

It’s no secret that teachers are busy, and there always seems to be more to do than there’s time to do it.

But the truth is that there are so many ways to save time – and when we put them all together, it can add up to a much more balanced & less stressful life.

I talk about 25 ways to save time in this article here. And one of them is to use keyboard shortcuts.

What are keyboard shortcuts?

Keyboard shortcuts are combinations of keys to press on your keyboard that accomplish different things. For example, if you hit CTRL+P (Press CTRL and hold it down while you also press P), a screen will pop up that lets you print this page.

Try it. See?

Okay, I know what you’re thinking…

Will this really save me time?

Short answer – YES!!

Keyboard shortcuts can save you a TON of time because you can get things done much more quickly when you keep your hands on the keyboard instead of jumping to the mouse, clicking, clicking again. Going back to the keyboard. Going back to the mouse. Clicking. Clicking again. Back to the keyboard. Back to the mouse…..You get the idea.

It might not help much at first because you’ll have to stop & think about it. But once you get used to it, you will soon find that your lessons plans took less time to complete, that email was written & sent faster than normal, and printing all your worksheets wasn’t even that big of a deal.

Keyboard Shortcut Cheat Sheet

Here are some common keyboard shortcuts to start with.

For PC’s:

For Macs:

 

How do I learn these?

1. Print out the cheat sheet above.
2. Start trying them. Open a document and start going through the shortcuts & seeing how they work. Try them each a few times so that you get used to them.
3. Post the cheat sheet somewhere near your computer where you can see it.
4. From now on, whenever you need to do one of these tasks, make yourself use the keyboard shortcut instead of the mouse. (Look at the cheat sheet if needed.)
5. Enjoy how quickly you can accomplish tasks that used to take so much longer.

Do you use keyboard shortcuts? What are your other favorite shortcuts?

The post 9 Keyboard Shortcuts that Will Save You Time appeared first on Teach 4 the Heart.

Setting the Stage

A few weeks ago, our junior English teachers approached me with the idea of deepening their students’ knowledge about how to use databases and other services like Google search tools and Google Scholar. But rather than asking me to give their classes the typical brief overview, they allotted a whole class period, and suggested perhaps a scavenger hunt model would engage students(agreed!).   We talked about what skills they wanted students to get better at, what tripped them up with researching on databases, and how to structure combining several classes at once to do this together. All this was in preparation for some research they were doing in book study groups a few days later.

Additionally, this assignment really meshed with our district library essential questions:  “What does it mean to be curious?” and “How can I explore?”

Creating the tool

I decided to construct some pathfinders using a basic Wikispaces page with a series to steps designed to guide them through some focused searches. Rather than to create a scavenger hunt in isolation from their curriculum, I decided to build it around the themes in their summer reading books. So the main landing page  of the wiki had general instructions, but each team had a different page with different questions on it. My hope was to make the results more pertinent for them and make it a “pre-search” activity for their real searching later in the week.

That evening after a Back to School night event, I reflected that the wiki “looked” sort of dullish just because of the formatting. I wondered if adding a gaming element to the page would engage students better, so I decided to create several headings or “levels” for the questions.   So as they progressed through the searches, they would periodically see something like “Level Two: Congratulations, you’ve reached the second level!”   Or “You win the gold coin for completing this section!”  I wasn’t sure with no graphics added if that would provide any extra incentive, but since I didn’t have time to set those up, I thought it would be a good experiment.

Wanting to make it more scavenger hunt like and to have some movement to engage their brains , we added in a couple of moments that required students to work as a team and move around the library.   To begin with, students sat with their previously existing book study groups(from their summer reading choice titles).   We then gave each group a slip of paper with a book title on it(related to the themes of their own book).   I gave an overview about where to find things on our library webpage and a global perspective on databases and Google, and then we set off.   First off each team had to use the online catalog to look up their book title and then they had to locate it on the shelf. Once they located it, we had placed a QR code on the shelf near the title with a link to the Wikispaces page.

Many students(despite having 1:1 iPads) did not have QR code readers so I was glad that I had included a link to the site below the QR code on the shelf.  (Note to self–students aren’t using QR codes).

Getting students moving

The librarians acted as facilitators and answered questions if students needed help locating something. What we learned?  Some students didn’t know how to find call numbers in the catalog or weren’t too sure how the books were arranged or a system for finding them(not that surprising, but an area for growth).  We also realized our signage could be improved to help them find things much more easily.  Teachers also realized that students may not have the skills they were assuming they had.

In the middle of the online scavenger hunt, we interspersed a “brain break” – again, to get students moving and give them a break from the searching.   Borrowing from Ewan Mcintosh’s work at NoTosh, I decided to have students brainstorm UnGoogle-able questions” on our new Huddle whiteboards.   It also allowed them to work as a team to consider what Google could not help them with, and many of the groups were empowered by brainstorming questions.

Overall, it felt like this method provided a much more successful way for students to engage with the databases and Google tools much more deeply and it was definitely more effective with three combined classes to do it this way.

Most of the teams gelled and helped one another with the questions and answers, using both their phones and iPads to follow along.   A few groups of course let one or two people do the work, so they didn’t really experience the database at all, which was a downside. This was harder to manage in the larger groups. But overall, most of the students were fully engaged, and we heard very positive responses, such as students commenting that this would really help them in other classes, or that it was a more motivating way to learn.  The gamification element was definitely noticed-I saw students giving each other “high-fives” for finishing a level and sharing with one another what “level” their team was on, so that was a good reminder to me that even simple ways of gamifying a learning activity pay off.

We ended the pathfinder with a Google form for student feedback.  The feedback made it clear that students made more distinctions about which tool to use when searching, so it appears that large numbers of them met our learning goal.  I also plan to conference with the teachers next week after students do in class research to see if it made a noticeable difference in their comfort level with the tools when they actually began their research.

 

Feedback loop

I was thrilled to have the opportunity to really help them dig deeper into using all the tools that the databases and Google have available for more effective searching.  And it gave me and our other librarian a great opportunity at the beginning of the year to work alongside the students and connect with them since our school is quite large.

This collaboration was more possible also because we have PLC time (Professional Learning Communities) built into our day so that teachers work with their grade level teams and can meet with us as a team.   This makes it much more conducive to this sort of joint planning that is hard to do at the high school level.

Yesterday got away from me, so this is Technology Tuesday on Wednesday.

Minute Earth is one of my favorite YouTube channels to which I subscribe. The channel offers lots of short, interesting lessons. One of the lessons that I bookmarked a while back is Why Do We Only See One Side of the Moon? It wasn't a question that I had thought about until I saw the video, but once I saw it I was curious as to the answer. The answer is explained in the short video embedded below.


Applications for Education
I would use this video as part of a follow-up to a fun homework assignment for students. Ask them to look at the moon with their parents and try to come up with an explanation for why they only see one side of the moon. Then in my classroom I would use the video as part of larger lesson in which the answer is explained.

Most of my students love The Hunger Games, it seems to almost be a rite of passage to have read this series.  I see them start the first book and then this fever comes over them as they race through the pages waiting to find out the fate of the characters.  Hunger Games fever is a real phenomena I think.  Yet, the sadness that overcomes them when they finish the series is also palpable.  Where do they turn to next?  What is the next series that they can fall in love with?  Here are a few suggestions.

Pivot Point and its sequel Split Second by Kasie West is hands down one of my favorites duos ever.  And yet most have not heard of it or read it.  This is a travesty.  I had this in my 5th grade library and in my 7th, it is slightly mature for 5th graders but completely fine for 7th.  I still keep hoping that Kasie West will write a third book although she has said she won’t.

From Amazon:

Addison Coleman’s life is one big “What if?” As a Searcher, a special type of clairvoyant, whenever Addie is faced with a choice, she is able to look into the future and see both outcomes. So when her parents tell her they are getting a divorce and she has to pick who she wants to live with, a Search has never been more important.

In one future Addie is living with her mom in the life she’s always known and is being pursued by the most popular guy in school. In the other she is the new girl in school, where she falls for a cute, quiet artist. Then Addie finds herself drawn into a murder investigation, and her fate takes a darker turn. With so much to lose in either future, Addie must decide which reality she’s willing to live through . . . and who she’s willing to live without.

The Dissonance series by Erica O’Rourke is another often overlooked series that I absolutely love.  Two books are out in the series at the moment but the battle is only getting bigger and better in the books.  This is also fine for  mature 5th grade readers and up.

From Amazon:

Every time someone makes a choice, a new, parallel world is spun off the existing one. Eating breakfast or skipping it, turning left instead of right, sneaking out instead of staying in bed—all of these choices create alternate universes in which echo selves take the roads not traveled. Del knows this because she’s a Walker, someone who can navigate between the worlds, and whose job is to keep the dimensions in harmony.

But Del’s decisions have consequences too. Even though she’s forbidden from Walking after a training session goes horribly wrong, she secretly starts to investigate other dissonant worlds. She’s particularly intrigued by the echo versions of Simon Lane, a guy who won’t give her the time of day in the main world, but whose alternate selves are uniquely interested. But falling for Simon draws Del closer to a truth that the Council of Walkers is trying to hide—a secret that threatens the fate of the entire multiverse.

All Our Yesterday’s by Cristin Terrill is not a series, but it should be.  This book took my breath away when I read it and have found an appreciative audience with my 7th graders as well.  This is a page turner.

From Amazon:

Imprisoned in the heart of a secret military base, Em has nothing except the voice of the boy in the cell next door and the list of instructions she finds taped inside the drain.

Only Em can complete the final instruction. She’s tried everything to prevent the creation of a time machine that will tear the world apart. She holds the proof: a list she has never seen before, written in her own hand. Each failed attempt in the past has led her to the same terrible present- imprisoned and tortured by a sadistic man called the doctor while war rages outside.

Marina has loved her best friend, James, since they were children. A gorgeous, introverted science prodigy from one of America’s most famous families, James finally seems to be seeing Marina in a new way, too. But on one disastrous night, James’s life crumbles apart, and with it, Marina’s hopes for their future. Marina will protect James, no matter what. Even if it means opening her eyes to a truth so terrible that she may not survive it . . . at least, not as the girl she once was. Em and Marina are in a race against time only one of them can win.

Joelle Charbonneau knows how to write a great book, her new book Need is a must add to any 7th grade classroom, but I first fell in love with her writing by reading The Testing series.  This is also fine for mature 5th graders and up (Need probably is not).

From Amazon:

It’s graduation day for sixteen-year-old Malencia Vale, and the entire Five Lakes Colony (the former Great Lakes) is celebrating. All Cia can think about—hope for—is whether she’ll be chosen for The Testing, a United Commonwealth program that selects the best and brightest new graduates to become possible leaders of the slowly revitalizing post-war civilization. When Cia is chosen, her father finally tells her about his own nightmarish half-memories of The Testing. Armed with his dire warnings (”Cia, trust no one”), she bravely heads off to Tosu City, far away from friends and family, perhaps forever. Danger, romance—and sheer terror—await.

The Shattered series by Tahereh Mafi is another great contender for post Hunger Games reading.  There certainly are similarities between the series but it still has a unique concept revolving around the main character.

From Amazon:

I have a curse.
I have a gift.

I’m a monster.
I’m more than human.

My touch is lethal.
My touch is power.

I am their weapon.
I will fight back.

No one knows why Juliette’s touch is fatal, but The Reestablishment has plans for her. Plans to use her as a weapon. But Juliette has plans of her own. After a lifetime without freedom, she’s finally discovering a strength to fight back for the very first time—and to find a future with the one boy she thought she’d lost forever.

I have been gushing about Red Queen by Victoria Aveyard to anyone who will listen.  Yes, it reminds me of so many other  books but at the same time it is so good.  So good.  I was thrilled to put this into the hands of my 7th graders this week.  Only drawback is that this is the only book out so far.

From Amazon:

Mare Barrow’s world is divided by blood–those with common, Red blood serve the Silver- blooded elite, who are gifted with superhuman abilities. Mare is a Red, scraping by as a thief in a poor, rural village, until a twist of fate throws her in front of the Silver court. Before the king, princes, and all the nobles, she discovers she has an ability of her own.

To cover up this impossibility, the king forces her to play the role of a lost Silver princess and betroths her to one of his own sons. As Mare is drawn further into the Silver world, she risks everything and uses her new position to help the Scarlet Guard–a growing Red rebellion–even as her heart tugs her in an impossible direction. One wrong move can lead to her death, but in the dangerous game she plays, the only certainty is betrayal.

I don’t think it is possible to have a post like this without mentioning the Legend series by Marie Lu.  Yes, many have already read it and passed it on but there are still so many that haven’t.  This is also a great entry book into science fiction for students who might not think the genre is for them.

From Amazon:

What was once the western United States is now home to the Republic, a nation perpetually at war with its neighbors. Born into an elite family in one of the Republic’s wealthiest districts, fifteen-year-old June is a prodigy being groomed for success in the Republic’s highest military circles. Born into the slums, fifteen-year-old Day is the country’s most wanted criminal. But his motives may not be as malicious as they seem.

From very different worlds, June and Day have no reason to cross paths – until the day June’s brother, Metias, is murdered and Day becomes the prime suspect. Caught in the ultimate game of cat and mouse, Day is in a race for his family’s survival, while June seeks to avenge Metias’s death. But in a shocking turn of events, the two uncover the truth of what has really brought them together, and the sinister lengths their country will go to keep its secrets.

The Lunar Chronicles series by Marissa Meyer, Cinder is the first book shown here, is so loved in our classroom that I have had to repurchase it a few times.  And yes, we are counting down to November 15th when Winter comes out.  This book is equally loved by 5th and 7th graders and is just one of those series where you want to read the whole thing in one sitting.

From Amazon:

Humans and androids crowd the raucous streets of New Beijing. A deadly plague ravages the population. From space, a ruthless lunar people watch, waiting to make their move. No one knows that Earth’s fate hinges on one girl. . . .

Cinder, a gifted mechanic, is a cyborg. She’s a second-class citizen with a mysterious past, reviled by her stepmother and blamed for her stepsister’s illness. But when her life becomes intertwined with the handsome Prince Kai’s, she suddenly finds herself at the center of an intergalactic struggle, and a forbidden attraction. Caught between duty and freedom, loyalty and betrayal, she must uncover secrets about her past in order to protect her world’s future.

Another modern day classic series is the Unwind series by Neal Shusterman.  I first discovered this last year and had students use it in a book club, it was amazing.

From Amazon:

In America after the Second Civil War, the Pro-Choice and Pro-Life armies came to an agreement: The Bill of Life states that human life may not be touched from the moment of conception until a child reaches the age of thirteen. Between the ages of thirteen and eighteen, however, a parent may choose to retroactively get rid of a child through a process called “unwinding.” Unwinding ensures that the child’s life doesn’t “technically” end by transplanting all the organs in the child’s body to various recipients. Now a common and accepted practice in society, troublesome or unwanted teens are able to easily be unwound.

With breathtaking suspense, this book follows three teens who all become runaway Unwinds: Connor, a rebel whose parents have ordered his unwinding; Risa, a ward of the state who is to be unwound due to cost-cutting; and Lev, his parents’ tenth child whose unwinding has been planned since birth as a religious tithing. As their paths intersect and lives hang in the balance, Shusterman examines complex moral issues that will keep readers turning the pages until the very end.

Of course, a list like this would be woefully incomplete if it weren’t for The Maze Runner by James Dashner.  I don’t know if I even need to say much about this series except that I will never forget the 5th grader that told me to read it.  Thank you so much.

From Amazon:

If you ain’t scared, you ain’t human.

When Thomas wakes up in the lift, the only thing he can remember is his name. He’s surrounded by strangers—boys whose memories are also gone.

Nice to meet ya, shank. Welcome to the Glade.

Outside the towering stone walls that surround the Glade is a limitless, ever-changing maze. It’s the only way out—and no one’s ever made it through alive.

Everything is going to change.

Then a girl arrives. The first girl ever. And the message she delivers is terrifying.
 
Remember. Survive. Run.

If you like what you read here, consider reading my book Passionate Learners – How to Engage and Empower Your Students.  The 2nd edition and actual book-book (not just e-book!) comes out September 22nd from Routledge, but rumor has it that it is out on Kindle already!

Filed under: being a teacher, books, Literacy

The 2015 Printz Award winner I’ll Give You the Sun is finding more and more fans in my library, and readers often connect with the story of artists, of grief, and family, or enjoy the lyrical writing and love story. Some love the dual voices and structure.

Whether they loved the style or the plot of Noah and Jude’s story, readers will find a new book to fall in love with on this list. I’ve tried to include a mix of older and sometimes overlooked titles as well as a few new releases for those who seem to have already read everything.

The Brilliant Light of the Amber Sunrise by Matthew Crow

This tender romance is all about life and love and letting go and growing up. Francis and Amber meet in a cancer ward, but this isn’t just another cancer romance. It’s full of wit and humor and features a goofy, awkward family in addition to the love story.

Simon vs. the Homo Sapiens Agenda by Becky Albertalli 

This just might be the cutest YA romance of 2015. Simon meets another guy who is gay but not yet out on his school’s gossip tumblr, and they begin exchanging flirty emails…but will they ever meet in real life? Readers who loved Noah’s coming out and falling in love story in I’ll Give You the Sun should definitely check out this recent debut.

Lovely, Dark and Deep by Amy McNamara

This atmospheric novel about overcoming grief and loss has elegant prose full of simile that will appeal to fans of Jandy Nelson. Wren isn’t the same after surviving the car accident that killed her boyfriend, and instead of heading off to college as planned, she retreats to a cabin in the woods and meets Owen, who is also hiding.

The Good Sister by Jaime Kain

This novel tells the story of three sisters in multiple perspectives: two, who are acting out and keeping secrets since their sister has died, and the third, who watches from the afterlife. The California setting, struggles with sibling relationships, and focus on grief make it an ideal read for fans of I’ll Give You the Sun.

There Will Come a Time by Carrie Arcos

Mark is a gifted musician attending an arts school and is struggling to deal with the loss of his twin sister, Grace. A friend convinces him to complete the bucket list from her journal to honor her memory in this bittersweet novel.

Where the Stars Still Shine by Trish Doller

Callie has lead a difficult life with her unstable mother, who kidnapped her as a young child. When she’s reunited with her father and large extended family, she doesn’t quite know how to fit in. This novel about a complicated family and learning to trust is beautifully written.

A Map of the Known World by Lisa Ann Sandell 

This novel contains many of the same elements as I’ll Give You the Sun. The main character is an artist and is coping with grief. Sandell also writes novels in verse, so this has the poetic quality and beautiful imagery found in Nelson’s writing.

How to Save a Life by Sara Zarr

How to Save a Life is also told in the alternating perspectives of Jill, who has just lost her father, and Mandy, who is giving her soon-to-be born baby up for adoption to Jill’s mom. Like I’ll Give You the Sun, it’s character driven and emotionally intense and focuses on teens overcoming their grief.

Daughter of Smoke and Bone by Laini Taylor (2010 Top Ten Best Books for Young Adults)

Although Daughter of Smoke and Bone has fantasy elements, I think it also holds some appeal to fans of I’ll Give You the Sun. Karou, the main character of DoSaB, is also an artist, and the prose style is equally poetic and the love story equally epic.

The Dreamer by Pam Muñoz Ryan

This is a fictionalized biography of Pablo Neruda. Not only does it focus on art, albeit poetry rather than sculpture or painting, the young Neruda is similar to Noah in that he is shy and awkward and has a troubled relationship with his father. The writing is also beautiful and full of sensory details much like I’ll Give You the Sun.

Graffiti Moon by Cath Crowley

This book is perfect for fans of I’ll Give You the Sun: it has dual narration, is all about about art, has complicated family relationships, and a romance. Unlike I’ll Give You the Sun, Graffiti Moon is the story of just one night, rather than a story told in two timelines.

Very in Pieces Megan Frazer Blakemore

This upcoming September release follows Very, the girl who’s always been the responsible one in her eclectic artist family. As her grandmother’s health suffers, she struggles to hold the family together and ditches her predictable boyfriend for an artistic rebel. The thoughtful, realistic story will resonate with readers who loved Jude in I’ll Give You the Sun.

Are there other titles that you think are perfect for fans of I’ll Give You the Sun by Jandy Nelson? Leave a note in the comments!

— Molly Wetta, currently reading Walk the Earth a Stranger by Rae Carson

 

 

The post 12 Books for Fans of I’ll Give You the Sun by Jandy Nelson appeared first on The Hub.

TeachingHistory.org is an excellent source of lesson plans and other materials useful in teaching US History. Visitors to TeachingHistory.org will find resources appropriate for students in elementary school, middle school, and high school. One of my favorite resources from TeachingHistory.org is their historical thinking posters.

TeachingHistory.org's historical thinking posters are interactive displays that guide students through the process of examining and thinking about history. There are two interactive posters available. The poster for elementary school is called Doing History is Like Solving a Mystery. The poster for high school students is called History is an Argument About the Past. Both posters include images of primary sources. Clicking on the images in the posters opens a series of guiding questions.

Screen capture of poster, visit TeachingHistory.org for the interactive poster.

Applications for Education
These interactive posters could serve as a good introduction to the research process. What I like about the posters is that they're not focused so much on "how to find things" aspect of research but rather on the process of investigating and digging into what you have found. In other words, these posters could help students ask better questions that then help them search for things they might have otherwise ignored.

Two of my favorite digital tools are Smore and Canva!   So being able to smash them together in one project is the best!

My daughter Brianna and I have been working on a new project all about being connected.  We decided to put it together using Smore because it creates such an awesome online newsletter that is easy to combine lots of elements that are easy to share, edit and embed.

One thing that I always want to do though is really spice up my projects and make them totally unique.  So this is when I turn to Canva, my favorite graphic design tool!
Within Smore, you are able to add Pictures....
either as a Big Photo or a collage of three in a Photo Gallery.

I wanted to add two different types of text boxes to the Smore, so I created Canva's to serve as big photos.
I wanted one to be square and hold lots of information, so I choose the Social Media Design within Canva.
This created a great Canva to be used!  I love how it turned out....and how it really completed my new blog design that I also created with Canva.
Next, I wanted to find a design that was skinny to be used as titles for each of the 12 ways to be connected. For this one, I used one of the new designs within Canva....Etsy Banner.
It created just the look I wanted.

Last night during my class about classroom blogs we had a short discussion about copyright, Creative Commons, and public domain media. As I always do, I made the recommendation that students should always try to use their own media before looking for public domain and or Creative Commons licensed media. Before starting any blogging activity or other multimedia presentation assignment, I think it is good to review with students the basics of copyright and Creative Commons. The following two videos from Common Craft provide excellent overviews of these topics.




For a more in-depth look at copyright for educators, watch Dr. Wesley Fryer's Slideshare on the topic. Six years after he released it, it's still one of the best resources on the topic.



Common Craft videos can be viewed for free online but to download them or embed them you do have to be a subscriber to their service. Disclosure: I have an in-kind business relationship with Common Craft.

School is back in session so I thought I would soften the end of summer break with some anime set in high schools! This month I submit to you a love story full of laugh out loud moments,  a ghost-seeing duo who can’t stay out of trouble, and a geek who gets drafted to be on a competitive cycling team.  As a bonus, all these shows are ongoing manga series, so you can watch and read (in your vast spare time)!

My Love Story!! (Romantic Comedy)

Takeo Gōda is a first year high school student, and due to his intensity and intimidating size (he is BIG, think pro-wrestler-big) he doesn’t have much luck with girls. Every crush he has ever had immediately falls for his super-handsome best friend, Makoto Sunakawa. This all changes when he meets Rinko Yamato on the train to school.

This show manages to be sweet without ever turning saccharine, due in large part to the depth and sincerity of the characters. There is enough drama and humor to keep viewers interested, and even better, the characters don’t have that malicious edge to them that destroys friendships and leaves many a protagonist alone at the end of an episode.

You will love this series if you can’t get enough of:

Between Us and the Moon by Rebecca Maizel

The Secret Diary of Lizzie Bennet by Bernie Su and Kate Rorick

 

Rin-ne (Funny Ghost Stories)

Sakura Mamiya can see ghosts, and she is not happy about it. She finds the whole concept of her “special powers” awkward so most of the time she ignores anything supernatural that crosses her path… until she realizes that the new boy in her class is invisible to everyone but her. . .

Rinne Rokudo, is half shinigami and 100% broke. When he starts charging his classmates a small fee to banish spirits he thinks he has found the perfect way to make some extra money, until Sakura catches him in the act!

The series is set up with a familiar ghost story at the core of each episode, but while the topics may be familiar, the series injects a ton of humor and fresh life into each scenario.

You will love this series if you can’t get enough of:

Hold Me Closer, Necromancer by Lish McBride

Anya’s Ghost by Vera Brosgol

 

Yowamushi Pedal (Bikes and Best Friends)

Onoda Sakamichi is a timid, anime-loving, first-year student at Sohoku High School. He is SUPER excited to join the anime research club. When he discovers that the club has been disbanded because no one else signed up he vows to recruit new members, but he stumbles into the world of competitive cycling instead! Does he belong with these top athletes? Will anyone ever watch anime with him?

Like many sports team anime, making friends is at the core of this series. You will be cheering Onoda on as he discovers hidden talents and wins people over with his positive attitude and enthusiasm.

 

You will love this series if you can’t get enough of:

Zen and the Art of Faking It by Jordan Sonnenblick

Holy Spokes! A Biking Bible for Everyone by Rob Coppolillo (This title was featured in this Hub post about National Bike Month and if you are looking for more books about bicycling check out this Hub post about stimulating sports stories.)

-Jennifer Billingsley, currently listening to The Diviners by Libba Bray and reading  Ouran High School Host Club (Vol. 1) by Bisco Hatori

To find more information about the August 10 for 10 Picture Book and see all of the amazing posts go to the hosts’ sites: Cathy Mere at Reflect & Refine and Mandy Robek at Enjoy and Embrace Learning.

I had a hard time picking which type of list to make today.  Should I do one on laugh out loud picture books?  One on wordless?  How about those that make us cry?  Yet, I kept coming back to this list; the one that stuck with me the longest; the picture books that spark empathy.  These are the ones that leave my students speechless at times, other times eager to discuss.  The ones that stick with us throughout the year that push us to think about our actions and become better people.  Those were the ones I wanted to highlight today.

I have long loved The Other Side by Jacqueline Woodson for its straightforward story of two girls living on either side of a fence and yet many miles apart.  For some of my students this is territory they have not gone into yet, so the conversations about race, our history, and even what is happening now in our world abound.

I don’t remember how I came upon The Invisible Boy by Trudy Ludwig.  My guess is that someone shared it on their blog, so thank you to them.  This story so beautifully encapsulates what it means to feel invisible and every time I have used it with students it has led to deep conversations.  We read this more than once so we can pay attention to the illustrations as well.

Students  immediately fall in love with Pete & Pickles by Berkeley Breathed for the illustrations  but then come back again and again for the story of an unlikely friendship between a pig and an elephant.  This is a must read aloud at any age.  (ANd truly they all are).

It has been established already that Peter H. Reynolds is a creative genius.  I have loved all of his books since the first time I read them.  This book, I’m Here, is one that doesn’t get a lot of attention standing next to The Creatrilogy, but it should.  It’s eloquent story about a boy who feels so all alone is one that will settle into the hearts of students.

Thea, my kindergartner, came home and told me that I had to get this book about a big red crayon.  Okay…. I thought.  But she was right, Red – A Crayon’s Story by Michael Hall was one that I had to read aloud to my 7th graders.  And then we had to discuss what it meant staying true to one’s own nature as well as facing the pressures of others.  I swear this book was written for middle schoolers and not young children secretly.

It is a celebration in my life whenever the talented Ame Dyckman comes out with a new picture book and Wolfie the Bunny was definitely a cause for celebration.  This book about assumptions and what they can lead to has not only made my students laugh outloud, but more importantly, has led us to question our own assumptions about others.

I have Bluebird by Bob Staake on many favorite picture book lists, and there is a reason for that.  The shock on my students faces when we get to that page.  The questions, the discussion when I step out of the way are priceless.  This is a wordless picture book which also means that my students love interpreting the ending.

I cried when I read aloud The One and Only Ivan so it only seems fitting that I cried when I read out loud Ivan:  The Remarkable True Story of the Shopping Mall Gorilla by Katherine Applegate.  My students love to ask questions after this book, they love to talk about their own animals, what they would do to save others.

I read this book out loud to all 5 of my 7th grade classrooms.  It was astounding how similar the reaction was; disbelief, outrage, questions and perhaps a tear or two shed by me.  This story Malala, A Brave Girl from Pakistan/Iqbal, A Brave Boy from Pakistan by Jeanette Winter is one that will stay with you for a long time.  This is sure to elicit conversations and calls for action.

I always seem to cheat on these posts and never stick to just 10, so for my 10th pick I will give you several instead.  All of these are worthy of being read aloud and discussed.  We need more empathy in this world, I am so glad these authors give us a chance to do just that.

Each Kindness by Jacqueline Woodson

The Name Jar by Yanksook Choi (Having a name that no one pronounces correctly in the USA really makes me love this book even more).

One by Kathryn Otoshi 

Zero by Kathryn Otoshi

Chrysanthemum by Kevin Henkes.

Which ones would you add to the list?

If you like what you read here, consider reading my book Passionate Learners – How to Engage and Empower Your Students.  The 2nd edition and actual book-book (not just e-book!) comes out September 22nd from Routledge.  

Filed under: being me, books, Literacy, Reading

It used to astound me that my 4th graders would come to me and profess a hatred of reading.  It used to shock me to the core.  After all, these were the same kids that would ask for just one more page of our read aloud.  Who would ask me to read a picture book aloud the minute it came to our room.  Who had no problem confessing the love for the book we were sharing, but had none for the one they were reading alone.  I always thought that the next year’s teacher would surely get them on the right path even if I couldn’t.

Now I am the next year’s teacher, and their dismay of books has only grown further.  The group of children telling me that they never read outside of school has only grown.  And this is not a boy-reader problem, this is an any gender problem.  This is not something just caused by poverty, nor disengaged parents, nor reading difficulties.  I see the hatred of reading defended the most from my students who have had every opportunity to fall in love with reading.  I know I am not alone in this.  And I know I cannot wait for someone else to fix it.

So I started to dig a little deeper.  I get that they “hate” reading, but why?  What parts was it that caused so much emotion, or sometimes so little, that students would have a physical reaction to whenever we had independent reading time.  And their truths were not pretty, because the finger they pointed, pointed right at me.  Or us, as educators.

We may think that it is too easy to blame teachers for the systematic destruction of reading love in our schools, and it is, because there are forces beyond our control that have a huge part in this as well.  But part of the blame does lie with us, and that means we can do something about it.  Especially in the upper grades where reading is no longer treated as something magical, but instead merely something useful.

At any given moment, we have the power to stop ourselves from telling students what to read.  In our eagerness to shape well-rounded readers we are instead creating non-readers.  In our eagerness to make sure students are exposed to all types of books, we are limiting them from discovering their own reading identity.  Would we rather have a child that reads every single fantasy book they can come across, or a child that begrudgingly only reads a few books a year from other genres?

At any given moment, we have the power to make reading fun again.  Fun is a not a swear word in our schools.  There is nothing wrong with discovering a book that makes us laugh, or makes us wonder, or makes us think.  Reading does not always have to have a purpose.  It can be just to share a wonderful experience.

At any given moment, we have the power to stop interrupting children while we read.  To not point out every single detail.  To not have them do post-its for every thought they have.  To not have them turn-and-talk every few minutes.  Let them reach the reading zone as Nancie Atwell calls it.  And not just once in a while but most of the time.

At any given moment, we have the power to reclaim what reading should feel like in our classrooms.  To stop always using whole-class novels.  To stop furthering our own vision for what makes a reader a reader.  To stop hanging our own reading identities around the shoulders of students and wonder why it does not fit?

At any given moment, we have the power to create classrooms where reading is magical.  Where reading is celebrated.  Where reading is taught, but taught in a way that does not extinguish the love of the very thing we are trying to promote.  But we have to look at our own practices first, we have to stand up and change.  We have to ask our students what we are doing so that we can be better.  So that their love of reading does not have to survive our classrooms.  So that their hatred for reading does not have room to grow.  But it starts with us, not them.

If you like what you read here, consider reading my book Passionate Learners – How to Engage and Empower Your Students.  The 2nd edition and actual book-book (not just e-book!) comes out September 22nd from Routledge.

Filed under: being me, Literacy, Passion, Reading, student voice

Parts of this post originally appeared on my other blog, iPadApps4School.com

Penguin Jump Maths is a free iPad app that offers a fun game for students to play to practice their addition, subtraction, multiplication, and division skills. Students play the game in the role of a penguin trying to jump from iceberg to iceberg. The object of the game is to be the first penguin to make it across all of the icebergs without falling into the water. In addition to measuring success by being the first to cross the icebergs players also earn points for speed and accuracy.

Applications for Education
Penguin Jump Maths isn’t a revolutionary app by any means. But if you’re looking for a fun and free app for your students to use to practice their basic math skills, the app could provide just what you need.

“This is not a “girl” book even if the cover makes you think it is, boys can love it too…”And I stop myself.  And I cringe inwardly.  And I want to rewind time for just 10 seconds and tell myself to stop.  A “girl” book?  What in the world is that?  And since when did I label our classroom books by gender?

The stereotypes of reading seems to be a beast in itself.  We feed the beast whenever we pass on hearsay as fact.  We feed the beast whenever we fall victim to one of these stereotypical sayings without actually questioning it.  Through our casual conversation we teach our students that there are books for girls and books for boys.  We teach our students that a strong reader looks one way, while a struggling reader (God, I hate that term) is something else.  We say these things as if they are the truth and then are surprised when our students adopt the very identities we create.

So what are the biggest myths that I know I have fed in my classroom?

“This is a girl/boy book.”  I have said this many times as I try to book talk a book.  I say it when I think the boys, in particular, will not give a book a fair chance because of its cover.  I say it when I think the girls will find a book to be too violent, to have too much action.  And every time I say it, I am teaching these kids that certain books are only meant for certain genders.  What I forget is that I read all sorts of books.  That I, as a female reader, like a good violent book.  That I gravitate more toward “boy” books than “girl” books.  So why do I continue to pass this on to my students?  It stops now.

“This is an easy read.”  Another common statement I have made while book talking.  What I mean by it is that for most students the text will not prove difficult to understand, yet I know now that ease of reading looks very different from student to student.  That what I may think is easy, even when I pretend to be a 7th grader, is not easy at all.  That even if a book is short does not make it easy.  Even if a book has a manageable story line does not make it easy.  That “easy” means different things to different readers and therefore does not provide a good explanation to anyone.  It stops now.

“He/she is a low or high reader.”  Our obsession with classifying students based on their data does not help our students, it only helps the adults when we are discussing them.  There is an urge in education to group kids according to data points so that rather than take the time to discuss each student, we can discuss them as a group.  Yet the terms “low” or “high” make no sense when discussing readers.  They make sense when we are discussing data points, but is that really all our students are?  How many of us have taught students who were amazing readers, yet scored low on a test?  What would we call them?  We need to discuss students using their names and their actual qualities, not these shortened quantifiable terms that only box them in further.  It stops now.

“Most boys don’t really like to read.”  I don’t know how many years of teaching boys I need to finally stop saying this.  Many boys like to read – period – but when we say that most don’t, we are telling them that what they love is not a masculine thing to do.  That boys loving reading is something strange and different.  If we want this to come true, we should just keep repeating this over and over.  Our male readers will soon enough get the message that reading is for girls.  It stops now.

“The older they get, the less they love books.”  I used to believe this, until I started teaching middle school.  Then I realized that it is not because students want to read less as they get older, they read less because we have less time for independent reading, and we dictate more of their reading life.  Homework builds up as do other responsibilities outside of school.  Compare a 5th grader who has 30 minutes of independent reading most days to my 7th graders that get a luxurious 10 minutes – who do you think reads more in a year?  Also, I wonder if anyone would want to keep reading if they did not get time for it in school or had choice over what they read for several years?  Sometimes I think it nearly a miracle that students’ love of reading can survive what we do to them in some educational settings.  It stops now.

“But they are not really reading…”  I used to be the hawk of independent reading, watching every kid and making sure that for the entire time their eyes were on the text.  If they stopped I was there quickly to redirect.  Independent reading time was for independent reading and by golly would I make sure that they used every single second of it.  Yet I don’t read like that myself.  When I love a book, I pause and wonder.  When I love a book, I often look up to take a break, to settle my thoughts.  When I love a book, my mind does not wander but I still fidget.  That doesn’t need a redirection, that doesn’t need a conversation, that simply needs to be allowed to happen so I can get back to reading.  Our students are not robots, we should not treat them as such.  Re-direct when a child really needs it, not the moment they come up for air.  It stops now.

“They are too old for read alouds…picture books…choral reading…Diary of Wimpy Kid…”  Or whatever other thing we think our students are too old for.  No child is too old for a read aloud.  No child is too old for picture books.  No child is too old for choral reading.  No child is too old for books like Diary Of A Wimpy Kid.  Perhaps if we spent more time showcasing how much fun reading really is, kids would actually believe us.  It stops now.

The myths we allow ourselves to believe about reading will continue to shape the reading lives of those we teach.  We have to stop ourselves from harming the reading experience.  We have to take control of what we say, what we do, and what we think because our students are the ones being affected.  We have a tremendous power to destroy the very reading identity we say we want to develop.  It stops now.  It stops with us.

If you like what you read here, consider reading my book Passionate Learners – How to Engage and Empower Your Students.  The 2nd edition and actual book-book (not just e-book!) comes out September 22nd from Routledge.  

Filed under: being a teacher, Literacy, Passion, Reading, student choice, student voice

In true EdCamp Style, Nerdcamp yesterday was all about the collaborative sessions.  I, alongside Donalyn Miller (!) ended up facilitating one of my all-time favorite sessions ever  “How to Break the Rules Gently –  Creating Experiences that Protect the Love of Reading.”  I tried to tweet as much of the advice shared as I could but thought a follow up post would be in order as well.

Let’s face it, we have all worked within systems that went against our beliefs in some way.  Whether we were told to follow curriculum we didn’t believe in, follow rules that broke our hearts, or even just compromise in a way we never thought were would.  Being an educator often means we are wondering how to protect the love of reading in our classroom, the love of school.  And not because people intentionally set out to destroy either of these things but sometimes decisions are made that have unintended consequences.  So do you work within  a system that has rules or curriculum that you want to change or break?  How do you create change when it’s just you fighting?

You know your research.  One of the quickest ways to keep a teacher quiet is to say something is research-based.  So you have to know your own research says Donalyn Miller.  You have to be willing to ask to see the research, and then counter with your own.  Stay current, stay knowledgable and don’t be afraid to ask questions.  Donalyn recommends the book Creating Lifelong Readers Through Independent Reading by Barbara Moss & Terrell Young as a great place to start.  I ordered it yesterday.  You also don’t say that you are “just” a teacher said Leah Whitford.  You are a teacher, you have power.

You inform parents.  Most parents think that what we choose to do in school is always in the best interest of the child, but this is not necessarily true.  So have a classroom website where you describe what you are doing in class, what students have do, and also the requirements you are faced with.  this is not to complain but rather to inform, because parents cannot speak up if they don’t know what is going on.

You speak kindly.  I used to think change would happen with a sledgehammer approach but ow know that just stops people from listening to you.  It is not that you should be quiet, or not be passionate, but you will get much further with a kind approach where you validate others in the process in furthering real change.

You compromise.  We all think what we are doing is in the best interest of our students, so connect with others and share ideas.  Withhold judgment when you can, but always share what is happening in your room and offer resources.  Don’t claim for it to be the best, but simply share.  Be willing to use others’ ideas as well and compromise on your team.  That doesn’t mean you have given up your ideals, it means you are an adult working with other people.

You find your tribe.  If you cannot find someone in your school that shares your same ideas, look to other schools in  your district, look in your county, and obviously look online.  The Nerdy Book Club is a great place to start.  However, having local connections to keep you sane and invested is a must as well.  It is important that you know you are not alone in your corner of the world, but you have to search these people out.  They may be scared to speak up like you.

You work within the system.  When I was told I had to do reading logs, I had students do them right in class right after independent reading.  I was still doing what I was told but not sending them home.  So find ways to work within the rules that may be imposed on you if you cannot break them completely.

You find your core beliefs.  Figure out what your core beliefs are or values within the classroom, write them up, hang them up and then make every decision based on those.  I think the visual reminder of what you are fighting for will help you pick your battles as well as lead the way.

You are willing to let go.  Sometimes something we love does not fit the purpose anymore, so if you are asking others to change you have to be willing to change yourself.  Even if you spent money on it.  Because money doesn’t equal qulity or great ides or passionate students.

You find out the reason why.  Often when new things are imposed on us, such as leveling a library or doing a reading log, there is a bigger reason behind it.  Find out what that is so that you can try to find other ways to reach that same goal.  So for example if you are told to level your library, if it is for students to be able to self-select “just right” books then explore other ways to achieve that.  Present these ideas and be ready to discuss why these may be a better fit.  As Donalyn said, “Everything we do is a scaffold toward independence – that’s the end game.”

You stop assuming.  We are terribly good at assuming why rules are made or how administrators will react to us.  And yet, often our assumptions are wrong.  So have courageous conversations.  Ask gentle questions and try to broach the subject.  You may be surprised when you find an ally rather than an enemy.

You involve your students.  The biggest advocates for independent reading time in my 7th grade classroom are my student, hands down.  So offer them ways such as on blogs, vide, Twitter, newsletters or whatever else you can think of to spread the message about the things they love in your classroom.  If you want parents onboard, get their kid excited about school!

You work together.  Invite others in to see the classroom environment you have created.  Ask other teachers to come in and observe if they want, admin even though you don’t have, get the special ed teacher to be a part of the movement or any other special teacher you can.  Involve your librarian, they are a reading warrior if I ever met one.  Bring in parents, have family nights.  Find a way to spread the positive image of your class so that others will fight for it as well.

You stay persistent and passionate.  Don’t confuse passion with anger, although it is okay to get angry sometimes.  But stay passionate and persistent in your goal to protect students, stay on top of your reasons for doing things, stay up-to-date on research, and stay down to earth.  No one wants to listen to anyone who thinks they are better than others.  Don’t give up, real change can take a long time, but we must stay at it.  Even if it seems like you are totally alone and no one is listening.  As Jen Vincent said; “You never know what will come of a conversation you have.”

Filed under: advice, aha moment, Be the change, being a teacher, being me, learning, Reading, Student

I Yam A Donkey by the incredible CeCe Bell.  Why this book?  Because it is laugh out loud funny while teaching grammar.

Wall by Tom Clohosy Cole.  There seems to be a surge in Berlin Wall books right now (I am currently reading Jennifer A. Nielsen’s A Night Divided which is excellent as well).  I love this picture book because it provides us with a way to broach a difficult topic with students.   WIth a simple story and beautiful illustrations, I am excited to share this one.

Ben Clanton’s Something Extraordinary is just that – extraordinary.  Once again a simple story unfolds leading us to rich conversations about imagination and how it can color our world.

The beautiful story of Last Stop On Market Street by Matt De La Pena is one meant to spur conversation about our lives, our assumptions, and how we view the world.  But the illustrations?  They tell an even richer story, one that I cannot wait to discuss with my students, many of whom have never ridden a bus or even been in an urban neighborhood.

How to Read A Story by Kate Messner will be one of the first picture books I share this year because it will open us up to a great discussion.  I cannot wait to see how my students read their stories.

I am always in favor of a picture book that allows us to discuss how we treat others, aprticualrly when teaching middle schoolers.  I love the story in Henry Hyena, Why Won’t You Laugh by Doug Jantzen and think it will resonate with many of my students.

You and Me by Susan Verde and illustrated by the incredible Peter H. Reynolds is a story that students will want to emulate.  We will use this as a way to do our sociogram exercise which will offer me insight into who is connected in our class, and who is not.  We cannot change loneliness for students if we do not know who identifies as such.

I have written before about Float by Daniel Miyares because it is an incredible wordless picture book about seeing the beauty in the world around us.  This is a must add among must adds.

Beastly Babies by Ellen Jackson is a simple picture book and it is not for the words but for the illustrations that I love it so much.  I love how wild they are and I think it will show students that you can be an artist in many different ways.

I debated whether or not to add The Newbies by Peter Catalanotta because I find it a bit creepy, and yet it is within the creepiness that the power of it lies.  I think my students will immediately gravitate toward this book and what happens when your wishful thinking comes true.

I have more picture books coming, I will share them in part 2 in a few days.

I am a passionate teacher in Oregon, Wisconsin, USA but originally from Denmark,  who has taught 4th, 5th, and 7th grade.  Proud techy geek, and mass consumer of incredible books. Creator of the Global Read Aloud Project, Co-founder of EdCamp MadWI, and believer in all children.  The second edition of my first book “Passionate Learners – How to Engage and Empower Your Students” is available for pre-order now.   Second book“Empowered Schools, Empowered Students – Creating Connected and Invested Learners” is out now from Corwin Press.  Join our Passionate Learners community on Facebook and follow me on Twitter @PernilleRipp.

Filed under: being a teacher, books, Literacy, new year, Reading

As promised, I have more great new (to me) picture books to share.  This collection of funny, moving, and stunningly beautiful books are a must add to any classroom, not just the middle school one.  And yes, I purchased almost all of these myself, and yes, it cost a lot of money, but the experience it will provide my students with is worth it in the end.  I only feel bad because I am not sharing them as much with my own kids.

The Day I Lost My Super Powers by Michael Escoffier is a book that tells a familiar tale of childhood imagination.  I hope to use this to bring my students back to when they thought anything was possible and to reignite their passion for thinking they have the ability to make a difference in the world.

I love how A Perfectly Messed Up Story by Patrick McDonnell reminds me of Battle Bunny in all the best ways.  I love the message of working through adversity and the book is just downright funny.  My 3 year olds laughed at it, so I cannot wait to see what my 7th graders will do.

Orion and the Dark by Emma Yarlett is stunning. The story about a boy who is afrid of the dark is sure to elicit conversations about our fears and what we can do to conquer them.  I cannot wait for my students to discover all the details of this book.

To the Sea by Cale Atkinson is a book about unlikely friendships and loneliness, a theme that is so important to discuss with students.  I love the illustrations as well as they tell the story even more.

In the last 24 hours, we have read Shh!  We Have a Plan by Chris Haughton 5 times.  I think I loved it more each time.  Again the amazing illustrations tell half of the story and the simple language means that my youngest can read it by herself as well while giggling out loud.  You know a book is good when the minute you close it, the kids yell “Again!”

Language surrounds us all but by middle school certain words seem to lose their off limit-ness.  That’s why I love Little Bird’s Bad Word by Jacob Grant.  This book will give us a way to discuss what our language says about us as people and how our casual conversations can harm others.

I remember seeing a preview for The Cat, The Dog, Little Red, The Exploding Eggs, The Wolf and Grandma by Diane and Christyan Fox a year ago and then promptly forgot all about it.  Rediscovering it on my wish list I took a chance and ordered it, and I am so thankful I did.  This book is laugh out loud funny, even after you have read it once.  It speaks aloud so many of the questions my students have when it comes to the original fairy tales and will be a perfect match with our gruesome fairy tale unit (even though this book is not gruesome at all).

An amazing wordless picture book by Jon Arne Lawson and Sydney Smith that tells the tale of Sidewalk Flowers and what happens when we are too busy to notice the world around us.  As we discuss purposes for our devices, this will be a book to facilitate that conversation.

I am a passionate teacher in Oregon, Wisconsin, USA but originally from Denmark,  who has taught 4th, 5th, and 7th grade.  Proud techy geek, and mass consumer of incredible books. Creator of the Global Read Aloud Project, Co-founder of EdCamp MadWI, and believer in all children.  The second edition of my first book “Passionate Learners – How to Engage and Empower Your Students” is available for pre-order now.   Second book“Empowered Schools, Empowered Students – Creating Connected and Invested Learners” is out now from Corwin Press.  Join our Passionate Learners community on Facebook and follow me on Twitter @PernilleRipp.

Filed under: books, Literacy, Passion, Reading, students

While summer still has a few weeks left in it, I have been surrounded by so many amazing reads that I felt I needed to share some of the incredible books I have been reading.  We are so lucky to have such incredible books to share with our students (and ourselves!)

I just finished MiNRS by Kevin Sylvester last night and couldn’t believe how good it was.  I love a great science fiction book and this one does not disappoint.  Best part is that I can see handing this book to so many students to read, with it’s accessible language and action scenes, this is sure to be a crowd favorite for 4th graders and up.

Filed under: being me, books, Literacy, Reading

Last Friday I shared Flippity's template for creating a random name picker in Google Sheets. Over the weekend I received quite a few requests for help in using that template. To, hopefully, answer those questions I created the video that you see embedded below.

Click here if you cannot see the video.

I don’t remember when I fell out of love with picture books, but I do remember wondering why any teacher would invest any money in them if they were not teaching young kids.  After all, picture books are so expensive and there is not much to them.  No, I would rather invest my money in chapter books, that is where you get the most value.  So picture books?  Perhaps a few selected mentor texts in my 4th grade classroom.

I don’t remember when I fell back in love with picture books.  Perhaps it was the first time students laughed out loud with me at Chick and Pug.  Perhaps it was the first time students held their breath with me when I read out loud Pete & Pickles.  Perhaps when I cried while I read Ivan: The Remarkable True Story of the Shopping Mall Gorilla. Perhaps it was when those kids that hated reading so much would ask if they could borrow some picture books so they could read to their little sister, and then tell me all about their night the very next day.  Whatever happened, I now know that picture books belong in every classroom, for every reader.  Here is why.

Picture books give us a common language.

I love how we can read a picture book and then refer back to it again and again as we weave our threads of community throughout the year.  The students remember it, they read it again, and the reminisce about reading it.  In a short amount of time we create a foundation for the students to bond through and a way for us to be a part of their world.  Even within my 45 minutes of instruction time, I know I can at least read a picture book out loud, most days.  And if you don’t teach English, read one once in a while, students need community in all classes, not just the literacy ones.

Picture books can teach us complex matters in a simple way.

When my students became curious about the great Malcolm X, I read them Malcolm Little.  When we spoke of the civil rights movement and the every day segregation that happened, I read them Ruth and the Green Book.  When they feel completely alone, I read them The Invisible Boy.  When we have to talk about what our actions do to others, we read aloud Each Kindness which with its less than perfect ending is a perfect mirror of what life is really like.  These books don’t offer all of the knowledge my students need, but they give us a chance to start the conversation.  There are so many curriculum picture books out there waiting for us to embrace them for the knowledge they give us, not written for the young reader but for mature kids that can take the information and do something with it.  Don’t leave your students out.

Picture books can make us feel successful when we have lost our way.

I often teach students who don’t think they will ever be a strong reader.  Who do not go home and read, who do not gravitate toward books, but instead spend them them flipping pages and waiting for the bell.  I hand these kids stacks of picture books.  I tell them to immerse themselves and come up when they are ready for more.  There is no judgment from other kids, nor jealousy.  Our picture books are waiting for anyone to read them.

Picture books relieve stress.

If a child is having a bad day, I can hand them a stack of Elephant and Piggie books and know that at some point a small smile will form.  I can hand them anything fantastical that is nothing like their real life and for a  moment they have a reprieve.  How often do our students get a chance to escape the stress of their lives and still work?  Picture books offer me that opportunity.

Picture books can make us believe that we can read well.

For the child who gave up a long time ago on reading.  For the child who does not believe that school is for them.  For the child who is angry, who is misplaced, who is lost; picture books can make the biggest difference.  I once taught a student so angry he scared the rest of the class, but if I could get a stack of picture books in his hands before it was too late, send him to a quiet place, he deescalated.  Picture books were not a threat, nor were they work.  They were an escape and something that made him feel successful.  If a child does not think they will ever read as well as the others, get them picture books, have them digest them slowly, see their progress and see them start to believe that they too can be readers, that they too can belong.  There is no shame in picture books, not when we embrace them fully as teachers.  Not when we make them a part of our classroom.  Remove the stigma so that students can find success within their pages, rather than feel there are no books for them out there.

PS:  To see some of new favorite picture books, go to the list part 1 and the list part 2.  You have been warned, they are amazing.

I am a passionate teacher in Oregon, Wisconsin, USA but originally from Denmark,  who has taught 4th, 5th, and 7th grade.  Proud techy geek, and mass consumer of incredible books. Creator of the Global Read Aloud Project, Co-founder of EdCamp MadWI, and believer in all children.  The second edition of my first book “Passionate Learners – How to Engage and Empower Your Students” is available for pre-order now.   Second book“Empowered Schools, Empowered Students – Creating Connected and Invested Learners” is out now from Corwin Press.  Join our Passionate Learners community on Facebook and follow me on Twitter @PernilleRipp.

Filed under: books, Literacy, Reading, students

Last month I shared an outline for distributing your school and classroom messages to as many people as possible. Hootsuite is one of the tools that I mentioned, briefly, in that outline. Hootsuite allows you to schedule Tweets and Facebook posts to appear on a schedule of your choosing.

Reasons for scheduling Tweets and Facebook posts: 
1. You're busy and might not have time to log-in and post on a daily basis.
2. You want to repeat your Tweets and Facebook posts.
3. You want to populate your Twitter feed with messages related to a school event. Use the hashtag you've chosen for the event in your Tweets. This could encourage parents and students to use the same hashtag in their Tweets.

Why you want to repeat Tweets and Facebook posts:
Twitter and Facebook updates stream past most of us at a pace that is faster than we can follow. If you post your message only once, you have only one opportunity to grab the attention of students and parents who are following your classroom or school Tweets and Facebook posts. Use Hootsuite to schedule your messages to appear in the morning and the evening.

Earlier this week I received an email from someone who was looking for clarification on the differences between Google Apps for Education, Google Drive, and Google Docs. That request for clarification isn't uncommon. Here's how I typically try to explain the differences between Google Apps for Education, Google Drive,  and Google Docs.

Google Apps for Education:
Google Apps for Education (commonly referred to as GAFE) is a free service that Google provides to schools. Within Google Apps for Education students, teachers, administrators, and support staff can use Google Classroom, Google Drive, Google Sites, Google Calendar, Gmail, and many other Google products. Google Classroom is only available to GAFE users. It provides a mechanism for teachers to distribute to and collect assignments from students. GAFE operates through a school/ school district's registered domain which means that user account names are typically structured as "username@yourawesomeschool.org" instead of "username@gmail.com." A domain administrator can set permissions on each account within a GAFE domain.

Google Drive:
Google Drive is a cloud storage solution offered by Google. It is available to anyone who has a Google Account of any type. Within Google Drive you can store any kind of file. Through Google Drive you have access to Google Documents, Google Slides, Google Sheets, Google Drawings, and Google Forms. Think of Google Drive as a garage in which you can store things and in that garage you also have tools (Docs, Slides, Sheets, Forms, Drawings) for creating new things.

Google Documents:
Google Documents is a free tool for creating and editing documents. It is designed to be an alternative to Word and other word processing programs. Google Docs can be used online or offline (provided that you use the Chrome web browser). You can share and collaborate on the creation and editing of documents with other Google Documents users.

To learn more check out my playlist of tutorials on Google Apps, Google Drive, Google Documents, and other Google services.

On Saturday morning I published a short post explaining the terms Google Apps for Education, Google Drive, and Google Documents. In that post I mentioned that Google Documents can be used offline if you use the Chrome web browser and enable the offline setting for Google Drive (click here for video directions). This morning I awoke to a few emails from folks seeking clarification on the requirement to use the Chrome web browser.

You can use Google Drive and Google Documents in any recently modern web browser including Firefox, Internet Explorer, Safari, and Chrome. You can find out if you are using the most up to date version of a web browser by going to WhatBrowser.org. Simply visit WhatBrowser.org and you will be shown which web browser you're using and if it is the most updated version of that browser. Chrome is the web browser produced by Google. Learn more about web browsers in the video embedded below.


Cookies are small pieces of information that reside in your browser as a result of visiting a website and the activities that you do on that website. They can be helpful in loading a website more quickly in your browser and remembering information for you. They're also used in tracking browsing habits and placing targeted advertising on the websites you visit. In the video embedded below Common Craft provides a good explanation of cookies.

NASA's website full of excellent educational resources. I just did a quick look through my archives and over the last few year I've written about NASA-related topics more than sixty times. Here are five of the most popular NASA resources for teachers and students that I've covered over the years.

NASA's Lunar Electric Rover Simulator is a free iOS app that lets you explore the moon. The app is really a game in which players perform tasks to support the activities of a lunar outpost. Players transport items from place to place and along the way encounter lunar challenges to overcome. The app also includes an interactive gallery of images. You can download the app for free from iTunes.

NASA @ Home and City is a virtual tour of NASA-related science in our homes and cities. Students visiting NASA @ Home and City can rotate buildings and take a look inside to discover everyday items whose development has been influenced by technology developed at NASA. Each item within a building has a narrated explanation of how that items was influenced by NASA technology. For example, students can take a look inside the bathroom of a house to learn how cosmetics have been influenced by technology used at NASA.

The history and culture of Mongolia has fascinated me since I first read about in high school. It's one of the places on my not-a-bucket-list list (h/t Gillian Duffy for that phrase) that I want to visit. I'm not going be able to visit anytime soon, but I can virtually explore it Google Maps Street View imagery.

Google recently added Street View and off-Street Views to Google Maps of Mongolia. Through the Street View imagery of Mongolia you can virtually tour mountains, frozen lakes, desserts, and the streets of Ulaanbaatar.

Applications for Education
I love Google Maps Street View because it allows students to see and virtually explore places in ways that geography textbooks simply cannot support.

If you find a specific image or view in Google Maps Street View, you can embed it into a blog post or webpage. Click here for a tutorial on how to do that.

And just look at all that Symbaloo Lesson Plans can bring to our teaching and students.

I can't wait to try it out to create lesson plans with guide students through custom paths that can contain videos, documents, quizzes and educational games.   I love that these lesson plans can be shared and used by others too.