Category Archives: Teaching Literature

Re-Reading

books travel photo

For some reason, Emily Dickinson’s line, “There is no Frigate like a Book / To take us Lands away” is running through my mind after re-reading Michael Cunningham’s novel The Hours. My AP Lit students read and studied Mrs. Dalloway before spring break, and I asked them to read Cunningham’s book over the break. Since it had been quite some time since I read it, a re-read was in order for me, too. I remember it didn’t quite land for me when I first read it. I recognized it was well written, but I couldn’t have foreseen I’d read it again. Because I really love the idea of intertextuality, and also because I borrowed my AP book list largely from a friend and colleague, I decided I’d do Mrs. Dalloway and The Hours together.

My students empathized with Septimus Warren Smith, and they really wanted to talk about him in our discussions, though they also marveled at Virginia Woolf’s writing and tried to connect to Mrs. Dalloway as a character, too. I think they did good work. I will be curious to see how they appreciated The Hours after having read Mrs. Dalloway first, because my first reading of The Hours was years before my first reading of Mrs. Dalloway, and I believe I appreciated The Hours more after understanding how it is in dialogue with Mrs. Dalloway.

What I have really been thinking about today, however, is re-reading. I often tell students that we bring everything we are, everything we’ve read, and everything we’ve done to each book. When we re-read with a gap of time, we often find we respond differently to a book the second time because we are not the same people we were the first time we’ve read, we’ve read more books, and we’ve lived more. In the case of The Hours, my response was entirely different. I connected deeply to the characters in a way I couldn’t when I first read the book 13 years ago.

I remember having the same reaction to re-reading The Catcher in the Rye. I read it as a teenager and despised Holden. Who cares about some ungrateful, annoying preppie teenager roaming New York? How horrified I was when a high school friend once told me he thought all teenage boys were Holden Caulfield. Years later, I saw Holden entirely differently, but it took becoming a mother and a teacher for me to empathize with Holden. Now I love that book and count it among my favorites.

While I know that there is a popular movement in English teaching today to throw out the whole-class novel study, I do still see value in it. I know for a fact that some of the books I am asking my students to read won’t land for them, not yet. I have told them so. And yet there is still value in reading and thinking about these books, letting them rattle around in our brains, and returning to them (if we want to) years later when perhaps we are ready for them to land. At the same time, I do think students need to learn what they like to read in order to become readers, and we should offer opportunities for students to choose what they read as well. The tricky part is not ruin a book so that students have no desire ever to return to it again. Of course, I never really know if students do return to books unless they make a point of telling me, and often they are living their lives, reading other books, and doing other things, so I never know for sure if they pick up a book we studied together, look at it again with their more experienced eyes, and connect to a book in a way they didn’t when they were in my class. But they do at least have the book, somewhere in their minds, and later, perhaps the book might just take them lands away.

Slice of LifeSlice of Life is a daily writing challenge during the month of March hosted by Two Writing Teachers. Visit their blog for more information about the challenge and for advice and ideas about how to participate.

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Distillation

In my classes this week I tried out two ways of distilling the text. The first is what’s known as a Literary 3X3, which is a technique I hadn’t heard of until a few weeks ago. The Literary 3X3 asks students to write three sentences of three words each that capture the essence of a text. There are rules. Students should try to use abstract nouns, no proper nouns, no “to be” verbs, no articles, no repeated words, no pronouns, no cliches.

We wrote one about Septimus Warren Smith’s story in Mrs. Dalloway.

Septimus Warren Smith 3X3

Isn’t it great? They wrote the second line first, then the last line. I suggested they back up and write about what came before the other two lines and write a first line. They were so happy with their first line they clapped after they were finished.

One student said, “It’s like a poem!” Another added, “Yeah, like a haiku, but… not.” Man, my students make me laugh.

Another way we distilled a text this week was an adaptation of a Text Rendering Protocol.  We had read Margaret Atwood’s poem “Half-Hanged Mary” after finishing The Crucible. Students shared the line that they felt captured something essential about the poem. Then I asked each student to give me one word from the poem that captured something essential. As they shared, I typed their responses into Wordle. Here is what my D period American Lit came up with:

Half-Hanged MaryThe students said “Woah!” I asked, “What do you think? Does this capture what the poem is about?” They agreed that it did.

Here is what my F period American Lit class (smaller group) came up with:

Half-Hanged Mary

What I love about these activities is that it’s actually quite hard to reduce a text down to three sentences or down to a single word, and yet, the results were great.

As my D period students were filing out the door, one of them asked me about the Wordle: “Did you PLAN that?”

I loved that question. I had to admit truthfully that they could have said different words, but that yes, the idea is that these sorts of activities will yield results like this. Still, I love it that he has an idea I’m totally messing with their minds.

Spring break starts.
Exhausted teacher relaxes.
June watches nearby.

Slice of LifeSlice of Life is a daily writing challenge during the month of March hosted by Two Writing Teachers. Visit their blog for more information about the challenge and for advice and ideas about how to participate.

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Slice of Life #24: Idea Slam!

idea photo
Photo by Celestine Chua

February is a rough month for teaching. It’s cold and bleak outside (in many places, anyway). Everyone seems to be a bit lethargic and tired. Many schools have started having breaks in February. My children’s school system, for instance, has a week-long winter break in February. Dylan was so excited to go back to school Monday that he woke up at 3:00 A. M. I realize he’s different that way, though.

I decided it was time to have a really fun department meeting that (I hoped) everyone would look forward to, so we are having an idea slam. The goal is for each of us to bring one (or more) ideas/tips/tricks/etc. we use in the classroom to share with the others. I think we will not only learn a lot from each other but also have fun.

I’m still trying to decide which ideas I will bring to the group. I have several in mind. There is absolutely no reason we can’t have another idea slam, though, and we have a dedicated shared folder in Google Drive that we will use to share electronic copies of anything we have. I can also scan anything that is only available in hard copy and put it in the folder later.

Some ideas I’m considering sharing*:

  • Literary 3×3. This is an idea I learned about when I was looking online for ideas to teach Mrs. Dalloway.
  • The Cartoon “Did You Read?” Quiz from the Making Curriculum Pop Ning.
  • Literary analysis bookmarks (an idea stolen from my Dean of Faculty, Cindy). (Page 1, Page 2—example is from Song of Solomon, but could be adapted for any book)
  • One of the literary analysis tools from AP Literature training this summer (besides TPCASTT, as my department knows that one pretty well).
  • Thesis statement Mad Libs (another idea from AP Literature training).

If you have a really stellar idea, I invite you to share in the comments. We can make this post our very own idea slam if you all want to play.

*If I know where the idea came from, I attempted to give credit. In many cases, I don’t know where the idea came from, so I have shared where I learned about it at least.

Slice of LifeSlice of Life is a weekly writing challenge hosted by Two Writing Teachers. Visit their blog for more information about the challenge and for advice and ideas about how to participate.

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What Harper Lee Means to Me

to kill a mockingbird photo
Photo by Bruna Ferrara;

I wonder if I would be an English teacher if not for To Kill a Mockingbird. I first encountered the film when I was in 6th grade, and my teachers showed it to us as part of a reward—I forget exactly for what. Two years later, I found a paperback copy of the book in my English teacher’s classroom. She used to have one of those spinning book racks like you see sometimes in the library or in some bookstores. I took the book off the rack and probably read the blurbs on the cover. I don’t remember. I do remember opening it up to the first page and reading

When he was nearly thirteen, my brother Jem got his arm badly broken at the elbow. When it healed, and Jem’s fears of never being able to play football were assuaged, he was seldom self-conscious about his injury. His left arm was somewhat shorter than his right; when he stood or walked, the back of his hand was at right angles to his body, his thumb parallel to his thigh. He couldn’t have cared less, so long as he could pass and punt.

The passage grabbed me. I turned to see Mrs. Hoy standing next to me, excited look on her face, rocking back and forth on her heels as usual. “Do you want to borrow that book?” She asked me this question a bit too eagerly, and it made me suspicious, so I put the book back and said, “No.”

Actually, I am not totally sure that I put the book on Mrs. Hoy’s rack together with the film I had seen two years before.

Three years later, I was in Mrs. Keener’s American literature class. I was a junior. In all of high school, I can’t recall having liked anything I read for English class up to that point. I don’t actually remember reading anything in English class in tenth grade at all. I remember sitting at my desk doing grammar exercises out of Warriner’s while my teacher sat at hers. It was a miserable class. Until I landed in Mrs. Keener’s class, I hated English class for the most part. I hadn’t really had a good English teacher since middle school. I loved to read, and I loved to write. Something is wrong when a student who loves to read and write can’t enjoy English.

Mrs. Keener assigned To Kill a Mockingbird. I think it might have been the first novel I read in her class. I had moved to Georgia in February, and the class was in the middle of a research paper. I needed to come up with a topic quickly, and I think we read To Kill a Mockingbird after finishing the research paper, but I admit I don’t recall for certain. We were assigned a number of pages to read each night. I remember reading ahead. I remember being well ahead of where I was required to be. Mrs. Keener opened all our classes with journaling and allowed us to read silently in class. For me, these were the best times of the day. I loved her class, and I loved her. In some ways, I think that it started, really, with that book. I fell in love with To Kill a Mockingbird.

And so, when I entered college, after having entertained the idea of being a French teacher (I always knew I wanted to teach, but what I wanted to teach took me longer to figure out), I wanted to be like Mrs. Keener. I wanted to teach English. The first novel I taught my students in my first year of teaching was To Kill a Mockingbird. The school had no novel sets at all, and when I asked my department chair, she said I could order them. I taught the book many times since.

Nowadays, it has sort of moved down into the middle school, and I think it is probably fine for middle schoolers. Many of my current students read it in middle school and remember it fondly. When we were talking today about Harper Lee’s death, I shared with them how much I disliked English class until Mrs. Keener and this book. In so many ways, I have Mrs. Keener to thank for the fact that I am an English teacher. We have remained friends since I graduated, and she was my own department chair for a while. I owe her a real debt of gratitude because she has always advocated for me and supported me. I know I owe many of my teaching jobs to her recommendation. She was the one who finally put that book in my hand and made me love English class, and I always think of her whenever I read or teach anything she taught me in high school. I wonder sometimes if I don’t also owe Harper Lee a debt of gratitude  because as much as I wanted to be Mrs. Keener, I also wanted to put books like that in the hands of my students, and maybe they could feel the way I felt when I read it. Watching kids fall in love with a book is one of the best things about my job. Maybe if I hadn’t fallen in love with To Kill a Mockingbird, I wouldn’t be who I am right now.

Rest in peace, Harper Lee, and thank you.

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Slice of Life #23: He Said

reading photo
Photo by katerha

This week’s Slice of Life is in the form of a poem.

At the beginning of the year, he said,
I never read for fun
unless it is a sports article
or something on Twitter.
A lot of times the books we have to read
are very boring and it’s like
torture to read it for me,
but if the school or a teacher assigns
an interesting book
(they never do)
then I don’t mind reading.

The first book he chose
Wasn’t grabbing him, and I told him
to pick a new one.
He said, I can do that?
He picked Into the Wild
and it was good.

Today he was reading a
Derek Jeter biography before
class even started.
He didn’t put it down, even
while I was giving a book talk.
He said,
maybe not out loud
(but loud enough),
I like reading
now that I have figured out what
I like to read.

Slice of LifeSlice of Life is a weekly writing challenge hosted by Two Writing Teachers. Visit their blog for more information about the challenge and for advice and ideas about how to participate.

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Independent Reading Check-up

My Growing Shelves
My Growing Shelves

I promised I’d post updates about how the independent reading experiment is going. My students have been selecting their own books, whatever they want to read, and completing a weekly reading log that essentially consists of the following:

  1. Did you read for two hours this week? (If no, explain.)
  2. How many pages did you read this week?
  3. What is your current reading goal?
  4. Did you meet your reading goal?
  5. What book are you currently reading?
  6. What page are you currently on?
  7. Did you finish any books this week (if yes, there is an additional update form to complete)?
  8. Is there anything you want to tell me/ask me in regards to your reading this week?

As long as students read for two hours, I am not too fussed that they are meeting the goals. The goals are more for them than for me—the goal helps them figure out how much to read. Many of my students are still experimenting here, and by and large, I think they are being honest. They are telling me if they didn’t meet their goals and why and often the issue is that they overestimated how much they could read in two hours and need to “recalibrate” their reading speed.

Once they finish a book, they complete a form that allows them to share a quick review (basically a thumbs up, thumbs down, or thumbs in the middle) and also allows me to spot check how many books they’re reading. Reading a big stack is not the goal. Reading period is the goal. Still, here are some stats.

I have 25 students across two sections of American Studies in Literature. One of my students left at the end of the semester, and she had read one book, so perhaps it would be fairer to count 26 students. One student has read six books since early December. Good for her! By and large, the students are enjoying the books (lots of thumbs up ratings). My students have read a total of 39 books. Of the 26 students, 22 have completed at least one book, nine have read two or more books, and three have read three or more books.

In the space where I allow students to share a comment or question about reading, one student has been recommending the completed Sherlock Holmes to me (though he also says I have probably read it already, and he is right—I have). If you haven’t seen one of those collections, they are pretty fat books, and he’s been hauling it to school each day to read. I like it that the students are not afraid of big books or hard books. One of my ELL students is reading One Hundred Years of Solitude. Another student who was somewhat withdrawn has begun to come out of her shell a bit. She’s read two books. Independent reading has been a way for her to explore her passion for basketball in an academic setting.

I have been mixing up my book talks with a selection of YA fiction, adult fiction, and nonfiction. Books that are popular in my class (in that more than one student has read or expressed an interest in reading them): Miss Peregrine’s Home for Peculiar Children by Ransom Riggs, Into the Wild by Jon Krakauer, and Crossover by Kwame Alexander.

Understanding that reading conferences have value, I have opted not to really do any during our reading time. I do check in with students and help them find books and ask them about the books, but not during that ten minutes. During that time, I’ve been reading with them. I think they actually like that.

This week, my Sherlock Holmes fan wrote in his reading log:

This is not about my reading. This is going to be about what you read and share with us. The form we filled out a few weeks back I forgot to mention a few things. I appreciate what you do in class every day. When you share books and papers with us and read them out loud I can feel that you really do care. I also admire you for sharing these pieces with us because I see they are special to you. You get very excited reading the work and this make me focus and want to learn more about it. Its teachers like you that make coming to school more enjoyable so thank you for all your hard work.

It does not get better than that. So far, I’m calling the independent reading a win, and the only thing I am unhappy about is how long it took me to figure out how to do it in my classes.

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Teaching with This American Life

This American Life
Image via WVTF

For the past two years that I have been teaching American Literature, I have integrated This American Life into my students’ learning. I have previously used episodes, particularly “Act V,” which tells the story of Prison Performing Arts and Shakespeare in prison. It remains my favorite episode of This American Life to this day.

The essential questions I use in this course are as follows:

  • What is an American?
  • What is the American dream and how has it influenced America?
  • How does American literature reflect America and Americans? What makes it uniquely “American”?
  • What makes an effective writer?

There is a storytelling component as well; the culminating assignment is a digital story. Perhaps not everyone would immediately think of This American Life as American literature, but it is. It is one of the finest collections of stories by and about Americans.

I ask my students to select an episode, any episode, and listen to it.  We do this assignment once a month. This American Life is an hour long, and many of my students are English language learners; I am aware that asking them to listen to more than one episode a month would be difficult for many of my students, both in terms of time and in terms of challenge. After they listen, they can select one of the following prompts and write:

  • Why do you think the producers of This American Life have chosen to follow a particular theme at the point in time when the episode aired? What might have been happening contextually (at the time the show was produced) that gave rise to the selection of that particular topic? Furthermore, were such subjects relevant in the past? If so, how?
  • How has the particular production value (tone, music, interview editing, etc.) contributed to the success or failure of the show? Specifically, what aspects of the sound design affected the way a listener might respond?
  • Connect the episode to something we have learned about and/or discussed in class. Thoroughly explain the connection. In what ways is the episode similar to what we’ve learned? What made you think of topic? Did you seek the episode because you thought there might be a connection to class?

If students want to write on something else, they need to clear it with me first. The first prompt asks students to consider what is going on in the country and world around them. The second asks students to think about these aspects of production, which will help them when it comes time to create their digital stories. The third asks them to connect the episode to what we are learning in class.

I always enjoy reading the students’ writing about This American Life. At first, many students are not sure they will like this assignment, but at the end of last year, several students reported liking it very much. One student remarked in his writing that he thought all his classmates should listen to an episode he had chosen, even if they didn’t do it for credit. That particular student was not the most engaged or hardest working student, either, so I think he genuinely meant it. A comment like that is how I knew I was doing the right thing. Often last year, students would come into class the day a This American Life assignment was due talking animatedly about the episode they had listened to.

I think my students derive many benefits from listening to the stories. On one level, they get a feel for pacing of stories and how ordinary stories can grab us (as well as a sense that all of us have stories). On another level, I think they make many connections and enhance their understanding of America and America’s stories in a way that would be hard to do otherwise. It’s also another mode of reading, and listening is a valuable skill for students to practice.

 

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Slice of Life #19: “The Best Book I Ever Read”

Previous visitors might remember that I am implementing independent reading. Students have shared their reading progress for their first full week of independent reading. Almost all of them met their reading goals. A few observations:

  • Most of the students are enjoying their books. One boy declared in class today that Kwame Alexander’s book The Crossover is the “best book [he’s] ever read.” He’s been recommending it to others. Another said of Miss Peregrine’s Home for Peculiar Children, “This is a really intense and fun book to read, the pictures in the book combine [with] the writing really well and make it even more interesting.”
  • One student said he wasn’t enjoying his book, and I emailed him to let him know it’s okay to abandon it and move on. I think he just needed to know it was okay.
  • One girl finished a project we’ve been working on and read for the entire 75-minute period today. And she told me at the beginning of the year that she didn’t like reading and didn’t read for fun.
  • Some of them need to recalibrate their goals. I had them use Penny Kittle’s method of counting how many pages they can read in ten minutes, then multiplying that figure by six and then doubling it to determine how much they can read in two hours. Some of them didn’t factor in needing to look up words (I have many English language learners in my classes) in their time.
  • One student emailed me to let me know her page count was proving unrealistic, so she recalibrated on her own. I like the fact that my students are doing this kind of thinking: adjusting their own goals and taking ownership over their reading.
  • One student finished John Lewis’s graphic memoir March: Book One. He picked up March: Book II and checked out Winger for over the break.

My student who is reading The Crossover is an interesting student. He’s one of those real charmers, a leader in the classroom. The other students tend to look to him. He’s easily the most outgoing student in the class, so when he says a book is the best book he’s ever read, the others are going to add it to their list. He said he is close to finishing his book and will need another “to read over the break.” And I said, “Yes, of course, because I want you all to keep reading over the break.” He joked that he would cuddle up with the book and a nice cup of tea. I told him he was describing my idea of a party.

So far, the independent reading is quite a success. I am pleased to see the students reading so much. I’ve had a good time reading along with them (I haven’t done any reading conferences yet because at this time, I haven’t identified a need).

The students are already establishing the routine of reading at the beginning of class. I forgot to set the timer and remind them to read today in one class, and they started without me!

As I’ve promised before, I’ll keep posting updates about how independent reading is working. It’s off to a strong start.

Slice of LifeSlice of Life is a weekly writing challenge hosted by Two Writing Teachers. Visit their blog for more information about the challenge and for advice and ideas about how to participate.

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Independent Reading Step 1: Selecting Books

My Class Book Speed Dating
Photo by Jenn Hanson

 On Thursday, I took my students to our library, and our Director of Library Services, Jenn Hanson, booktalked several titles. Next, students took 30 seconds to select a book from the clear plastic bins at each table (or grabbed one of the books she booktalked). Students read the books for four minutes, then gave the books a rating (whatever rating scale they wanted to use), and put the book back. Jenn called it “book speed dating,” and I think the students really liked it. We did four rounds, and typically, students had a book in mind that they wanted to read after that.

Students checked out books and we calibrated their reading speed. I asked them to read at a comfortable pace for 10 minutes. After that we multiplied how many pages they could read in 10 minutes by 6 to get the number of pages per hour, then doubled that number for the pages that could be read in 2 hours. I want them to read 2 hours per week at a comfortable pace.

In class the next day, there were some questions about pages. What if some books had poems and you could read them faster? Yes, that happens, so you need to recalibrate for the new book when you get it.

My Class Book Speed Dating
Photo by Jenn Hanson

I participated too, and I was able to find several books to put on my own reading list. I had asked students to turn to the last page of their Reader’s/Writer’s Notebooks to make a list, and every student had several titles written down.

I didn’t notice any overt resistance. Everyone, even my students who describe themselves as non-readers, found a book. In class the next day, all but one of the students remembered to bring their books (and I happened to have had a copy of his book to lend him for class).

I booktalked Sherman Alexie’s The Absolutely True Diary of a Part-Time Indian the next day (only in one class because the other doesn’t meet again until Monday, at which time I’ll share the Alexie book with that class). I told students if it sounded interesting to put it on their list, and I notice that several students wrote the title down in their notebooks.

I also asked students to find one sentence that they really liked for some reason in their independent read and copy it down in their Reader’s/Writer’s Notebook then write one or two sentences about why they liked it. We all shared our sentences. I suggested that if someone’s sentence sounded interesting, students might want to write the title of the book it came from down as well.

The independent reading is off to an encouraging start. The students all chose great books, and Jenn was wonderful at engaging the students in selecting their books.

Updated 12/5/15 to add a link to Jenn’s post about our library visit on her blog.

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Independent Reading

I’ve been meaning to get around to starting independent reading in my classroom for years. Honest. But like so many things I’ve been “meaning” to do, I put it off. I did finally buy Penny Kittle’s Book Love back in June, and I fully intended to read it. It is true that I had a busier than normal summer. So busy it might in fact be called a non-summer. But I didn’t pick it up and didn’t pick it up. Right around mid-fall, I could feel that malaise creeping in. I’m not talking about the students. I’m talking about me. Then I went to NCTE, which always rejuvenates me and keeps me going for the rest of the school year. Once again, I heard the discussions about independent reading. Finally, something clicked. I think there is a statistic about how many times you have to be exposed to an idea before you pay attention to it. I decided to do it, and I decided not to wait until the second semester starts in January. We’re starting right now, this first week of December. Independent reading is finally going to happen for real in my classroom.

At the beginning of the school year, I ask students to write an educational autobiography for me. I want to know what school has been like for my students. I want to know about how they perceive themselves as students, as readers, and as writers. Almost all of my eleventh graders confessed they don’t like to read and do not read for pleasure. That’s a staggering statistic. They are not going to magically become life-long readers, which I say is one of my goals for them, if I don’t do something. I think the students in my class, the ones who say they don’t like reading, just don’t know what they like to read. They haven’t found a book yet. I will admit that I try some different things that make literature study more interesting for students. Literature circles, for example. One of my students confessed he had never read so far into a book as he had the book my students were reading in November, The Adventures of Huckleberry Finn. I attribute that stamina to the literature circle.

If I had ever been asked to choose my own books to read for pleasure in school, it would have been my favorite class ever, and those ten minutes or so at the beginning of the period would have been my favorite part of the day. But I was a reader, and I became a reader in spite of my teachers, not because of them. I don’t actually have memories of reading something I really liked in school (after elementary school, that is) until 11th grade, when we read To Kill a Mockingbird, but even in that case, I didn’t choose to read that book. It was assigned. I read my own things outside of school. I actually liked reading, and I didn’t enjoy the selections chosen by my teachers. Sometimes, I even faked my way through reading because I couldn’t keep up with the assigned reading. I didn’t want to fake it. I actually wanted to read the books. I even faked my way through one of the books I was assigned in college. Even though I didn’t always do my assigned reading, I actually really wanted to read and loved to read. If my students don’t love to read, think how much more they must be faking their way through reading. Sometimes, later on (never at the time), former students have confessed to me that they didn’t read a text I assigned.

I firmly believe no one is going to die if they don’t read a certain book. I know that feeling is pervasive in secondary education, but one reason I don’t share it is that I myself had such a patchy high school education that I managed to graduate and even major in English Education (which at my school, meant only two fewer English courses, before you complain it isn’t as rigorous as English) without having ever read such essentials as The Adventures of Huckleberry Finn, The Great Gatsby, The Scarlet Letter, and so many others. In fact, had I not read them on my own, I also would have missed The Catcher in the Rye and Lord of the Flies. Can you believe I’m still here to tell the tale? What happened was that I read all those books later. I actually think I read them at the perfect time for me to read them, too. So even though I love leading students through a work of literature and watching them enjoy it, I also want them to become readers, and I think this year in particular, my students need my help to figure out how to do that.

Enter Book Love. Though I’m not finished reading it yet, I already have some advice on how to start, which is what I really needed. I had several questions about how this should look, including what to grade and how to grade it. Kittle covers all of that ground in the book. I scheduled a visit to the library, and our librarian plans to book talk some titles so that my students can make their first selections. I have already begun the process of hauling my own books to donate to my classroom library. I even spent some time last week organizing the books on shelves. Once my library is big enough, I’ll organize it by genre, which I think will help students find what they want to read more quickly.

One thing I especially appreciate about Kittle’s approach is that she doesn’t recommend scrapping the literature study in favor of all independent reading. I find our discussions of the literature we read together to be rich and rewarding. I have heard a lot of teachers who seem to me to be ditching the full-class novel entirely in favor of independent reading, and I am not ready to do that at all. Kittle says the key is balance. We need to create life-long learners and build time for independent reading. But students also benefit from full-class novels. I actually don’t teach a lot of novels in my eleventh grade classes, so I think weaving independent reading into the curriculum should be fairly easy and shouldn’t strain my curriculum too much. But I say that if it does, then perhaps some texts need to go. I am here to serve the students, and that doesn’t mean cramming as much curriculum in as I can.

Other teachers at our school are trying independent reading with great success. It feels great to be in their classrooms, watching them conference with students about their reading and talking about books. As much as I knew independent reading was the right thing to do and as much as I wanted to do it, I somehow didn’t find the time to make it work. I think I just needed to hear one more time how important it is. Here we go. I’ll let you know what happens.

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