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My kids and I wrote this book for my mom's 70th birthday.

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if Atwell got me my job, Blau helped me keep it--this is a college professor who uses a literature workshop approach--a direct contradiction or challenge to all that teacherly lanaguage I have heard myself and others use erroneously:"well, when you get to college, professors won't...." This professor turns some of that college-is-lectures belief on its head. I use his basic tenets about meaning-making on a poster in my room.

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This book is about early literacy, so I learned a lot about that. But its bigger message is to "keep the main thing the main thing" which reminds me as a teacher not to get so caught up in the ancillary things that don't keep meaning-making at the forefront.

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This book, though hard to understand, was foundational for understanding how readers come to text and what they bring to it. as part of the process of meaning-making (think transactional theory and later "funds of knowledge" theory). It is in direct contrast wtih the New Criticism lens I had grown up with and made me think about theories of r.eading/meaning-making.

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Boats and boating--Equipment and supplies

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I loved this book because I loved this professor. I recently shared it with my own son. Gave me a lot to thenk about in terms of what "agapic love" really is and how it relates to Catholicism.

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Opened my eyes to how English teachers cand teachers in general can kill the joy of reading. Reminds me not to do so...-keeping the main thing the main thing.

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The Aha moment here was when i called this author to ask her a question and she talked to me for a half hour. Authors are real people too; grammatical choices have rhetorical consequences was the theme of this book.

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This book forced me to consider how awful liife was for those working in factories, etc at the turn of the 20th century.  I still remember the image of a finger in a vat, somehow swirling around freely...yuck.  This class was were we first wrote a whole essay (College Prep English seniior year), and I wrote on this book.  I asked my teacher if one of my body paragraphs could be about the concept of irony and he said no. I have no idea why not...

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This books gives me language to make "reading through lenses" more accessible to students.

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What's not to love? Penny Kittle lives what I believe about reading: that building a reading life is something that students can do and schools must support. It's possible to give students choice and maintain a strong curriculum.

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When Student's Can't Read, What Teachers Can Do

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When Student's Can't Read, What Teachers Can Do

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This book is empowering and i read it with a group of like minded colleagues. I hadn't done a book study very often and learned a lot by reading with others for discussion. This book also opened up my eyes to the possibility of "kinds" of readers and different ways of approaching different kinds of readers. Beers puts herself out there, admitting mistakes and searching for better ways of teaching meaning-making.

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This was a pivotal book that eventually prompted me to go back to school in what ended up being a two- program "binge" education experience about 18 years after my original masters degree.

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The first scene I ever acted out was in this play in college: Love the line, "When France is mine and I am yours, then yours is France, and you are mine." You appreciate Shakespeare's use of language much more when you memorize it and act it out. You also learn more about yourself and how you can choose to deliver someone else's words.

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I read this and the Confessions of St. Augustine in one of my college philosophy classes--first time I ever thought about the Socratic method and made me feel part of the people "in the know" in my other classes when they'd reference these texts.

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I loved this book, but i put it here because iwe were only allowed to write a paragraph about it junior year (we hadn't learned yet how to write a whole paper! Uggh...I remember goiing home crying that I'd never be ready for college if the teachers only had us writing paragraphs as juniors. But there was no ohter English class besides "basic English 11). Bummer.

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This was the text used for the first and only AP class I took in high school (there were not a lot o courses available to us). This book set up the foundation for my ability to understand my college English courses, specifically how "history" and writers of different time periods and cultures intersected.

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This book I read in college. My professor took us through a "close reading" which was my first exposure to that kind of reading. I remember being really moved by the scene where Janie discovers in a picture someone took of her alongside of white children that people saw her as a black child. This is her first aha that she isn't "like the other children." This made me think about how I had never been forced in that same way to confront my identity in terms of skin tone. This led me to read other books like The Bluest Eye. I found out later when I reread a copy of this book that writers such as Richard Wright were highly critical of Hurston's book. We used to have Black Boy in the English 2 curriculum, so that connection was interesting to consider and made me wonder what the tension was in this debate.

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I couldn't be a writing teacher without this book.  It's foundational.  It taught me that freewriting is a powerful way of getting our voices on paper.   This was the first book we read in my English methods class at UMass (Elbow is a UMass legend).  Elbow taught me that we write to discover our thinking--we don't always know it when we start nor can we alays necessarily "plan it out" like many teachers want us to do.

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Graves taught me about how to help writers find their voice. It was a direct contrast to all I had been taught in high school about planning essays and topic sentences.

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This book got me my job. This was another book in my method's class.  The story of Jeff in the beginning moves me every time--the kid who sketches to get ideas instead of free writing or list making or other forms of written idea-gathering. When I applied for this job, the department wanted to hire people with a background in Atwell's workshop model. It got, and helped me keep, my foot in the door. Incidentally, I have a "Jeff" in my class this year and I let him sketch during the required 5 min. free write at the start of each class.  Glad I have Nancie behind me in this.