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We are upset that media center has been taken over by legos.  What message are we sending about our values?

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* more autonomy
* EdCite itself doesn't prepare them for PARCC
* PBL as assessment (other subject areas are assessing this way)
* more authentic

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* time for read aloud
* put content back in content areas
* no EdCite
* more literature
* the art back in language arts
* not everything on chromebook
*

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silent vs. listening is not the same skills
"in common" texts --> shorter texts

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too many

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between 5th and 6th
three schools, 20 teachers... what is going on in these classrooms

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Discrepancy between what we know would be good instruction / practice vs. admin needing the data, data, data.

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They come to us needing so much more than they used to. We don't have time to just let them read because there are so many deficits we need.

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reading for enjoyment, pursuing an interest vs. academic reading.

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There is worth in exposure. Students may not even realize they are interested in something  because they haven't been exposed.

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The world values different things than "WE" value as ELA teachers.

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The world values different things than "WE" value as ELA teachers.

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i.e. cursive

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"We know it's  hard to let go...in 2016" Why should always dismiss this basic knowledge? Isn't there a place for it? Isn't this the basis for higher level thinking?

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The idea that students think of reading as comprehension questions really bothers me. This is not how I want my students to feel and I need them to understand that this is not what I want for them.

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Not sure that this book changed my world, but I did feel some sort of hope that maybe we're  (world of education )
going to dig ourselves out of this quicksand in which we've been floundering.

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“Disruptive practice breaks best practice.

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I will try BHH. The only thing that I'm wondering about is when I should introduce it. I was just about to use NandN and then the Big 3.

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I find myself using book head heart for writing too. The example and explain part of SEE statements. Use heart for the conclusion, closing thought.

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I find myself using book head heart for writing too. The example and explain part of SEE statements. Use heart for the conclusion, closing thought.

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1. I will make time for independent reading daily. Why is that the first going to go when days get busy???

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1. I will make time for independent reading daily. Why is that the first going to go when days get busy???

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Prompt 2: I would love to be able to have students read in book clubs and choose their book, not from a group of books chosen for them. 

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Prompt 2: I would love to be able to have students read in book clubs and choose their book, not from a group of books chosen for them. 

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If I could change anything about education, it would be to have less assessments. I feel like I am always assessing my students. I teach a skill, assess it, and move on to another skill. Is that really good teaching?

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This reminded me how I get into a book and live that world. I do not know that it changes me forever but often I am in a better place for a while.

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A big YES to a true reader's workshop back in the classroom. Yet the only way that would work is to eliminate some of the station rotations and keep students actually focused on ONE THING at ONE TIME. Everyone is reading, and it is QUIET. We don't need noise-cancelling headphones. Yes, there are mini-lessons, and the students try to apply some of the strategies, and the teacher will work with a small group as needed. But the idea of sustainable reading - it's the dream, really. 

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A big YES to a true reader's workshop back in the classroom. Yet the only way that would work is to eliminate some of the station rotations and keep students actually focused on ONE THING at ONE TIME. Everyone is reading, and it is QUIET. We don't need noise-cancelling headphones. Yes, there are mini-lessons, and the students try to apply some of the strategies, and the teacher will work with a small group as needed. But the idea of sustainable reading - it's the dream, really. 

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"In far too many schools, we've been willing to accept as our critical measure of success the ability to improve a damned test score" (110). - This statement resonated with me because it simplified education's current purpose for educating our youth. We seem to have lost our way because we are stuck in trying to reinvent the past. Past instructional methods are not always rooted in archaic and out-dated methods; they are rooted in methods that have been explored by teachers who desire to broaden young minds.

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"If the goal is don't fail, then the result, we fear, is don't innovate." This quote jumped out at me because it is something I struggle with daily. I stop my self from trying certain activities because I am afraid the students "aren't ready for it."

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"...we've become an educational system guided more by fear of failure than respect for innovation..."

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Students should not be restricted by Lexile level.

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I would like administrators to go back into the classroom full time every five years. They are so out of touch with kids at this point.

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I would like administrators to go back into the classroom full time every five years. They are so out of touch with kids at this point.

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I, too, have let reading time fall by the wayside because of curriculum. Not sure how to find the time to include it once again.

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Choice is choice. We don't have to read the same book.

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I feel renewed energy for reading workshop and book clubs. I will incorporate BHH into my modeled think out loud as a reader and encourage that type of thinking with the students. I loved that some of the things that have weighed me down should not be a burden such as teaching for the test. I will also let go of some of the traditional things I always thought were important 

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I feel renewed energy for reading workshop and book clubs. I will incorporate BHH into my modeled think out loud as a reader and encourage that type of thinking with the students. I loved that some of the things that have weighed me down should not be a burden such as teaching for the test. I will also let go of some of the traditional things I always thought were important 

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Curriculum demands is holding me back a little. Giving more time than in years past because I feel strongly about this.

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I would like to have the kids read more often in class; I just don't feel like that with the current curriculum requirements that I can do it. I know that this is partly on me--my own neuroses about completing everything...I guess maybe I am waiting for "permission" to do so.

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Prompt 1: I will try the BHH construct.

Prompt 2 and the BIG Question: It strikes me that education is a lot like fashion. "One day you're in and the next day you're out." AND . . . if you wait long enough, those bell bottoms will come back in style. So, READING begets skills in reading. This is not news to all of us, but it is  certainly good to hear. Nancie Atwell is my hero, and I felt I was most effective as a teacher when I implemented a full-on reader's workshop (years ago). Let's bring it back!

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I love the idea of reading workshop again. I have been saying that we need to give class time to independent reading. Kids are not reading now. I learned to read by reading.

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How has this book given you an opportunity to change and improve who you are? How has this book disrupted, if only slightly, your conception of yourself and your thinking about the world?

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What quote from the text most resonated with you? Why?

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What are some changes in educational practices that you would like to see, although they appear impossible?

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What are some ideas you'd like to try? What is holding you back?