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What does talk time look like

Monologic = right or best answer
Dialogic = not quick and easy

Look for evidence and provide reasons and NO right and wrong

Shifting the focus> students ask questions

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ONE book does NOT fit all!

audio-book, some benefits, "listening different skills than reading"

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Kids reading each day, EVERY day @ school CHOICE

You teach, you model

FOCUSED silent reading (choice)
Interest NOT reading level

NO book deserts p. 133

10 minutes a day MATTERS

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We can shape the way we choose texts for students

Interesting (fleeting)
Relevance (*you* personal)

p.115 Getting their attention is about interest, keeping their attention is about relevance!

Rigor resides in the energy and attention we bring to a text/task.

What do we want our kids to know??

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Short term: passing the test
Long term: Becoming lifelong, passionate, curious, learners p. 109

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IF

Dialogic talk p. 103 (also ch. 15)

What needs to change, what assumptions need to be challenged?

DO: writing conferences/portfolios
*choice* in reading

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Read twice, first time read through fill article, second time look for the H, B, H

practice: poem, short story, article, essay, editorial

partners then groups

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Students make own bookmarks

Book, Bead, Heart

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reading sharpen out thinking and clarify our emotions

most important reading we do gives a chance to find ourselves,, perhaps change ourselves

Read: Actively, assertively, thoughtfully, responsibly

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Compassion should sharpen the reader's ability to see other's POV, other perspectives and to imagine the feelings of those ...

p. 49 NONFICTION should NOT suggest NOT FEELING

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Examine feelings, question thoughts, access evidence and logic, speculate, purpose/bias

Defend position or change
mull, test, confirm, question, challenge, discard

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Students need to be able to: raise questions, hold multiple ideas in their minds, see from multiple perspectives, flexible thinkers RARELY ONE RIGHT ANSWER, (multiple answers that must be weighed and evaluated)

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In Part 3, I was most interested in what the author had to say about silent reading. I have attempted and failed at focused silent reading in the past by not changing things up enough and not giving enough feedback, but I have been determined that it was important for them to do. The chart on page 136 stood out to me because it shows that just ten minutes of focused silent reading can raise his/her percentile rank by a lot. I think it's really important to give students the opportunity to choose what they read silently, ro respond to it in writing and discussion, and to have one-on-one conferences with the teacher. The more I am involved in providing feedback and giving students varied opportunities to choose and discuss easy they read, the better they do. I love research projects because students get a choice in a topic that matters to them within a particular category that I choose in order to allow the class to respond to one another.

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There are so many ways of teaching students how to respond to what they read while using the text to show evidence. I like the BHH framework and the fiction and nonfiction signposts. In my experience, I like to use reading response sentence stems in three steps: 1) Interact withthe text - ""I wonder," "I can relate," "I noticed," etc, 2) Evidence from the text - "for example," "for instance," "specifically," etc, 3) Explain the evidence (your conclusions) - "this shows," "as you can see," etc. I have found that through modeling and discussing this paragraph format, students are able to connect with the text in the same way that the authors described in Part 2. I will use the BHH when a student struggles to come up with his:her interaction from the text.

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"We read to become more than we knew we wanted to be."

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"We read to become more than we knew we wanted to be."

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p. 71 This just might be a new poster in my room!

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I love how this book gives us permission to go back to basic teaching.  It reminds me of before the TEST.  I love the statement, reading has become a school time activity and not a live time endeavor.  When we beat a text to death, it takes all the joy out of reading.

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"The issue of relevance is relevant. It can shape the way we choose texts for students, the way we invite students to choose the texts that they will read independently, and the approach we take to all of that reading." I love this section talking about topics students find relevant and have an interest in learning more about. I think this is a great basis of how we should attempt to choose texts for our students. Taking an inventory of what our own students find important and relevant will help to guide me into what kind of texts I will choose for them (when I do have to choose their text). Having the students read a text that will be relevant to them will both keep their interest in the text and help them to develop a better connection to that text. I want to choose texts my students want to read. I know there will be some they roll their eyes over, but I want them to feel like I care about what they have an interest in. Because I do care!!

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One simple line really spoke to me, "We love that feeling of just letting go, of losing ourselves to the text." I loved ready in elementary school, and lost that love as I got into middle school, for the same reasons Beers and Probst mention. I was never reading for enjoyment anymore, I was reading to answer questions, and that's the thing I want to avoid with my students. That is why I love this idea of BHH so much. It can be such an easy reminder to students that reading isn't just about answer how the protagonist and antagonist are different, it is about digesting those characters and making connections between them and yourself. How does it make you feel, and why is that important? How is this challenging my thinking of what I already believed? I really want to incorporate the BHH framework into my classroom for the students to use during reading in class, and also to give them something to read about at home (because I have high hopes this will help them regain a love for reading).

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"It is only when they link that text to their own experiences that the text will begin to matter, and it may then evoke more rigorous attention, reflection, and analysis." I do this when I read on my own, so it's something I want to challenge my students to do as well. Making those text to self connections is one of the key things to finding meaning in what you are reading. Choosing texts that are relevant to students will help them to respond to the text on a level deeper than just reading for the sake of answering questions. It is amazing, to me, to see how changing texts can affect a students attitude and thoughts. If it is a text the students can't find any connection or meaning it, they just don't seem to care, and they also have a hard time understanding the meaning behind the text. If the students enjoy the text and can find ways to connect to it, they enjoy talking about it and sharing what their thoughts are and why it relates to them.

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I have enjoyed the focus on creating learners who keep a mindful focus on being introspective instead of merely inspecting the text. While I want my students to do well in the academic environment, I like to think the goal of education is to help students become the kind of person who wants to and is equipped to change the world for the better.Therefore, if disruption is the key to innovation, our students need to skeptical readers/thinkers. I am excited to bring more of this kind of focus into the classroom this year.

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Democratic Readers: Responsive, Responsible, and Compassionate 

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Democratic Readers: Responsive, Responsible, and Compassionate 

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I appreciate the way Beers and Probst organized Part 1 into such a simplistic explanation of how good readers read. I agree that reading can change who you are; in college when I began to read more than ever, I changed in so many great ways, becoming more responsive by connecting to multiple perspectives, forming my own voice, and thinking of ways to take action. I became a deeper critical thinker. As a school librarian, I've noticed that the students who connect to what they read crave more knowledge and become more open to multiple perspectives. Responsiveness combined with responsibility (evaluation) does lead to more compassion. My goal as a teacher and librarian has always been to lead students toward greater compassion through literature. I tell my students that it's their job as American citizens in a democratic society to stay informed and to evaluate what they read because they are the decision makers. If they don't do this, they give up their freedom to others to control them. Frederick Douglass realized this as a slave when he overheard his master scolding his wife for thinking it was ok to teach slaves to read, and then Douglass made it his goal to learn to read so he could have a free mind. As I read Part 1, I continually thought, "Amen! That's how leaders are born!"

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Last night I was struggling through writing notes for a lesson where I am introducing inquiry group roles and fusing BHH within the process and found myself trying to articulate to the students exactly what Eric on these pages said much more succinctly: "Reading at school is always, just, different. At home it's like just what I do to figure out something. At school it's just answering questions."  I'm using this!  This is a great way to open up the idea that we all publish in real life not to do what we are told but to make discoveries!

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I like the connection the teacher mentioned on this page made for her students.  When reading fiction, they can "mirror" through the BHH process the moments the characters experience.  It might help prompt some of the students to know how they could respond or could help some of those students in particular who are thinking, "What does the teacher think I am supposed to be feeling in my heart or thinking in my head at this point?"  To get them to relate to a character about whom they are passionate and then have them use BHH with new material--great for sixth grade!

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"...we have demanded of readers many things we would never do ourselves while reading.  We have sticky-noted reading to death."

Yup. I make my kids annotate, but as I sit here reading THIS text, I am not using sticky notes or even annotating at all. I'm highlighting important quotations that I want to remember, that I found insightful, that meant something to me. I have tried to annotate both fiction and non-fiction and have found that, for me, it doesn't work...especially when I'm reading a piece of fiction. For me it is a distraction that takes my mind somewhere else and I have to remind myself where I was and what was going on. I often have to go back and read the last sentence or two to get back into my flow, and I would consider myself to be a really good reader. How does it affect our kids who aren't such great readers? I have friends; however, who have writing in every margin on every page of a novel. For me the distraction takes me out of the novel or short story and puts me back into reality. I don't like that at all.

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"We think raising up those who need help is far more important than raising a test score.  We think creating this more compassionate, civic-minded person begins with the texts we have them read and the thinking we ask them to do about those texts."

I can't help but think that asking the students to use the BHH framework is going to inadvertently raise test scores. Using the BHH framework almost "tricks" the students into close reading and thinking critically about the text without outwardly asking them a "deep thinking" question that then requires them to provide evidence. They are making connections to the text in a very deep way that will only encourage deep reading in the future as they search to find meaning.

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To add on (as my sixth graders would say), I began teaching with the notion I would help my students discover more about themselves and about life through a shared love of reading and writing.  As testing and standards got in the way, I feel as if I lost sight of that a bit.  Beers and Probst state, "Reading gives us an opportunity to have an intimate conversation with the text, with the author, with oneself, and then ultimately with others" (48).  It's that intimacy, or deeper understanding, we get away from when we are simply having students read to answer questions.  I want to do a better job this year of imparting a passion for reading and writing to my students by giving them a "true" purpose for doing those activities.  My goal this year is to help my students discover a true purpose behind meaningful reading and writing. Further, when I have those inevitable conversations with students about favorite books, stories, movies, etc., I want to remember the bottom line.  That is, when a student says, "That's my favorite book," what she is essentially saying is "That book is part of who I am.  It's part of what made me a better me."

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I'm a little behind and just getting started, and I'm only one chapter in, BUT...as I read I can't help but feel that this book is going to take me back to the way I taught BEFORE testing was the only thing that mattered; when my  kids and I could read together for the love of what we were reading and talk about WHY what we were reading was important to them and how it related to their lives.  Only one chapter in to part one and already my brain is buzzing with the discussions I can have with them. When I taught in GA, To Kill a Mockingbird was required reading for all 8th graders.  There was a teacher who just vocabularied and questioned the text to death...her kids hated it.  When I read it, we read it with our hearts, doing what Atticus told Scout to do; we stepped into the characters' skin and walked around in it..  My kids (the vast majority of them) loved To Kill a Mockingbird even after they heard that it was boring or hard to read. I feel like this book is going to bring me back to the way that I used to teach.

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"Listening does not build reading stamina."  YES, YES, YES, YES, YES!!

Building reading stamina is a major focus of RTI and should be for all reading classes.  Many times students are interested in the text but do not have the stamina to finish it.  I am not saying do not listen to books on tape.  I have done it tons of times.  It just cannot be the sole reading method for an novel.  Cannot agree with Bears more on that statement.

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I do get stressed a bit when teachers take so long to get a novel read.  I totally get that standards get in the way.  My students tell me all the time, " I have no idea what even happened in the beginning."  We have to find a way for these novels to be done in a way that doesn't drag- several ideas are given in the book.  Spending extensive weeks reading a novel
actually does the opposite effect for my kids.  They think that all books take that long to read which turns them against reading even more.

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Instead of asking, "What do you want to read about?"  A  better question might be, "What do you want to think about?"

I am going to try this.  In my class, I am not sure about the answers I will get:) Many of my students have read so few books that they do not even know what they want to think about while reading.

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I have this written in bold letters  by a sentence... HOW??
Here is the sentence- "When schools focus less on test scores and more on engagement, we see positive effects........"
Just like today....I was at school and was asked by an administrator, "Have you seen the cut scores?"  I didn't hear, "Are you getting ready to make a difference in the classroom,"  That is NO fault of admin.  It is the teaching world right now.  It's hard to change when we are data 'd ( my made up word) to death and test scored
to death.
I am lucky in RTI that I have an easier time not focusing on that.

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"Doing something so as to succeed may shift our focus away from what is central and important."
I want this to be on my desk reminding me everyday.  I have got to not be so focused on the skill ALL the time.  I have to look at---here is a text.  What is important about it?  Why is this text important to me?  I really feel like this method will help students form connections with the text and the outcome will be what we wanted in the first place....success.

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I really love the comparison between the ages vs. their viewpoints on reading. It caused me to think about my own life. I'm an avid reader, as are many of my friends from our generation, but where did that change? When did reading lose it joy and how do I bring that back?

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I enjoyed all of the connections between democracy's continuation and the importance of reading responsibly. Here is one of my favorite passages from the book. "Words matter in a democracy, and thus it is vitally important that all members of the society respect them and attend closely to them. We will be in jeopardy if the leaders we select use words carelessly or deceitfully, if their words or if their statements are devoid of evidence or rationality" (p 163). This truly is a call to action and adds so much more meaning and importance to the profession of teaching reading.

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As a writing teacher, I wished there were a few more specific strategies for using the BHH framework in my class. Still, there were some helpful ideas. Students can obviously write responses to a text using BHH as a summary frame. Beers is against using frames for writing, and I am not completely sold on her thoughts on this - especially at the middle school level when students are just starting to write well. Does anyone else have ideas for using BHH in the writing classroom?

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On page 67, it describes a BHH strategy in which students create their own bookmarks with the questions from the BHH framework. I think this is an excellent strategy.

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Responsibility to the Text, Oneself, and Others 

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Responsibility to the Text, Oneself, and Others 

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I loved how the authors categorized readers as having to be responsible when reading a text. Clearly, as ELA/Writing teachers, we expect and teach our students how to be responsible to the text. For example, we drill them with having evidence for statements they make about a text. We essentially tell them that they are not correct unless/until they show us where, in the text, it backs up what they are saying. Yes, some questions require this, but I am going to be more aware of myself asking students for evidence - especially if a student's comment or response is rooted in a feeling or observation.

In regards to responsibility to oneself and others, I found this to be extremely helpful. I feel as if we often remove ourselves from the equation when reading, and, consequently, we ask our students to remove themselves from the equation when reading. This is not how it should be, and I am definitely going to be cognizant of this during this school year.

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I definitely benefitted from being reminded of the reasons why someone may have a tough time reading and comprehending a text. Whenever we put a text in front of a group of students, we must keep in mind all the reasons why a student may struggle with a text.

The novel expresses the following reasons for someone having a tough time with a text:

- Lack of prior knowledge
- New or unfamiliar vocabulary
- Abstract ideas
- Complex syntax
- Themes or images are difficult to read about due to its painful thematic nature

With these reasons in mind, we must ask ourselves, what words or concepts do I need to explain prior? Do I need to let the students struggle with some of the vocabulary and use context clues? Do any of my students have different cultural experiences and have no background knowledge about this topic? Is there anything thematic in the text that may bring about pain for a student?

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ELA teachers at our school love the novel study.  I do too -  it builds a community of reading and unites the class with a common reading experience.  Last year I spent weeks and weeks moving, sorting, weeding, organizing, counting, boxing, labeling about 35 classroom sets of novels for our school! We have great sets of novels.  How do we change our approach to teaching a novel to fit the Disruptive Thinking that needs to happen?  Pg. 144 says "Read the same book, but don't expect all students to read it the same way." What would this look like? I see at as some students reading together in small groups, while others are reading independently, while others read with partner.  Maybe some days the teacher reads out loud to a small group. Pg. 145 "Use the time that students are reading for one-on-one conferences".  Ok, so while students are reading in their respective "ways" the teacher is having one-on-one or small group reading conferences.  Pg. 145 "Give students a voice in choosing the in-common book".  So you book talk 2 or 3 options and then vote?  That would be ok.

I think you should wait to start a whole-class novel until you have taught and practiced with at least 3 of the sign-posts.  That way you have something for students to be looking out for and focusing on as they read and later discuss.

What do you guys think??? Changing our approach to whole class novels is really going to require us to step out of our comfort zones and choose to be innovative - willing to take risks! Next Practices instead of Best Practices! (Chp. 10)

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2.  I believe the Heart aspect is the one that needs attention in my classroom.  I have been so bogged down with evidence, evidence, evidence, that student feelings have been pushed to the side.

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2.... "well it's my opinion" and refuse to budge.  How could the framework help with this?

Another huge issue in my class.  They see the title and already state their stance and nothing changes it.  This can get extremely frustrating.  I really think the HEART component is going to help my students with this.  It forces them to be reflective and those reflections are based on what what just read, along with where they stood at the beginning.  I love the idea of asking kids to think about how they might change after reading or what did they learn about themselves.  It gets students beyond the words.

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I am super excited to implement BHH in my classroom.  It encompasses everything I want my students to get out of a text, but I have struggled finding the right way to do so. Can't wait to make my anchor chart.... and yes, Mrs.  Whitlock, it will be in a circle!!!

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"Our students, however, too often go to reading expecting a grade, not growth."

This is a very powerful statement to me.  It is exactly how my students feel.  This is going up in my classroom as a reminder to my students AND ME!

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Establishing a Culture of Respect in the Classroom

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Establishing a Culture of Respect in the Classroom

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As I was reading Part 2, I kept thinking about the fact that in order for our middle school students to feel comfortable talking to the class or in small groups using BHH, teachers MUST establish a positive classroom environment. Students have to feel comfortable with sharing their feeling about a text. They won't share their hearts if they are afraid of being picked on or ridiculed for it. I think this all goes back to building relationships with our students and using accountable talk. The teacher has to model the behavior.

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How can you help your students recognize that BHH is a framework and not a specific order of responses?

This is tough - it reminds me of trying to teach students that the research process is not linear. You start with a driving question, but after starting your research you might realize that you need to go back and revise that driving question. I think maybe the best way to teach students that you don't have to respond to a text in the exact BHH order is to model this ourselves. Think out loud about how a certain part of the text pulls at your heart, and then go back and discuss the Book and Head or Head and Book.

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All of this page...amazing. Marking the text & using BHH to write summaries

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Verse novels are becoming so popular and reluctant readers really get hooked when they read them!

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This is my favorite quote so far:
"We read to do more than learn from the text; we read to do more than enjoy the text. We read to learn more about ourselves.  We read to become more than we knew we wanted to be."

I think this should go on the BHH Anchor Chart too!

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In the "All Together" section - this is how we can explain BHH to our students.

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Me!!!!!

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There are several questions listed on this page:
What did this text help me learn about myself?
What did this text help me learn about others?
How has this text changed my thinking about the world?

These make me think about the importance of students reading texts with diverse characters and plots - characters with different cultures, religions, beliefs, etc.

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Saw this shirt and it reminded me of BHH - especially the Heart! 

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Saw this shirt and it reminded me of BHH - especially the Heart! 

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I think one of my favorite lines:
"Non-fiction should not suggest nonfeeling".  LOVE THAT!!

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"We have sticky noted reading to death".
Every Friday my students come to small group for a book talk.  They have sticky notes in the book to help guide their thoughts.  We call them Say  Somethings-
- What surprised you and why?
-What question do you still have?
- Comment on something that stood out to you.
There are two more that I can't remember:)  They must have 2 sticky notes a day.  Is this wrong???? I feel my struggling readers need direction.  We have had the best book talks that stem from their notes.

Maybe I just need to be mindful of quantity??

That line just really made me think.

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"It's far to easy for children and adults to add to the text what is not there."
This is a MAJOR struggle in  my class.  They constantly make assertions that are not supported in the text.  It seems they "pull them out of the clouds". Many times, the assertions they make are extremely false or unwarranted. It scares me  to think of them doing this during an independent read when no one is there to redirect their thinking.

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3.  When I think of our school and responsive reading, my first thought is the annotating.  While this may seem like another "assignment" to show students are reading, I do think it helps the struggling reader to take a minute and think.  Focusing on TTS and TTW  when annotating
may help facilitate the responsive process for these types of students.  I am eager to read on to see if this thought is completely wrong:)

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This is an exemplar lesson video showing Notice & Note questioning strategies using non-fiction text. 

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This is an exemplar lesson video showing Notice & Note questioning strategies using non-fiction text. 

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https://vimeo.com/155150522

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"A responsive reader is present, in mind and in heart..."   This speaks to me because my students
read for facts/evidence.  It has just been the main focus of our curriculum.  This is a great reminder that we can  not let go of what reading can do for our students.  It they are reading with mind and heart, they will be eager to find evidence to support their feelings.

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I plan on making these three questions of focus of our reading:
1. What does it say to me?
2. How does it change who I am?
3. How might it change what I do in the world?

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"today's complex world requires that our next generation of leaders be able to raise questions about the text."

In RTI, my students struggle with raising the questions that matter. This could be because they are not emotionally connected to the text.

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Chapter 1 Discussion Questions - pg.22-23

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Chapter 1 Discussion Questions - pg.22-23

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How often do you ask your students, "How did this reading change who you are?"

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We need children who think creatively, critically, collaboratively, and compassionately. "To get there we need them to change they way they think as they read. We need to change the readers they are."

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"We think that knowing what the text says is critically important. It is a necessary part of the meaning-making experience, but it is not sufficient. Additionally, we must teach students how to READ WITH CURIOSITY. And they need to be willing to raise questions. We what them to ask not only, "What does this text say?" but also, "What does it say to ME? How does it change who I am? How might it change what I do in the world?"

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"And then we wondered if we were trying to solve the wrong problem. Many teachers have given them the right books to read, and many have them time to read. Perhaps what was missing was helping students have the right mindset while reading. Once we reframed the problem, we began to understand why HOW kids read matters so very much."