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1.     Sample practices for building community (pg. 58)

2.     Interests and Reading Surveys (pg. 60)

3.     Walkabout Bingo (pg. 61)

4.     Name Explanation (pg. 62)

5.     Setting Norms for Learning (pg. 64) – student developed class norms

6.     Scaffolds for Academic Conversation (pg. 66)

7.     Sentence Frames that Support Academic Conversation (pg. 67) – put on bookmark

8.     Literacy and Power investigations ie: Research about Education and economic power (pg. 71)

9.     Essential questions (pg. 72)

10.  Setting reading purposes (pg. 73-75)

11.  Personal Reading Histories (pg. 79)

12.  Think Alouds with Out-of-School-texts (pg. 83)

13.  Tapping into reading skills students already have pg. 84

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The loss in classmate and academic relationships as we progress through grade levels is concerning. Relationships and the ability to communicate/work with those of all different perspectives is what makes the world go round. I love to survey my students during attendance with questions like "when I call your name, tell me your favorite song right now". It's these little questions that help build commonalities and connections between members of the room. It gives us talking points going forward. It also allows me more insight into what influences each student.

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A major key is modeling for the students. Modeling curiosity and how to learn from failure. Modeling conversation skills and how reading has assisted in your vocabulary and ability to communicate. Modeling all the positives that come from this in your career, relationships, and other past life stories. Kids love stories, especially about the mysterious lives of their teachers. I love to show students videos of my early years dancing and current ones, so they can see my growth. I also like to show them my ever going task list on my phone; which has tasks, questions I want to google, quotes, talking points, etc... Modeling with your own examples is key.

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As a veteran math teacher, when in doubt of how to make something relevant for students I fall back on money. It's such a motivating tool for students. Connecting money to the real world and careers/academics can do wonders. We do a project at the end of the year called "adulting". Students select careers, calculate salary, calculate taxes, create a budget, and buy a home. The home purchasing is their favorite part and so many of them have the "oh my" moment when they realize their career choice pretty much decides how lavish their life will be. Tip - don't allow them to only select entertainment based jobs, they will have delusional salary expectations.

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Instead of a poster with reasons to read, I have one stat I love to point out to students frequently. Data shows that the average millionaire reads about 3 hours per day. The average billionaire reads about 5 hours per day. Reading stimulates bigger ideas. I should make a poster of this and just point to it every day.

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I spend a lot of time at the beginning of the year working on building relationships through surveys, team building activities, warm ups, and games. I think most conversations in English also easily lend themselves to real life ideas and experiences, so I learn more about my students that way. It is important to let students know you are interested in them from the beginning, and get them comfortable talking with you. Remembering the small things about them is often what gets them to keep talking. I think I could improve by consciously building in more relationship building activities throughout the year and not just in the beginning. I also think I can improve on the collaboration piece of the norms. We create classroom rules together and classroom procedures, but I don't think I have really focused on collaboration procedures in detail seperate from all that.

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This part of the text reminded me a little of the Growth Mindset movement. I have always tried to teach my students, and even my own son, that the learning process is what is important. I tell them that I'm still learning, that I make mistakes, and that pencils have erasers for a reason. I try to model metacognitive thinking when I read something with them, and encourage them to have their own converstaion with the text whenever they are reading. I think it is something to continue to focus on and promote in class.

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This sections stood out to me in Chapter 3. I'm not sure that this is something I'm doing enough. I think we discuss the general "why" we are doing this frequently. I'm not sure I give them enough examples of how this might be used in a career. We discuss why they need it now, in high school, college and even my experiences, but I could definitley be discussing more real world examples with them.

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I liked the class list for why we read on page 75. I try and explain to my students the "why" we are doing it each day. It is part of making real world connections for them, and motivating them to do the work. I like how in this case, the students are coming up with the why. This is something I can try to do more often in my classroom.

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I have always used a reading interest survery the first week of school to help me get to know my students. I review them and make notes for myself so I know where they are coming from. What I have never done, that the book suggested, is have students share them with each other and speak about them. I remember my mentor teacher telling kids they were private. I never considered the value of discussing them with each other. I would like to try that in the future and see how it work.

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I've been working on modeling metacognitive thinking for my students and having them practice. One idea that I highlighted was the suggestion to have kids bring texts in as a challenge so that I can model how I would work through them. I like this idea a great deal. Sometimes after teaching things for so many years, I do my modeling out of habit because I already know the text so well. This way the kids would get a more authentic experience of what it looks like when I encounter something for the first time, and especially something that may be outside of what I would typically read. I think my honors students especially would get a kick out of trying to challenge me. My other classes would too, but I can see the need to be more careful with making sure they bring something appropriate.

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I thought this section was a little bit puzzling. It talked about how grading for the right answers and mastery is something that hurts student engagement. In the world of testing, we are encouraged more than ever to focus on the standards and getting kids to demonstrate mastery. Finding a balance there might be tricky but important. I'm struggling with how we do this. Do we focus on the process in class work and mastery when it comes to testing? Does that still curb student engagement?

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I had the exact same thought! I've moved to standards based grading in some of my classes. So I think that the classroom environment we create- how we promote and respond to questions- and modeling struggling/asking questions- would be important to having kids feel safe to take risks and be wrong. Additionally, I've added assignments into the gradebook that don't have grades (worth 0 points), given feedback on the student work, and then noted in the gradebook where the student is at- did the turn it in, was it incomplete, etc. In order for kids to reassess, they must have completed the assignments related to the standard.

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I thought the excerpt on p. 84 linking the students' reading growth to improved non-academic behavior (attendance, drawing on desks, etc.) was really interesting. Looking back on my classes today, I can see a few students who may have been off task (drawing on themselves) because it was a distraction to hide a struggle they were having. Unfortunately, I initially just redirected them (one does have ADD), but I think it would be better to work with them through the next (or first!) sentence of the text and model or ask about close reading strategies.

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At the beginning of the school year I do a get-to-know-you activity with my students to help them get to know each other and then when they are done, I collect it to get to know them. I have done interview/interest activities for this and a very similar assignment to the bingo assignment discussed in the chapter. Science requires A LOT of teamwork, so I also make sure to scaffold and remind students constantly of classroom norms and participation/communication expectations.

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In the reading, I found that I do a lot of the "teacher moves" discussed. I also agree that modeling is SUPER important here. It is important to show students that the rules and expectations of how we should interact with and treat others in the class is a two way street and also applies to the teacher. I think it is important to show students that their thoughts in the classroom matter as well by listening and rephrasing rather than evaluating their answers/comments in discussions, thanking them for sharing, building upon/connecting their ideas, etc. Students need to feel like their thoughts contribute to and matter regarding what they are learning (of course it is important though to set up expectations that distracting comments are not appropriate in class... we all know about those students who like to tell stories or ask questions to get a laugh out of the class or try to get the teacher on a tangent so that they don't have to do work...).

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I also think that this is something I need to emphasize with my students more. I can do this by discussing with students how they need to be able to make informed decisions a s adults. In life, you are constantly presented with "scientific research" but it is important that students learn how to read science so that when they are adults they are able to analyze this research and make informed decisions/opinions about it rather than blindly accepting or rejecting it. I should open up this discussion and pose the question to student on how being able to read science could be useful in life after my class.

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I also really liked the "why read" chart presented in this chapter. I would like to figure out how to adapt this for my science classes. I REALLY like that it is a work in progress that students can add to as they think about/find out more.

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If there is a most important section in this chapter, I believe it is this section. If we can help students figure out who they are as readers, we can help them figure out another part of themselves. This is a HUGE part of high school. We can also help steer them on the path of becoming Life Long Learners if we can help them find their reading identity. In the chapter, the authors present a reading history activity/discussion. I like this idea and want to figure out how to incorporate/integrate it into my class (maybe a little at a time).

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The biggest thing I do in my classes for this section is model/think aloud. Every time I ask students to do a reading (anywhere from a word-problem/directions to a scientific article) I always model the first part so that students can see an example of how they should approach the reading in order to get the necessary information. I scaffold this all year and it builds (especially in chemistry). I really like the outside reading activity from the chapter... maybe I can incorporate this into my classes but have my students bring in science related readings from their everyday life?

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I feel like this section is the most difficult. I think that students should be provided with abundant opportunities to show their growth and understanding, but like the text said, content classes have to assess for mastery of learning objectives/standards. It is a goal of mine to implement more land more activities that students can complete and redo to show this growth, but I am working on this little by little as it is very time consuming to create, grade, and re-grade these activities. I am also allowing for redo's/corrections/try-again activities on certain assignments (like tests and writing assignments). This section is a big work in progress for me.

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At the start of the year we spent several days in my class doing team building, surveys, and connection games. I tried to mix activities so that I was getting information about my students, but they were also learning about one another so that they could make connections and see what they have in common. We also build the classroom norms and rules together; I have students work in small groups to come up with 2-3 things they think should be norms in our class, and then the whole class votes on the ones they think are most important to a successful year.

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This is something that is very important to me. I try to create a space where the students are comfortable taking risks in their answers and ideas and are not afraid to participate for fear of failure. I think the idea of also modeling this as the instructor is very important. When my students make mistakes I try to frame it as another way of looking at the topic or connecting it to something we've learned previously, rather than just saying it's wrong, or telling them what adjustment would make the answer more correct. This way they are making connections, and also don't get overwhelmed with embarrassment or nerves about answering incorrectly.

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This was my favorite section of the text. I think this relationship is part of why I chose to teach English. When students start to realize that this relationship is present in so many different parts of life, and they begin to master literacy more, they can be so empowered by it. I still would like to find more ways to make this connection and teach this to students. I think looking at this relationship is also a great way to include cross-curricular concepts, especially surrounding history and how it has been shaped by wielding literacy as a form of power.

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This section was challenging for me as well. Especially as a new teacher, I am still figuring out how and what I want grading to look like for my students, while also making sure I am meeting all of my own requirements. My only idea on how this section might look would be grading as completion for practice and correctness for assessments, but I still find I have doubts on that as well.

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I often have conversations with my seniors about "why we write," but I guess I never really thought about asking them the same question about reading....

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I often have conversations with my seniors about "why we write," but I guess I never really thought about asking them the same question about reading....

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While building relationships in the classroom is not a new idea, and so important, sometimes it's easier than others, depending on the group of students and those students' experiences. One quote that stood out to me is, "the population of students in each class - their attitudes and previous school experiences-will necessarily shape the way a teacher builds community." I am at a new-to-me school this year and building relationships with my students is definitely different in this different environment.

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While building relationships in the classroom is not a new idea, and so important, sometimes it's easier than others, depending on the group of students and those students' experiences. One quote that stood out to me is, "the population of students in each class - their attitudes and previous school experiences-will necessarily shape the way a teacher builds community." I am at a new-to-me school this year and building relationships with my students is definitely different in this different environment.

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Safety is key - a student cannot thrive, grow, explore without feeling safe to do so in my classroom. In my AP classroom, students have to feel safe to make mistakes because they are learning such new material and it's not easy.  In my class, we call them "risk-free" opportunities. If you are willing to try, make the effort, screw up sometimes, you will grow as a reader and writer.

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Safety is key - a student cannot thrive, grow, explore without feeling safe to do so in my classroom. In my AP classroom, students have to feel safe to make mistakes because they are learning such new material and it's not easy.  In my class, we call them "risk-free" opportunities. If you are willing to try, make the effort, screw up sometimes, you will grow as a reader and writer.

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I plan on using/modifying the "Interests and Reading Survey Excerpts" and the "Walkabout Bingo Sample" I did similar things already as ice breakers, but it will be nice to not just use to to get to know each other, but to establish norms for Reading Apprenticeship.

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I plan on using/modifying the "Interests and Reading Survey Excerpts" and the "Walkabout Bingo Sample" I did similar things already as ice breakers, but it will be nice to not just use to to get to know each other, but to establish norms for Reading Apprenticeship.

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I need to do a better job of sharing my own struggles with reading and giving students the strategies I use to get through tougher text.   Finally, as they become more comfortable with the struggles of talking the textbook or other difficult readings, I want to have then share strategies with each other.  I am sure that they have ways to tackle reading that I have not even thought of.  

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I need to do a better job of sharing my own struggles with reading and giving students the strategies I use to get through tougher text.   Finally, as they become more comfortable with the struggles of talking the textbook or other difficult readings, I want to have then share strategies with each other.  I am sure that they have ways to tackle reading that I have not even thought of.  

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It is vital that as teachers we establish a rapport with our students who want to feel loved and respected. All learning is facilitated when this classroom atmosphere is in place. Personally, I think it is wrong for teachers to be sarcastic with students as well as embarrass them in front of the class. I like to stand at the door and greet each of my students as they walk into class. In a second, I can ascertain how each student is doing in his or her personal life. When students feel comfortable in the classroom, they are more comfortable taking risks in learning and more willing to share in collaboration.

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My first year as a teacher, I was mortified when students asked me questions that I did not know the answer to. It seemed that they were testing me to see how much I knew. I realized one day early on that I did not have to know all the answers. Shortly a day came when a student asked me a question I did not know the answer to. I responded, "Good question. I don't know the answer". A second student asked me a question with the same response from me. A third students asked me a question with a similar response from me. I could tell students thought they were embarrassing their new teacher and they were "one up on me". I then asked, "Are there any more questions I cannot answer?" The class laughed and from that point on, it was never a test to see what I knew or did not know. Now I tell students that if they look up the answer, I will give them five extra credit points on their paper. They love that!

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I tell my AP World History students that the AP exam at the end of the year is one of the hardest tests they will ever take in school at any level. This test is for the real scholar who spends much time outside class reading historical documents. I share with students that even if they do not pass the AP Exam with a 3 or 4, they will do better in college and in their careers because they have mastered how to read critically and write as a historian. That ability will open many doors for them.

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A favorite lesson I give is on the invention of the printing press and how that invention changed the lives of all mankind. I ask students to think about their favorite book or magazine or form of reading and write down how reading it has impacted their life. It makes for a fun classroom discussion.

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I have long held the opinion that multiple choice tests are of little value in determining what a student has really learned. A grade should reflect knowledge and reading growth. I like to give learning products assessments where students create something that shows they have a solid grasp on the historical concepts. One of my favorites is the Infographic- a mural with beefy historical information and aesthetically appealing with accompanying graphics.

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I liked the teaching student-to-student academic conversations section. I am working now with my kids on how to talk to one another in the classroom and we are gearing up towards class discussions based off the readings we will be doing next quarter. I like the idea of them building their own norms for the class and discussions, it helps them take ownership of both.

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I like to do Reader's Theater in class to help built agency, confidence, and dispositions for learning. Students may volunteer to read certain reading documents as a group in front of and to the class. I instruct them to read with "flair and drama, enunciating their words and bringing the written word to life". This allows me to visually see their self-confidence in reading grow over the school year.

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Hunt: I love this part! I start on day one by making mistakes in class and it lets the kids know that it's okay to make mistakes and that is what the classroom is for. Alas, they have learned that mistakes are okay, as long as they fix them. The kids often comment on how they love it in here because they can make mistakes and I give them the opportunity to fix them, it helps them learn so they don't make the same mistakes going forward. 

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Hunt: I love this part! I start on day one by making mistakes in class and it lets the kids know that it's okay to make mistakes and that is what the classroom is for. Alas, they have learned that mistakes are okay, as long as they fix them. The kids often comment on how they love it in here because they can make mistakes and I give them the opportunity to fix them, it helps them learn so they don't make the same mistakes going forward. 

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For the part on Exploring Life Goals, I talk to the kids about this often, especially the seniors. They like to try and figure out why we are doing things in the classroom, it lends an air of real world experience to the things we do. If the kids don't understand why they are doing something, it's hard to sell them on it. I'm glad that this is a great thing for them to be learning, it's important for them to be able to make connections and make things relevant for themselves. Going forward, the seniors will begin writing about why we do things, and in the past, it's proven fruitful in terms of their future plans and how it helps hone their focus on why they are going to study x, y, z, or get a job instead of going to school, etc.

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We are continually trying to reinforce the importance of sharing ideas and questions without feeling self-conscious or worried that someone might laugh at them.  It's so important to feel safe in the classroom.

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We are continually trying to reinforce the importance of sharing ideas and questions without feeling self-conscious or worried that someone might laugh at them.  It's so important to feel safe in the classroom.

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I have asked the kids why we read instead of do bellwork on Thursdays, and they ask me back why we are reading. I have several who openly admit they don't read, they are on their phones, reading articles, or doing other homework. For me, reading text messages, or the government homework counts as reading. After conversations about why we read, it seems to sink in that it's for them, helps build vocabulary, socially engages them when they talk about their reading, etc. I loved all the ideas presented and discovered a few reasons why we read that I, personally, hadn't previously thought about. Alas, now I have new things to talk with the kids about, in terms of why we read.

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It's amazing to me how much students don't communicate in the classroom setting as the kids get older.  It makes so much sense to build up those relationships in order to gain a sense of community and understanding as they learn.  It brings about a sense of belonging and feeling that no matter if they are on the right or wrong track of perception, it's ok because they are here to support and learn from one another.

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It's amazing to me how much students don't communicate in the classroom setting as the kids get older.  It makes so much sense to build up those relationships in order to gain a sense of community and understanding as they learn.  It brings about a sense of belonging and feeling that no matter if they are on the right or wrong track of perception, it's ok because they are here to support and learn from one another.

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Dover Response Building relationships in the classroom has been challenging in the last few years. I have used an activity I learned from one of our PD leaders on class shields. Students develop norms for their small groups and write those norms on the shield with pictures. They spend time discussing those norms and determining how to best represent them. They also come up with a team name and color the shield. Those shields are hung in the classroom and there are consistent class competitions to earn clothespins on their shield (for a visual of their progress) and at the end of a unit, teams with the most clothespins can complete a competition for extra credit or those winning teams can all have access to extra credit. The competition motivates students and helps foster good relationships in their small groups.

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Dover Response Building relationships in the classroom has been challenging in the last few years. I have used an activity I learned from one of our PD leaders on class shields. Students develop norms for their small groups and write those norms on the shield with pictures. They spend time discussing those norms and determining how to best represent them. They also come up with a team name and color the shield. Those shields are hung in the classroom and there are consistent class competitions to earn clothespins on their shield (for a visual of their progress) and at the end of a unit, teams with the most clothespins can complete a competition for extra credit or those winning teams can all have access to extra credit. The competition motivates students and helps foster good relationships in their small groups.

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Students need to have an environment where they feel safe to share their ideas even if those ideas may not be correct. This chapter discussed collaborative environments for giving students the safety to share ideas and come up with new ideas in a small group setting. This is actually really beneficial and offers the opportunity for reciprocal teaching which also helps students feel more confident.

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This is my challenge with my students. I teach Resource English and many of my students don't see themselves as readers. I like the suggestion to have students brainstorm the many types of reading so they can see reading is not just reading novels.

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I teach AP and use their research and data which is publicly available to show students the value of their course and the AP exam. Students have more buy-in when there is authentic data. I also like data from former students' successes (this also helps with relationships and trust in a classroom) who I invite in to share their experiences in either high school or college courses.

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I typically spend a lot of time building a class culture of respect. That has always been critical for me, especially being in a Resource English class. It was expected that students were going to struggle, and so ensuring that students feel safe to share, make mistakes, and ask questions is always a priority for me. I'm learning there is still a ton more I can be doing more effectively. I resonate with "It's cool to be confused" because most of my kids come in feeling that way. From there, we can only progress.

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Box 3.7 reminded me of an ECAP/ Transition activity I've done in AZCIS. Students are able to kind of map out their future and see how much things cost realistically. It gives them an idea of life after high school as adults. It's easy to discuss how success in education can lead to a sense of economic power. But it also doesn't always resonate with students who don't see or connect with the value of education and literacy. To explore and investigate this idea of "power" (what kinds and what that can look like) in congruence with authentic reasons to invest in literacy, is important. I think if a student can understand all that, they then would build a true reader identity.

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I use standards-based grading in my classroom.  It is a LOT of up-front work to break down what amounts to 4 standards (for the state) to something manageable for the students, but it is TOTALLY worth it!  Students aren't so bent on getting it right the first time, but more on really understanding things. I also do what Rebecca does in using homework as incentive to be able to re-assess a standard. If they are keeping up with the homework, they don't need the re-take opp nearly as much.

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I really like the idea of having them bring in outside reading and having me model that thinking. I think I'll do that as a "before-Fall-Break" activity.

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The Personal History is something I would struggle with, only because I don't have a real memory of any particular time that defines me as a reader. I can pinpoint only events that are more with my children instead.

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This one is my favorite because it always confuses the students when I do it! I give them some silly riddles as a warm-up and then if they get it wrong, I whoop and holler and yell that they got it wrong and that's awesome! I get kids asking if they are in the wrong class or if I've gone crazy! It's totally fun for me to see their reaction and then when I tell them why, they play along, too during the lesson. I usually will reinforce this again as we come up on much harder topic (stoichiometry, for example) so they know they are still in the safe class where mistakes are not only tolerated, but celebrated. It makes the classroom instantly safe.

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I haven't done this enough in my career and I have taught on-level and AP English over a 6 year period. I have gauged interest in reading in student surveys but it hasn't been consistent. I think this is a good idea to determine what students like to read to identify resources that could lure them into reading!

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I use sentence frames all the time for teaching document-based question writing, which is the primary form of writing for the social studies. Students can also use these for developing argument and I pair that with activities like philosophical chairs to teach students how to have that academic conversation--have an opinion, back it up with valid evidence, and explain the connection.

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Years ago I was introduced to Standards Based Grading by AP teacher colleagues at the AP reading. I started to investigate it more and realized there was a lot of value in scoring students on a standards-based rubric and setting a goal of mastery of skills. This was initially difficult to do because of the structure of the social studies standards which were primarily content based. The new social studies standards (for AZ and really almost every state) have shifted to a skill based standards for the priority standards. This opened the door wide for standards-based grading and I could identify areas of strength and weakness for students from how they performed on the rubric and where they need to grow. This paired with student self-assessment really works for students to achieve mastery and the result is a class grade they are happy with.

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Something the book mentioned (along with my new teacher PD by the district) is the need to create relationships between students. Doing creates an environment where students are okay with asking their peers questions or even just working with them. In a middle school and high school level, students can be nervous/shy/etc when it comes to collaboration. The teacher needs to assist the process of breaking down these walls

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It is never too late in the year to do a get to know you activity. 

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It is never too late in the year to do a get to know you activity. 

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I can identify with the "It's cool to be confused" part. I believe the reason many students don't do their work is because they are confused and don't want to look stupid in front of their peers. They avoid it by acting out, saying the work is stupid, and to avoid potential inadequacies they shut down. I try to get students to realize they know more than want they think they know. I try to do small steps. Such as what type of problem it is(I am a math person)? What do the numbers mean? What can we do? etc. Small steps to build their confidence in math.

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This was one that surprised me by having all the stats listed how important and empowering being literate is.

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This was one that surprised me by having all the stats listed how important and empowering being literate is.

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My special education students often identify themselves as bad readers.  The phrase I hear most often is, "I don't get it, I suck at reading!".  Now I see that we have to continue to encourage and build on their confidence to help them get over their negative self-image towards reading.

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My special education students often identify themselves as bad readers.  The phrase I hear most often is, "I don't get it, I suck at reading!".  Now I see that we have to continue to encourage and build on their confidence to help them get over their negative self-image towards reading.

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Setting authentic purpose for reading is the most important element to get kids to read, in my experience. I do a whole presentation and several articles at the beginning of the year about the importance of reading. I show them studies that show how much more successful readers are in all aspects of their lives - in monetary ways, in relationships, and in mental health. They have to see the intrinsic benefits so reading isn't a "school" thing. 

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Setting authentic purpose for reading is the most important element to get kids to read, in my experience. I do a whole presentation and several articles at the beginning of the year about the importance of reading. I show them studies that show how much more successful readers are in all aspects of their lives - in monetary ways, in relationships, and in mental health. They have to see the intrinsic benefits so reading isn't a "school" thing. 