Chapter+19


 * Chapter 19**

**#1 "on about"** //“And we let our children know that good readers are often ‘on about’ particular reading interests…” Accountability time: How has your reading life been thriving this summer? Have you noticed that you’ve been “on about” anything in particular? Let’s report out honestly on the parallels we are reading in this text to what we are noticing about our own reading lives.//

//I am a reader. If it is in print I must read it. This summer I have not turned off my brain. This online book study has consumed me. Not in a negative way. I has made me look closely at why and how I read and use the written word in real time. This study has given meaning to why I have achieved what I do in the literate world. Now I have a focused guide to use what I know to develop in my children the greatest experience of all "independent, life long readers.//

//Margaret Fox﻿//

My summer reading has revolved around nonfiction reading that supports my professional growth, interests, and hobbies. Reading the texts for the book studies on reader’s workshop was a two-fold goal for me. It will first make me a more effective teacher of reader’s workshop since I have learned so many new things to alter what I began last year, but it will also bring me one step closer to renewing my teaching certificate through the SB-CEUs I am earning. I have also spent time reading newspapers, magazines, and websites searching for new, fun things to do with my kids both in town and to the places we traveled this summer. Finally, I spent time reading my scrapbook magazine when it arrived to learn new techniques for designing pages of my own. Because I am interested in these types of readings, it is easy for me to maintain focus, just as it is easy for reluctant or struggling readers to remain engaged in topics or areas that hold interest for them. Stephanie Cooper Chapter 19 from Bobbi Friend #1 – My summer reading has been focused on the nonfiction reading for these online book studies, reading my Bible, reading Christian fiction (my favorite genre), and finally reading The Book Thief that was recommended to me by several high school students who I consider fluent and lifelong readers. First, my professional reading has resulted in reading The Art of Teaching Reading, Growing Readers,Teaching Reading in Small Groups, Conferring with Readers, and Reading for Real. The majority of my time has been spent with these books with the purpose of learning about reader’s workshop in a more in-depth manner so that I will be a better teacher this year. I also spend time reading my Bible daily, and that is reading that I use to feed my heart. I have read a few Christian fiction novels as well this summer, but not as many as I normally do when I have down time in the summer. Finally, The Book Thief was recommended to me as a great book that I have never read. Wanting to learn why high school students would be intrigued by the book, I decided to read it myself. I think that I find myself “on about” reading that will make me a better person and a better teacher.

I have read lots this summer. The 5 books for the book study. I read a book for my Spirit Sisters group. I have read my monthly law journal. I have read another religious/positive book. I am trying to read John Grisham. I am want to get to the book store to find his new children’s books. I read house magazines like a fen. I always put things in boxes so the only cross over between the 5 books and my regular life was to consider introducing the laying of cards to my book club partners (know I will at school so that seems like still a prof application). It was interesting that I did not feel a big personal change in my reading—generally I think I find things do seem like they do have the mega-cognition—liking about my own learning and thinking process. KDN

To be honest, I feel frustrated that I don’t have time to be “on about” other interests of mine because I’ve chosen to read three texts this summer all about teaching reading. Like Stephanie, my goals are two-fold. I constantly strive to improve my practice, especially in the area of teaching reading. I, too, need these SB-CEUs to renew my professional certificate. I did note after reading the series of questions on pages 388-389 that I want to challenge myself as a reader when I have more time for reading for pleasure. For example, I want to read a new genre, such as mysteries. Also, I want to continue reading memoirs or realistic fiction in which I can learn more about people. I’m looking forward to getting back to reading more about spirituality the Law of Attraction, and vision boards. I’ve definitely created reading projects for myself based on my interests and hobbies over the years and I’m anxious to delve back in! Sara Sabourin

I am not a great "on-about" example, either. At the beginning of the summer, I purchased a book....just for fun. Read chapter one and haven't picked it up since. I have been reading __The Art of Teaching Reading__as I also need the SBCEU's and I believe that it is helping me on a professional level. I am also reading a book called, "Heaven is For Real." My mom read it, and so did my aunt. They both said it's a quick read, but I have yet to finish it. It seems as though I have so many irons in the fire right now and with two little kids (3 and 4) I hardly have a moment to read for pleasure. However, reading them stories is pleasureable and I do make time for that! :) I love to scrapbook as someone else mentioned, but I don't have the time these days to do it, let alone read about it. When I was in high school and college, I made time to read and I even read for pleasure. In fact, I believe I read a lot even after college, when I was single. Since being married and having children things have changed dramatically. The older I get, the busier I am, and therefore, I have less time to devote to reading. I love my life. I love my career. I love my family, husband and my children with all my heart...but I am wondering if there will ever come a time when I will be able to get back any of my "me" time! (On page 388, the example of researching mortgages to buy an apartment was given to a class of students as an example of what the teacher was reading on or about lately. So, if that's the case, then does reading and posting on FB count as on-about time? What about researching recipes on allrecipes.com? I also like to google search for birthday party ideas as I'm currently planning my daughter's birthday party. Reading is a huge part of my life in many "little" ways...but do they really count as "on-about"?) Keri Cooper

Like Sara and Keri I have not beena good model reader this summer. I too have been reading the 5 books for all of the online book studies, have been helping take care of my parent's yard while my Dad recovers from surgery, have been spending about 10-12 hours a week in my classroom trying to get things properly set up for Reader's Workshop, and 2 weeks ago my family "adopted" a German exchange student for the year. A bit hectic but I am reading a couple of pages of Catcher In the Rye every night before I start snoring. I cannot go to sleep without reading at least a little something. I have really enjoyed the book study books but I need to also have time to read just for pleasure where I don't have to highlight and take notes like reading magazines at the beach or the newspaper. --Jodee Tuttle

Hey Ya'll...I went and got my hair done last night and actually read a Family Fun Magazine! It was fabulous! :) Keri Cooper

As Stephanie mentioned, I too have been reading text to earn SB-CEU’s and gaining all of this information to fill the gaps of my struggling readers. I am finishing up an autographed copy of “BreakingThe Rock” by Jolene Babyak. She lived on Alcatraz as a child and tells an amazing true story of “The Great Escape From Alcatraz.” I also started an autographed copy of “Real Life and Liars” by Kristina Riggle. I love sharing my reading experiences with my students and that helps them to share what they have been reading. In addition to that, I have been researching leveled books from A-Z for my classroom. I am looking forward to a new year of READING!

M.J.

Like many others have mentioned, I too, am reading this book, "The Art of Teaching Reading", for SB-CEU's and for professional growth. I have also found that while it is helpful, to be learning about Reading Workshop and how to incorporate the ideas into my classroom, it has severely hampered my "reading for pleasure" time. I love to read when the kids are in bed (we have 4), and my favorite genre is Christian fiction, too (like Bobbi), but lately, when the kids are in bed, I'm reading this book instead. This afternoon, however, we were traveling home from Detroit, where we went for the weekend, and I threw a few new magazines into my bag. I actually read a few articles from "Midwest Living" and "Woman's Day". I loved it! I also still read to our kids, as part of our bedtime routine. I read to our twins, age 22 months, for about 15-20 minutes before I put them in bed. They pick board books and we read them together. Then once they are down, I read to the "big girls" (ages 10 and 7) a few chapters from the Little House on the Prairie series. We're on "The Banks of Plum Creek" right now. Also, like Keri mentioned, I have the book "Heaven is for Real", but haven't yet read it. Maybe next month.... Kari Bonnema

Like so many others I am reading this book for SB-CEU's. I set my reading goals way to high for the time I had to spend on them. I signed up for all 5 books but only was able to really get through 3 of them. I've read the other two but can't seem to get to the questions. I don't find time to read daily or even weekly. When I do read it is short amounts that I usually have to read over many times to retain the meaning. My schedule is too busy for me to devote more time than this. :( My fun reading is getting a magazine and read a few interesting sections when I can. They are the best for me as I don't need to read for long periods and the meaning or story doesn't continue day to day,,,chapter to chapter so I feel it gives me a stress free read. Ronda

**#2 Reading Project unit**

//What did you hear in this short but powerful chapter on the idea of a “Reading Project” unit of study that would be of particular value to your students’ reading lives or your instructional goals for them?//

//"Reading Project Unit" is authentic accountability of my instructional goals. These projects will happen three times this year, that is my goal. It will be streamlined in three areas, Science, Social Studies and Math. I plan on using thr Readers Workshop across the curriculum. The printed word is everywhere I plan on demonstrating and modeling the strategies they will use throughout their daily studies.//

//Margaret Fox﻿//

Chapter 19 from Bobbi Friend #2 – My initial thought about reading projects is that I will not have time to do anything like that in my classroom. I will only have 50 minutes to meet with each group of students daily, so I feel I will need to do reader’s workshop in a normal format for the majority of the time. However, as I read the chapter, I realized the true value of these types of projects. On page 390, when talking about why reading projects are valuable, I reconsidered my opinion. A reading project provides a chance to tap into our students’ passions and ambitions. It nudges children to bring in their very individual interests. A reading project provides children with a chance to consolidate and practice what they have learned. These are all compelling reasons to use reading projects. I plan to have students engage in reading projects at the end of the semester and I will see how it works because I have so many students to keep track of that I don’t want to get overwhelmed this year.

In my position as Lit Coach I think both comments will happen. Their will be people ready to embrace this approach. Their will be teacher and administrator not ready. It is interest that sometimes the teachers have to sneak in the best practices because the administrators are unaware of the changes. In 17 years of teaching on 1 administrator I have worked under has attended a strategies based workshop. Most administrator are still on the old management not leadership by example plan. KDN

I’m excited to integrate a Reading Project unit of study in my classroom. I am encouraged by the quote on page 388 that reminds students that the work they’ve done in “reading workshop is not just schoolwork but also lifework.” I see modeling more of how I’ve pursued reading projects in my life from childhood and teen years (such as reading the Baby-Sitters’ Club series that sparked my creativity and excitement to influence children) to the reading projects I’m engaged in now (for example, perusing magazines about mixed-media art as I begin to have-a-go with this hobby). I also want to hold onto the quote from the same page where Calkins suggested we say to children, “As readers, all of us pursue purposes and projects. Your job now and always is to make a reading life for yourself.” I want to encourage reading projects all year long. I’m not sure exactly how I’ll structure this unit yet with first grade students. I do strive to always incorporate reading into children’s interests, wonderings, and findings. For example, if a child brings in an insect or pinecone or shell, I want to honor and extend their interests with further reading about it. Maybe this year, I’ll simply continue to do this and create a block of time once or twice a week to have kids pursue reading projects. Like Bobbi, I don’t want to get overwhelmed this year, especially as I want to really focus more on partnership work and accountable talk. Sara Sabourin

As Sara mentioned, a Reading Project unit can certainly help our readers feel that reading is not **"Just Schoolwork, but also Lifework."** Having the students design their own reading projects gives them ‘**a new sense of direction’** and autonomy in their reading. They become invested in their reading across all environments (i.e. home and school). The reading project provides a chance for students to choose books, magazines, websites, and research that is aligned with their **interests, passions**, and **ambitions**. The students “hobbies and passions” brings great diversity to the classroom reading community. This type of reading could be the catalyst to making lifelong readers of our students. M.J.

As Sara and M.J. mentioned, I liked the quote that said reading is "not just schoolwork, but also lifework". That is so true! I also like to use reading to extend student's interests, like encouraging them to choose books that are of subjects, hobbies, or interests they enjoy. I would also like to tie this in to what their parents are reading. If we can make the connection between what other adults are reading and that those are their interests, often times kids want to emulate those as well. It would be great to have parents come in and share with the class, too, about what they are reading and learning about. Kari Bonnema

Like Bobbi I feel that the reasons to do a reading project are very worthwhile but it seems like it might take a lot of time. I realize that there are advantages to doing them like "nudging children to bring in their own interests, it allows them a chance to tap into our students' passions and ambitions, and it help us as teachers the big goals in our teaching." On page 393 it says that "it is important for students to copose lives in which reading and writing matter." So with this in mind I might venture out and try a reading project or two. Ronda

As I'm not sure how I feel about Reading Projects just yet, or how I would fit them into my classroom, or how it would look with my students, or admitting that I'm just really getting into Reading Workshop and all the components, so the thought of Projects just scares me, I'm going to post my final thoughts in this section. In my opinion, the most powerful quote in this chapter was the last sentence on page 393, "'What these teachers know,' I said, 'is that as important as it is for kids to compose essays, memoirs, and responses to literature, it is even more important for them to compose lives in which reading and writing matter.'" Enough said! :) Keri Cooper
 * //Here is a place to post other ideas and burning questions from chapter nineteen if any. (Remember, a high-quality comment in this bottom section does still count toward your total comments. So anytime the posts for a certain chapter don't speak to you and your thinking, feel free to share your own ideas from the text here...)//**