180 #bookaday Read Alouds

*If you are looking for information on #ClassroomBookADay, please visit the new website with information, links to videos / podcasts / posts, and many recommendations www.classroombookaday.com.*

Updated July 2017 - See yearly updates at the bottom of this post*

Because our bell schedule was changed in such a way that we were going to have 5 more minutes per class period...

Because my students' feedback at the end of last year overwhelmingly mentioned wanting me to do more read alouds...

Because I know the importance of continuing to read aloud to adolescents...

Because data shows our students need more modeling of strong fluency...

Because I know the power of a picture book...

Because my summer reflection on the previous school year made me realize that I usually started strong with read alouds, but then they tapered off as we got busier throughout the year...

Because I was looking for ways to continue to build a strong and caring community in my classroom...

Because sometimes a picture book can get the message across much better than my talking can...

Because sometimes there are things kids need to hear that a picture book can tell them...

Because I wanted shorter common texts to use as reference points when talking about writing and reading...

Because I believe in the power of a shared experience with stories...

Because it's a valuable use of extra minutes...

Because I can find titles that connect to curriculum needs...

Because you are never too old to read or listen to a picture book...

Because read alouds...

Because picture books...

Because humor...

Because community...

Because caring...

Because empathy...

Because #bookaday...

Because there are 180 days in our school year...

Because of all of that and more, I made a #bookaday goal to read aloud a picture book to my 7th & 8th graders each and every one of the 180 days I will meet with them this year. That doesn't mean we won't be doing other reading also, but we will read at least one picture book every day this school year.

I'm excited to see where this takes us.

After two weeks, I'm already seeing the benefit of what we've been doing...
...as the conversations increase in individual participation and level of talk
...as students refer back to picture book titles
...as my students learn authors and illustrators by name
...as they come eagerly to the floor for read aloud time each day
...as I see students' faces engaged in the story and responding with their whole being
...as I read more and more picture books myself to have a plethora to choose from
...as I find ways to make connections through picture books to what we're learning in class
...as I realize the multitude of stories they will have to pull from later in the year when responding to text
...as I see our display every day, knowing other grade levels also see it, and share the literacy experiences we're having in middle school
...as I sit for five minutes each day, four times a day, and share a reading experience with my students that they likely wouldn't get anywhere else

Our First Three Weeks Read Alouds:
Day 1: My Teacher is a Monster! (No, I Am Not.) by Peter Brown (First Day of School)
Day 2: Flight School by Lita Judge
Day 3: It's a Book by Lane Smith
Day 4: The Adventures of Beekle: The Unimaginary Friend by Dan Santat
Day 5: Extraordinary Jane by Hannah E. Harrison
Day 6: Pardon Me by Daniel Miyares  (testing day)
Day 7: Ninja! by Arree Chung  (testing day)
Day 8: 7th gr-Fireboat & 14 Cows for America  8th gr-September Roses & The Little Church That Stood (September 11th)
Day 9: This is a Moose by Richard T. Morris
Day 10: The Dot by Peter H. Reynolds (International Dot Day!)
Day 11: Picture Day Perfection by Deborah Diesen (Picture Day)
Day 12: Little Red Writing by Joan Holub (First Quick Write Day)
Day 13: A Book by Mordicai Gerstein (Genre day)
Day 14: Telephone by Mac Barnett

Next week I'm planning to read I Want My Hat Back & This is Not My Hat by Jon Klassen and Sam and Dave Dig a Hole by Mac Barnett illustrated by Jon Klassen at the start of the week.

Thank you Donalyn Miller for #bookaday leading to the inspiration for this goal in my classroom this year.

*Update September 2015*

The entire year went so well that I'm doing it again!
I also had the opportunity to present a session about my #classroombookaday at nErDcampMI in July. 

The slides from that presentation are below if you want to see more of my thoughts after the whole year of a #bookaday picture book read aloud with my middle schoolers. As with any presentation the first time talking about a topic, there are things I would change for next time, but it's a start.

nErDcampMI 2015 A Year of #bookaday Picture Book Read Alouds in Middle School from Jillian Heise

*Update September 2016*

I was again able to present a session at nErDcampMI in July with my friend, Angie Huesgen, who is an instructional specialist in St. Louis, and adopted classrooms in her school to do #classroombookaday even without her own classroom. 

Though I left the classroom, I still see the power of sharing these picture book stories with students. The 2016 slideshow is below.

nErdDcampMI 2016 Picture Books in Every Grade, Every Day #classroombookaday from Jillian Heise

*Update June 2017*
Another change in career path has led me back to grad school (again!) for an MLIS and I'll be starting as a K-5 Library Media Specialist this fall. I'm thrilled to be getting back into a school to talk books with kids and get back to #classroombookaday with students as a school librarian!

I often get asked about title recommendations or books I use for #classroombookaday. Here are several places to start to find picture books I would recommend for sharing with students.

• Pictures of #classroombookaday boards - zoom in to see the book covers
• My goodreads shelves of my #classroombookaday books from the two years I was in the classroom: 2015-2016 & 2014-2015 (you can see my star ratings for my higher recommended titles)
• My goodreads shelves of my personal working shortlists of contenders for the WSRA Children's Literature Committee Picture This list: 2017, 2016, 2015, 2014
• My instagram feed where I post most highly rated picture books after I read them
• The #classroombookaday Twitter feed & (brand new) Facebook page

*Update July 2017*

I was the guest poster at Nerdy Book Club on July 3rd with #classroombookaday & the Power of Shared (Picture Book) Stories, which includes testimonies from many other teachers who have participated in #classroombookaday the last two years. 

 I'm grateful to the Nerdy community for the chance to share and for the support. 

I was honored to be able to present again this year for nErDcampMI Day One on Picture Books Every Day & the Power of Shared Stories.

Picture Books Every Day: The Power of Shared Stories - nErDcampMI 2017 from Jillian Heise

Join the #classroombookaday community!

With other teachers participating, you can follow the #classroombookaday hashtag on twitter. And, if you're participating in #classroombookaday, join our facebook group!
If you decide to try it, I'd love to hear from you!
#classroombookaday Tweets

Making Time For What's Important

As I was driving home from what ended up being a three and a half hour dinner/chat with Donalyn Miller (it's hard to stop talking when you see each other so rarely and are having so much fun), I was thinking back on what Chris Lehman said each time I've seen him speak recently, whether in reference to reading or writing, about making time for what's important. We make time for what's important in the classroom for the reading and writing and the talk and the community building and relationship building because we make time for what's important to us, and those are the things that are important in helping students develop. And as I was driving home, I was thinking about this and realized that it was important for me to make that time last night. No matter how busy or tired or overwhelmed by to-do lists or thinking about teaching the next day I am, it's important to make the time for evenings like that with friends who understand and can relate to what I do everyday. Talk is important...it's a way to work thorough things I've been thinking about, confused by, wondering about...it's a way to process my ideas...it's a way to feel better about where my head is at. It's important. I need to make time for it.

To make that time to discuss and just have a really enjoyable evening was important. Because I need to make time for what's important to me. You make time for those things that matter and I'm glad for the people who make time for me. Friends who help me to be a better person. People who make time for what's important-that connection and community.

I make time in my classroom for reading and writing. It's important for my students to believe they're readers and writers. I need to make that dedicated time for them to experience and delve into their reading and writing because that's what is important. It's important for them to find the joy and interest and motivation and engagement in reading and writing. I need to make time for that because it's important. The kids who enter my classroom need to discover themselves as readers and writers and believe that they can do it. I know that's important...and everybody should make time for that.

Image from: MelissaJoyKong

Learning IS Hard

Heard across my classroom today: "This is hard!!!" {I hope you're imagining the half whining/half frustration overload tone of voice this was yelled in}

So...how to respond?
-Well, yeah. Learning is hard, but how great - you must be learning something new!
-Yes, but that doesn't mean we give up.
-Please don't yell across the classroom and disturb everyone who is writing. It's okay to be frustrated, but it's not okay to interrupt everyone else who is working.
-What can I do to help you?
-Remember when I've talked about that idea of cognitive dissonance, where things get more confusing before they start to make sense in your brain when you're learning something new? Well, I think you're in that stage right now.

Take your pick. I'm actually pretty sure I said a variation on every one of those options in the minutes following that outburst.

Then I started thinking about it some more. My thoughts first went to...hmmmm, I really thought I had explained that well when I was talking with him, but maybe not. How can I explain it in a way that will help? Then, as I looked at the boy's face across the room, I realized that I recognized the body language and look of utter frustration. Just last spring I had been exactly there. When? At a writing retreat for my National Boards portfolio. I get it. I just wanted to be done and have it make sense and write whatever and just get it over with. I understood the emotion this kid was feeling. And it made me change my thinking to empathizing with him versus questioning it.

And as I write this, I realize what perhaps I came to understand even more today. It's crucial that I continue to be a learner. It's important for my role as a teacher that I put myself in situations that can help me feel what my students might feel like on a daily basis (without quite as much middle school angst). How can I possibly understand what my students are going through if I haven't gone through it? And I'm not just talking about thinking back to all those years ago when I was in middle school. I'm talking about continuing to be a learner today. With my understandings where they are, if I hadn't pushed myself past my comfort zone to that stage of cognitive dissonance recently myself, I'm not sure that I would have so quickly moved in my mindset to understanding just exactly what that feels like. And what did I need when I was feeling that way? To get up and take a walk, get a drink of water, talk to someone about something else for a few minutes, give my brain a break...and then get back to it. So why shouldn't I give my students the opportunity for that same outlet of taking that break to keep the thinking fresh? Something I'll be remembering the next time this happens.

http://www.flickr.com/photos/arenamontanus/536015750/

Because I Read What My Students Read

Today I was still feeling the joy from what I got to share with my students yesterday. I shared in the anger at an ending, sadness at a character dying, shock at a surprise twist, and swooning over a guy - all in the books that my students are reading. I realized this morning, when they cheered at breakfast when they heard we'd be reading for a large amount of time in class today, that I have built the community I have because I read the same books my students read. That thought sat in my head all day...and resulted in this poem tonight.

Because I Read What My Students Read

Because I read what my students read
I can do my job better
I can recommend books
to specific students
meeting their interests
growing readers

Because I read what my students read
there are days
when students can't get into my room fast enough
to tell me about what they read the night before
and share in the emotion
from that part of that story

Because I read what my students read
I can hook readers
with hints at what lies
inside the pages of that book
they've taken off the shelf
considering
but unsure
if it's the book for them

Because I read what my students read
I can match students
to books just right for them
based on what they need
in their lives at that time
or what kind of mood
they're in
or what topic
they want to read about
or how ready they are
for a certain topic

Because I read what my students read
I can share excitement
over a favorite story
I can share the frustration
over a cliffhanger

ending
I can share in the reactions
to the moments contained
within those pages
expanding their minds
I can share in the swooning
over certain characters
I can share in the desire
to have that character be real
and a friend
I can share in the tears
when something happens
in their lives
and in their books

Because I read what my students read
I know how they're feeling
with just a look
just a word
just a glance at a page
just a peek at a title
knowing what they're experiencing
because I have
too

Because I read what my students read
I don't have to have read the exact book
to relate to being a reader
of middle grades or young adult
I can empathize
and understand
what that reading
experience
must be like

But because I read what my students read
when I have read that specific book
and lived within that story
it creates an even more powerful
connection
rapport
of being a reader
and making recommendations
earning trust
to know what they might need

And because I read what my students read
when something happens in their lives
whether big or small
whether happy or sad
whether right or wrong
I turn to books
to let them know I care
to help them see how to cope
to let them know I am there
for them
to help them see another path
and I turn to the stories
on those pages
to help my students get through
their struggles
and celebrate
their successes

Because I read what my students read
I am a reader
teaching and growing
more readers

Who Will You (Choose to) Be?

If you follow any teacher pages on Pinterest, you've probably seen this bulletin board idea.

Via Pinterest from Entirely Elementary's Be yourself theme 

I know I did. And I wanted to put it up in my classroom as a kind of mission statement for the school year.

Be... 

The idea behind it for me is helping my middle schoolers have a visual reminder every day of what they're working toward as a member of our classroom community. Kids who are reminded to Choose Kind after hearing Wonder read aloud last year. Kids who have the Core Values of the school they're expected to demonstrate. But here's the thing...I didn't want to just put up another bulletin board that they might just ignore, or only read when they're bored. I wanted it to be something meaningful to them. I wanted them to take ownership of the idea. I wanted them to live this statement this year.

So why not have them create the words to fill the board?

I started with this; my mission statement for the year (+ above Be, I added Snail's reminder from our first day of school read aloud on bravery and friendship, The Story of Fish and Snail) on our classroom "Identity" board reminding us of what makes us who we are.

Then I introduced the idea.
I shared a read aloud of One by Kathryn Otoshi (a fabulous book with a powerful message - If you haven't read it, you should!)
I told them they would be filling in the blank: Be __________
I showed them my train of thought for what I chose: Be you. Be yourself. Be your best self.
I gave them some thought-provoking prompt questions: What matters to you? Who will you (choose to) be?

They had time provided to brainstorm a list of ideas.
They were encouraged them to choose the one that really spoke to them.
They discussed with classmates.
They showed me what they chose.
They got a blank piece of paper to fill in the blank in whatever way they chose.
They created a board that is better than any pre-created one I could have had...because it is meaningful to them. It is their ideas, and their classmates ideas, and their reminders of how/who they want to be this year.

The Best Part of My Day: I Have Readers

The best part of my day today? 

It involves one of my book obsessions.

When walking back in from taking my homeroom to their buses, I heard my name called from a window. I stepped onto the bus questioningly. One of my 8th grade girls, to whom I had recommended one of my all-time favorite books (The Unbecoming of Mara Dyer by Michelle Hodkin),which I knew she was loving because we had discussed what she thought earlier in the day, was just checking to make sure that I would have the sequel (The Evolution of Mara Dyer) ready to give her tomorrow. I had to laugh because she was so eager because she knew she would finish the first book tonight and that my classroom copy was currently in another student's hands. I told her I would check for the library copy, but if it was out, I would bring my personal signed copy from home.

Why was this the best part of my day? It reaffirmed for me yet again in a small way that choice works.
I have readers. I have readers who are excited about books. I have readers who want to make sure the next book will be waiting for them when they get to class. I have readers who maybe weren't readers at this time last year. I have readers who advocate for themselves to get the books they want. I have readers fighting over books and racing to be first to the bin to get the sequel. I have readers sharing their favorite books. I have readers who are recommending books to each other. I have readers talking to me about the book they like. I have readers I can connect with because I've read the books they're reading. I have readers who take my recommendations and read. I have readers. Because I let them choose the books that they want to read that are interesting to them, because I don't force a specific book on them, because I allow them to try books and not read them if they don't work for them...I have readers.

Life's Too Short To Read Books You're Not Interested In (aka: The Charts We Made Today)

I stood in my classroom at the end of a long day trying to think back to decide if there was anything I wanted to make note of to write about today when I got home. It was an OK Monday, but there wasn't anything that really stuck out. But as I looked around the room, I realized there was clear evidence of the thinking my students had done today. It was really only our 3rd actual day of class (due to testing and field trips last week) so we're still working through some of the nitty gritty details about books and building our culture of literacy in the classroom. So today was the day of charts. For some charts I have all four classes brainstorm and we add to a messy copy of the list on the whiteboard throughout the day, which I then convert to a neat enough to put on the wall chart later on. For other charts, where it's more limited what might be on it, I'll go ahead and attempt a neat copy as we talk through things (although I sometimes still have to make neater ones if my spatial skills aren't accurate for what I think we'll need when I start). Today was a mix of both.

First up was What We Think About When Choosing Books and Reasons We Might Abandon/Pause a Book made with my 7th graders and shared with the 8th graders (because for them it's review from last year). Both of these are discussions I feel are important to have in the beginning of the year with my classroom reading community. I have students brainstorm in groups and then share out as I messily write their thoughts on the board. Some items we have to discuss more, clarify, question, add to, reword, or combine together as we go. But I strongly feel that to be effective in our readers workshop and choice reading classroom, students need to realize there is a process to choosing books and we do put thought into it, we don't just randomly pull a book off the shelf. And they also need to realize that it is perfectly OK, and in fact encouraged, to abandon or pause books that just aren't working right now. I tell them that life is too short to spend time forcing ourselves to read books that we're not into. That just doesn't work for my class or my teaching philosophy. Now, that doesn't mean that you give up on a book forever - it could just be that it's not the right book for right now at this time in your life or day or week, and that's why we also have the ability to "pause" a book. But in order to meet the goals of this class (reading more!), they'll always have to have a book that makes them want to read during reading time, and if the one they have doesn't do that, they need to put it back and choose a new one.

I loved the ideas my students came up with - it especially made me laugh (and think of Colby Sharp) when one boy started talking about abandoning a book because it is too "girly" - so I had to ask him to elaborate on what that meant, and he said if it has too many detailed kissy scenes. [Granted, we did talk about ways you could work around that by skimming/skipping those scenes, and that sometimes boys like to read the books that tend to be more popular with girls because that way they know what the girls are thinking/reading about {which one 8th grade boy thought was genius!} but that could be a valid reason for abandoning a book.]

Our other chart today was made with my 8th graders to explain book genres. It was a way for me to quickly assess what they remember from last year, and they essentially made the chart that will be shared with the 7th graders tomorrow. Today was the invitation to the 40/50 book challenge day, so it was important to bring up genre and form. 

We, of course, had to discuss the fact that some genres combine together in a single book and that sometimes it's not completely clear where one would fit, but they're at least getting the overarching idea of genre and where things might fit. {We also got into a very interesting tangent about where various superhero characters would fit. When students could defend their answers, "No, Superman is an alien, so it's si-fi," I knew they were thinking.} It's another example of me wanting my students to have the big idea understanding of something in a way that will be usable to them, as opposed to needing to memorize a specific detail. I do think it helps them to think about books in this way because it allows them to look more closely at what an author has created to determine where it might fall. Ultimately, if a student can tell me what genre they would categorize a book in, and can defend that with textual evidence, that's where they show me their thinking, and that's how I assess their learning. 

We didn't only make charts today. We also did our Independent Daily Reading (IDR), and read the week 1 poem from the Poetry Friday Anthology for Middle School (which for various reasons is happening on Mondays for us), and we jotted responses to said poem, and we set up our reader's notebooks, and we laughed and made it through our first Monday and first school day on a regular schedule. All in all a good day in middle school. 

Best First Day of School Yet

Today was the first day of school. It was my 9th first day of school as a teacher, and it was the best one yet. This was the first year that I didn't feel nervous the night before (which I did think was weird - I was actually a bit worried about that). I felt as ready as I could be (I had even blogged about it, which come to think of it might be part of the reason I felt calmer...hmmm, maybe there really is something to this writing thing). I was excited to see my students again - I had missed them. I read six picture books last night before going to bed (taking my total for the summer to 92!). I set my alarm nice and early so I wouldn't feel rushed in the morning. I laid out my clothes and shoes. I went to sleep (we won't talk about the three times I woke up throughout the night - this seems to be a common thing with teachers on this big night). I was still excited, and not nervous, when I woke up and got ready this morning. I had a feeling it was going to be a great day...and it was.

What did we do today? We talked books. We looked at the classroom library setup. We saw how Booksource's Classroom Organizer works. We chose our first books of the year to check out. We started reading. We got cool WONDER-themed bookmarks reminding us to "choose to be a little kinder than is necessary." We saw the awesome floor cushions and poufs that are the newest addition to the classroom (with more to come since they were such a hit, we'll need enough for everyone to have a pouf). We shared picture book read alouds (THE STORY OF FISH & SNAIL and BOY + BOT). We responded to those stories individually and then thought about the common themes and why they might have been chosen specifically for today. We started (or in the case of the 8th graders, continued) to become a community of readers in our classroom.

I needed a place to collect the students' jots of their thoughts responding to the read aloud books, so on-the-spot decided to have them stick them on the back cover. They loved it (and it worked so well)!

There is definitely something to this looping thing. Knowing that with my 8th graders we could just pick up where we left off and didn't have to do any of the get-to-know-you stuff was great. Being in a small school where the 6th-8th grades are on the second floor, so I knew all of the incoming 7th graders by face, and most by name, made for a smoother transition into the year with a new group of students. By the end of the day I was just so happy to have my middle schoolers to talk books with again. This community is what it's all about...because if it starts with that, learning will be the inevitable end result. We have lots of books to share, read aloud, and discuss. We have lots to write about.  I can't wait to see what the next 179 days brings.