DIY Literacy Ch. 3-4 Reflection #CyberPD

"We find that students need support, time, and repetition to make learning stick." pg 39

This week, reading Chapters 3 & 4 of DIY Literacy by Kate Roberts & Maggie Beattie Roberts really hit home with some of the struggles I have with my students every year. Getting students to remember what I've taught and helping them reach a level of rigor in their independent work are constant struggles I have with some of my students.

In recent years, our school district's poverty level has more than double from less than 30% free or reduced lunch to roughly 65%. Although I know many district's live with these levels year after year or are in situations with higher levels than we have, it has still been a culture shift for us. What once worked to motivate students simply does not any longer. Most of our students live in homes that value entertainment and fun over buckling down to achieve academic success. With this change, memory and motivation are now key struggles for our district as a whole, and these chapters fit perfectly with the PD within our districts.

I love how Kate & Maggie show, through explicit examples, how each of the tools they describe can be used to help improve student memory, rigor, and independence. The How to Set Goals and Narrow Our Focus section on page 43 was especially helpful. Keeping in mind our list of ideas and goals, students get a sense of ownership when co-creating the tools, but we as teachers are still able to ensure the best quality teaching goes onto the tools. Such great tips!

"Watching the process of something being made increases the likelihood that students can replicate the process on their own, which is critical to their independence." pg 68

I'm also starting to get really excited about the idea of using micro-progressions in full-force within my classroom. In the past I have used something similar but rather infrequently. I have liked how it worked but I still knew it was not as successful as it could have been. The tips and ideas from these chapters are what I needed to really implement good quality micro-progressions.

"The point is that you keep trying, and work hard, not that it works perfectly for you right away." pg 64

Further Questions I Have:

1. As many others have asked, how many demonstration notebooks would be the most beneficial? Would having separate reading and writing notebooks be best, or would it be better to keep them together as one since much of reading and writing overlaps?
2. I have seen many examples from middle school grades, but as my new coaching position will take me into classrooms ranging from K-6th, I would like to look more into ideas for a demonstration notebook for the younger grades, for those students who are still learning how to read.

DIY Literacy Ch. 1-2 +Bonus Reflection #CyberPD

Another year of #CyberPD has officially begun! I always look forward to this online learning event with other educators who are eager to share and learn together, This year's chose book title is DIY Literacy by Kate Robins & Maggie Beattie Roberts. If not already a member of this great community of educators and life-long learners, check it out here.

"The tools in our lives improves our lives. They save us energy, time, and struggle." pg. 3

This book hits such an important topic that I have always struggled with: how to create effective and visually stimulating tools that truly invigorate the students to work independently. As a 4th grade teacher, I am always striving to get the children that come into my room at the start of the year to grow into independent thinkers and problem solvers.

Chapter One: Extending Our Reach
I love how chapter one starts out. It reminds us that the right tool is essential to success in most situations. Something that I love to do is cook. When I first started to experiment with made from scratch foods, I had limited kitchen tools and it became very difficult to create the delicious foods I wanted. It quickly became obvious to me that it was essential that I purchase certain kitchen tools, such as a rolling pin, different sized graters, a mandolin, and most importantly a food processor. With these, cooking became so much easier and I was able to complete more complex and delicious foods. As a cook, I knew these tools were helpful and allowed me to combine the skills of using these in many different ways to create new dishes. The same is true in the classroom. With the right tools, students can succeed and become independent. And the more tools we provide, the more likely that the students' learning will be complex and lasting.


Chapter Two: An Introduction to Teaching Tools
I currently have my students each keep a notebook in the classroom that is full of the notes, examples, lists, and other helpful tools. It stays in the classroom where they can access it whenever they need to while working. However, as I get into this book, I am realizing that it is lacking some key ingredients. First, it is definitely not interactive enough. Although many of the examples of good, "after" work are created together, I have never had students create their own bookmark list of strategies that work for them, rather, every strategy that is an option is always included in the tools. Second, I need to use more images, icons, and other visual clue elements. Third, I need to include far more examples of the "before" work so that students can see where they are now in order to figure out how to get to better and reach quality "after" work.

My favorite tool that is shown in Ch. 2 is the demonstration notebook. I always struggle with making my mini-lessons truly mini, and with being able to timely pull out small groups for effective reteaching or refining lessons. The demonstration notebook is a great solution to both of these struggles. It allows me to be ready with hands-on practice of valuable skills and strategies for when the need presents itself in the classroom. I am getting excited about starting to create my notebook and other charts! I know it will take time to create a quality notebook and truly beneficial charts and micro-progressions, but it will be worth it!

Bonus Chapter: How Do I Find (and Write) Strategies for Teaching Tools?
This chapter was more of a confirmation that I have been on the right track for the past 4-5 years. My district has been going through major curriculum changes the past few years as the Common Core standards are introduced and as the state tests have changed over and over. In order to compensate, I have done a lot of finding and writing my own strategies for my students' ELA binders. I especially appreciate the Fine-Tuning Your Strategies section. These were great reminders to help make the strategies I give to students truly kid-friendly. It really is all about the kids!

I want to end with this great reminder found on page 6: "You will also need good teaching practices, a strong curriculum, and solid relationships with your kids."

Digital Reading Ch. 6-7 Reflection - #CyberPD

As with last year, I have had such a great and fun learning experience through this summer's #cyberPD and I'm sad to find that it is almost over. Here is my last reflection for Digital Reading: What's Essential in Grades 3-8 by William L. Bass II and Franki Sibberson.

Chapter 6: Assessment: Keeping Our Eye on the Literacy

"Assessment should not be about defining a reader but about piecing together information to help us design classroom experiences so we can observe our readers learning and understand what each one needs." (pg. 87)

What a great way to start a chapter! I really appreciated the story about Franki's daughter Ana learning about Minecraft in so many authentic and digital ways. This story reminds me of so many of my students, who have been addicted with and almost obsessed with Minecraft. This story illustrates so perfectly how our students use technology in meaningful ways without realizing they do so because it is not the "traditional" way it's used in schools. I would like to start a conversation with my students about their own research and reading lives, using a similar topic or example.

Overall I found this chapter very reassuring, as I have always felt that one of my strengths is using formative assessments to fully understand my students' needs and planning the next steps for learning accordingly. My district is a Google Apps for Education school, and as such, we use Google for almost everything, with each student having their own Google Suites account through the school. The reading teachers have digital portfolios for each kid that are easily shared with next year's teachers through Google Sheets. We utilize Google Classroom in small ways, increasing its use as we become more familiar with it. I experimented with giving assessments on Google Forms for about a month last year (before a series of storms sent the power out every hour or so, shutting computers down, and the computer-based tests started and took away all access to computers that I had). Students begin using Google Docs to create shared projects that they can work on while in separate locations in 4th and 5th grade. 

Some things I plan to add to my classroom this year in order to increase authenticity, intentionality, and connectedness (and that can also be used for assessment):

• Kidblog
• Wonderopolis
• Global Read Aloud
• increase use of Google Forms for surveys, check-ins, and assessments

"We assess digital literacy as we have always assessed print-based literacy." (pg. 90)

Chapter 7: Beyond the Classroom Walls: Connecting Digital Reading at Home and School

As much as Chapter 6 was affirmation that what I have already been doing is good, Chapter 7 focuses on an area that I, and my building/district as a whole, struggles with. We have taken measures in the last year or so to rectify this, but we still have a long way to go. 

Part of the struggle is that we are located in an area where most families do not have a computer of any kind in their home. Many other households in the area have computers or similar devices, but do not allow their children to use them. I think this comes from the lack of understanding the parents have for these devices and their potential, as so the parents fear the technology and what their kids may do on the devices without the parents knowing or knowing how to stop them. Our school needs to focus on educating these parents, guardians, and families in order to decrease the gap between the students who have and those who have not. I loved the idea of an Internet Safety Night discussed on pages 102-103.

Last year our district had each building create a Facebook account through which we can share updates, photos, and videos about individual classroom activities and whole building events. Every teacher is also provided with their own classroom website through the district site. This has always been my classroom hub, but I spent some time after reading this book updating the format and adding to it in order to best utilize the space provided.

"Knowing that all of them may not “take off” and that I may need to add something that seems missing later in the school year, I can be flexible and use what works for both my students and their families. The key is having a plan with goals for communication that supports literacy in multiple ways and involves families as digital readers." (pg. 108)

Digital Reading Ch. 3-5 Reflection - #CyberPD

In Chapters 3-5 of Digital Reading: What's Essential in Grades 3-8 by William L. Bass II and Franki Sibberson the focus is on authenticity, intentionality, and connectedness. These three concepts must be present in order to develop students who have a deep understanding of the intricacies of digital reading. (I also found these chapters very engaging and wrote a lot more than I intended, for which I apologize.)

Chapter 3: What Really Matters? Authenticity

Authenticity means making it real, and something students may encounter or choose to do outside the classroom. It means giving students a choice in their reading work, because every student finds meaning from their reading in different ways, even in a digital world. Achieving true authenticity within the classroom can be a challenge when there are 20-30 students who all have different ways of absorbing, synthesizing, and sharing information. However, within our ever changing technological world, authenticity is so important to helping students become truly capable and productive members of society.

We need to remember that, although we may be comfortable with many different forms of technology and the tools that go with them, our students may not be. We can not assume they know what we know, simply because these tools have always been present in these students' worlds. 
"It is also easy to assume—erroneously—that our students have these skills and can easily transfer them to school." (pg. 29)

My favorite line in this chapter is one that I need to always have in mind in order to bring authentic digital learning into my classroom. "As we focus more on authentic digital reading, we must continue
to ask ourselves questions about our own reading lives so that we can make sure the things we are teaching our students are relevant in and out of school." (pg. 30)

In last weeks reflection I stated that "As I plan my teaching and instruction, I need to ask myself, 'Am I sharing my own process and consumption of digital texts with my students? Am I making this authentic and real?'" This chapter reaffirmed this thought. Am I sharing my own thought process and why I do what I do with technology and with my reading?

"Authenticity is what connects the work of school to the work of being a reader, helping students learn to embrace their reading lives." (pg. 43)

Chapter 4: What Really Matters? Becoming Intentional Decision Makers

In this chapter I really thought a lot about the opportunities that I can and do provide for my students. Simply sharing the available types of digital reading and tools with my students is not enough. They must have time to use these tools and texts in authentic ways of their choosing. I can not simply think they will learn just from watching me or that they will learn if I ask them all to do the same thing with the same tools at the same time. 

I must be intentional in my choice of texts and tools for the classroom, both in print and digitally, but I must also be intentional in providing time for authentic use of these text and tools. On page 51 there is a list of questions we should consider when planning how to use our time wisely. The ones that struck me the most stated, "How are learning tasks assigned? Are most assignments pencil and paper, or are digital tools part of the expectation? Are all students expected to do the same tasks on digital tools, or are they given choices in how to complete their assignments?" These are the questions that I need to remember and need to be intentional about considering when planning.

This chapter was choked full of ideas I want to try in my classroom:
I loved the Voices from the Classroom section on Wonderopolis and it's uses in Maria Caplin's classroom on pages 53-55. I have added several of her ideas to my notes for the upcoming school year.

I also found the Voices from the Classroom section on Learning to Read Critically incredibly powerful and useful. I also teach 4th grade students, and I can't wait to try this with them in the coming year!

"In the digital age, it’s not important for the teacher or the students to be familiar with every tool available. What’s important is the collective knowledge of the class and the power of each student bringing his or her own strategies, understanding, and reading experience to the classroom community." (pg. 64)

Chapter 5: What Really Matters? Connectedness

I really felt that this chapter piggy-backed off of Chapter 4 so well! It seemed to be an extension of the conversation about making intentional choices, but simply added in the specific intentional choices educators must make when helping to build a connected classroom. I especially appreciated the many, many resources that were provided and explained (explained being the big help for me). I have such a long list of ideas I want to learn more about and hopefully implement or try as the year progresses.

I love the statement that when educators provide several different ways for our classes to connect, students "begin to see connecting as a natural part of their reading, writing, and learning, and they begin to expect to learn with the world and not just about it." (pg. 76) This statement was a reminder and call to action for me to include the authentic, intentional, and connected digital experiences for my students simply because it is what is best for them.

This connectedness must also extend from simply connecting our classrooms to connecting various texts. This part of the connectedness focus I have had more experience and exposure with, as it is a big focus of the Common Core Standards that my district transitioned to a few years ago. I often use videos and text with Scholastic News articles throughout the year, both to initiate writing activities as well as simply having class discussions. However, I will need to work on expanding the ways I connect various types of texts within these digital literacy experiences. 

"Community and connectedness are bigger than a group of people. Rather, they are a way of thinking and being active in all that we consume and create." (pg. 79)

Digital Reading Ch. 1-2 Reflection - #CyberPD

Another summer of #cyberPD has started and I'm very excited to be a part of this community again and the conversations that develop! If not already a member of this great community, check it out here.

I have always loved technology and the many things that it makes possible, but implementing its use within my classroom, though a priority, has always been a challenge. I do not have a 1:1 classroom, and in fact only have two outdated desktop computers in my room. Most of my 4th grade students do not have their own tablets or iPads, a larger portion have their own cellphones, with limited permissions from parents, but most can not afford the technology that our school Bring Your Own Device policy allows them to bring to school. It is because of this struggle to even find technology for my students to utilize that I am always eager to read about how to best implement digital devices and to teach digital literacy.

If my students only have limited exposure and access to current digital devices, then the time they do spend with it needs to be of the highest quality. 

Chapter 1: Defining Digital Reading

This chapter began with such a vivid description of two seemingly digitally literate students, Julia and Marissa. This image really hit home. Every year I have many students who are just like Marissa, digitally literate if taken at face value, but who have not truly established deep reading habits like those of Julia. 

As with most everything, students, though having grown up with technology and understanding it's superficial uses, must be taught how to choose which tools are best, how to use these tools, and what other tools may be out there. Students understand games and apps, but little beyond that. How can students be expected to know and understand these digital tools, if we do not teach them? I must make it a part of my classroom procedures and schedules. I must not just use technology in my own life, but must constantly show my students that I do, taking the time to explain why and provide time for them to try these devices and tools as well. To this end, I love the reminder on page 8 that "we can't wait until a child is competent with traditional literacy skills and then expect the child to transfer those skills to digital reading."

Throughout these first chapters, I have been thrilled with the information in the figures and tables. I especially like Figure 1.3 on page 10. This table shows the traditional skills we've always taught and how these skills expand or change with digital reading. What a great tool for use when planning for integrated and embedded digital learning!

A few key lines I loved:
"But it is important to stay true to what we know about good literacy teaching: teaching that teaches the reader, not the text." (pg. 12)

"This is not an either/or conversation; we don’t want to abandon books completely, and we also don’t want to imply that we should access only digital texts." (pg. 13)

Chapter 2: From Reading Workshop to Digital Reading Workshop

The second chapter of this book focuses on turning a reading workshop, into a digital reading workshop, and starts with reaffirming the choice to use a workshop. Put simply, it works. Students are invited to be a part of a community with authentic reading activities, and even in a digital world, this is still what students need. We can't turn away from what we know helps students grow.

I, on occasion, use digital texts within my classroom instruction, but as I read this chapter, I realized how much more I need to incorporate a wide variety of digital texts in order to have the impact on students that I desire. As I plan my teaching and instruction, I need to ask myself, "Am I sharing my own process and consumption of digital texts with my students? Am I making this authentic and real?" My students will learn from my example, but not if they don't see how I live out my reading life.

As with Chapter 1, so many of the tables spoke volumes to me. One of the best figures in this chapter was Figure 2.3, which compared a traditional workshop to a digital workshop, highlighting the small but vital changes that are needed. It may be a challenge, but making the transition from traditional reading instruction to digital reading instruction is critical in achieving the best education for my students.

"We want our students to be authentic readers and, at the same time, to be intentional, active, and reflective as they read all forms of media." (pg. 22)

Reading Doors

Over the summer, I read the book Reading in the Wild by Donalyn Miller, along with many of my colleagues, and took part in this summer's #cyberPD of the book. I enjoyed every minute reading the book and found many useful tools and ideas to implement in my own classroom. 

One of these ideas immediately struck me as something that would greatly benefit not only my classroom, but out entire building. Reading Doors. Donalyn explains in her book that school staff in her building utilize door space at the start of the year and decorate their doors with the materials they read over the summer. Donalyn goes a step further and allows her students to decorate the door with books they love a few weeks into the school year. What a great way to visually show students the importance of an active, wild reading life!

I decided that this would fit perfectly with the goals and focus of our building and asked that everyone start the year off with a summer reading door. What a great response I got! Many were excited and had thought the same when reading the book. Some weren't sure how to create a summer reading door when they don't read books often. I offered my help to any who needed it and tried to brainstorm ideas for materials with those who seldom picked up a traditional novel. 

As the school year has started for teachers, and will soon start for students, the doors are almost all covered now. I got to share the purpose of these doors with all of the parents and students present at open house last night, encouraging them to beginning conversations with their children about the materials on the doors. Although much of what our staff read was traditional books, we also have e-readers, tablets, blogs, magazines, newspapers, brochures, playbills, and postcards displayed on various doors. Keeping with our focus of creating a family reading community, many teachers have used their doors to showcase what they read with their children over the summer. Several of us have two classroom doors and are keeping one reserved for our students to create a class summer reading door.

Not all of the doors are completed yet, as our students don't start until Wednesday, but already it has created an atmosphere of reading and truly shows the value of reading in everyone's life. I'm very happy with how well this has gone. It has been a little more work on my part, helping so many of my colleagues in order to get this done, but it is every bit worth it.

I plan on having more photos of all the doors up soon and of writing a Part 2 that shows the doors that our students make once the year begins. 

UPDATE Aug. 21, 2014: A slideshow of the reading doors has been added to the top of my blog. 

Reading in the Wild Reflection Ch. 5 & Appendices - #CyberPD

     

 Here we are in the final chapters of Donalyn Miller's Reading in the Wild. The journey is one that has definitely help me to grow and to improve myself and my teaching. I have reawakened my wild reading life and started my own blog due to this summer's #cyberPD. I have an overabundance of activities I want to try and conversations I am ready to have with my students once the school year starts. When I finished this book, all I wanted was more of it to read. 

Chapter 5: Wild Readers Show Preferences
"The more widely we read, the more expertise we offer to our students." (pg 167) I was struck by this sentence and the ramifications that not reading widely as teachers can have on my students. As I read this chapter, I was reminded over and over again that in order to have a meaningful and deep conversation with my students about their reading lives, I must have a deep knowledge of what they are reading. I must read more than my students and delve into the realms of all my students' preferences so that I can offer my students the books they need in order to push them forward. 

I know my preferences and my favorite authors, and I tend to stick to that small sphere of works. Though my preferences have changed in small ways (I used to read romances and Christian titles frequently, neither of which I do now), the core of my reading likes have not (I still absolutely love Agatha Christie mysteries, fantasy titles, and Kim Harrison books). I rarely venture out and most of the titles my students love, hold little appeal to me (Warriors series, Diary of a Wimpy Kid, Captain Underpants). Donalyn says that we need to "offer readers with strong genre preferences read-alike titles with similar themes or storylines" (pg 170) but how can I do this if I don't know what read-alike titles are available. I must read what my students are reading and take an unbiased look at them. 

Donalyn also devotes an entire section to graphic novels, magazines, and "light reading." I was introduced to graphic novels in high school through the Maus books by Art Spiegelman. However, my knowledge of other graphic novel titles, especially of titles appropriate for my 4th graders, is almost non-existent. After being reminded of the power these books can have to motivate some readers, I have committed myself to discovering graphic novels and other "light reading" materials that will be appropriate for my 4th grade readers. 

Request: If anyone is familiar with appropriate graphic novels, please let me know in a comment! It would be greatly appreciated!

Ways I Hope to Increase Wide Reading

• Increasing the amount of informational, unique, and strange read-alouds. "By reading aloud more engaging historical and biographical works, introducing students to noteworthy authors, and encouraging students' interest in weird, unique, or fascinating information, we increase their interest and build background knowledge." (pg 178) This is one of my favorite suggestions in Donalyn's book and it's made on multiple occasions. What a great way to encourage student interest! I love read-alouds, but rarely use anything but fictional stories. That will be changing!
• Pairing fiction texts with nonfiction related topics. (pg 181) This is something I have always tried to do, since I teach both social studies and language arts, but I could definitely be more intentional about it and have intentional conversations about the titles.

I want to "[encourage] students to read what they want while exposing them to high-interest, quality texts of all kinds." (pg 192) I want to share in the joy that my students will experience when they finally realize they can read and that it can be fun!

Appendices

I LOVE that Donalyn put blank copies of her forms in the back for us to use and tweak. It is one thing for her to talk about them in her book, but it is much easier to understand what she means when I can see them on the page. Many of these forms I will be implementing into my classroom. Some of my developing readers will need scaffolding and a gradual release of responsibility, but most of my students will be able to handle the forms I am choosing to use. 

A Few of My Favorite Forms        
My favorite form is "My Reading List" (Form A.2) because it allows students to rate the books they read while tracking their reading life. I plan to use "My Reading Itinerary" (Form B.1) and "My Selection Reflection" (Form B.2) I plan to use these in the same manner as Donalyn described. I want my students to take ownership of their reading once they leave me and to do this they must be aware of when and how they read. 

I have several students every year who are reluctant to read during the independent reading time they are given. After observing an ongoing pattern of reading avoidance, I confer with them about this behavior. However, I think it would be great to have a record of exactly what they were doing instead of general statements and will use the "Independent Reading Time Observation" (Form C.1).

Reading in the Wild Reflection Ch. 3 & 4 - #CyberPD

 

 

I realize that I did not write a blog for Week 1 Ch. 1 & 2 of this year's #cyberPD, but I am remedying that with Week 2. I have thoroughly loved reading Donalyn Miller's book Reading in the Wild. The ideas keep flooding me as I read through the chapters and I often have to pause to place tabs in the book or to type notes/ideas in my ever growing Google Doc, and chapters 3 & 4 were no exception.

Chapter 3: Wild Readers Share Books and Reading with Other Readers
Ideas to Build a Reading Community  
The best idea I am going to be borrowing from these two chapters is definitely the Reading Doors (pg 116-119). I got so excited about this idea as I was reading that I immediately contacted my principal, who is also read Reading in the Wild this summer, about making this a building wide endeavor.     
 In addition to the Reading Doors, our building and district has been taking extra steps (starting last year) to spread our reading community to the families of our students. We want to help parents and other community members understand the importance of reading. Chapter 3 reinforced what we have been working towards, while giving me many new ideas to share. Our district and building hosts family reading nights 3-4 times a year that provide reading activities and reinforcement for the students, while educating parents about the importance of reading, how to help their children, and what resources are available to them in the community/district. Every child walks away with a free book as well.  
Our building has invested in webcams for all of our SmartBoards this year. We plan on using them at the beginning of the year to hold book discussions with classrooms from another elementary in our district that is 15 minutes from us. The principals of our buildings are working on bridging the distance gap between buildings in order to expand each buildings reading community. We will be reading and discussing the same book, which every family will get a free copy of in order to promote reading and discussion at home as well. This will be a great chance to show students the importance of connecting with others and how to do it through technology.
Other Thoughts from Ch. 3   
I love when Donalyn Miller states on pg 100 that "Reading is ultimately a social act." How true! I can not imagine reading and never discussing it or never sharing what I have just experienced with others. I hope that all of my students will take part in the social act of reading at least while in my classroom and hopefully continue the practice into their adult lives. However, if this is to happen, I must not only show them during the confines of our classroom, but also within my own life of wild reading. I want to discuss with my students all of the reading interactions I have taken part in this summer and share with them the passion that I have rediscovered. I want to show them what I have done on GoodReads, Twitter, and now on my new blog. I want them to understand that as someone who is constantly learning, I too take part in educational discussions such as #cyberPD. I can only do these things by having an open and honest conversation with my students about our reading lives and looking carefully at the activities and assignments I give them. Are they showing my students what a wild reading life looks like or are they "busy work"?"We must consider whether school and classroom reading initiatives and assignments support students' development of wild reading habits or hinder them." (pg 139)


Chapter 4: Wild Readers Have Reading Plans  
I must admit that this is probably the area in which my wild reading life has always been weakest. Although I have often had a couple books sitting on my nightstand in a to-be-read pile, I more often than not simply read one book straight through before starting another or thinking about what I will read next. In high school my preference leaned heavily towards all mysteries by Agatha Christie and my plan simply consisted of reading through all of her works, especially Hercule Poirot books. When I started college, my reading life became largely dormant and I read only a few small series now and then.  
Since reinvigorating my wild reading life, I am excited to help my students do the same. My current goal is to read through all of the new books I received at the end of last year (about 25) before adding them to my shelves. I am also reading through many of my students' favorites that I've never read. I want my students to see that I care about what they like to read and that I am knowledgeable about these books too. If I am to teach my students to be wild readers with plans, then I must live that too.  
One of my favorite ideas from chapter 4 is that students must slowly build stamina for reading goals. Donalyn Miller says that "For students struggling to finish books or commit to reading, setting small goals helps them achieve success quickly and rack up positive reading experiences, which feed more reading." (pg 144) How true! Runners don't immediately run successful 5K races when they've never been a runner before and students shouldn't be expected to go from learning to read to reading extensively and for prolonged periods. Stamina in any form must be built through practice and through small steps towards the goal. Read a little longer each day, and eventually they'll have the stamina to read the whole 30 minutes or to read all 300 pages. Try to push students who struggle to read through their plans or their committed readings and they may never gain a love of reading.
I am excited to see where the rest of 2014's summer #cyberPD takes me and what having my own blog will do for my learning and collaborating!