Reading Goals: Then and Now

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On October 18, 2017, I wrote a blog post about my reading goals/solutions for schools and for myself. Today, I revisit that post and update my goals; I look forward the future.

Make reading in school FUN again.

THEN: The fondest memories I have of school reading are of teachers who read aloud fantastic stories (using the voices of characters!) and showed us wonderful covers of beautiful books in well-stocked libraries, where we could choose what we wanted to read to take home. We got to use free time to peruse almanacs, maps, atlases, and we talked about the Ripley’s Believe It Or Not tales that grossed us out the most. Every year, my family saved money for the Scholastic Book Fair, because we would get new books to read and share. I was a good reader because I read. We read a lot.

NOW: The best part of being a school librarian is sharing a brand new book, just out of the box, with students in the room. “Look what I just received!” I yell across the room, so people in the hallways hear me. “Come and see!” As students gather around my counter, I show them the fresh titles to add to the collection, and bright eyes open wide. Students clamor to be the first to check out the best titles – the ones they’ve been waiting for – and the few minutes of time I spend book talking is FUN. The line forms at the checkout sign; I place books in readers’ hands. THAT’S what it’s all about. I still dream of a school where reading is the most important activity during reading class, and where students want to come to school, because it’s fun.

Make real reading a priority. Real reading.

THEN: That means no snippets of articles or excerpts of stories that have been torn apart and meticulously “leveled” back together to “help” children read. Real reading. That means real books — not basal readers. Real reading. That means real authors weaving their own creations and illustrators designing the pages to make readers say,”Ah! Wow! Awesome!” Real reading, where students are led to practice (at least 20 minutes a day, uninterrupted, in school) with the help of a qualified reading teacher and supports that are there and can be taken away so students can transfer their learning from one text to another. (Yes, this means direct instruction, led by a teacher, and not a computer monitor.)

NOW: Real reading is still my goal, and it’s a tough sell. Administration members (outside the school building) send emails, speak at meetings, and send reports, making sure all teachers know that we MUST follow the mandates “with fidelity.” We MUST account for the ISTEP scores of students. We MUST raise student achievement. Recently, there’s been a push with a big-name researcher to hold teachers accountable by following a certain plan, a certain program, or a certain method of teaching reading. If one does not comply, then shame on you! Some loud-speaking “experts” say that books are not necessary to learn to read, or computer programs teach just as well as teachers (or better), or independent reading time is just a frivolous dream and not worthy of adding to the school day. All of these issues are frustrating (and wrong!), and teachers continue to fight back, citing their own evidence, following researchers who care about kids, teaching children to read in spite of those mandates. Real reading is really needed — inside schools. Students count on us to help them learn, and we are letting them down with each failing grade/standardized assessment.

Invite teachers to attend professional development:

THEN: Conferences, workshops, classes, etc. that will enhance their skills in teaching reading. Build PLNs (Professional Learning Networks) where teachers can learn with other educators and support each other in the work. (Yes! It’s work. That’s okay.) Have teachers practice “best practices” in reading, and watch how they — and their students — grow.

NOW: I still promote author signings and events, conferences, and workshops. I am a life-long learner, and I love sharing my learning with others. My author friends and conference teammates are essential to my learning and my sharing – we promote authentic reading, writing, thinking, and learning. I invited teachers to travel with me to events and share in the joy of learning something new. I will continue traveling and connecting with others not only because I love it, but because I challenge myself to take those conversations and lessons back to the classroom, where kids are waiting.

Promote reading/literacy in each community in the nation.

THEN: (Not just for the affluent communities) Education is important, and reading is important for one to become an educated, intelligent citizen of our world. Be a reader yourself, spend time talking about reading, and spread the book love! (This is my favorite part of being a reader in the global community.)

NOW: I am officially a professional development presenter and speaker. This is my most important dream come true. I love it! I look forward to many adventures in the future, spreading book love and helping others to be as passionate as I am about reading, and teaching reading and writing. Another dream I’m following now is my friend’s dream to open an indie bookstore for our community – encouraging children and teens to “read locally, connect globally.” This is a wonderful way to spread the book love AND help our youth. I’m also researching and reading on my own, and I renewed my memberships to worthwhile organizations such as NCTE, ILA, and ALA. I continue to join Twitter chats, such as #kidlitwomen, #wndb, #tcrwp, and #g2great. We need intelligent citizens in our country who know how to read, write, and think. I will continue to find ways to lift up our youth and promote literacy. THIS is the time. THIS is the place. And as our school motto reads, “I am the one!

Stealing from Nerdy Book Club: Top 10 Post by Julie DeMicco

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via My Top Ten Books I Booktalk Every Year by Julie DeMicco

Revisiting Reading Class: Two Years Later


I drafted these words for a blog post in March of 2016:

I read a post by Kelly Gallagher about the number of high school seniors who admitted that they had never read an entire book. Although I was saddened by this news, I would have to agree. School is a place where if students ACT like they are busy, teachers leave them alone. This should not be acceptable any more!

My main reading grade in my reading class comes from the motto: “Read During Reading Time.” I give my students, choice, time, opportunities (I have a huge classroom library) — all of the categories required to promote reading inside (and outside of) school. So why is reading left behind?

(I never published that post.)

Wow! These words still ring true today, at the Saturday workshop for Indiana Partnership for Young Writers at Butler University — and I still have the same question. Kelly Gallagher was the Visiting Scholar today, and the entire workshop I was picturing my past reading classrooms, reflecting on my teaching, and questioning why nothing has changed for students in school. I have always held the belief that students should, indeed, READ during reading class. I didn’t understand why people standing outside the classroom were looking for anything else inside — namely the teacher at the board teaching reading comprehension skills, with students “performing tasks” and “taking notes,” or completing a worksheet, or taking a test. I ended the draft above with a question: So why is reading left behind? What I meant (at the time) was that it seemed like activities that could be observed as students “being engaged” or “learning” were better indicators of “reading” than reading a book. It wasn’t the first time I heard about an observer reporting to some reading teacher, “Students were just reading.” I questioned (in my head), “What do you want them to do in reading class?”

That question in my head bothered me so much that I made it my teaching reading motto: READ DURING READING TIME. It WAS (and IS) what should be happening in reading classrooms. Period. In a published piece, I posted these words on my blog in October of 2017:

I attended the IRA (International Reading Association, now International Literacy Association) Annual Conference in Minneapolis in 2009. I remember rushing to a session on reading research that would explain how to improve student achievement in reading (my area of teaching). I was so excited; I sat on the edge of my seat with my notebook in hand. I heard about research that spanned 5 years, with over a thousand subjects. At the end of the presentation, the main presenter looked at the crowd and asked, “You know what we found?” (“What? Tell me!” I thought. I readied my pen to the paper.) He gave a long pause and studied the faces looking back at him, and he smiled.

He said, “The more you read, the better reader you become.” 

I gasped (I could hear it.), I thought to myself, “What? Duh! I knew that!” Reading creates better readers.

Obviously, this “kids-don’t-read-in-school” issue is still grinding on my nerves. Thank you, Kelly Gallagher, for reminding me again that reading creates better readers — and adding “better writers” — in middle school and high school. Here are the BIG IDEAS I took away from the workshop:

1. One MUST READ to become a good writer. Today we read quite a few texts, wrote about them, and shared with a partner.

2. We need to read and write with students in school every day. Every. Day.

3. There are 4 teaching moves that can help students to become better readers and writers: increase volume of reading, give choice in reading and writing class, model good reading and writing for our students, and confer with students about their reading and writing.

I promise I will not keep my thoughts in my head anymore. I love teaching reading, writing, and I love learning. I want my students to love reading, writing, and learning as much as I do.







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Slice of Life Tuesday: “With Fidelity”


I’m upset about the word FIDELITY in education. This word has given me headaches for at least 2 years now, as I attend meeting after meeting, session after session, on how, if teachers would just use “the program” or “the strategy” or “the textbook” “with fidelity,” that students will be successful in school. Teachers are evaluated, schools are graded, and the one thing that is reported about education is if we could all just make this one change — fidelity — then we could all succeed in life. I looked up “fidelity in education.” Here’s what Google showed in the first pop-up screen (a Google definition of “fidelity in education”):

“Fidelity of implementation occurs when teachers use the instructional strategies and deliver the content of the curriculum(s) in the same way that they were designed to be used and delivered.” (Yep. It said, “curriculums.”) Does that ever happen? (A question for another time)

The second intriguing link (from the Center on Instruction’s RTI CTRL: showed a Fidelity Checklist — a checklist/worksheet that an observer can use to collect data on if a teacher is using curriculum “with fidelity.” The sheet includes Instruction/Presentation, such as “teacher and student materials ready,” “follows steps and wording in lessons,” “provides students many opportunities to respond,” and “completes all parts of teacher-directed lesson.” The checklist also has a category for General Observations of the Group, including “student engagement in lesson,” “student success at completing activities,” and “teacher familiarity with lesson formats and progression through activities.”


Oh, wait! There’s more! A third link at says this about Fidelity Checklists:

“These protocols have been developed by a variety of sources (publishers, graduate students, practitioners) and no claim is made for their sufficiency or thoroughness. They are posted as an aid to practitioners and researchers and should generally be considered as experimental products that require research as to their psychometric characteristics.”

What does this mean to me? Well…

  1.  This means that “fidelity” to anything in education, especially a curriculum (program, what have you), is following the program to the letter — even “following steps and wording…” — which makes me so angry that I spent thousands of dollars receiving my license to teach! What this says to me is that as long as I can read a script, and “provide students many opportunities to respond,” I can be a successful teacher. This is WRONG! According to the checklist above, teachers should also be “familiar with lesson formats and progression through activities.” Many teachers are not trained in this way. Teachers do not know WHY they are reading this script, doing this lesson, following this instruction. They just do it. They are observed as working “with fidelity.” This is MADDENING, as outcomes for “success” are shown as minutes using the program, NOT how well a child learns the material (or if the child even uses the material once the program is over).
  2. This also means that “fidelity” includes students themselves — “student engagement in lesson” and “student success at completing activities.” Have you ever seen a group of students use a program with fidelity? Really? I haven’t. A whole group of students mindlessly completing activities is NOT LEARNING, and I’m sorry (not sorry), but one or two members of any group at any one time are NOT fully engaged, nor are they successful at completing activities. Students (or teachers, or politicians, or whoever) completing activities does not equal success. Can you say a group of people — let’s say teachers, for instance, are teaching with fidelity when they watch their students (proctor – that’s the word) take a standardized test? NO! Those same students don’t pass the test, and then everyone is up in arms about the lack of “quality education.”

Let’s all take a hard look at “FIDELITY” in education. Please. Let’s go back to the question of “WHY.”  WHY do my students need to work with this program? WHY will they gain more if they complete this task, rather than that task? WHY does minutes with a program mean more than an intelligent conversation (I’m thinking here, a conversation around a book’s theme, for example.)?

WHEN will society change?

(Just my evening of rambling. Please take this post with a grain of salt, or respond intelligently, as you wish. Thank you for reading.)


Middle Level Matters — #NCTE17

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The NCTE Annual Conference began with a question from the #middlelevelmatters meeting: What would YOU write about? This year is the 25th anniversary for the professional journal, Voices From the Middle, and a special edition was unveiled. (Thank you for the copy, NCTE!) This collection of past articles from the journal inspired talk, about struggles and celebrations, and included a challenge — to write.

What will I write about? I’ll write about my reading, my thinking, and my goals for the future as a literacy educator. Since I love sharing my learning, I hope you will join me.

I’ll consider the hashtag presented last Thursday evening: #middlelevelmatters. Middle school is a crazy time for students and their teachers, and I love the days I spend living in the mix of it all. The three main take-aways presented at the NCTE conference about middle level learners are: 1) they need a voice, 2) they need choice, and 3) they need to know that someone loves them.

Stay tuned for posts about these three vital parts of middle level education.

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It’s over. I’m exhausted. The last few days at the NCTE annual conference were THE BEST days of my professional year, and I was happy to share time with all my literacy friends. Some friends I met for the first time in person, and others I got to see again after a long year apart. Thank you all for your kindness, your support, and your generous sharing of ideas!

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