Bookmarked The Game of Quotes: Getting once reluctant readers whispering by Heather Marshall (The Book Sommelier)
I created a presentation in Google slides with a couple of prompts. I used animations so that the students wouldn't see the prompt until it was time, and silent reading instantly became a fun game! The room was filled with laughing, and page turning, and whispers of "I want to read that!" When was the last time a reading log or an online quiz caused a stir of echoes in the classroom?
Heather Marshall adapts the game Bring Your Own Book for the classroom. This involves a series of prompts to help think differently about what you are reading. Marshall also discusses creating your own prompts. This activity reminds me of the Hot Seat activity, where students are challenged to think more deeply about the text. I really like the idea of the Game of Quotes as a revision activity.
Bookmarked Using Picture Books With Older Students – A How-to Guide by Pernille Ripp (Pernille Ripp)
Which book I choose to share depends on the lesson.  I treat it much like a short story in what I want students to get out of it so it has to suit the very purpose we are trying to understand. I introduce the concept by sharing a story and then I ask my students to come as close as they can to the rocking chair in our corner.  Once settled, whether on the floor, on balls or on chairs, I  read it aloud.  We stop and talk throughout as needed but not on every page, it should not take more than 10 minutes at most to get through an average size picture book.  If it is a brand new concept I may just have students listen, while other times they might engage in a turn-and-talk.   I have an easel right next to me and at times we write our thoughts on that.  Sometimes we make an anchor chart, it really just depends on the purpose of the lesson.  Often a picture book is used as one type of media on a topic and we can then branch into excerpts from text, video, or audio that relates to the topic.
Pernille Ripp provides a detailed guide into using picture books in any classroom. This includes choosing picture books, how she displays them, there place in supporting fluency and how they are used as introductory texts. This is all a part of knowing yourself as a reader. I too have used picture books in the past to support the teaching comprehension.
Liked Make Room For Both Types of Independent Reading by Pernille Ripp (Pernille Ripp)
if we listen to Louise Rosenblatt, and I don’t know why we shouldn’t, she reminded us back in 1978 that children need to be taught that there are two types of reading.  Aesthetic reading which focuses on the love of reading, on living within texts so that we can create a relationship with the text.  On being with the text so that we can see ourselves as readers.  And also efferent reading, reading for skill, reading to work on reading.  The things we do with what we read.
Pernille Ripp on the two types of reading.
Watched Lessons from the Screenplay from YouTube
With Lessons from the Screenplay, I make videos that analyse movie scripts to examine exactly how and why they are so good at telling their stories. Part educational series and part love letter to awesome films, Lessons from the Screenplay aims to be a fun way to learn more about your favourite films and help us all become better storytellers.
In this YouTube channel, Michael Tucker breaks down the art of film and scriptwriting. A useful resource for breaking down various techniques associated with storytelling. Australian Centre for the Moving Image and Amazon provides some other useful resources associated with films and storytelling.

via Kevin Hodgson

Bookmarked Wild About Books by Kim Yeomans (wildaboutbooks.global2.vic.edu.au)
The Wild about books blog is a place for me to continue to share books I have enjoyed reading as well as letting you know about author or bookish events that make reading even more fun.
Kim Yeomans has started a new blog to share books for young readers. Along with Bianca Hewes’ Instagram account @Jimmy_Reads_Books and Pernille Ripp’s collections, these sites are useful resources when looking for new titles.
Liked One More Time for the People in the Back by Pernille Ripp (pernillesripp.com)
We need to speak books. To share books. To have books that show them who they are and also what others are. To celebrate books and all types of reading so that within our classrooms and schools every child can see themselves as a kid who reads. As a kid whose reading matters.  As a kid who doesn’t read “easy” books, who doesn’t cheat in reading when they listen to audio books.  As a kid who might not just be a reader someday, completely dismissing that they are, indeed, already a reader. And not just in their own eyes but in our eyes as well. So I suppose I can say it one more time; what we do with the reading we do matters. What we don’t do with the reading we do matters. The identities we help create matter. And the words our students share about what is killing their love of reading matters.  the least we can do is listen to them. And we must bring back common sense reading practices to protect the very kids whose reading lives we were told to nurture, to protect, and to grow.
Liked Text tradeoffs as we move from print to pixel by wiobyrne (W. Ian O'Byrne)
A broadened view of text is needed to consider the various forms and modes of text in our world. These might include text in a printed book, a street sign, a video game, a YouTube video, an animated GIF, audio podcast, etc. We can no longer look at only one form of text as “correct”, and all other forms of reading and writing as not involving true literacy practices.
Bookmarked How to Write an Edu-book (The Confident Teacher)
I wanted to share my own edu-bookery. It is important to state that for me, regular blogging and writing separate to a book is an excellent mental work-bench for writing a book, offering me the discipline needed to write habitually and at length. Still, my book writing process is really quite specific and I have fell upon a helpful habit in writing my latest book.
Alex Quigley discusses his six steps to writing a book:

  1. Coin an idea and chapter structure
  2. Delve into the research
  3. Review the notes
  4. Transfer notes to seperate word files
  5. Write the book
  6. Draft and edit

In addition to the reflections from Mary Myatt, Tom Sherrington and Ryan Holiday, they offer a useful insight into the writing process. It is interesting to compare these with the process often taught in schools. So often students get straight into writing without giving time to the initial planning process.

Bookmarked Some Small Ideas to Help Students Self-Select Books Better (pernillesripp.com)
I was asked this morning on Twitter how we move students beyond wanting hand-picked recommendations every time they book shop. How do they move beyond needing someone, typically, the adult or trusted reading role model to help them find the next book to read?
Pernille Ripp lists the things that she does to move students from hand-picked books:

  • We build our libraries, both whole school and classroom libraries.
  • We carefully craft our book displays.
  • We have a to-be-read list.
  • We book talk books almost every day.
  • We do lessons on how to book shop.
  • We just say no.
  • We dive into their reading identity.
  • We read every single day in class.

This continues on from an earlier post discussing reading programs