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Wednesday, July 24, 2013

Goodbye Blogger and Hello Wordpress



For 3 years I have faithfully loved Blogging Through the Fourth Dimension here on Blogger and yet I have come to a point where I need a little more out of my platform to make it more user friendly.  So today I made the switch to Wordpress.

So if you are here, please consider subscribing to my Wordpress blog now.  It is still me and my thoughts.  Still me and my honesty.  It is still me and my hopefully decent ideas, just on Wordpress.

And while I successfully was able to transfer my domain name, my victory dance was short-lived as  I have run into complications, therefore my website is now www.pernillesripp.com - however, www.pernillerippp.com should also take you where you need to go.

I hope to see you on Wordpress.
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Tuesday, July 23, 2013

My Student Questionnaire for Beginning of Year

My old student questionnaire
Since I will be traveling quite a bit in August, I am getting my papers in order for the beginning of the year and stumbled upon my standard student questionnaire in a folder.  Once I glanced at it I realized how it was in need of a serious revamping and thus asked my PLN for must ask questions for this document.  Thank you so much to everyone who inspired me!

Here is a link to the Google Doc - feel free to make a copy and make it your own.

Here are just the questions (for the actual survey go to the link) that I will be using that first week of school to get to know the kids better.

  1. What are the three most important things I should know about you?
  1. What are things you are really good at?
  1. What are you most proud of?
  1. What is the favorite thing you did this summer?
  1. What have you most loved learning (even if not in school)?  Why?
  1. What’s your favorite thing to do when you’re not in school?
  1. What is the best book or books you have ever read?
  1. What do you want to learn HOW to do?
  1. I think 5th grade will be....
  1. What do you love about school?
  1. What do you not like about school?
  1. I work best in a classroom that is....
  1. Some things I really want to to work on this year in 5th grade are....
  1. What are things you cannot wait to do this year?
  1. I learn best when the teacher is....
  1. What do you know about Mrs. Ripp?


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Monday, July 22, 2013

Some Questions to Ask Yourself As You Set Up Your Classroom


Those bare walls beckon, calling out to us to fill them with motivational posters, rules, and most definitely lots and lots of colorful charts.  Our counters are perfect for boxes of tools that may be useful: staplers, extra books, and perhaps even a cute pencil cup for all of those lost pencils.  Every nook and cranny serves a purpose, every nook and cranny should be used.  Behold; our brand new classroom awaits, and boy, does it have personality!  Yours that is, and not so much that of your students.  My first classroom I had panic attacks over the bareness of it all.  I didn’t have enough stuff to make it look welcoming, to make it look useful, to just make it look great.  So I created laminated rule posters, what if... posters, and even threw up a couple with frogs telling us to “Hang on” or “Work hard!”  My desk was covered in Danish proverbs that I knew my kids would be inspired by and above my door hung a rather obscure quote from Shakespeare telling my students to persevere in failure.  I loved that quote and spent hours getting it just so with my paper and my laminator.  I hung it proudly thinking that it made my room look like a place for learning and that it was sure to inspire my kids every day.  One day, my principal walked in and said the quote to a couple of my students, who instead of breaking out into knowing grins, stared at him blankly.  They had no idea what he was referring to or even what it meant.  After all, these 4th graders had not yet heard of that Shakespeare guy.  I was mortified, and just a little surprised; what else did they not notice in my meticulously set up classroom?


I share that story so that new teachers can laugh at my mistakes and hopefully use it as a way to guide themselves in their classroom setup and organization.  I made the mistake that many teachers make; I filled my room so that it looked cute.  I filled it so that it looked used.  I didn’t want to come off as the newbie in town that had nothing.  Except, that is who I was and I should have embraced it, let my room develop over the years, and always edit everything, but I didn’t.  Instead, I was afraid of looking new.  So to steer you away from my mistakes, I offer some questions as you contemplate the organization of your own room.

  • Do you really need that paper copy?  I hoard paper, most teachers do, yet I never use my paper files much.  Whatever I need I find in my computer files or I google it if I can’t find it.  So ask yourself whether you really need to make that many copies of that sheet of paper, or whether one is sufficient, or perhaps even just a bookmark on your computer to find it again will do.
  • Where does your stuff want to go?  I always tell teachers to ask themselves this because often we subconsciously set things where we feel they belong.  So if you are constantly setting down your books in a certain place, make that place their home.  Make it purposeful rather than accidental.  I started doing this several years ago and my intuition now rules where stuff goes and it means less time spent searching for things that I tried to corral somewhere else.
  • To desk or not to desk?  Several years ago I gave up my desk because of what it did; it created a barrier between me and the students and I was constantly drawn behind it, even though I shouldn’t have been.  So I got rid of, now I have a table for my computer and planner, it faces the wall in the corner and I can’t sit there without turning my back to the students.  It forces me to stay present and not get pulled away from them.  Perhaps that will work for you as well or perhaps you love your desk and that is okay as well.
  • Are you in the room?  Is there anything personal of you in the room or will the room not give of a hint of your personality.  Are there pictures or something that shows the kids just a little of what you are about.  Be aware though, don’t have too much, which leads me to the next question...
  • Is there room for the kids?  I don’t just mean spacewise, although the flow of your room is incredibly important, but did you leave things blank enough for the kids to take over the space and put their mark on it?  Is there room to show their work or whatever tool you need at the moment?  Are there places for them to work besides their tables?  Can they spread out, can they meet at other tables, can they lie on the floor?  Can they make the room their own, a safe place for exploration, or is it just your room and your rules?
  • How many unwritten rules do you have?  Are you strict about where the supplies go or whether kids have access to them?  Do they have to sign out to leave for the bathroom or can they just put a pass on their desk?  Are there other places for them to work or is their desk their only option?  Can they get a corner for themselves if they need it or will the rest of the class always be watching?  Are there things labeled your things and some labeled their things?  All of these ways to organize inadvertently create more rules for the students that may leave them feeling less welcome.  Find the balance between your need for control and their need to take ownership of their learning space.
While many lists abound of great organizational tips, I find that sometimes they don’t speak to the deeper meaning of how we organize our classroom.  The truth is that how you organize your classroom says so much about you and your teaching style.  I hope you take the time it deserves to get it just right, and then take an outsiders perspective to to see what it signals about you and your teaching.  We may think that our classroom is only the place we teach in, but often it is also the place that shows how we teach.  So make it meaningful, much like you teaching probably will be.

A snapshot from my classroom on a regular day


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Thursday, July 18, 2013

The Things I Will Never Have to Tell My Son

I didn't think I would ever write this post, simply because I never thought there were things I wouldn't have to say to my son simply because he is white.  Yet in the aftermath of the Trayvon Martin case and verdict, I now stare full face at the white privilege I have always known was present in this country, yet never fully understood.  As I read articles with African American parents sharing the conversations they have had with their sons since the verdict, I understand better what it means to be a white parent, at least here in Wisconsin, and the things that I will never have to say.

I will never have to tell my son that he shouldn't wear a hoodie in case someone thinks it makes him look suspicious.

I will never have to tell my son that he should always keep his hands in view at all times so that people can see his intentions loud and clear.

I will never have to tell him to pull up his pants if he wants a chance at a job.

I will never have to tell him to not go through unknown neighborhoods because people will assume he doesn't belong there.

I will never have to tell my son to not confront someone if they are following him.

I will never have to tell my son to not try to act tough as he walks around in case someone thinks he is trying to provoke a fight.

I will never have to tell my son to be humble and respectful even if someone is threatening him.

I will never have to tell my son that simply his presence can be viewed as a threat to those around him, particularly if he looks anything like his dad.

My son will be assumed to belong most places he goes.  My son will be assumed to have an education, to be intelligent, to be articulate simply because of his skin color.

Most people will assume he is a kind, caring child before they see his actions simply because of his skin color.

Most people will give him a chance, assume he is just another kid, assume he is up to good things and not something bad.

All because of his skin color.


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Tuesday, July 16, 2013

How to Confer About A Book - Even if You Haven't Read It

As I continue to sift through my notes from my week at Teacher's College there are so many ideas I want to share with those who have not had the chance to go.  So although these are not my ideas, they are definitely some that have made me think and I know will help me in the coming year as I focus on bettering my readers workshop.   After all, let's face it, I read a lot of book, but I will never be able to read all of the books my students bring into the classroom, and that is a great thing.  That does not mean though that we cannot confer with them about their book and still have a quality discussion and exploration.

First a few notes on conferring the better way:

  • Know that it is okay to read the blurb on the back!
  • This is part of the child's reading journey and should be treated as something sacred.  Make sure you have ample time and energy to do it right rather than feeling rushed or unfocused.
  • Make sure you give clear and achievable feedback, preferably in a concise manner.
3 directions you can take:
  1. Confer about reading behaviors.
    • This can be a discussion about how the child is as a reader.  What is their rate of devouring books?  How are they with distractions?  What is their reading plan?  Which books can they not wait to get their hands on?  Fluency and expression can also be discussed here.
  2. Confer about the book.
    • Have them work on retelling the story.  Have them discuss the main character and how that main character is developing.  Other things they can discuss are the problems, the motivations, the author's purpose, and even what big ideas they are having about the texts.
  3. Confer about skills.
    • This can be a discussion of past mini lessons you have taught and how they are using them.
    • Push for a second line of inquiry.  So if a child brings up one aspect, push them for one more place or one more aspect to show how they know this of the text.
    • Or you can use this incredible cheat sheet for Bands of Text Level  (courtesy of Teachers College) - research shows that texts that seem to be at the same level also share many of the same characteristics, so while you may not have read that particular book, if you can figure out the complexity of the text you can ascertain many general traits that the particular book may have and base your discussion on that.  And while every book is not going to have these I found it interesting to think of how many books do have many of them.
There you have it.  While nothing beats being able to discuss the actual book with a child because you know it yourself, there will be times when I know these strategies will help me.  While I do not level my texts, I found it very interesting to see this breakdown of text complexity and how we can help students recognize how their text gets more complex.

In the end, this is about the child talking and you supporting them in their exploration.  I think I have too often rushed in with too many questions, too much of my own thoughts, to really make a child think about the text they are reading.  So treasure the one on one time you get with this child and their book and make sure they know just how much it means to you.  And then be quiet and listen.

image from icanread
I am a passionate 5th grade teacher in Middleton, Wisconsin, USA, proud techy geek, and mass consumer of incredible books. Creator of the Global Read Aloud Project, Co-founder of EdCamp MadWI, and believer in all children. I have no awards or accolades except for the lightbulbs that go off in my students' heads every day.  First book “The Passionate Learner - Giving Our Classroom Back to Our Students Starting Today” will be released this fall from PLPress.   Follow me on Twitter @PernilleRipp.
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Sunday, July 14, 2013

Give Students a Voice; How Blogging Changes Education

image from icanread


I had the fortune of being asked by Kidblog (which I love so much) to write a little about how student blogging has changed my classroom and although this was published a long time ago on their blog, I forgot to cross post it here.  


“Do you really mean it Mrs. Ripp, you want the truth?”


The student is hesitating, eyes are cast downward and they are waiting for the inevitable, the answer that most teachers will give, but it doesn’t come.  Instead I tell them, “Yes, don’t hold back, tell me how you really feel about being a student in this classroom.  My feelings won’t get hurt, I promise...”


The spring is back in the student’s step and they bounce over to the computer, log on to our Kidblog classroom blog and happily answer this week’s blogging challenge.  And just like that, with that little question and one website, I have given my students a voice.


I didn’t use to want to hear how my students felt about their role in the classroom or our school.  I didn’t use to care about what my students thought about their education, about their feelings or desires.  I certainly never asked them to tell me what I could do better, or solicited advice.  Yet, here I am, two years into a student blogging journey, and that is exactly the types of posts that I love the most.  Those where the students bare their thoughts and really tell it like it is.


For too long, education has been done to students.  We graduate with our teaching degrees thinking we know best. We know the research, we know what students need, and we know that we know.  So we enter our classrooms as experts on education and students.  We plan and create the lessons that students have to soak in whether they want to or not.  We take just enough time to build a relationship and to listen to students but we often don’t ask the questions that students want to be asked.  How often do we take the time to ask them what they think of what we are doing?  How often do we genuinely care about how they feel about us, how they feel about their part in the classroom?  How often do we ask them to please be honest, don’t hold back, and then don’t hold a grudge when they follow our directions.  It is hard to be told that students are bored but a necessary step for us to become better teachers.  Yet it takes time, students won’t be honest from the moment you meet them, we have trained them too well to be “rude” like that.  So I start with blogging challenges that speak to their creativity like, "What is the color of fifth grade?”  Then I ask them to change just one rule at our school, just one, and we inch into unknown territory.  Students are always hesitant at first, after all, teachers don’t usually ask them to take ownership of their classroom.  They are waiting to get busted by you or for your relationship to sour.  It never does, I am thankful instead and I communicate that to them.


I have tried to start out having these conversations, rather than through their blog, but it was too much too soon.  Blogging provide us with a venue in which students feel in control.  They can record their thoughts, edit them, mull them over and then hit publish when they feel ready to do so.  They have time to think of the question and of their response.  I acknowledge that I am asking them to open up and at first it is frightening for them, but then, when they see that I change according to feedback, when they see that their words hold power in a positive way, then they find their voice.  They don’t hold back and offer up topics for discussion.  What they write on their blog, how they share, translates directly into our classroom.  The trust grows, the discussions get livelier, and students become more invested.  


Blogging allows us to take it to the next level; international discussion.  Now students are not just telling me how they really feel but anyone who will read it.  Blogging allows us to start discussions, to compare our school situations to those around the world.  To realize that we can change the world when we discuss the every day.  School stops being done to students and instead becomes something they also have some control over, they also have an active part in because we have provided them with a mouthpiece and a captive audience.  Finally, students know that they do matters, what they think matters, and what they say matters.  So when they see assignments change because of their feedback, when they see the role of the teacher change because of what they told me, that’s when they know that their voice matters.  Students run to their blogs to tell me their thought of their prior week, they use their blogs to invite others to debate the merit of homework, tests, and grades.  They write directly to our principal asking for longer lunches, extra recess, or perhaps just a little of his time.  No longer needing an adult to pass on their message, they have found a way to share it with the world.  All through the power of a blog.

I am a passionate 5th grade teacher in Middleton, Wisconsin, USA, proud techy geek, and mass consumer of incredible books. Creator of the Global Read Aloud Project, Co-founder of EdCamp MadWI, and believer in all children. I have no awards or accolades except for the lightbulbs that go off in my students' heads every day.  First book “The Passionate Learner - Giving Our Classroom Back to Our Students Starting Today” will be released this fall from PLPress.   Follow me on Twitter @PernilleRipp.

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Friday, July 12, 2013

The Smart Things People Said at Teachers College

I spent a week being inspired at Teachers College in NYC and while I wish I could report on every thing that was said there, I thought I would just share some of the more memorable quotes I heard throughout the week.

Rub a fiction book and a nonfiction book together and create a spark - K. Bohne Holder

We must create the counter narrative to education - Lucy Calkins

Kids should be reading books created by authors, not by corporations - Lucy Calkins

Look for the beauty in your colleagues' rooms and then share it with the world - Lucy Calkins

The most effective feedback is what students tell us through action, words, and products and then using that to change our instruction - Chris Lehman

Reading fiction allows us to be what we never could be - Kylene Beers

Let me tell you what happens when we give a kid a text that is too hard; it is too hard, that is what happens - Kylene Beers

We confuse decoding with reading - Kathleen Tolan

Regurgitation does not equal understanding - Kathleen Tolan

Book clubs are not shares, they are conversations - Kathleen Tolan

We can over-manage kids into not speaking during our reading conversations - Kathleen Tolan

My job as an author is to get readers to turn pages - Christopher Paul Curtis

Don't let anything come between you and your love of teaching - Kathy Collins

If you have the capability to doubt, you also have the capability to wonder - Kate Roberts

I am a passionate 5th grade teacher in Middleton, Wisconsin, USA, proud techy geek, and mass consumer of incredible books. Creator of the Global Read Aloud Project, Co-founder of EdCamp MadWI, and believer in all children. I have no awards or accolades except for the lightbulbs that go off in my students' heads every day.  First book “The Passionate Learner - Giving Our Classroom Back to Our Students Starting Today” will be released this fall from PLPress.   Follow me on Twitter @PernilleRipp.

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Thursday, July 11, 2013

We Must Be the First to Stop the Labels

Right after birth

Brandon was the first to notice it.  Moments after delivery, he asked the nurse, "What's that on his face?" and he pointed to my newborn perfect little baby boy's face and then waited.  The nurse looked at it and said "Probably a portwine stain..."  At the moment I didn't think much of it, perhaps it was a bruise like the doctor said, perhaps it was a strawberry birthmark that would go away, but a portwine - probably not.  

The next day we had the verdict, yes, it was a portwine stain and he would need to go see a dermatologist quickly because of its placement.  (For those that do not know what a portwine stain is, it is is birthmark that continues to grow as it fills with blood leaving the skin disfigured and dark purple as a person ages.)  Later we were told that because of the placement on his face, we had to get treatment or the further growth of the birthmark would pull his skin up into his nose and away from his teeth, meaning he would have a harder time breathing and eating.  

But that night in the hospital, all I could see were two little babies who needed me.

Yet, now 11 months later, I realize how often I stare at that birthmark.  How often I wonder what his face would be without it?  I know that in the scheme of things this is incredibly minor, a mark that treatment will hopefully help (so far it has not).  And yet, it catches my eye too often and I realize that I have to be able to look past it.  That his face is still beautiful, that he is still perfect, that I did not do something wrong during my pregnancy.   That the world may judge him based on this mark, and that I therefore need to be the first champion of him, his rock if he ever needs it.  

I think to the children in our classrooms that come to us with labels, whether physical or emotional ones.  That come to us with people's eyes already upon them, expectations different somehow because of either choices made or things out of their control.  I think of those children and how I have to be their biggest champion at school, how I have to be the one that looks past everything and sees them for the whole kid they are.  Not whatever the world would rather categorize them as.  I have to be their rock if they ever need it.  I owe it to them and I owe it to Oskar.

For a long time, I didn't post pictures to Facebook of Oskar right after treatment, he looks much like a prize fighter after the laser has done its work.  I didn't want people to see how bad he looked, how much pain he had gone through.  I didn't want him to be judged.  Now, though, I know that he does not care.  That he still has a life to explore whether I can see past this birthmark or not.  That he will not be stopped by something out of his control and neither should I be.  My little boy is perfect, this is the way he was made, and no, I didn't do anything wrong in my pregnancy to cause it.  He bears no label as long as I do not create one for him.  And neither should any of our students.

Oskar today

I am a passionate 5th grade teacher in Middleton, Wisconsin, USA, proud techy geek, and mass consumer of incredible books. Creator of the Global Read Aloud Project, Co-founder of EdCamp MadWI, and believer in all children. I have no awards or accolades except for the lightbulbs that go off in my students' heads every day.  First book “The Passionate Learner - Giving Our Classroom Back to Our Students Starting Today” will be released this fall from PLPress.   Follow me on Twitter @PernilleRipp.


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Wednesday, July 10, 2013

What Will You Do the Very First Moment of the First Day of the Year?

image from icanread

Yesterday I started setting up my classroom for next year, yes really, with 2 months almost left of vacation, I couldn't wait to get in there and see what I needed to change, what worked already, and just fiddle with the room.  As I shelved new books that have found their way into my reading life, I pondered, how will I start this year?

Not how will the day go?  Not what will we do?  But how will I start the day, that very first day, with my so far 26 new students.  In the past we would have done an ice breaker, we would have done a pretend quiz on me (I know it's mean but funny once the kids get that the quiz is about me and not curriculum), in the past I have even showed them exactly the way I wanted them to enter the room.  Great way to show who is the boss.

This year, I want it to be different though, I want us to focus on our passions and I want that to be the very first thing we do.  So instead of rules, instead of games, I will read a picture book to them.  Invite them to the carpet, tell them to get comfortable, and then share one of my passions; books.  I hope they have the courage to share their thoughts as w read, I hope they have courage to show their emotions as we read, I hope they have the courage to show that even though they are now the oldest kids in the school it is ok to think picture books are magical.

Which book?  I don't know yet.  It could be the incredible "Bluebird" by Bob Staake, which is just as powerful as any books with words I have ever read.  Or how about the funny "Creepy Carrots" by Aaron Reynolds that show us that things aren't always as they seem.  Or "This is a Book" by Dimitri Martin which would be a wonderful way to showcase another of my passions; blogging.  Or in the end it may be "Chu's Day" by Neil Gaiman so that I can tell them that every time I read it aloud to Thea, she giggles when Chu doesn't sneeze and that she is starting school this week too for the very time and I know that we start a new chapter with her just as I do with my new kids.  Perhaps it will be that one.  No matter the book, though, what matters is the thought behind it.

So what will you do the very first moment with your new kids?


I am a passionate 5th grade teacher in Middleton, Wisconsin, USA, proud techy geek, and mass consumer of incredible books. Creator of the Global Read Aloud Project, Co-founder of EdCamp MadWI, and believer in all children. I have no awards or accolades except for the lightbulbs that go off in my students' heads every day.  First book “The Passionate Learner - Giving Our Classroom Back to Our Students Starting Today” will be released this fall from PLPress.   Follow me on Twitter @PernilleRipp.
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Monday, July 8, 2013

How to Support Our Strongest Readers



Poster created by my facilitator to use as conversation prompts
On Friday, my mind was blown.  For an hour, Mary Ehrenworth at Teacher's College, provided me with so many ideas for how to support my strongest readers, you know the ones we hardly ever confer with because they seem to know what they are doing.   It turns out that because we don't confer with these kids, they don't usually stay on their trajectory of greatness but rather settled on to just "good" by the time they hit 8th grade.  Well, I knew that I had to share some of the ideas presented to me.


Mary's main point was that if you teach strong readers you have to be a reader yourself, and not just a reader of adult books, but of the books they are reading.  That way you can discuss and compare thoughts with the students and help push them in their thinking.  And then she gave us 5 different directions we could take our discussions in:

  1. Series work - thinking across pages of books.  In series work, you think across the whole series and analyze how things change: characters, settings, emotions of books (this is why it is vital that we read the whole series and not just the first book).  You can also reread beginnings and other vital points and see how connections are already being formed or find significance in former insignificant areas.    You can also discuss problems/solutions - which ones get solved within a book and which continue to grow and change?
  2. Literary traditions or studying a genre. This is for the child that continues to love fantasy or science fiction or whichever genre they are reading book after book in.  I have always been taught that we should encourage this child to read something from a different genre but Mary instead said that we should celebrate and cultivate this love of a genre.  Woohoo!  Some ideas to do this were to find themes within all of the books, such as how do your books start, what are the archetypal types, where do conflicts tend to start?  You can also study the structure of this genre, common themes, and the use of allusions.  Finally, she  presented us with this little gem - Courses of Study for Teen Readers - which I can also use with my more mature 5th graders
  3. Author inquiries -studying an author more in depth. You can start this out with 4 picture books by an author to get students used to thinking about the author versus the characters, but then move on to chapter books as students get more comfortable with the process.  Things they can study are what kinds of characters tend to be in the books, social issues that seem to interest the author, themes of stories, lessons this author tends to teach, the kinds if trouble the author seems to create and even the social and historical context the author uses and how that may change for the author based on publication date.   When students get really good at this you can even do author comparisons based on theme or social issues for example.
  4. Creating text sets  - fiction and nonfiction. If students love a particular series or book, have them dicover what else could go with the book and create their very own text sets.  Text sets can include anything really: picture books, articles, TV shows, music videos, or whatever the student can think of that will develop the theme of the story even more.  Students can even make text sets for other book clubs to enjoy.
  5. Critical literacies - helping students think deeply about their reading. There are many questions we can use to push student thinking deeper as they devour their books.  Some of these lead to further discussion and some of them lead to further inquiries:
    1. What is happening in the book that is affecting you as a reader?
    2. What are the hidden meanings?
    3. Representation - who is included, who is invisible, who is marginalized, who is destroyed/honored?
    4. Hegemonic masculinity/femininity - the form of masculinity that is honored (the jock, the cheerleader etc)  What are you supposed to be to be a real boy in this story?
    5. Gender norms - the rules of being a girl or a boy, reinforced, interrupted, alternatives?
    6. Sexual identities, racial identities, cultural identities?
    7. Power & resistance - who has power, who doesn’t, how do they get power, how do they keep it?

So there you have it, some help to help us push our strongest readers even deeper into their texts.  I cannot stress enough just how impressed I was with Teachers College and the incredibly knowledgeable presenters they had for us.

I am a passionate 5th grade teacher in Middleton, Wisconsin, USA, proud techy geek, mass consumer of incredible books. Creator of the Global Read Aloud Project, Co-founder of EdCamp MadWI, and believer in all children. I have no awards or accolades except for the lightbulbs that go off in my students' heads every day.  First book “The Passionate Learner - Giving Our Classroom Back to Our Students Starting Today” will be released this fall from PLPress but until then I muse on education on my blog “Blogging Through the Fourth Dimension.”   Follow me on Twitter @PernilleRipp.
 

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