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Who's got six weeks just to teach six signposts? Guys, I think I can't tell you how long it's going to take, because I don't know your kids. And I'm one of those folks that's always going to resist telling you how long something should take.

And I actually pretty much stand in opposition to teachers who tell you how long a unit should take or how long a particular study should take. I think that I can share with you ideas, but then what I've got to do is respect your authority in the classroom. I've got to respect your professionalism. And I will tell you every time I've gotten it wrong. Bob and I suggested a full class period. That's what worked for us. And I think now you've got to find what works for you and your kids. You're the one that knows.

A lot of questions have just, Brett was just telling me, have come in on reading logs, what are my thoughts on reading logs as a mom. So I've raised two kids, both in public school, both graduated.

Meredith just finished her PhD, [Baker's ] in law school and he and I were talking the other day about reading logs because I'm working on a new book, which means I was cleaning out a closet, because my first way to begin to work on a new book is to actually not work on the book.

And when I was cleaning out the closet I came across his fourth grade report card in which he received a very low grade in part of his reading grade because he refused to keep his reading log.

And he and I were talking about that and I said, "Baker, do you remember that year? I didn't want to stop reading to write down anything in a log. But I also recognize that I knew I had a kid that was going to do fine on tests. And I knew I had a teacher that was in a place where she felt like she had to do what the administration told her. I think most of us as adult avid readers know what we've read, but we probably don't stop every time we read to write down what we read and how many pages we've read and what we thought of it.

So there's a little concern I've got that it's not treating kids like real readers. At the same time, I recognize that I need to know how many pages did you get read in this book and what is your thinking about this book? I would keep the log to a minimum.

And in the beginning of the year, folks, I don't ask kids how many pages you've read, I ask when did you read. If I'm getting kids to read at home, I need to know when were you reading and was that a good time for you to read? Because especially in my middle school and high school kids that are always saying I don't have time, I want us to begin looking at patterns.

When was a good time for you to read? When was it a bad time for you to read? Go at logs with a light touch, a heavy touch and you're going to lose a lot of your kids.

So Brett just asked me what would be my best advice for new reading teachers. Number one, be a reader. Be a reader. You can't help kids become a reader if you're not a reader. The second thing I would say is sometimes read some difficult things.

It's hard to empathize with your struggling reader if you don't ever struggle. So unless you will sometimes pick up that book, I'm reading a book right now on nuclear fusion. Okay, so folks that's way outside my Lexile level. Read outside your level so that you understand how that reader feels. The third thing I'd say to a new reading teacher is damn the Lexile. Anyone who tells you a kid has to spend all day long reading within a Lexile level isn't thinking about the kid.

Kids need to read what they want to read. Now there's a time during your instructional day when you want to help a kid within that instructional zone. That's Vygotsky's Sone of Instruction, where we want kids to be.

But when we're reading for choice folks, let's get it past it. It's not a damn Lexile level. No one has ever turned to a book that they're going to love because of a Lexile. You turn to a book that you're going to love because of where it's going to take you. And so as a new reading teacher, when someone tells you that kids need to read within their Lexile level, walk away. Walk away as quickly as you can because that's bad advice.

I'm getting back to the book, When Kids Can't Read. Folks have, from time to time, asked me if George was his real name. The publisher, Heinemann, asked me to because I did not have George's permission to use his name because it was so many years after I met George that I wrote about him, but I couldn't change his name because it was George's story. It was all the wonderful things I saw about him and his parents and all the things I wasn't able to do.

So George is the only kid in the entire book whose name was not changed. All the other children's names were changed. But George, yeah it's his story. So I had to call him by his name. So we've got about 10 minutes and then we're going to be wrapping up for just a little bit. I started off all of the chapters in When Kids Can't Read with a letter to George and ended them all with a letter to George because I didn't want us to ever forget that what we do every day is about kids.

It's easy to think sometimes it's about standards, and it's easy to think it's about test, and it's not. It's always about kids. It's about helping kids find their place in the world. It's about helping kids discover the best they can be. I think to think that education is to make kids college and career ready is such a diminished look at what education is about. Education is about finding yourself and that's what you do every day, teachers.

Knowing what happens to your kids is part of why you're so special, because mostly you don't know. It's about deferred gratification. You hope what you're doing works out well. I don't know what happened to George, for instance. And for all I knew he had a kid in school and maybe his teacher would have When Kids Can't Read sitting on his desk or her desk and he would see it. I have no idea what happened to George. I have always held out that he has had a rich and wonderful life.

So Brett just asked me about working with parents. And I will say that sometimes working with parents was both the best part of my job and the worst part of my job. It's the best part because you get a little bit of a glimpse into the home life. And it's the worst part because sometimes you get a little bit of glimpse into a home life.

When you've got parents who are struggling to make ends meet, when you've got parents who want to worry about their kids' homework, but all of their time is spent worrying about paying rent and putting food on the table and how can they get their kid to the store to buy the poster board for the project, how can they afford the poster board, I think you need to recognize that you teachers have got an extra burden and that extra burden is thinking about the parent while you're thinking about the kid.

Your job is incredibly difficult. For most kids, for many kids that walk into your classroom, you are their best hope at a better tomorrow. As much as you can be, as often as you can be, be positive with those parents. And when parents say to you, "I don't know what to do", I'm recognizing that sometimes that means parents just aren't sure how to help their kid with homework because they don't know the answer either.

I always tell parents just to turn it back around and stick with those three questions. So sweetheart, what surprised you and what did you think the author thought you already knew? And if parents realize they don't need to give kids answers but can help them with questions, then we've helped the parents also. So Brett, just told me that some questions have come in also on audio books. I wrote an article back in the early s in School Library Journal on audio books. I re-read it the other day and discovered two things.

It was the longest article I have ever written in my entire life. You need an audio book to help you get through it. As a matter of fact, it was so long, School Library Journal turned it into part one and part two. So I don't know that I'm encouraging anyone to go out and find it and read it because it was too damn long, but it was the result of some research, and the research said, and I still stand by this, that audio books help kids develop what Eudora Welty called a reader's ear.

It's hard to become a lifetime reader if you're not hearing the text that's in your head, and an audio book can help kids do that. That said, dear teachers, there is nothing more powerful for a kid than you reading to the kids. So as often as possible, instead of putting the kids on the audio book at the beginning, let them hear you read it.

They need to hear you sigh. They need to hear you say, "Oh my God, we've got to read this part again. They need to hear you stop and say, "I love the way the author wrote this. They need to see the human behind the voice. And as wonderful as audio books are, they can't give us that. So, I always start a novel with kids by reading aloud the first couple chapters to them, always, every single time.

And then for the kids that want to keep on reading on their own, they go to the back of the room as they come in and they keep on reading. And for the kids who need a little extra support, they sit with me and we read aloud a little bit more.

And for those kids sort of in the middle, they need that reader's ear, but they don't actually need me in front of them, then they can listen on an audio book. So I'm for them, but I'm never for them as much as I am for a teacher reading aloud to kids. And Brett, let's take one last question. Oh, so, Brett just brought up my favorite topic, which is weekly vocabulary and spelling.

Oh my God. I've been waiting for forever to do just a workshop on spelling. So, there's an entire chapter on when kids can't read on spelling, I will tell you if you've not read Donald Dear's brilliant book Words Their Way, that's the one you need to pick up. I know it's by another publisher, but we're pretending to be Santa Claus on Miracle on 34th Street right now, head on over to, I think it's Merrill that publishes that book, but I'm not sure. I think that there is a direct relationship between a kids' spelling ability and reading ability in the early years, because in the early years of spelling, kids are figuring out how letters and sounds work.

So in those pre-K kindergarten, first, second grade years, the best way to help a kid become a better reader is to let a kid read what he's writing. And that means as he's reading what he's writing and still doing some reading, his spelling's going to get better. I am not in favor of spelling lists as kids get older, unless they are lists that show kids patterns and they're identifying those patterns on their own.

I'm a big believer in helping kids do word sorts and figuring out what those patterns for words are. As far as vocabulary lists, folks, there's just not any research that shows us that giving kids vocabulary list each week is going to help anyone other than the kid that's already going to score on the vocabulary portion of the SAT.

For those other kids, they need to be looking at why they need to know words, and how words work. But spending neural energy on memorizing lists for the national vocabulary test on Friday so that they can be forgotten by Monday is a waste of classroom time.

Look at some words kids need to know, ask yourself, "Will the context help them? Otherwise let the damn text do what the text is supposed to do. You know, that's one thing the Common Core said that I actually agreed with. David Coleman, the architect of the Common Core, and I have had several conversations, I promise you, on the parts where I didn't agree with him.

But I did agree with him that too many times teachers have stepped in and done the work for the text. This article gives clear idea for the new people of blogging, that actually how to do blogging and site-building. I have recently sgarted a web site, the guidance you manage to pay foor on this site has helpd me greatly. After , that is simply now not a lot of a priority.

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She was a voracious reader and her reading became the fodder for her own books, her articles, her columns, her blog posts, her keynote speeches, and her many, many workshops attended, over the years, by tens of thousands of people. The recognition was deserved and well earned, but the awards were not the most important to Teri.

What was most important to her was talking with anyone about all those books she spent her life reading. She answered a question sent to her over Facebook just days before she died, helping another teacher decide which books to offer a kid who had not yet found that special book that would turn him into a reader.

I suspect that brief exchange meant much to Teri those last days. You see, if you were near Teri, at some point, the conversation would turn to her family, her cat, and books she was recently enjoying. She wanted to help all of us—parents, teachers, librarians, administrators—understand that reading is not about acquiring a certain set of skills; nor is it about reaching a particular Lexile level.

Reading is a way of life; reading sends us on an exploration of wondering, discovering, growing, and doing.