Dear Author,

Congratulations on winning the (insert name of major literary book award here). It must be gratifying to receive recognition for your work and its outstanding literary merit. I know--because my state standards tell me so--that authors write for many purposes: to inform us about the world, to express your emotions and opinions, to provide entertainment, to persuade us to act or believe a certain way, or to reflect on your life and your impressions of it. I am sure that your book conveys one of these purposes, but when you consider writing your next book, I think you should include increasing students' standardized test performance on your list of goals. Don't children's and young adult authors know that this is the main purpose for using their books in our classrooms? It might be award season for authors, but it is test-prep season for my students and me. You could help me out by producing a book that helps teach my students skills they will need for tests. This is why reading and writing really matter these days.

The truth of it is-- I can no longer share a book in my classroom just because it is worthy. No one cares much about illuminating students or revealing the enduring strength of the human spirit through literature. Who has time for that? I don't think you could test these outcomes, anyway.

You may consider yourself an artist, and that is noble I suppose. After all, the world needs artists in theory--I am sure many of my students are learning to become great artists in their music, drama, and art classes. This is wonderful as long as the fine arts teachers continue to support my curriculum by aligning everything they teach with core-content standards.

I am planning an award list of my own that I think many teachers will find valuable. As you write your next book, you should keep these awards in mind.

Best Book Awards for Teaching to the Test

The Roots and Stems Award: Throw away your dictionary and consider using the SAT vocabulary lists as your guide. The more obscure words you use in your book, the better. After all, words like "iconoclast" and "venerable" are hard to find in context at school.

The Venn Award: Can students compare and contrast the characters in your book using a graphic organizer? Will your plot fit nicely on a pyramid? If my students can record everything they need to remember about your book onto one worksheet, you are a frontrunner for this award.

The Field Trip Award: Can I use your book to show my students what a zoo, museum, or concert hall really looks like? How about recess? With budget cuts and a focus on standards-based curriculum, the only way my students might have these experiences is if you write about them.

The Marginalia Award: If my students can write reams of annotation while reading your book, this is the award for you. Talk to your publisher and ask them to widen the margins. Two inches--the width of a small Post-It note-- would be best.

The Diorama Award: Open House is just around the corner, and I need something to hang on the walls. Besides, knowing that a project is due is the only thing that motivates my students to read. Does your book lend itself to a wanted poster, cereal box, or paper bag report? If I can integrate technology by assigning a power point project, I will use your book every year. Since all we do in class is drill on test-taking skills, students will have to complete this project at home. Consider including instructions for parents.

If you apply yourself, I am sure your next book could win one of these awards! Until then, I will just have to wait for the pre-packaged novel unit of your recent award-winning book to arrive, so that I can find some academic reason to teach it. That award seal may keep your book in print forever, but if I can use it to teach my students how to find the main idea--it will be a classic for the ages!

Sincerely,

Donalyn Miller

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At its Annual Midwinter Meeting, the American Library Association (ALA) today announced the top books, audiobooks, and videos for children and young adults-- including the Caldecott, King, Newbery and Printz awards. Recognized worldwide for the high quality they represent, ALA awards guide parents, educators, librarians and others in selecting the best materials for youth. Selected by judging committees of librarians and other children's experts, the awards encourage original and creative work.

Congratulations to the winners! Thank you for creating high-quality literature for my students and me to enjoy and appreciate. I cannot wait to tell my students that our current read aloud favorite, When You Reach Me, won the Newbery! I have read, enjoyed and shared many of the books on this list, and I look forward to reading those titles I have missed.

John Newbery Medal for most outstanding contribution to children's literature:

When You Reach Me by Rebecca Stead.

Newbery Honor Books:

Claudette Colvin: Twice Toward Justice by Phillip Hoose.

The Evolution of Calpurnia Tate by Jacqueline Kelly.

Where the Mountain Meets the Moon by Grace Lin.

The Mostly True Adventures of Homer P. Figg by Rodman Philbrick.

Randolph Caldecott Medal for most distinguished American picture book for children:

The Lion and the Mouse illustrated and written by Jerry Pinkney.

Caldecott Honor Books:

All the World illustrated by Marla Frazee and written by Liz Garton Scanlon.

Red Sings from Treetops: A Year in Colors illustrated by Pamela Zagarenski and written by Joyce Sidman.

Michael L. Printz Award for excellence in literature written for young adults:

Going Bovine by Libba Bray.

Printz Honor Books:

Charles and Emma: The Darwins' Leap of Faith by Deborah Heiligman.

The Monstrumologist by Rick Yancey.

Punkzilla by Adam Rapp.

Tales of the Madman Underground: An Historical Romance, 1973 by John Barnes.

Coretta Scott King (Author) Award recognizing an African American author of outstanding books for children and young adults:

Bad News for Outlaws: The Remarkable Life of Bass Reeves, Deputy U.S. Marshal by Vaunda Micheaux Nelson and illustrated by R. Gregory Christie.

Coretta Scott King (Author) Honor Book:

Mare's War by Tanita S. Davis.

Coretta Scott King (Illustrator) Book Award recognizing an African American illustrator of outstanding books for children and young adults:

My People illustrated by Charles R. Smith Jr. and written by Langston Hughes.

Coretta Scott King (Illustrator) Honor Book:

The Negro Speaks of Rivers illustrated by E. B. Lewis and written by Langston Hughes

Coretta Scott King/John Steptoe New Talent Author Award:

The Rock and the River by Kekla Magoon.

Coretta Scott King/ Virginia Hamilton Award for Lifetime Achievement:

Walter Dean Myers is the winner of this first-ever Coretta Scott King / Virginia Hamilton Award for Lifetime Achievement. The award pays tribute to the quality and magnitude of beloved children's author Virginia Hamilton. Myers' books include: Amiri & Odette: A Love Story, Fallen Angels, Monster, and Sunrise Over Fallujah.

Pura Belpre Award honoring a Latino writer and illustrator whose children's books best portray, affirm and celebrate the Latino cultural experience:

Pura Belpre (Author) Award:

Return to Sender by Julia Alvarez.

Belpre (Author) Honor Books:

Diego: Bigger Than Life by Carmen T. Bernier-Grand and illustrated by David Diaz.

Federico Garcia Lorca by Georgina Lazaro and illustrated by Enrique S. Moreiro.

Pura Belpre (Illustrator) Award:

Book Fiesta!: Celebrate Children's Day/Book Day; Celebremos El dia de los ninos/El dia de los libros illustrated by Rafael Lopez and written by Pat Mora.

Belpre ( Illustrator) Honor Books:

Diego: Bigger Than Life illustrated by David Diaz and written by Carmen T. Bernier-Grand

My Abuelita illustrated by Yuyi Morales and written by Tony Johnston

Gracias /Thanks illustrated by John Parra and written by Pat Mora.

Schneider Family Book Award for books that embody an artistic expression of the disability experience:

Django written and illustrated by Bonnie Christensen is the winner for young children (ages 0 to 10).

Anything but Typical by Nora Raleigh Baskin is the winner for middle grades (ages 11 to 13).

Marcelo in the Real World by Francisco X. Stork is the winner for teens (ages 1 to 18).

Robert F. Sibert Medal for most distinguished informational book for children:

Almost Astronauts: 13 Women Who Dared to Dream by Tanya Lee Stone

Sibert Honor Books:

The Day-Glo Brothers: The True Story of Bob and Joe Switzer's Bright Ideas and Brand-New Colors written by Chris Barton and illustrated by Tony Persiani.

Moonshot: The Flight of Apollo 11 written and illustrated by Brian Floca.

Claudette Colvin: Twice Toward Justice by Phillip Hoose.

YALSA Excellence in Nonfiction Award

Charles and Emma: The Darwins' Leap of Faith by Deborah Heiligman is the winner of the first-ever YALSA Excellence in Nonfiction Award.

Source: American Library Association at www.ala.org

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With my principal's hearty support, this is the e-mail I sent to parents today. I thought I would share it with you, too. We all address the same issue in our classes each day.

Dear Parents,

This weekend, commentary printed in the Teachers Leadership Network Forum, reinforced to me the importance of carving out reading time at home. Simply put, children who read the most at home surpass the educational success of their peers who do not read at home--even those who are hard-working, capable students. While the commentary focuses on the academic success of African-American students, the importance of at-home reading for all students is well-documented. The children who read the most, both inside and outside of school, are the best at the school game. They are the best readers, of course, but they are also the best writers, spellers, possess the best vocabulary, and perform better in content-heavy areas like science and social studies. Clearly, reading is important, and the students who read the most possess the highest academic potential.

While the entire focus of our lives should not be a child's academic success, I know that you have high expectations for your child. You expect them to do well in school, you expect them to go to college, and you expect them to have happy, productive lives. Knowing that you have these goals for your child, it concerns me when children report to me that they do not read much at home.

I do not assign reading logs for your children to complete. I do not believe that reading logs motivate most children to read. Kids who love reading hate those logs. Who wants to curl up in bed at night with your book and your reading log? Avid readers resent recording every moment of their reading lives. For children who do not read much, the log does not show me that they are really reading. I have seen children sit for thirty minutes with an open book and never read a word. I also know, as a parent, that I have signed those logs in the car on Friday because my precious daughters asked me to sign one. Sometimes, I could not remember if they read the required time or not. Even those students who diligently fill out those logs and actually read might not be motivated to read when the requirement of the log disappears over the summer or during vacations.

Although I do not require a log, I do require that children read at least 30 minutes per night and 30 minutes on the weekends. I have posted this requirement as homework on the class website every week since the first week of school. I talk to children about the importance of reading at home, and they know that I expect them to read. It may not seem that I assign much homework in language arts, but that is because I want the children to read and read and read.

Meeting with children during conferences each week, I am told time and time again that, "I do not have time to read." My knee-jerk reaction is to wonder why the homework in my class is less important than the homework they have in other classes, especially when I know that reading has such a powerful impact on students' success across the academic day. I do not express this to the children, of course. Lives are busy, and parents and kids are stressed and overworked. The burden of homework will increase each year that your child is in school. You may not realistically have 30 minutes each night for reading on top of your other demands, but fifteen minutes every night is better than not reading at all.

I cannot make your children read at home in any reasonable way. The only people who can carve out reading time for your children at home are you, their parents. This is hard, but it matters more than any other academic support you could provide.

I know that I have a zeal for reading and books that seems over-the-top. I also know that you appreciate the effort that I go to in class to motivate and engage your child with reading. If anyone in your child's life should be a book fanatic, it should be his/her reading teacher! I take my role seriously and I have structured our class to provide at least 30 minutes of reading time a day for your child to read. This is a school-wide requirement at Trinity Meadows, but I believe in it fully. During this reading time, I talk to kids about the books they read, help each set reading goals, offer recommendations, and stress the importance of reading as a life habit. However, this in-class reading time does not replace at-home reading time.

Many of your children were avid readers when they walked into my class last August. I know that they appreciate the free-choice independent reading environment that our class offers. They have had great teachers who support heavy reading habits, and they have encouragement and support from you to read a lot. I also know, from speaking with many of you, that in spite of your best efforts, some of your children are not avid readers. I am working to support you in creating strong reading habits in your child, every day. I ask that you support your child by setting aside reading time at home.

This e-mail is long, and I appreciate the time you took to read it. I also appreciate you sending your treasures to me each day. I believe that I have the greatest job on Earth. Please let me know how I can best serve your child and you.

Sincerely,

Donalyn Miller

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As 2009 ends, the world gathers to reflect, compose a "Best ____ of 2009" list, and dedicate ourselves to improve in 2010. Looking back, 2009 was a stellar year for me. My book, The Book Whisperer: Awakening the Inner Reader in Every Child came out in March and through its success, I have traveled the country talking to teachers, parents, and kids about reading motivation and engagement. Always looking for opportunities to expand my professional learning community (Didn't PLC and PLN become hot acronyms in 2009?), I started a Facebook fan page, dove into Twitter (@donalynbooks), joined Jim Burke's English Companion Ning, and attended the NCTE Convention. My extracurricular activities continue to bring me new friends and colleagues, provide opportunities to write and speak, and improve my teaching. According to my goodreads list, I read 170 books in 2009--beginning the year with Laurie Halse Anderson's Wintergirls and ending it with Cormac McCarthy's The Road--, notable bookends for a year of great reading. I have enjoyed myself, learned a lot, and, perhaps, impacted a few readers and teachers.

Of course, the "Best Me of 2009," the professional me that matters most, is the Donalyn Miller who arrives in Room 1217 at Trinity Meadows Intermediate School each day to teach language arts. The teaching me started my year on August 24th when 93 sixth graders appeared in my doorway. We began our reading and writing community that day and we continue to build it.

While December 31, 2009 marks the end of the calendar year, for teachers, December marks the halfway point. We made our resolutions in August and, for the most part, we won't reflect, regroup, retool, or regret until June. The idealistic me soars like a phoenix in August, but I often feel that fire shrink to an ember by December 31st --when paperwork, meetings, grades, students' readiness (or willingness) to learn, emails, standards, mandates, and fatigue overwhelm me and threaten to extinguish the flame. Last summer, after reading Debbie Miller's Teaching with Intention, I wrote down my teaching beliefs on notebook paper and taped them into the front cover of my writer's notebook. Revisiting this list comforts me and refocuses me on the classroom conditions I believe matter most to my students' literacy development.

MY BELIEFS ABOUT LITERACY INSTRUCTION

Students should spend the majority of class time engaged in authentic reading, writing, and conversation.

There is no learning without relationships.

Do these beliefs still matter to my students and me? That's an easy one to answer, "YES!" I know that my students appreciate the time we have to read and write and the freedom they have to choose their own books and topics. I see that most of them are engaged, excited, and growing. Taking stock, I should celebrate the successes.

I tend to obsess about what isn't working: my failure to connect with some students, feeling nervous about sharing my own writing in class (not kidding), and worrying too much about the cool projects the teachers down the hall are doing (that I am not). Rereading this list helps me recommit to these beliefs now, for this year (which is not over), with my current students. Any extras I have piled onto my instruction that prevent me from reaching these goals need to go. As 2010 begins, I feel lighter and more confident by rededicating myself to these core beliefs.

I can't resist making one New Year's Resolution. I resolve to forgive myself for not being perfect, not working harder, not caring more, not organizing my life better, or a host of other failings. I resolve to forgive my students for the same.

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I have not posted a book list since school began, but I promise that I have been reading! You can tell a lot about a person by scanning the books they read. I am not sure what these 51 titles tell you about my reading habits or personality. My teenager would claim that I read weird books, but I prefer the term eclectic. I read what I want, for all sorts of purposes--expanding my teaching knowledge, looking for books to recommend or read to students, and most of all, enjoyment. I am grateful that at this stage in my life I don't have to answer to anyone, but myself, about what I read. Channeling Pennac's Rights of the Reader, I don't defend my choices!

I wish this for my students, too. I want my students to become brazen, unapologetic readers who discover what they like, read what they want, and seek books that speak to their brains, their souls, their funny bones, whatever they need at the time.

Every book on this list meets the need of a reader somewhere--you know a reader who will love one of these books. Perhaps, that reader is you. Starred books indicate a special favorite.

Teaching Books

**13 Steps to Teacher Empowerment: Taking a More Active Role in Your School Community by Steven Zemelman and Harry Ross

**Creating Literacy-Rich Schools for Adolescents by Gay Ivey and Douglas Fisher

How to Read Literature Like a Professor: A Lively and Entertaining Guide to Reading Between the Lines by Thomas C. Foster

Strategic Spelling: Moving Beyond Word Memorization in the Middle Grades by Jonathan P. Wheatley

Adult Books

The 351 Books of Irma Arcuri by David Bajo (realistic fiction/ mystery)

The Art of Racing in the Rain by Garth Stein (realistic fiction)

**The Brief Wondrous Life of Oscar Wao by Junot Diaz (realistic fiction)

The Magicians by Lev Grossman (fantasy)

**The Sweetness at the Bottom of the Pie by Alan Bradley (historical fiction/ mystery)

High School

** Going Bovine by Libba Bray (fantasy? hard to say--read it yourself and decide!)

Let It Snow: Three Holiday Romances by John Green, Lauren Myracle, and Maureen Johnson (realistic fiction)

**Lips Touch: Three Times by Laini Taylor (fantasy/ science fiction)

**Marcelo in the Real World by Francisco X. Stork (realistic fiction)

**Rampant by Diane Peterfreund (fantasy)

**Shiver (The Wolves of Mercy Falls, #1) by Maggie Stiefvater (fantasy)

**Thirteen Reasons Why by Jay Asher (realistic fiction)

Weetzie Bat by Francesca Lia Block (realistic fiction)

Will Grayson, Will Grayson by John Green and David Levithan (realistic fiction)

Middle School

The Boyfriend List: 15 Guys, 11 Shrink Appointments, 4 Ceramic Frogs and Me, Ruby Oliver by E. Lockhart (realistic fiction)

**Catching Fire by Suzanne Collins (science fiction)

**The Dead and the Gone (listened to audio) by Susan Beth Pfeffer (science fiction)

**The Demon King (Seven Realms, #1) by Cinda Williams Chima (fantasy)

**Fire by Kristin Cashore (fantasy)

How to Ditch Your Fairy by Justine Larbalestier (fantasy)

Hush: An Irish Princess' Tale by Donna Jo Napoli (historical fiction)

**The Maze Runner by James Dashner (science fiction)

**North of Beautiful by Justina Chen Headley (realistic fiction)

Upper Elementary

Amulet: The Stonekeeper (Book #1) by Kazu Kibuishi (graphic novel)

Any Which Wall by Laurel Snyder (fantasy)

**Babymouse: Queen of the World by Jennifer L. Holm (graphic novel)

The Braid by Helen Frost (narrative poetry/ historical fiction)

Countdown to Summer: A Poem for Every Day of the School Year by Patrick J. Lewis (poetry)

A Crooked Kind of Perfect by Linda Urban (realistic fiction)

**Diamond Willow by Helen Frost (narrative poetry/ fantasy)

The Dragon's Eye (Dragonology Chronicles, Vol. 1) by Dugald A. Steer (fantasy)

Eye of the Crow (The Boy Sherlock Holmes #1) by Shane Peacock (historical fiction/ mystery)

The Gollywhopper Games by Jody Feldman (realistic fiction)

How to Write Your Life Story by Ralph Fletcher (nonfiction)

Joey Fly, Private Eye in Creepy Crawly Crime by Aaron Reynolds and Neil Numberman (graphic novel)

**Leviathan by Scott Westerfeld (science fiction)

**The Maze of Bones (The 39 Clues, #1) by Rick Riordan (realistic fiction/ mystery)

**Mummies: The Newest, Coolest and Creepiest from Around the World by Shelley Tanaka (nonfiction)

My Side of the Mountain by Jean Craighead George (realistic fiction)

Mysteries of the Mummy Kids by Kelly Milner Halls (nonfiction)

Pale Male: Citizen Hawk of New York City by Janet Schulman (picture book/ nonfiction)

**Operation Yes by Sara Lewis Holmes (realistic fiction)

Point Blank (Alex Rider, #2) by Anthony Horowitz (science fiction/ mystery) Reread.

**Rapunzel's Revenge by Shannon Hale (graphic novel)

Road to Revolution by Stan Mack and Susan Champlin (graphic novel)

Sent by Margaret Peterson Haddix (science fiction)

Stormbreaker (Alex Rider, #1) by Anthony Horowitz (science fiction/ mystery) Reread.

What have you read this fall? Which books amazed you, shaped your thinking, or gave you a few hours of pleasure? Share your recent reads with us. The best source of book recommendations is fellow readers! Most of the books I read I discover from the suggestions of other readers--the colleagues, friends, reviewers, authors, and students who form my reading community.

Posted by Donalyn Miller at 12:49 PM | Permalink | 10 Comments | TrackBacks (0)

I spent most of Saturday at NCTE wandering the Exhibit Hall, meeting authors, gathering books, and attending my own book signing. Pictures from the day appear on my Facebook fan page for The Book Whisperer.

Dragging my suitcase behind me, preparing to dash off to the airport, I attended one last session Sunday morning. Sarah Mulhern, host of The Reading Zone blog and member of the Kidlitosphere, shared her tips and resources for using read alouds with her middle school students.

Read alouds provide amazing benefits to students, even those in the upper grades.

Read alouds:

• Reinforce to students that reading is enjoyable.
• Build background knowledge.
• Increase vocabulary and introduce words in context.
• Provide a fluent reading role model.
• Create common literacy experiences for the class that can be referred to over time.
• Allow students to focus on comprehension rather than decoding.

Sarah dedicates the first eight to fifteen minutes of her 55 minute class to daily read aloud time. The first half of the year, the read alouds she chooses are part of a mock Newbery contest she holds with her students. So far, her classes have enjoyed Rebecca Stead's When You Reach Me and Also Known As Harper by Ana Haywood Leal. Both titles appear on numerous top pick lists for this year's Newbery Award.

Sarah provided several websites she uses for selecting and reviewing books to choose for read alouds. This list provides abundant reviews, lists, and links for teachers and librarians.

Reading Rants

Fuse #8 Production

Jen Robinson's Book Page

Abby the Librarian

A Year of Reading

Literate Lives

Shelf Elf

The Cybills

I.N.K. Interesting Nonfiction for Kids

The Miss Rumphius Effect

Sarah's fantastic blog

Once again, the NCTE Convention recharged me and introduced me to books and ideas that I will use with my classroom when school resumes after the Thanksgiving break. I am buried in books to read and thoughts I need to record. I am eternally thankful for organizations like NCTE that provide professional development and support to so many teachers.

Posted by Donalyn Miller at 11:40 AM | Permalink | 7 Comments | TrackBacks (0)

Last night a few of the folks from Jim Burke's English Companion Ning met. In person.

Donalyn and I arrived early. A few folks were there ahead of us. By the time Jim arrived, there were about 50 people. There were a lot of "so-great-to-meet-you" hugs going around. Jim thanked everyone for helping to grow the Ning. He shared a few stories of teachers connecting online—the funny ones ("help, the stack of papers on my desk has been sitting there for months...ungraded") to the not-so-funny ones ("a student of mine was killed in a car wreck and I need support"). He also said that publishers are loving the ECN book club. (Hmmm...wonder why?)

There were a lot of handheld devices—half the room was tweeting the meeting, fingers flying over the key pads. Most popular device in the room? Iphone. Most frequently seen device at the conference? Iphone.

Jim started the Ning just about a year ago, following NCTE's convention last year. At NCTE last year, someone from NCTE told him that attendance was lower. A point of comparison: The Ning is about to hit 10,000 members. Convention coordinator Millie Davis told me about 10 days ago that 6,000 had preregistered for this year's conference.

Later I joined about 10 educators for dinner. There was talk about reading, but there was also talk about the role of professional teaching organizations today.

Well, what of this? Carol Wickstrom of the University of North Texas had heard that NCTE had offered 600 free weekend passes to Philadelphia teachers, but fewer than 20 percent were claimed. A few teachers around the table agreed that weekends are precious and teachers don't really feel like they should have to give up these days any more. Carol raised the point that maybe large gatherings and professional organizations have lost their urgency in an internet-driven world. Donalyn said, she still needs the face-to-face.

But I wonder... At the cost of $1,000 to attend a conference (fees, hotel, transportation), who can afford to come without the financial support of their school or university? What's your feeling about the importance of joining professional organizations and attending annual gatherings? Has money factored in your decision to attend or join?

Where do you think professional gatherings like NCTE are headed? Could a Ning really be enough?

—Elizabeth Rich

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While Donalyn was signing books at the Wiley booth, she and I thought it would be good for me to attend Kelly Gallagher and Jeff Anderson's session: Rethinking Literacy Instruction in the Age of Readicide.

I got there just as it started. Packed! Three doorways were spilling over with people. Not a seat in the house...Impossible to see anything, almost impossible to hear anything. I had no choice but to leave.

The Convention Center halls are crowded as NCTE attendees are starting to bump into marathoners. The Philadelphia marathon is tomorrow morning— how those of us who are leaving tomorrow morning will get to our planes, trains, and automobiles with closed streets is anyone's guess.

NCTE executive director Kent Williamson told me that a few NCTE folks are doing double duty—they'll be running in tomorrow's race. Perhaps they can blaze the trail for colleagues trying to find their way home.

—Elizabeth Rich

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If you have been following me on Twitter (@donalynbooks), you know that I have spent the day stalking authors, snagging books, and endlessly looking for Jim Burke, legendary high school teacher and author. I will post photos, links to authors' websites, and more, later on today.

I am watching my friends, Audrey Wilson, Jennifer Isgitt, Vicki Larson, and Erin Mathews, share stories and writing from their high school English classes. I am fascinated by the definition essays their students write about their personal, cultural identities from what it means to be an "African" to punk rock's influence on modern music. Required to teach British Literature in their courses, these incredible teachers have found ways to make classics like Beowulf and The Canterbury Tales culturally and emotionally relevant to their students.

I am signing books from 3:00-4:00 pm at the Wiley booth (#719). Later this afternoon, I will attend the English Companion Ning gathering at 5:45 in Room 105B. I look forward to meeting my ning friends. I know that Jim Burke, founder of the ning, will be there!

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Attended an interesting session this morning on "Reviving Reading in the Post-NCLB World." The discussion included 10 roundtable leaders speaking about: teacher and student agency. Very interesting what's happening in the classroom that runs parallel and counter to tests, tests, and more tests. I can tell you this: Try and try as Arnie Duncan et al might, teachers are working the underground to teach what they want and how they want to teach it. Trust me, the 400 page NCTE program is not devoted to standardized testing and phonemic awareness. The resistance movement is vocal here.

After that session, I had a long talk with the Goodmans (as in Yetta and Ken), Richard Meyer (University of NM, Albuquerque), Bess Altwerger (Townson University, Reading for Profit)—all from the Center for the Expansion of Language and Thinking. (CELT sponsored the above roundtable.) They are doggedly pursuing the idea of a values standard that is not standardized. In other words, restricted teachers do not make better classroom instructors. (Can I get an amen?)

They see no shift in reading policy from the Bush to the Obama administration. I will be speaking with Kent Williamson, NCTE executive director shortly. I will be looking for his response to the LEARN Act, since NCTE has endorsed it. (And a lot of folks aren't happy about this.) I'll be posting about this on Education Week's Curriculum Matters blog.

In the meantime, I ran into Jim Burke. Later this afternoon his English Companion Ning group will be meeting for the first time in person. Hard to know how many ECN'ers are floating around here, but I'll venture it's a lot—kind of like having a blind date with 6,000 people.

—Elizabeth Rich

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