Response thread to @georgeotoole67 below. @mslangille1. Happy to have these conversations. I echo a lot from @senior_mrs @JasonHimsl’s responses. When we choose whole class texts we need to admit that choosing books that will appeal to the interests of 20-30 is not easy. 1/18
Consider the difference between interest and relevance. We can ask, what is happening in the world that our students live in today? What matters to them today? 2/18
Whose voices are heard and, more importantly, whose voices are trying to be heard? As English teachers we need to give space to the latter. In some cases, there might be themes we still feel are important, but we can breathe new life into them by introducing new voices. 3/18
This is a great example of this type of thinking from @Lyricalswordz and @JoelRGarza: 4/18
While choice reading is important and should be given significant space for kids to explore diverse options and have agency in their reading, our positioning of #ownvoices texts as core texts sends the implicit message that these voices matter enough to be read by all. 5/18
One thing that @MisterMinor talks about in “We Got This” is considering the reasons kids are intrinsically motivated to learn. We can think about book selection in this way as well and make these connections explicit in with students. 6/18 
He also talks about helping kids to “live better right now.” The real world is not waiting for kids to be granted access ; they are living in it. I just finished @getnicced’s “Odd One Out.” Now there’s an example of how kids’ lived realities are not the same as 25 years ago. 7/18
So, we need to see value in YA books for kids (I think @senior_mrs mentions this) - and not as “easier” options. Books that validate their current experiences and serve as windows to the experiences of their peers are important tools for learning. 8/18
I love the concept of teaching through Essential Questions that @triciaebarvia uses. Instead of “teaching the book,” we can choose books that allow kids to explore big ideas and engage by making connections to themselves, their knowledge stores and their prior experiences. 9/18
She also mentions the use of text sets. When choosing books, we can consider how they pair with other short pieces and media texts that will engage students in building background knowledge. Background knowledge is a key player in developing reading comprehension. 10/18
In choosing core texts, I am starting to lean toward developing the text sets first, and then consider what book pairs with that set to allow students to further explore ideas. This is a shift in mindset from the traditional novel study that starts with the book itself. 11/18
Over time we can consider changing texts in the sets - including the book. There will always be new voices. The unit shouldn’t center around the book or teaching becomes stagnant. 12/18
As departments, we need to consider the whole of a kids’ reading experience and the types of narratives they are exposed to so we don’t reinforce stereotypes. If we teach books involving trauma, where are the books about joy? triciaebarvia.org/2019/07/18/why…
When kids see themselves or their peers reflected back to them in books, how are we shaping their realities? Book talks for choice reading and lit circle options should be curated alongside core texts to create diverse representations WITHIN identity groups, not just across. 14/
Form variety can be considered as well. Graphic novels and books in verse are good options that don’t take up a lot of real estate in a course, but can have a powerful impact. 15/18
If we know that kids are still holding onto Diary of a Wimpy Kid when they come into HS, we can create a bridge from that interest to other texts of the same form that will push their thinking and expand their knowledge. 16/18 ogresfeathers.wordpress.com/2016/08/02/com…
Core texts should also serve as a tool to help students be better equipped to choose their own texts. What does a text offer that might be new for them that could serve as a bridge to expanding their own reading lives? How does it open doors to new reading experiences? 17/18
Finally, as teachers we need to read widely. Kids need to know why we picked that book for them and why THAT ONE against so many other options. Our reading lives matter. I speak from a place of learning, not mastery, and am always trying to do better. 18/18
Correct link! triciaebarvia.org/2019/07/18/why…
