Thanks for the post Barbara. I agree with your mention of using more open-ended questions with our students as well as using the wait time. I recently read that research supports the notion that frequent use of higher-order, open-ended questions in interacting with our students has a direct effect on their GPAs and test scores. We need to believe in their intellect and treat them as young people capable of intellectual thought. They will only give us what we expect of them--it's in our hands. And this goes to the essence of Keene's book. Instead of asking them what happened at the end of the book, we need to ask them how reading the book changed them in some way. That is a more personal connection--and it is in connections that we construct meaning. When have boring, dry facts ever resonated with us after we have put the book down?--but, an intellectual discussion of the last few pages of Sounder might resonate for years, as it has with me. As Keene suggests, we need to be Renaissance thinkers in the classroom. We cannot be afraid to make emotional connections through deep, probative thoughtful discussions and even assessments. Assessments can and should be stimulating learning experiences as well. Our understanding and comprehension are enriched through joyful learning environments where teachers believe in their students--and themselves--and will go out on a limb to cultivate a safe environment where real learning--and thinking--can happen. To understand is to experience the thought, not just memorize or mimic it. Great book!