What works right now in the reading experience your students are having?
W1-Q4: What works right now in the reading experience your students are having?
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W1-Q4: What works right now in the reading experience your students are having?
Book Commercials and authentic peer suggestions have been the best thing this year.
My after school book club. The participating students talk about the books we read in club and the other students fight over the books.
Providing lots of options and having them available all the time and giving them time and space to be independent about choices.
Book talk, book talk, book talks!
Giving them time at the beginning of class to read! I confer with them individually and keep notes in Evernote.
Same minus Evernote. Conferencing was something that a huge number of my students wrote about in their quarterly reflections. I didn’t realize it would have such a large impact in my non-readers, but it impacted everyone.
Choice and time to read in class is working; they love our read-alouds and being able to recommend books to their friends.
5th grade—Choice, time to read/write independently each day, meeting in small groups to discuss skills & strategies.
I love the flexibility in Daily 5. Can do even if your school doesn’t have the “program”. I’m fairly anti-program but this is Daily 5 promotes love of reading and choice.
Independent choice and TIME TO READ! Conferencing is also powerful.
Choice, time to read, conferring, book talks, #firstchapterfriday, #classroombookaday, monthly celebrations of reading
Oh! What is 1st chapter Friday??
@Morgan Every Friday I choose a chapter book from our classroom library- usually one that is being overlooked, but sometimes a brand new one. During our regular read aloud time I book talk it and read the first chapter or two. Kids who are interested add it to their TBR list and I give it away to someone who is interested.
Love that! What do you do for your celebrations?
We have a monthly Celebration of Reading. Their is always a mystery reader (I put up clues throughout the week) who reads to the class, we make posters to show the number of books read so far in the school year. In the celebration section of their data binder they had sheets to record a monthly reading celebration. All they had to do to earn their way into the celebration was have something to celebrate. Sometimes these revolved around things we had been conferring about. Other times they had to do with book clubs or our current reading ELT. It was totally up to them, but it had to be a legit celebration. They would read these thi the class and ring the bell! Also during the celebrations, I raffled off books either from our library or new ones from the book order. We also did some kind of book talks-15 words, 1min, speed book dating, etc. They knew about it ahead of time so they could prepare.
@Morgan Oh! Their was usually a theme and food too! ?
Time to read and book choice.
Setting personal reading goals – # of pages/chapters, committing to finishing a book, focusing on a specific skill
Protected time to read at the beginning of class. A book club with audiobook with a high interest book to hook them.
Can anyone be in this book club? Or how do you choose?
Time to read, conferencing, genre bead challenge (for the competitive ones), CHOICE.
Time to read, especially extra time on Fridays, and students making book trailers and sharing them during second half of year.
Time to read, we have some great whole class novels that engage the kids, and I have a Greta classroom library with lots of high interest books.
Reading time works. I give the students 15 to 20 minutes each day to just read where they want to read around the room. There have been times when I’ve had to shorten or take it away due to things going on in the room. I want to work where their self choice books are never taken away next year, because it messes with their stamina and derails things.
I think what’s working, or working towards working anyways, is the amount of options and choice I have for my students and the time I give them to read in class.
Having choice in what to read is powerful for kids.
Choice. My entire class is centered in choice and time. I use flexible seating and have a large classroom library. There are certain novels I have to teach for our curriculum, but even during those units, I give kids time to read their own books.
A book rich environment. I have books displayed all over my classroom and I rotate what’s on display based on time of year, holidays, various history months, theme, genre, etc. I put post it notes on the cover of books that I haven’t seen anyone read in awhile with notes like “if you liked Wonder, you’re going to love this book!” Or the post it will give a 1 sentence preview. Just something to pique my students’ interest.
I give lots of independent reading time. I allow student choice to dictate what they read with no judgement from me. I pay attention to students’ interests and buy books I think they’ll enjoy and then I ask that student if they would like to be the first to read that book. That was a HUGE hit this year! Kids loved being the first to read a book, especially when I specifically asked them if they wanted to. And if a student opted to pass on a book, I’d look for another they might like instead. Something about that personal connection made a huge difference in my readers.
Time at the beginning to read books of their choice and I have a large library! I know it’s working because about the last 1/3 of the year I hear begging to add more time from many kids ! I love this.
Choice! I also think my students benefit from having a large classroom library. I worry that next year it will be harder to add to my library because of the lack of viable book sources where I will be living.
Ditching AR, choice, time to read, conferencing, book talks, book clubs, having reading partners.
Choice in reading and in-class time to read. I provide both on a daily basis with my students, and it honestly transforms the reading experience for *most* of them. Some are harder to get to, but their final reading reflection letters this year indicated that these two factors were the keys in getting them to read more and enjoy reading more (and although I don’t require at-home reading, many of them said this increased the amount of time they spent reading at home simply because they wanted to know what happened next in their books).
Large classroom library of GOOD books, free choice, time to read, book talks.
Time to read, choice, some flexible seating options and book talks were HUGE in my room this year to support my dormant, and all other types, of readers!
I agree with most everyone- choice, a big library, and flexible seating. We spend a lot of time building reading stamina and ignoring distractions. I also value reading for the sake of reading itself. I keep kids accountable through conferences, guided groups, and using short passages or read aloud for skill practice.
Student choice for book selection. Large classroom library with books arranged by genres or other common category for ease in selecting books. Independent reading time during each class period.
Choice, time to read, and building a community of readers. All of my students LOVED their student led book clubs during guided reading time. They held each other accountable and set goals to finish the book in a week!
Consistent, protected time to read
Giving them time everyday for independent reading.
daily chance to independently read their choice books – always and consistently doing this has helped some of my readers blossom
I have learned nothing gets a book off the shelf and into a child’s hands like a powerful book talk.
Yes!
Choice of books and how they want to respond. Setting their own goals.
Genrefying my library & getting students involved in collection development are the two best things I’ve done.
Me patiently putting book after book in front of kids, letting them abandon books and not judging their choices. My own daughter is putting this to the test with her current obsession with Natasha Preston, who writes in the same vein and quality as V. C. Andrews.
My daughter too! The girls are obsessed.
Book talks are huge, so are to-read lists. Having books in my classroom students like / I can recommend. Consistent time for choice. Accountability through writing about and sharing about what they’re reading.
Has anybody done a weekly book frenzy? The idea is that kids come to an area in your room all together once a week and bring their current book and give a quick 2 sentence retell. Can’t remember where I heard about this idea, but they said they kept a binder of what each S was reading and it was super time manageable! Just curious if anyone has tried something similar. They also said the Ss looked forward to it!
Love this idea!!
Book talks & choice. Also NO dreaded reading logs and book reports!
Book choice and book talks, as well as constant inflow of new things to read.
5 minute book talks during class. I read it, I loved it, it reminds me of…, I think you should read it too. we then create a weekly list to post in Classroom.
Book talks, choice of reading material, reading journals, daily read alouds, conferences
10-15 untouchable independent reading time. Letting kids abandon booms, choosing and selling book club selections.
Choices. I am planning on reorganization of my library to have themes and authors not necessarily levels-i teach first
I am returning to the classroom after a 4 year break, but my work in preparation has amplified the need for time and choice. Also being an advocate of reading and books. I am excited to implement many of the strategies shared by this group.
Last year, I did the same! I served as our district’s instructional coach (preK-12) and asked to return to 7 ELA. It was a very good decision!
Each day-a book trailer and pic book. Choice, book conferences, and I read LOTS of teen/ YA (variety) so I can recommend to my 7th graders. They are comfortable enough to recommend to me, knowing I will definitely read those books and talk with them about the books!
I love that you read and watch a book trailer each day. If you don’t watch a book trailer do you book talk? I need to make these a priority in my room. Choice reading is a priority and typically a read aloud is, but not so good about the book talks. I’m going to do the #bookaday next year so I’m pretty excited. Love your ideas and I must do it in my 7th grade room. Where are you? Would love to buddy up with another 7th grade class sometime and have the kids talk and share books on #Flipgrid. I’m in Wyoming.
Where do you find the book trailers?
@Meghann There are a ton on youtube that I have found. Also many authors have them on their websites too for certain books. I’m sure there are other places too. 🙂
@Tammy I do book talks if a book trailer is ‘unavailable’. I went to YouTube last year and put in ‘middle grade book trailers’ and found quite a few (created by the publisher). I also specifically looked for ones that I knew were in our school library. I didn’t want to show something that my students wouldn’t have access to right away!
I’d love to partner up! I’m in Ohio (Wapakoneta-home of Neil Armstrong)! My email is rankda@wapak.org
@Meghann Usually YouTube. This year, I’d like to find one for every day (summer to do list) and house them on Google Slides along with my bell ringers!
Has anyone had their students create their own book trailers? I made one last month and was surprised how easy and fun it was and could see students making their own as well.
@Lauren We’ve made them with IMovie and they are pretty cool.
I let groups decide what books to read this year. After they read them and discussed them, they took them home to start their own book libraries at home! Most of them picked a series from their favorite author. Dramatically shifted the reading dynamics in my class from reading being a “ I have to read this because the teacher picked it” to “we get to read books from an author we love.” Huge success I thought and naturally boosted reading growth scores in comprehension and fluency.
SSR at the beginning of nearly every hour worked this year! Also, I have DEAR Friday where we put away our mandated textbook & do reading strategy whole class lessons with the books they are currently reading. Feedback from them is that they learned more about reading & literature on Fridays than with the textbook!
I have dedicated daily read aloud time that I make sure I never sacrifice. Because of this my class this year had 10 books that we shared as a class and that allowed us to have some great discussions around the common content. I also have a well organized library and students have free choice to pick books they want to read. I also used Whooo’s Reading this year which let me get a glimpse of what students were reading and how well they were able to respond to questions about the characters, plot, and setting.
I do read alouds too and I agree they are great for building community and initiating great discussion. I teach 6&7th grade and have 40 minute periods. My past students come back and always ask what we are reading, meaning the read aloud. I always, debate on what to read… Books I consider to be really good, give the kids a say, books by authors with a lot of other books with the hope reluctant readers will stick with that author, now I’m leaning toward books with good social messages. I like to read novels but it is a time commitment. Squeezing both that and independent reading in doesn’t let much time for anything else.
K-5 Library. Read-aloud/book talk each library time seems to be what kids comment on most!
At my school, we have an amazing library with a librarian and library assistant who do a beautiful job at hyping up books for our students from Great Expectations to Making Bombs for Hitler. They truly target a range of interests. We also host book fairs twice a year, and I’ve just wrapped up our first ever Middle School book swap that was quite successful. Beyond that, mini-lessons seem to target discreet skills that students need, while book clubs/literature circles seem to be giving our students more choice/freedom.
#classroombookaday CHOICE, an un-leveled library, “Red Hot Recs” books shelf where’s readers can showcase books they want to recommend with a quick review, as well as a “Currently Reading Wall” for each reader including me in the class
Our book clubs are based on choice and positive peer pressure. They create an environment in our room for discussions centered around books. YAY! We also take time at the end of each cycle of book clubs for the kids to share a basic summary of the book and their thoughts on it with each other. My kids also really enjoyed #bookaday this year. I did not reach my goal to read a book everyday, but when I fell short the kids reminded me. I consider this a success and will try again next year.
CHOICE and voluminous reading! When I ask what I can do for my class next year and what they hope their teacher does for them, the most common response is book choice, book shopping, book talks, and book bins so they can choose a variety of books and abandon them as they see fit.
Students enjoyed reading choice books at the beginning of class. It really set the tone for the rest of class. On days we did not do choice reading, I could really feel the difference in the mood of the class. Also, we took our students to the library once every two weeks for students to check out books and read for an entire period. Students loved this.
Choice, choice, choice. Time to read……(repeat 100 times) in class everyday. Positive communication with families too! . I am not the primary educator in their lives, as I do Title 1 services for my customers. That being said, I reach out to families as well for it is essential to have that positive relationship with ALL. To that end, I have several blogs & this one is dedicated to reading/writing projects and news: https://parksideinlawrencevilleillinois.blogspot.com/
Choice. My students have access to choice in the library. Also, access. It is vital to ensure that students have access to books, but books that they can connect with. Students help drive my purchasing decisions by offering recommendations for the library. This June, I tried my first summer library book swap. More than 100 students came into swap books from home for “new-to-you” books to read for the summer. A culture of it’s OK to take a risk and fail, but try again.
Reading throughout the day-not just during Reading Workshop.
A mentor text that is our focus for the week’s strategy. On Monday, I make a big deal about the author for that week, going to the author’s website, reading a list of other books by that same author. The librarian says she knows what book is my mentor text for that week because they kids will go straight to that author’s shelf in the library. So, I partnered with the librarian so she knows what our mentor text is for that week, the author, and the genre the book falls under. She and I help direct the kids to the shelves they are most interested in. It makes my 3rd graders excited to get to the library, already familiar with the author and/or genre.
I have a huge classroom library, and they regularly borrow from it. However, I think changes in the presentation of books will help them find even more books to love!
Open ended book talks with guiding questions as needed work for my students. And teaching ss how to discuss and disagree using discussion stems has helped.
CHOICE and time to read! I also let kids read wherever they want to in the classroom. Kids need time to get into their books, so I try to give at least 20 minutes everyday. I had some dormant readers this year, and used the website EPIC to help capture their interest in books.
The biggest things that work in my students’ reading experience is daily read aloud time, sacred independent reading time, and choice. Those three things never disappear, no matter how busy our days get!
Definitely choice and independent reading time every day for at least 15 minutes. I also try to keep our classroom library updated with fresh, new releases as often as I can afford it. Also, my kids love read-alouds! ?
We start every single day with 20 minutes of reading books that they have chosen! Choice is EVERYTHING!! It is a sacred time in our classroom! I also try to read as many of their books as I can so I can recommend books to them…they love knowing that I read what they read!
I remain puzzled by how you (and @Pernille) and others find time to read “student” books during the year. When I finally have time in the evening, I like to curl up with a book unrelated to my teaching and escape into it for 30 minutes. I guess I need to change my thinking and see their books as an escape as well.
@Lisa I really have found enjoyment in so many of the stories and novels written for children. There are some really amazing, quality stories out there that I find I can escape into just as much as a book written for adults! As a bonus they don’t take long to read! I don’t read every single book that is in my classroom library, and I don’t love them all…sometimes I’ll read just enough to have a gist of the story or genre. I read my own “grown up” books too and just sprinkle student books in here and there?
I agree! They love that I read what they are reading because then we can talk about it.
Great question. I actually think the five whole class books we read work because they allow for us to learn about and discuss a range of current topics. Students tend to like the projects connected with the books as well. I confess that I connect our writing assessments with the reading we are doing. I think the four independent reading books they select per year also have worked. Of course I am now rethinking the approach I use and panicking a bit because I have no idea how I can read a sufficient number of books by this fall to enable a successful implementation of book clubs. I also would have to reevaluate all of the writing assignments. Meanwhile, I have students work on their vocabulary program for 10 minutes at the start of class on M/W/F and T/Th the 10 minutes is for grammar. If I switch to reading for the first 10 minutes, which now feels right, when do they complete the vocabulary and grammar practice?
I started having the kids do book talks instead of me always doing them. They have loved it and the books are being read because they have been recommended by a peer:) I never thought such a subtle change would do much, but I was wrong. This year I am going to continue that and also add a picture of the book cover and written student recommendations in the hall for all to see.
Yes. My students book talk their independent reading books. Don’t I need to be current for recommending as well though?
@Lisa yes, which is why I am always reading and remaining current.
@Kristen I read and try to remain current, but circumstances beyond school have led to my falling behind. Once you let up, it feels like a steep uphill climb.
@Lisa every little bit helps…don’t stress yourself out
@Kristen Thank you for the encouragement!
Love this idea and something I just posted that I’m going to try as well with the kids leading the book talks instead of me!
Choice in everything, especially reading, authentic reading, a supportive environment, and a lot of money to buy the books the kids want. My kids thrive on ‘book shopping’ and come back a year or two later knowing I’ll have the new sequel to a book they read in 6th grade. I have high school kids that still come to me for books and high school kids that bring me books to read. Choice and creating a authentic reading community I think are key. Hopefully my pocketbook can keep up.
Relationships and respect. Knowing my readers as people, not just readers, helps me place books in their journey of establishing their reader identity. Respect for their choices never sways. Having whole group convos with their teachers (I’m a librarian) about abandoning books they feel “suck” (yes I use that word) as their reader given right has affected their risk taking, they take more chances now on books they feel maybe might be of interest knowing they can come in and exchange it whenever they want. Sharing with teachers how having 1 on 1 convos with their kids about their books as a way to get to know them as readers has had some effect, some took it to heart and set aside time for this. Kids look forward to this time with their teachers to gush about the books they are reading and loving.
I’ve put this out there before, but this last school year, I do status of the class monthly and along with conferencing, there is accountability for the students. The kiddos also get 3-4 days of independent reading time each week—I haven’t been organized enough for daily, so I can help them achieve their 40 book challenge. Honestly, though, I just want them reading and I know that the minimum number of books read by any one student was 15 and one of my guys read over 80. I also make sure I book talk with them after I’ve finished a book (or 2 or 3 if it’s after a break). I think for this next year, I’ll ask my students to book talk in a more formal manner and let them sign up and dedicate a few minutes each day or make it part of my literacy block weekly. I have the good fortune of teaching 5th grade where I can be more flexible with the timing of my literacy block.
Reading aloud every day – the kids are loving it and just want me to read to them all the time ?
I train my ESL students to come into the library and say, ‘English Book, please, Ms. V.’ They really rely on me to suggest titles to them. I ask them to share titles with their friends so that they help uplift their friends as well. For next year, I ordered 10 copies of each Raina Telgemaier books so that students will see them being read all over the school. I’m really trying to reach beyond the elite readers and pull the middle and more upwards.
I read to my kids every day. In the beginning of the year, it’s more picture books and I transition to chapter books by the end of the year. I teach second. I meet with every student at least once a day for reading, but I feel like I should be doing more meaningful tasks with them at guided reading.
@Michelle– food for thought. 😉 I am acqainted with Andrew P. Johnson via LinkedIn. I too need to do MORE meaningful tasks with my customers…..and recently viewed his video on “Teaching Reading Comprehension.” @ about 1:30 he starts to detail some things teachers can do to “boost” awareness for readers: https://www.youtube.com/watch?v=4gV2jdXNJNg&feature=share I will revisit some of these practices in the coming year….know them- just do not always use them!
Cool! Thanks! I’ll have to check that out!!