ELEMENTARY EDUCATORS 2016 GALLERY WALK AND IDEA SWAP ENGAGING STUDENTS AS LIFELONG READERS
- Thematic book sets
- Create mini magazines (teaching w/ a mountain view blog)
- Variety of material that addresses the same topic
- From Scholastic, Trumpet, or Creative Communication, Inc., order a classroom copy of stories & poems written by students
- Create the same product with student choice for topics. I.e. research paper but children choose what to research.
- Include art: movement, music, visual arts, theater
- Be aware of multicultural perspectives surrounding seemingly innocuous books
- Give general topic-students pick a subtopic, research, become an "expert," and share knowledge
Promoting Good Student Book Choices (Hot Reads, Peer Recommendations, etc.)
- Shelfies for book recs.
- Book Talks by teacher & once students have learned, they can conduct book talks
- Book stacks on interest for students
- Preview stacks
- Do student interest inventories to help them begin/have a starting point when selecting books
- Book Trailers/YouTube Book Trailers
- Hero book talks from school athletes (admired) to younger students to encourage and build relationships
- Teach students how to preview books
- Peer recommendations
- The power that a recommendation by a teacher has
- "Shop" for books for each student in the school library
- Idea-Hot Reads Bulletin Board; Teachers drop pic of or paper cover of book in clear page protectors
- Encourage students to try outside of comfort zone by getting to be on "First Read By" note in a new book
Demonstrating the Value of Student Choice through Research
- Slide shared by Donalyn (looks at minutes of reading and test scores)
- Jim Trelease book
Organizing and Promoting a Classroom Library
- Go to church yard sales and Goodwill to buy cheap books. Color-code according to genre or topic. (Colored duct tape on spines works well.)
- Make a public wish list on Amazon and share vs. social media-Parents, friends, etc. might buy you a book
- To those books, add that/a bookplate "Donated By" or "Just for You"
- Discard books that are outdated, old, or are not culturally sensitive
- As a school librarian it was painful to hear (years ago) that the most important place to have books was in the classroom proximity. I aided this process by trying to deliver a tub of books to classrooms on a specific topic that that grade was studying.
- Too Many Books-great store in Roanoke (Grandin)
- Share your thoughts and needs with parents-they can donate for a gift
- Do you have your library always available to your students? Out in class? How displayed?
- Tiered Activities
- Tic-Tac-Toe/Student choice
- Not just for K-3
- Important Art that shouldn't be forgotten
- Dirt Boy
- Let older students read aloud to younger students once each quarter
- ~20 minutes a day
- Don't force kids to follow along as you read
- Weasel (out of print but worth it)
- Do often!
- Guest readers (Central Office, "Book Buddies," city/valley/county librarians, parents/grandparents/aunt/uncle, storytellers, authors, Dare Officers, Bus Drivers)
- Mentor texts
- Never to be outgrown!
- Models fluency and expression, voices and diction
- Pre-launch & launch is important
- Hook the students early
- Start when you can devote multiple days to reading aloud
- Number the Stars
- Gives many kids a chance to "travel" & allows kids a time to escape
Student Ownership & Responsibility
- Choice is important
- Student-created goals
- Allow students to recommend books for classroom library
- Love giving tasks lists/choices because more work is done, motivation increases, etc.
- Students lead book talks (recommend)
Schoolwide Reading Initiatives/Collaboration
- One School, One Book (Make it fun! Great way to unify a building & get siblings talking.)
- How can I convince my principle to get rid of AR?
- Like a schoolwide emphasis on the importance of reading and scores
- Book Doors
- Hot reads-Are they effective if some teachers participate but others don't?
- Fall Into Books (<--What about winter? <--Cool Winter Reading)
- Spring: Read-Across America Day or Week
- Author visits-students should read the book/books before the author comes & allow students to generate a list of ?s before the author arrives
What to Do for Students Who Lose Reading Logs & Books Over and Over?
- Many times Reading Logs just give parents a reason to lie
- Let kids "earn back" book borrowing
- Buy more books
- Staple inside their planner
- Interactive Notebook that includes logs, responses, "someday list," etc.
- Worry about school more than home for logs
- Have students record books they have read during class time
- Provide weekly copies (M-Th)-collect on Friday
The Dilemma of Reading Incentives?
- Causes lack of intrinsic motivation
- Reminds low readers/special ed. kids what they can't do or struggle with
- Needs to become a bigger reward each year in order to continue to be effective
- Instead of material incentives, offer "incentives" like "Book Clubs"
- Too much to keep up with
- Students often rush through books just to receive prizes
- Assists in widening the gap between readers & non-readers
- Does it cause intrinsic motivation to fade? When do we discontinue?
- External rewards (temporary) diminish intrinsic (lasting) motivation
- How about a "shelfie" wall with all photographed and posted?
Leveling Books vs. Leveling Kids
- Rethinking F&P levels listed on report cards
- Works if kids understand reading above/below their levels serve purpose... BUT it is a scaffold
- Scaffolds are designed to come down
- Leveling is necessary
- Non-fiction is often above students' reading level, but it can spark interest in reading other literature
- Gives a starting point, but leveling should not be "required"-a guideline
- Sometimes kids just need to enjoy being at a level. Some schools push kids moving up levels too much
- Leveling is needed for novels more so than story/picture books
- Introduce books in a way that makes the "level" of the book clear to students ("it may be more/less challenging than _______") but allow them to choose based on their interest
- Motivation/challenge is still an impt. factor
Learning Environment Differentiation
- Provide non-traditional furniture (soft, comfortable, Goodwill)
- Theme related/topic
- "Living room"
- "The beach"
- "Tree house"
- Using moving furniture "balls" to help with breaks
- Take legs off tables so students can sit on pillows
- Use WalMart crates, cut board with batting & fabric stapled to make cute stools
- Making options for kinesthetic/A.D.D. students to stand, move around without distracting others
- Camp chairs
- Head lamps
- Soft music
- Virtual fireplace
- Book displays
- Give choices sometimes
- All forms of literature (fiction, non-fiction, cookbooks, house plans, game instructions)
- Menu of ways to respond to books based on "multiple intelligence" strength or preferred learning style
- Give students the opportunity to show what they learned in different ways (reports journals, skits, etc.)
- Vocabulary Choice Board
- K/1st also need this
- Teach them how to create products-don't just assign -"Layne"
- What was most impressive to me was how much/hard Steven and Donalyn work to making their students successful