Jumping Off the Page with Social Reading

As a sixth grade teacher, I meet many students who immediately profess their hatred of reading to me on the first day of school.  While I do everything I can to draw a passion for reading out of them, nothing is more powerful than the recommendation of a friend.  Social reading, the act of one person recommending a book to another, has caused books to literally fly off my shelves.  It’s my most powerful secret weapon in the fight against reading hate.

If you take a look at the list of books my students last year thought shouldn’t be missed, you’ll see many books that might not be familiar at first glance. But they are familiar to my students. More than familiar. Each of those books was introduced to the class either by my booktalk, a personal recommendation to a particular student, or when a student found it in the library.  However, the power of recommendations from fellow students was what made  each book a “must read” for the rest of my classes.

So how does a book become a social read?  How do we harness this power and repeat it over and over, year after year?  Back in June, I took a few minutes to look over my classroom surveys and tried to find an example of a social read in my classroom.  One of the most popular student recommended books in my classroom for two years running is the Cirque du Freak series .

I read the first book in Darren Shan’s series a few years ago.  While I enjoyed it, it’s definitely not my kind of book.  (Too much gore and horror!)  However, it’s a great example of the horror genre and I booktalk it every year.  While I may not want to read the whole series, it’s the perfect book for dormant readers, especially boys.

Last year, I booktalked the series to the class as a whole.  One student raised his hand and requested to read my copy.  I handed it over and told him to let me know what he thought after reading it.  A few days later, that former dormant reader was almost done the book and couldn’t stop talking to me about it.  I explained that I didn’t love the book and he asked me why, getting me to  outline why I didn’t enjoy them.  We not only had a great discussion about finding the right book for the right reader, but also about why he loved the book.  Within the week, he had moved onto the second book in the series.  This was a reader who previously met me head-on whenever I tried to recommend a book, circumventing everything I tried.

Over the course of the week, while conferencing about his reading, I noticed a few of my other students leaning closer to us, listening in.  On the Friday of that week, I decided to take a few minutes at the end of a class period to have the students share what they were reading and some brief thoughts, thinking it might spark an interest in a few other students.  I had nothing to lose!  My dormant reader did his own book talk for Cirque du Freak: A Living Nightmare and man, was he good!  He talked it up way better than I could have, because he genuinely loved the book. Before I could even take out the other copies I had, 5 hands were waving in the air. Students who struggled to find a book, students who abandoned books constantly- all requesting to read Cirque du Freak: A Living Nightmare.

At the time, I didn’t think much of it. I figured one or two of the students might finish the book, with the others moving on from the book as quickly as they moved on from other books they had attempted.  As it was still early in the year, I didn’t know my readers very well. To my eyes, Darren Shan’s books didn’t seem like the right match for them.  Having nothing to lose and wanting all of my students to try books that they thought they would enjoy, I passed out all of my copies.  The students all settled down that day with their copy of the book and began reading.

I did make one change to our reading time at that point. The boys reading Cirque du Freak: A Living Nightmare begged to sit near each other during reading time and I let them.  It was the best decision I could have made.  I watched as that group of boys expanded over the year, with new readers entering the fold every week and the original readers staying put, reading the rest of the books in the series.  They would quietly answer each other’s questions, discuss predictions, and jokingly cover their ears if someone who was ahead of them in the series began to talk about a spoiler.  It was amazing to watch.  The best part?  All I did was provide the initial booktalk that hooked ONE dormant reader.  His enthusiasm spread to more readers, and then to more.  It was a domino effect.  He did more than I could have ever done to inspire a passion for reading.

Over the course of the year, Cirque du Freak became a “best-seller” in my classroom.  I give all the credit to the students who spent the whole year talking to each other about their books.  At the end of the year four of my students had finished the entire series, two moved on to reading The Demonata #1: Lord Loss: Book 1 in the Demonata series, and about 10 were at various points in the original series.  Why?  Because I allowed reading the books to be social.  They didn’t talk to each other during independent reading, other than to answer questions quietly, but they did talk about the books constantly.  The students carried their books around all day, competed with each other to see who made the best predictions and who read the series the fastest, and they constantly recommended the series to other students.  While that may seem to go against everything we have been taught about SSR (one of those S’s is supposed to stand for Silent!), but allowing students to share and discuss books meant even more students READ the books!

Social reading is such a powerful concept and one of the best ways to get students to enjoy books and reading.  Howcan we capture that in more classrooms?

  • Start with teachers who are enthusiastic about books!
  • Booktalk, booktalk, booktalk.  Make your students aware of their choices.
  • Allow kids to be passionate about their book choices.  Maybe they don’t choose to read the books you think are “literary” or otherwise worthy, but they are reading.  And those books will be a gateway to more books.
  • Kids are social creatures by nature.  If they are talking about books, encourage it!  Give them an opportunity to talk about their books, but without doing a book report or graded booktalk.  Attaching these social opportunities to a graded assignment makes it a pressure-filled situation for the kids and they won’t enjoy it.  They’ll be too busy worrying about their own grade to listen to what anyone else has to say.
  • Cultivate those scenarios where kids are talking about books.  Whether it’s in the hallways, at lunch, or in your classroom- keep the conversation going!  Don’t talk down to your kids or pass judgement on their reading choices.  Just let them read!
  • Make sure books are available!  If they fall in love with a series, figure out a way to get copies of the books.  Let their parents know what they are reading, have the school librarian order more copies, scour garage sales, etc.  I also have my students make book donations at the end of the year, donating books to the classroom that they no longer need.  Needless to say, I now own more than my fair share of Darren Shan’s books.  ;)  But do everything you can to make books available to your students!  My current students are currently passing around The Lightning Thief.  Everyday another student asks for a copy, so I own 4 copies.  I just placed an order with Scholastic for 5 more copies.  Anything to keep them reading!

Social reading is so very powerful.  It’s also so easy to grow in our classrooms and homes.  Kids are opinionated and they know what they like.  While they love to hear our ideas and recommendations (as long as they believe in us and know we aren’t being fake), they love to hear from their peers even more.

When my students leave my classroom and move on to the middle school they express concern that they won’t have me to rely on anymore for books.  My response?  I’m just a crutch they are used to having.  Most of them are long past the days of relying solely on my booktalks and recommendations to choose their books.  I remind them that they will always be surrounded with peers and friends and classmates.  That’s a huge pool of resources just waiting to be tapped!  As long as everyone does their part, continuing to read and share their books, my students will always have books to read.  It’s a culture- a reading culture- and we need to start cultivating it in our schools!

*A version of this was originally posted over the summer

Wait a Minute…Reading is Fun?!

As 3rd period filed into my classroom one of my students yelled from across the room, “Hey Ms. M.!  Reading is fun!  I had no idea!”

I laughed and asked him what he meant.

“Like, it’s awesome.  I never knew that before.  But last night I took out my book for my 20 minutes of reading and all of a sudden an hour went by.  I finished half the book last night!  It’s a really great book!  I never knew a book could be this good!”

Needless to say, I walked around with a huge smile all day.  This is why reading workshop works.  This is why requiring students to read every night, instead of filling out worksheets, works.

Oh, and the “awesome book” in question? Gone from These Woods by Donny Bailey Seagraves.

Reading in Middle School: Choice, Independence, and Community

It’s been a crazy few days for reading in the news.  First, I was devastated to learn that Reading Rainbow has been cancelled and its final episode aired on Friday.  I remember watching Reading Rainbow often as a child and singing the theme song even more often.

“Butterfly in the sky, I can go twice as high. Take a  look, it’s in a book…”  I can still picture the opening credits in my head!

According to vice president for children’s programming at PBS, Linda Simensky, “research has shown that teaching children the mechanics of reading should be the network’s priority…”  This breaks my heart.  It’s just another example of the mentality that mechanics and how-to takes precedence over why reading (and often writing) is fun and enjoyable.  As a teacher I can promise you that enjoying reading has taken my students to new heights and in my experience is just as important as those mechanics.  If you hate reading it doesn’t matter how well you can read, you still aren’t going to pick up a book.  And if you struggle with reading it’s hard to see a reason to enjoy it. It saddens me that PBS no longer sees teaching the enjoyment of reading as important but I plan to continue teaching and modeling that enjoyment in my classroom.

After reading about Reading Rainbow I was I was thrilled to see the “reading workshop” approach to teaching getting publicity with an article in the New York Times.  Motoko Rich’s  A New Assignment: Pick Books You Like isn’t ground-breaking- reading workshop has been around for decades- but any publicity for this way of teaching is good publicity in my opinion. There are thousands of teachers out there who are unfamiliar with the workshop approach, don’t believe it can work in this age of standardized testing, or don’t feel confident enough to take the plunge. Hopefully this article will encourage a few more to try it in their own classrooms.  Presenting students with choice in reading opens new worlds.  I have the anecdotal evidence from my own classrooms as do many other teachers. You only have to read my literacy surveys at the beginning of the year and the end of the year- you’ll see the difference in my readers.  Speak to their parents.  More importantly?  Speak to my students.  Having a choice in their reading leads to enjoying reading!

I don’t agree with every single thing in the article, just like I don’t agree with every single thing Nancie Atwell or Lucy Calkins preaches.  Lorrie McNeill, the teacher in the article, doesn’t believe in any whole-class novels.  While I use them (very) sparingly, I agree with Monica Edinger (a fourth grade teacher) that they can be very valuable.  Adults read with book clubs, so why not students?  I do agree with McNeill’s opinion that too many teachers overteach whole-class novels.  That’s the problem.  But this is why I love the workshop approach- you do what works for you and your students.

My teaching was shaped by my student-teaching experience.  I was extremely fortunate in that I taught at a Teacher’s College Reading & Writing Project school in New Jersey.  I attended staff development and saw the workshop approach work over my two semesters in third grade there.  My cooperating teacher was an inspiration and I’ve never looked back.  Nancie Atwell, Lucy Calkins, Kelly Gallagher, and so many more have been inspiring me ever since.  But my reading workshop isn’t identical to anyone else’s.  I teach 100 sixth grade students in 55 minute periods.  I have to modify the system to fit my classroom and my students.  For the record, I do think reading workshop works at its best with small classes for larger quantities of time, like McNeill’s classes.  But we all work within the parameters of our district.

Here’s a broad overview of my sixth grade reading workshop:

  • Independent Reading- The cornerstone of my workshop.  All of my students are required to have a book with them at all times.  We read in class, while I model by reading or conference with individuals.  At the beginning of the year I spend a lot of time modeling reading while easing into reading conferences with my students.  Our minilessons are related to each child’s independent book because I focus on comprehension strategies which can be applied to all books instead of lessons tailored only to a specific novel (a la the numerous novel guides out there).  My students begin the year with in-class reading logs while easing into letter-essay responses.  They also keep an at-home reading log that is collected once each month as a quiz grade.  The quiz is pass/fail and everyone passes as long as the log is turned in.  The logs, and later letter-essays, allow me to keep track of each student’s progress and help guide them.  I also have individual reading conferences with each student along with numerous informal chats in the hall, during homeroom, and hopefully online this year!
  • Read Alouds: Can you have two cornerstones?  Because read alouds are equally as important as independent reading in my class  We are always reading a book together.  This is a “for fun” book, as I tell my students.  They aren’t quizzed, tested, or graded.  What they rarely realize is how much they are learning from my modeling, thinking aloud, and our class conversations.  I choose books that they class wouldn’t normally choose to read on their own and the books are always a few level above my average reader.  We usually use Newbery buzz as a guide, trying to read the Newbery winner before it is announced in January.  Of course, we also read picture books, non-fiction related to the content areas, and numerous articles.  This year’s first read aloud? When You Reach Me.  See here if you are interested in what we read last year.
  • Whole class books:  The dreaded whole-class novel.  *shudder*  We do read books together.  These are different from our read alouds because the students are responsible for these books (tests, quizzes, or projects). One of the reasons I grade the activities attached to these books is because my students will experience reading class this way from 7th grade until graduating college.  It’s my job to prepare them.  We normally  read Natalie Babbitt’s Tuck Everlasting as we learn to annotate text and dig deeper. We read literary articles about the novel, including Horn Book’s amazing interview with Babbitt, “Circling Tuck: An Interview with Natalie Babbitt”. We also read Lois Lowry’s The Giver as we debate euthanasia, free choice, and so much more. Every year it is a wonderful experience. And nothing beats hearing kids moan and groan about a “boring book” before we begin reading it and then listening to their devastated reactions when Jesse and Winnie don’t end up together or debating whether or not Jonas made the right decision.
  • Book Clubs- We study the  Holocaust at each grade level (4-8) as part of our district initiative.  We read and research different aspects of the Holocaust before students break off into book clubs of their choosing. The groups read a variety of books, fiction and nonfiction, about different aspects WWII.  They take notes, do further research, and then present what they learn to the class.  Every year I learn something new and the students are able to dig even deeper into aspects of the war they might not have been familiar with before our book clubs.
  • Primary and secondary sources- Our students participate in National History Day each year and I love introducing them to primary sources!  Connecting with history through those who actually experienced it turns on so many students to research and helps them overcome the dread attached to the word “research”.

This is only a brief, very brief, summary of my classroom and my personal approach to reading workshop.  The reaction I get the most when I mention I use reading workshop is a frown followed by, “Don’t your  students just read “junk books?”  Of course.  However, they aren’t junk books to me or those students.  They are gateway books.  I watched this year as one of my most reluctant readers  read Twilight, followed by all of its sequels, every other vampire book she could get her hands on, and then Sarah Dessen, Laurie Halse Anderson, and eventually Wuthering Heights!  One person’s junk is another’s treasure, and that same junk opens up a whole new world to readers.  And that’s also why I am sure to include all the other aspects of my reading workshop- read alouds, book clubs, and even whole class selections.  My students are surrounded by books and words at all times.  Each book connects with each student differently.

Reading workshop works so well because it can be personalized by each teacher.  Every classroom is different.  Just check out some of these other responses around the blogosphere:

-Monica Edinger’s In the Classroom: Teaching Reading
-The Book Whisperer’s The More Things Change
-Lois Lowry’s I Just Became Passe’
-Meg Cabot’s How to Foster a Hatred of Reading
-Kate Messner’s Heading Off Book Challenges

The Fate of Reading

Yesterday on Twitter I followed a link to Musing of a Book Addict’s post Venting About The Fate of Reading and Reading Teachers.  As I read her post, I felt myself growing more and more frustrated.  Sandra laid out her own anger with the canned and scripted reading program she is expected to use with her 7th and 8th graders this year.  While I despise scripted programs this part angered me the most:

If they finish a lesson early they may read one of the following books from the program’s library: The Tiger Rising, Johny Hangtime, Bird, The Boy Who Saved Baseball, Night of the Twisters, Every Living Thing, Locomotion, Granny Torrelli Makes Soup.
Only these 8 books – OR -They may read either the Kids Discover Magazine, Cobblestone Muse, Faces or Odyssey Magazine or Footsteps. Of course they (the program) have picked the approved topic such as Bridges, climate, fairy tales, Chemistry of chocolate, or Folk Art.

On day 5 and 10 if they finish their computerized lesson they are to go to the online book cart (part of the program) and pick one of their selections and read it and test on it and then go to their online books (part of the program) and read a passage and test on it.

If at anytime they finish all of the above the only other approved book is their required novel from their Language Arts class. 

WHAT?!  First of all, there is nothing wrong with The Tiger Rising, Johny Hangtime, Bird, The Boy Who Saved Baseball, Night of the Twisters, Every Living Thing, Locomotion, Granny Torrelli Makes Soup.  However, there is no way on earth those eight books will connect with all of the program’s students.  They are great books but students should be able to choose from the thousands and thousands of middle grade and YA books out there to read.  Who chose those 8 books?  Which students are they meant to speak to?  What about the students who won’t connect with those books?  

And then if they happen to finish all those books they can then read their novel for language arts and only that class novel.

Personal choice means nothing? 

Students can’t be trusted to choose their own books?

I spend the beginning of each year teaching my sixth graders how to choose books.  For a small handful of students the process can take almost the whole year.  However, they are capable of choosing appropriate books that they will enjoy once they are taught how to choose those books.  How do we expect students to grow into lifelong readers if we teach them that they can’t handle the responsibility of finding their niche in the world of reading?

The program Sandra’s district has implemented actually states that all pleasure reading is to be done at home.  What a laugh!  It’s the rare student who will take time out of their night to read a book for pleasure if their teachers don’t model the importance of pleasure reading in school.  If we don’t show that reading deserves to be done and is important in our daily life then students won’t make that judgement on their own.  My students read independently every.single.day. I make sure to carve the time out of our school day and they then carve out time at home.  It’s a reciprocal relationship.  If it is important to me it becomes important to them.

But what upset me even more in Sandra’s post were her anecdotes about the other teachers in her district who are blindly accepting the canned program.  In fact, they are glad to have it.  Upon hearing that Sandra read books for her students over the summer, they actually responded with disbelief and almost-horror.  Why on earth would a teacher do that “crap”, as one of the teachers so eloquently put it?  

You want to know why Johnny and Johnae can’t read? We have too many teachers willing to let administrators spend thousands of dollars for canned programs that list the benchmarks and what to say and even have the lesson plans written up. That way they don’t have to do anything. 

We need to stop this.  There is no better way to get students reading then putting books in their hands.  BOOKS.  Not basal readers, not graphic organizers, not workbooks.  Actual, physical, paper-and-glue books.  Real novels and stories, not those written specifically for test prep and canned programs.  Literature.  For the past three years I have been growing readers in my classroom, as Jen says, and I do it with nothing more than a classroom library and booktalks.  My students still learn and use the comprehension strategies, they write about reading, they hold conversations about their books.  In fact, they go above and beyond what the scripted programs ask for.  I have extremely high expectations for them and they meet those expectations every year.

Does this mean I have to write my own lesson plans, read professional literature, keep up on children’s literature, and do a little more work?  Sure.  But it’s what is best for my students and it’s what has been working for the past three years.  How can you be a reading teacher and hate reading?  How can you think that reading from a script and never deviating from it is what’s best for our students?!  If all we need to teach kids is a script, then hire a robot instead of a teacher.  Or sit kids in front of a computer.  All you will get is a generation of test-takers.  Sure they’ll pass the standardized tests but they won’t be lifelong learners and they certainly won’t be readers or writers.  And where would our world be without readers and writers?

Whether you are dealing with dormant readers, developing readers, or underground readers- literature is the way to go.  In fact, it is the only way to go.  As teachers we need to get the message out to administrators and politicians that we don’t want these programs!  Instead, the millions of dollars spent annually on reading programs should be funneled to school and classroom libraries.  We should be booking author visits, connecting students with real live writers and creators.  We should be buying novels, graphic novels, realistic fiction, non-fiction, every genre of books for our schools.  We should be exposing students to real text with real stories.  Not some 5-paragraph garbage written for a computer reading program with 10 multiple-choice questions that dig no deeper than recall on Bloom’s Taxonomy yet we call it “everyday text”.  Ridiculous.  Everyday text is made up of what we really read everyday- books, brochures, recipes, signs, newspapers, and so much more.

Books are the answer.  Real reading makes readers.  

Not scripts.

Not programs.

Teachers + books + students

=

Lifelong readers.

 

How to Foster Social Reading

A few days ago Jen Robinson wrote a wonderful post at Booklights about “social reading”, after reading my post about student led book clubs in my classroom.  Jen says,

But what I’d also love to see more of is kids recommending books back and forth that aren’t necessarily huge bestsellers. A kid recommending The Magic Thief or Alabama Moon to his best friend because he loves it, and he wants his friend to read it so that they can compare notes, and discuss it. 

This is what should be happening in classrooms across the country and around the world!  While plenty of my students have read Twilight and other popular books because of the social aspects (friend recommendations, movie tie-ins, etc), many more  have read and recommended non-best-sellers. If you take a look at the list of books my students think shouldn’t be missed, you’ll see many books that might not be familiar. But they are familiar to my students. Each of them was introduced to the class either by my booktalk, a personal recommendation to a particular student, or when a student found it in the library.

But how does a book become a social read?  How do we harness this power and repeat it over and over?  I took a few minute to look over my classroom surveys and tried to find an example of a social read in my classroom.  I found the perfect example.  One of the most popular student recommended books in my classroom for two years running is Cirque du Freak series .  

I read the first book in Darren Shan’s series a few years ago.  While well-written, it’s definitely not my kind of book.  However, it’s a great example of the horror genre and I booktalk it every year.  While I may not want to read the whole series, it’s the perfect book for a dormant reader.  

This year, I booktalked the series to the class as a whole.  One student raised his hand and requested to read my copy.  I handed it over and told him to let me know what he thought after reading it.  A few days later, that dormant reader was almost done the book and couldn’t stop talking to me about it.  I explained that I didn’t love the book but outlined my reasons why.  We not only had a great discussion about finding the right book for the right reader, but also about why he loved the book.  Within the week, he had moved onto the second book in the series.

While conferencing about his reading, I noticed a few of my other students listening in.  I decided to take a few minutes at the end of a class period to have the students share what they were reading and some brief thoughts, thinking it might spark an interest in a few other students.  My dormant reader did his own book talk for Cirque du Freak: A Living Nightmare and man, was he good!  He talked it up way better than I could have, because he genuinely loved the book. Before I could even take out the other copies I had, 5 hands were waving in the air. Students who struggled to find a book, students who abandoned books like it was nothing- all requesting to read Cirque du Freak: A Living Nightmare.

At first, I didn’t think much of it. I figured one or two of the students might finish the book, with the others moving on from the book as quickly as they moved on from other books they had attempted. I knew only a little about each student as a reader (it was very early in the year), and Darren Shan’s books didn’t seem like the right match for them.  The students all settled down that day with their copy of the book and began reading.

I did make one change to our reading time at that point. The boys reading Cirque du Freak: A Living Nightmare begged to sit near each other during reading time and I let them.  It was the best decision I could have made.  I watched as that group of boys expanded over the year, with new readers entering the fold every week and the original readers staying put, reading the rest of the books in the series.  They would quietly answer each other’s questions, discuss predictions, and jokingly cover their ears if someone who was ahead of them in the series began to talk about a spoiler.  It was amazing to watch.  The best part?  The only I did was provide the initial booktalk that hooked ONE dormant reader.  His enthusiasm spread to more readers, and then to more.  It was a domino effect.

Over the course of the year, Cirque du Freak became a best-seller in my classroom.  I fully attribute that to the students talking to each other about their books.  At the end of the year four of my students had finished the entire series, two moved on to reading The Demonata #1: Lord Loss: Book 1 in the Demonata series, and about 10 were at various points in the original series.  Why?  Because I allowed reading the books to be social.  They didn’t talk to each other during independent reading, other than to answer questions quietly, but they did talk about the books constantly.  The students carried their books around all day, competed with each other to see who made the best predictions and who read the series the fastest, and they constantly recommended the series to other students.  

Social reading is such a powerful concept and one of the best ways yo get students to enjoy books and reading.  How do we do that?

  • Start with teachers who are enthusiastic about books!
  • Booktalk, booktalk, booktalk.  Make your students aware of their choices.
  • Allow kids to be passionate about their book choices.  Maybe they don’t choose to read the books you think are “literary” or otherwise worthy, but they are reading.  And those books will be a gateway to more books.
  • Kids are social creatures by nature.  If they are talking about books, encourage it!  Give them an opportunity to talk about their books, but without doing a book report or graded booktalk.  Attaching these social opportunities to a graded assignment makes it a pressure-filled situation for the kids and they won’t enjoy it.  They’ll be too busy worrying about their own grade to listen to what anyone else has to say.
  • Cultivate those scenarios where kids are talking about books.  Whether it’s in the hallways, at lunch, or in your classroom- keep the conversation going!  Don’t talk down to your kids or pass judgement on their reading choices.  Just let them read!
  • Make sure books are available!  If they fall in love with a series, figure out a way to get copies of the books.  Let their parents know what they are reading, have the school librarian order more copies, scour garage sales, etc.  I also have my students make book donations at the end of the year, donating books to the classroom that they no longer need.  Needless to say, I now own more than my fair share of Darren Shan’s books.  ;)  But do everything you can to make books available to your students!

Social reading is so very powerful.  It’s also so easy to grow in our classrooms and homes.  Kids are opinionated and they know what they like.  While they love to hear our ideas and recommendations (as long as they believe in us and know we aren’t being fake), they love to hear from their peers even more.  

When my students leave my classroom and move on to the middle school they express concern that they won’t have me to rely on anymore for books.  My response?  I’m just a crutch they are used to having.  Most of them are long past the days of relying solely on my booktalks and recommendations to choose their books.  I remind them that they will always be surrounded with peers and friends and classmates.  That’s a huge pool of resources just waiting to be tapped!  As long as everyone does their part, continuing to read and share their books, my students will always have books to read.  It’s a culture- a reading culture- and we need to start cultivating it in our schools!

Student-led Book Clubs

Over the past few weeks, two of my students have been holding their own book club.  The two best friends decided they wanted to read my single copy of Gone. For the first few days they shared my single copy- two heads bent over the book during independent reading. After a few days, I noticed they had two copies. When I questioned them, they said they went to the library and requested a copy, interlibrary, so that they could read next to each other but also “take the book home to read without fighting”. Before this year, they told me they hadn’t been to the library in years.

Every day while we read in class, I watch these two girls move next to each other, open their copies of Gone, and silently turn the pages. They talk about the book with each other and with me, coming to me to share their responses and exclamations. I LOVE IT!

I didn’t require that they read the same book. I didn’t even suggest it (knowing I only had one copy). Instead, they took it upon themselves to have a book club. It’s amazing the power that social reading has. Why don’t we harness this in more classrooms and use it? Students reading, recommending, and talking about books is more powerful than any literacy kit, basal reader, or literature set.

How to Save Money in Education

Jay Mathew’s column in the Washington Post today lists seven ways that schools can save money without spending a dime.  Three of those reasons are directly related to reading and I love them.  But the best of ideas is #1 on the list:

Replace elementary school homework with free reading. Throw away the expensive take-home textbooks, the boring worksheets and the fiendish make-a-log-cabin-out-of-Tootsie-Rolls projects. One of the clearest (and most ignored) findings of educational research is that elementary students who do lots of homework don’t learn more than students who do none. Eliminating traditional homework for this age group will save paper, reduce textbook losses and sweeten home life. Students should be asked instead to read something, maybe with their parents — at least 10 minutes a night for first-graders, 20 minutes for second-graders and so on. Teachers can ask a few kids each day what they learned from their reading to discourage shirkers.

 

Yes!  Yes!  Yes!  This would be absolutely invaluable for our students.  And I can take it one step further- instead of questioning a few students each day, run reading workshop.  Conference with students, have them complete letter essays in the upper grades, and otherwise engage them with their reading.  If only this would actually happen….

Follow

Get every new post delivered to your Inbox.

Join 6,891 other followers