Three Ways to Go Public with Your Reading Life

We all know that part of building a community of readers in our classrooms and in our schools requires modeling the behaviors and habits we are trying to promote.

The question for me, though, has been how? How do we model our reading lives at school when we do most of our reading at home, on vacation, or while in the waiting room during our own kids’ orthodontist appointments? Our students certainly don’t have access to those moments, so modeling a healthy reading life can be a challenge.

Of course, we do read at school sometimes. But school is busy, and while our students are reading we are submitting our attendance records, welcoming in the occasional tardy students, and conferring. It’s difficult to model the behavior we want to see in our students because of all of the tasks teachers do.

This past school year, our school tried three different easy strategies for sharing our reading lives and habits with our students. They aren’t revolutionary, new, or difficult, but they worked, and I think they are worth sharing.

  1. We put laminated signs on everyone’s classroom doors. Sticky notes and scraps of paper were used for posting our current titles, and students regularly noticed and commented on different titles throughout the year. 65535402_2081290802172377_7501378884630216704_n2. After finishing our books, we took the sticky notes and scraps of paper and posted them in the secondary office of our school. This is a place where students and teachers are in and out every day, and it was on a highly noticeable wall. This bulletin board was a great place to get “next reads” suggestions, and sparked conversation between students, teachers, and other staff. 65977219_652574388573414_1805783836705947648_n3. Some teachers kept a list posted in their classrooms. I kept mine on my classroom door right next to my current reads sign so that when I changed out the titles, I could easily add it to my list.

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One of the benefits of going public with our reading lives like this is it has motivated me to read through many of the books in my classroom library and in our school library. As I read through my classroom library, I got to know the books better, and I was more deliberate about book talks and about recommending titles to individual students.

While posting titles isn’t exactly the same as modeling the reading behaviors and habits we are trying to instill in our students, it’s close. It’s a visual reminder to our students that we read. It’s a way to show students that we aren’t asking them to do anything we aren’t willing to do ourselves, and it’s a great conversation starter when it comes to building next reads lists and encouraging independent reading habits.

Next year I will use these same strategies, and in addition I might try to get my students involved in the same type of board — a “What are the students reading?” bulletin board in our classroom where students can share titles and recommendations with each other.

How do you model a healthy reading life to your students? I’d love to learn about more strategies and ideas!

Julie has been teaching secondary language arts for twenty years, spending the first fifteen in rural Central Oregon,  four in Amman, Jordan, and the most recent school year in Managua, Nicaragua. 

Follow her on twitter @SwinehartJulie

This post was originally published on Three Teachers Talk.

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Summer Reading: One Answer to this Big Question

By now we all know that we don’t want our students to lose any of the healthy reading habits they have been building over the course of the school year. We’ve all worked too hard to build them, and to give these good habits over to the summer slide seems like a really bad idea.

So we need a plan. We know that if we don’t plan for a positive summer reading experience, that’s the same as planning for many of our students to not read at all… While many of our students will continue to read over the summer because they’ve established their reading habits quite successfully, others are still burgeoning readers and haven’t established these habits in the same way.

For example, I have one student who has resisted reading literally the entire year. She regularly told me that she doesn’t like reading. That reading is boring. That she doesn’t like books.

I kept responding with one word: Yet.

About three weeks ago, she changed her tune. She found a book she loves. She told me it was good. She liked it! (This is another argument for student choice when it comes to reading, but that’s a slightly different post.)

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Her book is Speak by Laurie Halse Anderson.

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This respect for books and reading is new for this student. The reading habits are fragile, and her disposition could change over the summer. Nobody wants that… It’s too important to ignore.

It’s just one of the many reasons why our school has decided that summer reading is something we have to expect and encourage.

We want to honor our students and their individuality. They are all over the place when it comes to where they are in their reading journey, so there is no one-size-fits-all plan for summer reading.

Here’s the we-hope-it-works-for-everyone plan we came up with: Students will choose their own titles, their own number, and even the language in which they read. We’ve told them they need to read books in both Spanish and in English (we are in Nicaragua, so this is entirely appropriate). But no one is telling the students what books to read, how many to read, or what ratio their English to Spanish books needs to be.

  1. Students choose their titles based on next-reads lists, talking to each other, book talks they’ve liked, and what sounds fun for summer reading. Some will choose three, some five, some ten… we don’t give them a minimum number, we simply ask how many they think is a reasonable number for the summer. (We do try to get them to agree to at least three, though.)
  2. Students confer with their current ELA teacher, and that ELA teacher “nudges” them to possibly add something to their lists, or help them make decisions, but only if they need it. We try to avoid student frustrations from choosing books that are too hard over the summer, as they won’t have regular conferences with teachers, for example. We try to make sure they’ve chosen “enough” to read over the summer, based on what we know about them as readers. But all of this is based on student choice and preference.
  3. Students fill in a quick google form that will be shared with next year’s ELA teacher. This form will help next year’s ELA teacher with the first reading reflection, the first conference, etc. This is where the summer reading accountability is built in. No one will be “in trouble” for not reading over the summer, but it will be the basis for the first honest reading conference of the school year. Screen Shot 2019-06-01 at 8.54.00 AM
  4. Students email their parents their summer reading choices with an explanation of the summer reading program. At that point they can check out their books from our school library (YES! They really can check out books over the summer! I love this so much!)Screen Shot 2019-06-01 at 8.53.27 AM

Our summer reading plan really is just four easy steps. However, these steps are based on an entire school year of implementing student voice and student choice when it comes to reading. Students have a good idea about how much they could potentially read over the summer because they have just completed semester/year long reflections and recognize their growth and learning when it comes to reading. They have inspired themselves!

This plan will be implemented with this year’s current fifth grade students so they will enter sixth grade knowing that they are respected for who they are and what they like, but there is also an expectation that they will read. It’s a grade six through twelve summer reading plan, and I do think it will work. I’m excited to talk to my new students in the fall already about how their summer reading goes.

What does your school do for summer reading? I’d love to hear other ideas!

Julie has been teaching secondary language arts for twenty years, spending the first fifteen in rural Central Oregon, and the last four in Amman, Jordan. She’s thrilled to report that she and her family moved across the world to Managua, Nicaragua this year, and are loving their new adventure.

Follow her on twitter @SwinehartJulie

This post was originally published on Three Teachers Talk.

One Pagers as End of Year Reading Reflections

Ending the year should be a ton of fun. Once the standardized testing season is over, it’s not time to let the days drag. It’s time to continue the learning, the fun, and the reflecting. As Angela wrote, it’s important to end the year strong, and on a positive note!

I think one-pagers are a great answer to some of the end-of-year-dilemmas we teachers face.

The possibilities for one-pagers seems to be endless. They are fun, they are hands-on, reflective, and what student doesn’t want to use markers and crayons in the classroom?

I’ve shared some of my experiences with one-pagers before, and I thought I’d share another idea or two here now.

At the end of the first semester, I asked my AP Lang students to reflect on their reading habits and experiences. This was our last assignment of the semester, and it was so fun and positive to grade. What a way to wrap up!

The requirements for the reading reflection one-pager were as follows:

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I modified this assignment from one a colleague shared with me. It originally focused on one book that a student would read for independent reading, so when I modified it into a semester reading reflection for AP Lang, I was unsure, yet hopeful, about how it would turn out.

One of the big differences between doing a one-pager for a book vs a semester reading reflection is the idea of What’s Your Number? I told students they could use any unit of measurement they wanted: pages, hours, books, chapters, inches, pounds, it didn’t matter. It just needed to represent their reading for the semester, as it acknowledges the accomplishments!

I was so happy with the results.

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I plan to ask my AP Lang students to do this again in a couple of weeks, but to focus on either second semester or the entire year, whichever they like.

It’s a positive way to end the year. It’s a celebration of learning and reading and growing, and it puts a smile on all of our faces.

How else have you used one-pagers in your classroom? I’d love to read all about it!

 

Julie has been teaching secondary language arts for twenty years, spending the first fifteen in rural Central Oregon, and the last four in Amman, Jordan. She’s thrilled to report that she and her family moved across the world to Managua, Nicaragua this year, and are loving their new adventure.

Follow her on twitter @SwinehartJulie

What to do after the exam?

We all know that AP classes (all of our classes, for that matter) are about the learning, and not the standardized test. We get it. We know it.

But we also know that we’ve crammed and studied and reviewed and stressed and motivated and encouraged… and it’s been about the test.

But school isn’t about tests, it’s about learning and growing. It’s about developing good habits and becoming good humans. So the learning can’t stop because the text has already happened.

But what are we to do?

I have about three weeks with my students after the AP Lang exam. We operate on a 90 minute block schedule, so I see them two to three times per week. That’s not a lot of meeting time between now and the last day of school.

I decided that I want my students to keep learning, growing, and developing as readers, writers, and thinkers, but I also want to honor all of the hard work and stress they’ve been under during these first couple of weeks of May.

The first idea I had was that we could read one last book together. But I didn’t want to choose the title for them, and I didn’t want to take class time to choose because we have so little left.

So then I thought, “Ah ha! Book clubs!” and started looking through my classroom library along with the list of what we have in our department book room, and I started getting excited. I ended up with a dozen titles I wanted to share with my students, and I realized that I have a dozen students in my AP Lang class (small class size is one of the many benefits of teaching outside of the US).

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I ended up choosing titles written by women of color. It just felt right. And I went with it.

As I was trying to figure out how to roll out this last unit of the school year without overloading and stressing out my students before the exam on Wednesday, I realized I wanted to make it fun. Exciting. Like an adventure, or one last gift of AP Lang reading before summer starts.

I wrapped the books in recycled anchor chart paper in order to make them a surprise, in order to build anticipation.

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I glued and taped descriptions of the books onto the wrapped books, but I removed any identifying details such as author, title, or other obvious clues about what the book really is. Instead of choosing based on author, title, cover, etc, they are going to choose based on a basic description copied from Amazon or Goodreads.

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On Tuesday, the day before the exam, we will meet as a class. I’ll bring in some fruit and muffins as a breakfast treat, they will pass the “mystery books” around to each other and collaboratively decide who gets which book. We’ll go over any last review questions and details they need, and we then be ready to come to class on Thursday, the day after the big exam, and quietly read, talk, and learn together. It won’t be a stressful, cramming, reviewing, worrying kind of class. It will be one where we recognize the importance of the AP exam, but also recognize that there is life and learning after the exam, and we should be looking ahead to it.

The summative assessment for this unit will likely be a graded video discussion. I’ll ask them to get into book clubs for these last few weeks and to talk about their individual books, trying to find themes and other things they can link between texts. If the students propose another idea for a summative assessment, I’m all ears. I respect their need for choice, and they deserve that someone listens to their voice. 

I’ll write again about how this all plays out, but so far, the students who have had the chance to preview the descriptions and who have an idea about what is coming their way after the exam have responded with enthusiasm. I think it’s safe to say we are all looking forward to this time together, without the focus on the exam, but instead, returning the focus to our reading and our reading lives.

What will your students study and learn after the exam? I’d love to hear how other classes move forward in the last few weeks of the school year.

Julie has been teaching secondary language arts for twenty years, spending the first fifteen in rural Central Oregon, and the last four in Amman, Jordan. She’s thrilled to report that she and her family have moved across the world to Managua, Nicaragua this year, where a new adventure has begun.

Follow her on twitter @SwinehartJulie

Using One-Pagers as Review for AP Lang

AP testing season is just around the corner, so we’ve been reviewing for the last few weeks. We’ve had a full after-school mock exam in the classroom, a Saturday afternoon review session on my patio, and we’ve done several shorter review activities in class.

One of the more fun, (yet focused) in-class review activities was a review of rhetorical analysis. We hadn’t specifically focused in on rhetorical analysis since first semester, so it was time to do a little review.

We revisited our tone words, our strong verbs, and our rhetorical devices and a formulaic thesis statement.

We read JFK’s We Choose to go to the Moon speech and answered about ten multiple choice practice questions in order to ensure our understanding and create a basis for some small-group discussions. Then we watched the speech together while creating our one-pagers based on the speech.



My students’ feedback was positive. They valued going back to the rhetorical analysis from first semester, and revisiting the tone words, strong verbs, and rhetorical devices.

They appreciated a little multiple choice practice. It didn’t feel as intimidating as a released multiple choice exam that takes an entire hour to complete, and they liked reading a new text that they could then tuck away into their repertoire of background knowledge for any future needs.

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I’ve written about the many purposes of one-pagers before, and I’ll keep sharing. These were created in a class period. They aren’t perfect, they aren’t “final drafts” by any means, but they do demonstrate student learning about a new text as well as reviewing perhaps dormant skills and strategies.

How do you review for any “big exams” that might be coming up? How else have you used one-pagers in your classroom?

Julie has been teaching secondary language arts for twenty years, spending the first fifteen in rural Central Oregon, and the last four in Amman, Jordan. She’s thrilled to report that she and her family have moved across the world to Managua, Nicaragua this year, where a new adventure has begun.

Follow her on twitter @SwinehartJulie

Book Talking the Newbery Honors and Winners with our Middle School Readers

Living in Nicaragua is amazing – it’s a beautiful country full of stunning volcanoes, unique wildlife, and lovely people. While there are many fantastic reasons to live here, it’s still sometimes a challenge to find new books for my classroom library. Luckily, my parents recently came for a visit, and before they travelled, they hit up some local second-hand shops and library sales. They ended up filling extra suitcases with 95 “new” books for our classroom library!

As I was shelving and organizing our new books, I noticed that there are several Newbery Honor and Winning books in our collection.

Newbery books
Brown Girl Dreaming, 2015; The Voice that Changed a Nation, 2005; Because of Winn-Dixie, 2001; The Ear the Eye and the Arm, 1995; The Thief, 1997; The Bronze Bow, 1962; The Egypt Game, 1968; Anpao, 1978; Miracles on Maple Hill, 1957; The Witch of Blackbird Pond, 1959; Hitty Her First Hundred Years, 1930; The Door in the Wall, 1950; Savvy, 2009; Walk Two Moons, 1995; The Giver, 1994; The Westing Game, 1979; The Dark Frigate, 1924; Indian Captive, 1942; Al Capone Does My Shirts, 2005; Dear Mr. Henshaw, 1984; The Crossover, 2015; The Trumpeter of Krakow, 1929; The Wanderer, 2001; The Road From Home, 1980

I also realized that I needed a quick way to get my seventh grade students familiar with the new titles.

I decided to pull all of the Newbery books and set them out on my students’ desks before they got to class. Between what I already had, and what was new, I had more than enough copies for every student to have at least one to learn about!

Instead of a book talk from me, I asked my students to get to know the book that was in front of them. After a few minutes with the book, they would pass it to the next person, and repeat the process a couple of times.

Anticipation had already been built for the new books before they even arrived, so when my students walked in to see new books on the desks, they were eager to get started.

I reminded my students what I include when I share our daily book talk:

  • I take a look at the cover and look for title, author, medals, and endorsements.
  • I read the inside flap or the back of the book.
  • I read the first sentence, paragraph, or page.
  • I check the publication date.
  • I read “about the author” if the option is there.
  • I look to see what the original language is, and if the book has been translated.

They jumped in, eager to look for the items we usually include in a book talk, but finding these items on their own, quietly. After a minute or two, they rotated books, and then repeated the process a couple of times.

After they had gotten to know three or four books, they partnered up with someone in the room who hadn’t had any of their same titles. That meant that with each partnership, there were six to eight titles they could discuss. I directed them to choose a partner A and a partner B, and that they would continue with a knee to knee conversation about the new titles in our classroom library.

By the time they were done with their conversations, they had each added a title or two to their Next Reads Lists, and some had even picked up a new book to start reading immediately.

While I love sharing nontraditional books with my seventh-grade students, I also think it’s important to share some of the classics and soon-to-be classics with them. This was a fun, quick, method for sharing several new, high-quality titles in an efficient way.

How do you ensure that you present a variety of titles to your students? I’d love to hear about it in the comments.

Julie has been teaching secondary language arts for twenty years, spending the first fifteen in rural Central Oregon, and the last four in Amman, Jordan. She’s thrilled to report that she and her family have moved across the world to Managua, Nicaragua this year, where a new adventure has begun.

Follow her on twitter @SwinehartJulie

Popular Titles for Middle School Students

Lately I’ve seen several twitter and facebook posts asking for “must-purchase” titles for classroom libraries and book clubs. It’s that time of year – the time when we order for next year and cross our fingers that it all arrives by the first day of school.

Ordering titles for our classroom libraries is no joke, so I love seeing how thoughtful people are about it.

I thought I’d check in with my students to find out how they might answer that question, so I asked them what their best books of the year have been so far. They wrote about it and talked about it, and then I had them publicly post their titles so that other students could get inspired to read new titles, add to their next reads lists, or think about new titles for summer reading.

Here’s what we came up with:

Block A Best Books
Bad Kitty, Norse Mythology, Pugs of the Frozen North, A Wrinkle in Time, Hitler Youth, The Martian Chronicles, To the Field of Stars, All Fall Down, Echo, Auggie and Me, Our Surprising Love Story, The Boy in the Striped Pajamas, Long Way Down, The House of the Scorpion

All Fall Down by Ally Carter has been a big hit with several of my seventh grade girls. All Fall Down Cover

It’s the first in a mystery series, and three of my seventh-grade girls have read all three of the books in the series since I added it to my classroom library in January. It’s led one of them to read some of Ally Carter’s other books, and they have had some fun and authentic discussions about these books, which is always fun to witness.

Block C Best Books
The Fault in our Stars, Twilight, Long Way Down, Memoirs of a Geisha, Turtles All the Way Down, Sarah’s Key, Everything Everything, Big Foot, Looking for Alaska, American Sniper, Smile, Booked, Guinness Book of World Records, Anne of Green Gables, Perfect, Out of My Mind, Insurgent, Aristotle and Dante Discover the Secrets of the Universe, The Boy in the Striped Pajamas

Aristotle and Dante Discover the Secrets of the Universe moved one of my readers to tears.

Aristotle and Dante cover

This student literally hugged her copy when she was done with it, and while she is a prolific reader, this one made it to her “top book” award. If this student recommends it, then I’m sold.

Block E Best Books
Eleanor and Park, Everything Everything, The DaVinci Code, The Perks of Being a Wallflower, To all the Boys I’ve Loved Before, 3:59, Harry Potter and the Order of the Phoenix, The Crossover, The Maze Runner, Out of My Mind, The Hunger Games, The Perfectionist, Taste Test, Love that Dog, The Alchemist, Slappy New Year, Between Shades of Gray, Star Wars, The Popularity Papers

Out of My Mind seems to be a game changer for a few of my seventh grade readers.

Out of my Mind cover

Somehow, this sweet story of an eleven-year-old girl who is drastically underestimated has reached some students who I never would have pegged as liking “this kind of book.” One boy in particular has said it’s the best book he’s ever read, and if I could translate the look on his face into words, you wouldn’t doubt it.

Hopefully these titles my students shared will help with some of your purchasing choices this spring.

One thing to notice is that these titles aren’t the latest or newest publications, but they are fairly recently published, for the most part.

I think the important piece is not that we have the newest and hottest titles (not that it doesn’t help!), but that we realize that variety and availability are what matter. To illustrate this point, I’ll share an example: I purchased about 150 “new” books for my classroom library over the winter break, brought them back to Nicaragua in my suitcases, book talked them daily, and made them available to all of my students.

Variety and availability have made a significant difference in the reading habits and attitudes of many of my students. I didn’t spend a lot of money – some of the books I purchased second or third hand for fifty-cents apiece. I’ve reinforced the paperback covers with packing tape, and it helps. The point is that the books are readily available, and I know what I have in my library, I know my readers, and I can do my best to play matchmaker between book and reader.

How do you choose books for your classroom library? What are some of your must-haves?

Julie has been teaching secondary language arts for twenty years, spending the first fifteen in rural Central Oregon, and the last four in Amman, Jordan. She’s thrilled to report that she and her family have moved across the world to Managua, Nicaragua this year, where a new adventure has begun.

Follow her on twitter @SwinehartJulie

This post was originally published on Three Teachers Talk.