Three (very) Short Videos that Inspire Students to Read

One of the key components of the workshop model is the book talk. There are many different ways of organizing and presenting the daily book talk, but the main idea is that high interest books are presented to kids each and every day. It’s our job to make sure that the books we present are relevant, challenging, and fun to read.

I’ve had students tell me in the past that the reason they became better readers was because they found out that there were so many different options for reading in our library. That the daily book talks really work!Why book talk

This is the kind of feedback that keeps me investing in book talks. It’s an investment in the reading lives of my students.

One strategy I use when giving book talks is to let someone else do the talking. Media plays such an important role with today’s students that I think utilizing it in class is a great way to meet my students where they are. So I occasionally choose to show videos instead of simply talking about the books.

Last week I shared the trailer for HBO’s Fahrenheit 451. It wasn’t a book that was flying off of my shelves, but we have several copies from our department’s book room, and no one is teaching it as a whole-class text, so it’s fair game for our classroom libraries.

After showing the trailer for the new film, four students (in one class!) took it off the shelf and started reading it. And they like it.

Fahrenheit 451 Classroom Library

I loved that I had so many available copies. My students were able to experience the “instant gratification” of getting the book into their hands immediately.

That’s not always the case with our books, even though we have an amazing, robust selection of high interest books in both our classroom libraries and in the school collection.

One of those books that is now unexpectedly in high demand is A Wrinkle in Time. The movie comes out this weekend, so I showed the trailer in order to generate interest in the book and series. I don’t think a single one of my students had picked up that book so far this year, but after showing the trailer for the movie, I now have a waiting list of four for the book, and some others who had read the book in previous years have put the rest of the series on their next reads list.

A Wrinkle in Time Book Cover

The video that created the most hype (by far!) in my classroom so far this year is this interview with Jason Reynolds. I’m not sure what I was thinking, but I shared the video with my students before I had an actual copy of the book available for students. One of the complications of living internationally can be the ability to have things shipped right to our door, so it took me a while to get a physical copy of the book. I had students asking for Long Way Down for months before I got my hands on one, and there was an immediate waiting list.

Long Way Down Book Cover

So far, about a dozen of my ninth grade students have read it, and they love debating the ending of this book. It’s been a great success.

While I don’t recommend movie trailers as book talks every day, I do think they have a place in the rotation. They can be used in place of the teacher recommendation on days when teachers are out sick or when a student who has signed up for a book talk isn’t ready for some reason.

Movies can make challenging books more accessible by creating background knowledge, and interviews with the author (like the Jason Reynolds interview) create an energy that might be beyond my ability.

Encouraging and motivating my students to read high quality literature is the name of the game, and I believe that film can be a powerful gateway to a healthy reading life. If we want our students to work their way up their reading ladders, then it’s important to meet them on the steps where they currently are, and not to expect them to make immediate major leaps up to where we think they should be.

Being willing to meet kids at their level and interest empowers them to feel validated about their current reading lives, and to grow as readers, stepping up to the next rung of the ladder at the pace that makes sense for them. I believe that’s how we grow authentic, healthy, life long readers, and that using videos and film can be a useful tool in that journey.

How do you use videos in your classroom to motivate readers? I’d love to read about your strategies in the comments below.

Julie has been teaching secondary language arts for nineteen 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 will be moving across the agua to Managua, Nicaragua next year, where a new adventure will begin.

Follow her on twitter @SwinehartJulie

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Design Thinking and Choice in Summer Reading

Summer reading assignments are a hotly debated topic this time of year, especially when it’s tough to reconcile the workshop model’s foundation of student challenge and choice with something like a required reading program. What’s a teacher to do?

It’s a given that students need to read over the summer. When teachers and students have built a culture of reading over the course of a school year, it is essential to capture that momentum and carry it onwards in order to avoid the dreaded summer slide, but it’s also equally important to balance student choice.

Our school implemented PLCs this year, so we have “late-start-Wednesdays” during which small groups of teachers meet and plan around goals we set in the fall. My PLC focus is around student reading goals, and yesterday we posed a question to each other about how we could celebrate the progress our students have made over the course of the school year.

Individually, they are better readers than they were in September.

As a group, they have helped to foster a school culture of reading that is more robust than it was in the fall.

Some examples: our school library’s circulation numbers have dramatically increased over the school year, and students are regularly overheard “book talking” favorite titles or asking about each other’s next reads lists.

This change is worth acknowledging and celebrating, no doubt.

As a PLC, we also have a concern that once they are out the door in June, some of them will forget what it’s like to enjoy a healthy reading life, so we want to make a plan for that.

What we want to avoid is something like the summer reading programs from when we were kids, the well-intentioned ones that we remember our local libraries promoting. Remember the t-shirts and sticker charts? The programs that encouraged extrinsic rewards rather than finding focus in the intrinsic motivation that arrives when students discover favorite titles, authors, and genres?

I think those old-fashioned reading programs are the result of too many adults trying to figure out what kids like. Yes, kids like puppets and lollipops and popcorn. But those extrinsic rewards won’t turn kids into life-long readers.

Continue reading “Design Thinking and Choice in Summer Reading”

Surfing Lessons and Jungle Hikes – Getting rid of the podium.

When we lived in the States, spring break was often a time for slow-paced days at home, sleeping late, organizing the kids’ closets, and taking care of some outside chores. We might have gone to visit friends or family for a weekend, or even braved the Oregon Coast, where unpredictable weather forecasts forced us to pack our suitcases for all seasons.

Now that we are living and teaching abroad, spring break is a whole new experience, that quite frankly, I had never even dared to imagine. Sri Lanka for spring break? No problem! We decided to split our week between the jungle and the beach, we exercised and we relaxed, and we learned about ourselves and the world around us.

Below is a map I saw at a local Sri Lankan school:

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At the tender ages of ten and fourteen, my boys still love to travel with their parents and each other. They willingly and enthusiastically embarked on a 21 kilometer jungle hike, during which time the temperature and the humidity agreed on a number: about 90. The UV index was around 12, but because we were below the forest canopy, we didn’t worry about getting sunburned as much as we had to constantly check our shoes and socks for invading leeches.

The boys didn’t complain when we arrived at our destination: no roads, no electricity, no beds. Just delicious jungle food (including wild pineapple!), a cozy campfire, heat lightning that might rival the Northern Lights, and the magic of fireflies. Here’s where we slept that night:

My boys were open to new experiences, were willing to hike up slippery leech laden trails, and sleep on concrete right along side us.

And I think that’s the key. We, their parents, mentors, leaders, the adults in the room, were willing to do all of the things that we asked the children to do, right next to them. Sometimes offering a balancing hand, an encouraging word, or help with a pack, but always next to them, working on the same tasks. Taking the same journey together.

I couldn’t help but see this hike as an analogy for teaching. As an educator, I must be willing to work and learn right along side my students. To be uncomfortable, to struggle, to pick myself up from missteps, and especially to celebrate successes while I’m next to the kiddos. I can’t lecture them about what to do from a podium at the front of the room and then expect them to find success in an authentic task. I have to talk, demonstrate, model, teach, and learn with them.

And that’s when teaching and learning are especially rewarding. Continue reading “Surfing Lessons and Jungle Hikes – Getting rid of the podium.”

Encouraging Independent Readers – I can’t confer with them forever.

The whole point of this reader’s workshop adventure is to encourage and foster independent readers. Readers who pick up Ready, Player One rather than a wii controller. Readers who speculate about what crazy new events will happen to Shy in The Hunted, Matt De La Peña’s action-packed sequel to The Living (both of which, by the way, my own two boys recently devoured), rather than watching the latest youtube channels.

I wish for my students to feel the same excitement and confidence for YA novels that they did when they were littles for The Very Hungry Caterpillar, and to feel that they are confident and capable enough to tackle memoirs like The Glass Castle any day of the week if they want to.

That’s the thing: when my 9th graders made reader’s timelines, there was a buzz in the room. They were excited and confident in their talk about the books they remembered from toddlerhood and childhood. They beamed when they talked about Curious George and Clifford, the Big Red Dog with a fondness I hadn’t heard from them en masse until that day.

I’m not sure they will all have that same buzz about books again until they are fully independent readers, so I’m making it my business to help get them there.

One of the things about the workshop model is that through offering challenge and choice, students can develop their own tastes and habits which lead them to being grown-up readers.

And arguably one of the most essential aspects of the workshop model is conferring with the teacher.

With the teacher.

But I want my students to be independent, healthy readers. So I have to teach them to remove me from the equation. But I have to confer with them to teach them.

Quite a dilemma. Continue reading “Encouraging Independent Readers – I can’t confer with them forever.”

Students are changing the world because they read.

On a cold day in February, I started class the way I always seem to do these days: with a themed book talk. I included a variety of genres and forms in this collection of books that centers around the big idea of poverty: YA, nonfiction, written in verse, novel, and memoir to name a few.poverty

Included in this collection was Banker to the Poor, a memoir about the birth of microcredit and microlending.

Below an excerpt from the official Banker to the Poor website which I think helps explain what a microloan is and how the idea came to be:

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One of my grade eleven girls quickly keyed in on this particular title, which came as no surprise. She has been a nonfiction-junkie this year, and the topic is right up her alley.

Time passed, we periodically conferred about her book, and then something happened.

Last week she insisted that she confer with me first, before any other students. She announced to me, “Mrs. Swinehart! I have big news that I think you’ll want to know about!”

She was right.

She went on to explain that she had received some money as a gift for her recent birthday.  Her big news was that because she was inspired by the book she was reading, she would use some of her birthday money to help fund a microloan.

What an empowering connection between the real world and the text she was reading.

Talk about proud teacher moment.

What if she hadn’t had the freedom of choice in her reading life? If she had been in a class that required her to read a shared text – perhaps a classic like The Scarlet Letter, which I’ve taught several times and has always been one of my favorites – but in a class that didn’t offer her choice? Or if the whole class had been required to read her choice of text? The magic would have been gone. Continue reading “Students are changing the world because they read.”

Virtual Travel with Authors- Creating a Reading Community with a Short Research Project

It’s not easy to come up with a short, creative, engaging research prompt that every student is interested in responding to, given that they are all reading different books (save for the three eleventh grade girls who chose to read The Kite Runner together).

It’s important to assign tasks that challenge students who are often looking to take things to the nth level, but that will also provide an opportunity for scaffolding and success with the students who sometimes struggle with research, reading, and writing assignments.

That’s why, when I saw this article about literary journeys on CNN.com today, I realized that I had found some virtual classroom gold.

The travel article 23 literary journeys with the world’s great writers is a list. It’s a list of authors, books, places, and potential adventures. And it’s the perfect mentor text for an in-class, community-building, short-and-sweet piece of mini-research writing.

Continue reading “Virtual Travel with Authors- Creating a Reading Community with a Short Research Project”

Team Debate as a Pre-Writing Activity

I spent most of my weekend with over 200 middle and high school students at the World Scholar’s Cup Amman Round. It’s a fun event that has students participate in trivia and academic knowledge quizzes, a team writing competition, and a team debate competition.

There was a talent show after the competitive events and before the awards ceremony, when they gave out more medals and trophies than I ever thought was possible. You can imagine the energy was loud and high.

I accompanied five smarty-pants high school boys. It was a first for me and the students; I had read about it online, but had never experienced what it looks and feels like in an up-close and personal way.

I love that all of these students were so enthused about writing and debating that they spent most of their weekend (it went until 11pm on Thursday and all day Friday) competing individually and as teams.

The boys found success in different ways and in different events, and look forward to competing again. They all agreed that the team debate competition was fun and different from what they had done before, and that their anxiety level was raised just enough to keep them interested but not terrified.

Perfect.

So let me bring it around to teaching with the workshop model. Yes, the students were writing and debating this weekend and that’s not new or news. But the writing and the debating were especially cool because they were doing some heavy-duty thinking, and they were thinking and communicating as teams.

Here’s how the team debate works:

Students are split into teams of three. Teams are randomly assigned either the affirmative or negative side. Then they are given the motion, at which point they have 15 minutes to prepare. After the preparation is complete, each team member is given four minutes to argue his point, and the teams alternate back and forth. It’s a lovely example of respectful dialogue and persuasive speaking.

After the debate, before the winning team is announced, students are required to provide feedback to the opposing team. I love this part!

As judges, we were given scoring criteria and a script, so adjudicating was a simple task, and I was able to pay attention to what they students thought about some hypothetical situations, like whether or not Jordan should send a manned mission to Mars. With a topic like that, students had to look up some real-world information, process, synthesize, and argue their points in a very finite period of time. It was an opportunity for students to demonstrate their thinking and practice some organized speaking and listening.

I think this activity has a ton of potential, because I can modify the team debate event for classroom use, and then have a window into some complex student thinking.

I can see it used with some topics that are relevant to what students have been studying recently.

For instance, eleventh grade students can debate whether they think transcendentalism is still relevant in the 21st century. They have a depth of knowledge about the topic that they didn’t have before we started studying it together, and this would be an authentic way to assign group work while still being able to see the individual students’ skill and thought process.

Continue reading “Team Debate as a Pre-Writing Activity”