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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Book Talks for Summer Reading

I wish I had another couple of weeks with my students.

I know that’s counterintuitive – often teachers are counting down the days until that first glorious lazy summer morning. We dream of sipping our coffee slowly, while it’s still hot, and of eating breakfast at an actual table instead of during the drive to school or even during the break between our first and second classes of the day.

I look forward to those things, too, but I still wish I had a few more days with my students to really get them geared up for their summer reading.

In a way, we’ve been preparing for summer all year. They have been developing healthy reading lives, learning to read independently, to choose their own books, and to have rich discussions about what they’ve read.

But I know summertime is when some good habits slide, when schedules change from week to week, and when routines can be scarce.

It’s when fragile reading lives can falter, and I want to encourage my students for just a few more days, reminding them that they, too, are readers.

We’ve focused on creating robust next reads lists, most often through daily book talks. We’ve book talked titles that can be found in our school’s library and in my classroom library. Books that students can have in their hands before the end of the class period.

But for the last few weeks I’ve tried something a little different. I’ve chosen books that we don’t have in our school library collection, and that I don’t have in my classroom library. (One unique aspect of teaching internationally is that we get shipments once per year. I can’t wait for next fall when we will get tons of new titles in both our school library and our classroom libraries! Waiting is the hardest part… but it will be so worth it!) For these booktalks, though, I’ve chosen titles that can be found in airport bookstores, in county libraries back in the States, and of course, online.

I have booktalked new-to-us titles that many students have never seen before, and they are adding these titles to their next reads lists, which they keep in the notes app on their phones. This way, when they are traveling, out of their normal routines this summer, and they find themselves needing a book, they can reach into their pockets and find those lists of books they knew they would like.

I’ve encouraged my classes to download the kindle app onto their phones and other devices so they can access books and read anywhere. I’ve told them that if they are traveling to the US, their local libraries will have many, if not all, of these titles. If they don’t have access to a library or bookstore, downloading the titles is pretty simple. It’s exciting to think that their healthy reading lives can and will extend into the summer months.

Continue reading “Book Talks for Summer Reading”

Do’s and Don’ts of Implementing Readers Workshop (Part 2)

Since I wrote my first post regarding Do’s and Don’ts for Readers Workshop, I have felt a positive response from my small online community. I have more ideas to share, so keep reading if you want some additional beginner’s workshop advice.

Do confer with students on a regular basis. I know in my previous post I wrote that student choice is the foundation of workshop, and I do mean it. But conferring is, too. If you can meet with about four students each day, and keep the conference time to three to four minutes, then in about fifteen minutes you’ll get the job done. The rest of the students should be reading or working quietly, and might even overhear what you are working on during the conference time. That’s totally okay.

Keep a record of who you confer with, how often, and a quick note of what you discussed. I simply use a spiral notebook, which I think is a great way to start with note taking. I might try something new next year – maybe some sort of pre-made form or checklist to make it even more streamlined and easy, but honestly, the spiral notebook system is fine.

Simply put your students’ names at the top of every other page so you have plenty of space to write throughout the year, realizing that you will staple in pages, use post-its, and sometimes even forget to take notes about the occasional conference.

It’s okay.

The conferring is what matters. It’s about the talk. About the exchange, and the relationship you will build with your students. You’ll get to know your students quicker at the beginning of the year, and by the end, you’ll have a more authentic, individual relationship with each of your students because of the conferring. It’s rewarding and they will do better because of it.

Often, students look forward to conferring, and want to share their thoughts with you about what they are reading. Other students will try to avoid it, and that’s why it’s important to keep track of who you confer with so you can even out the time you spend with your students. Don’t fall into the trap of thinking you need to spend the exact same amount of time with each student – some kids need more than others  – but be deliberate about how you make those decisions. Continue reading “Do’s and Don’ts of Implementing Readers Workshop (Part 2)”

Three Do’s and Don’ts of Implementing Readers Workshop

 

I’m just wrapping up my eighteenth year of teaching English Language Arts.

For the first seventeen, I taught in a pretty predictable, traditional manner: assign a book, a reading schedule, give quizzes, poster projects, assign essays, administer exams, and show the movie.

This year was so different.

In September, I started the workshop model in my two grade eleven classes.

By October, I was so convinced that it is the right way to teach students to read, write, talk, and think, that I implemented it in all of my classes.

I became enthusiastic, almost to the point of fanaticism, with readers workshop. It works! I read about it, tweet about it, started blogging about it, and can’t stop talking and thinking about it.

I attended the Adolescent Literacy Conference in Bangkok last month. I heard Penny Kittle, Kelly Gallagher, Tom Newkirk, Kylene Beers, and Bob Probst talk about literacy and the workshop model, and I was even more convinced that what we are doing at our school, that what I am doing in my classroom, is the right thing to do, perhaps the best thing to do for kids right now.

So, as someone who is still relatively fresh to the practices of readers workshop, I’m happy to share what I’ve learned in a simple list of do’s and don’ts.

Do offer choice to your students. It’s the foundation of the workshop model. Students will read more, read better, and read deeper when they have the feeling of agency and choice in their reading lives. I really feel that it’s non-negotiable.

Give students control over their own reading lives – they are at the age when they should be making more, rather than fewer, independent decisions. This is a pretty safe way to offer trial and error, risk, failure, and success as options for teenagers.

Don’t let them make all of the decisions. If the standards suggest that students should be reading American dramas, then require it. Just offer choice within those rails. Offer students choice with their deadlines, or with their assessment options. Let one group choose between A Raisin in the Sun and Fences, and another choose between The Crucible and Death of a Salesman. Just offer choice to the students, and make sure you can live with the options you present.

Do a book talk every day. I like to group titles into themes, often including all types of levels, forms, and genres in the mix. Including novels written in verse, graphic novels, middle school level books, nonfiction, and contemporary classics ensures that there is most likely a title for everyone in the grouping (see how I incorporate choice, even in the book talks).

The theme pictured above, “secrets” was so popular that I had to do a “round two” because so many in the first group had been immediately checked out by students, and my later classes would not have had enough books presented to them in that grouping. What a great problem to have.

However you decide to do your book talks, it’s essential that your students see you talking about books, excited about books, and pushing them to read titles that they didn’t know existed. A nice side benefit to this practice is that you will become more familiar with your school library’s collection, and in turn you’ll be able to match students to books with more confidence. Continue reading “Three Do’s and Don’ts of Implementing Readers Workshop”

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:

IMG_9209

 

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.”