Winter Vacation Reading

The end of the semester is right upon us, only two days remain here where I teach. This basically means that teaching and learning are put aside and everything turns toward having celebrations, enjoying some stress free days, and setting up some winter vacation reading guidelines.

That's right, I assign reading to my students for the vacation. I'm asking my class to read 1 hour per day, with Christmas Eve, Christmas Day, New Years Eve, and New Years Day off. I let them select their own book, as long as it met length and level requirements, and they will complete some assignments, including a book report and chapter reporting pages, on them.

Teachers all over the country classically see a drop off in achievement when students return from vacation. This is understandable, because most kids go from day after day of work and practice to three weeks with no reading, no skill work, or anything.

I don't do winter reading to keep their skills from diminishing (which is more of a testing issue than anything else), I do it to show them that you don't have to be at school to read. Most of my students, at this point in the year, have found a genre or two that they really enjoy, and have said they want to read over the break. I'm giving them this opportunity to continue their hard work.

Do you do anything similar? Do you believe in working your students over vacation? I'm just wondering how common things like this are.

Teachers As Librarians

I've noticed a trend since I started keeping a large number of books available for check out in my classroom. I've noticed that my students want me to help them select the right books. "Help me find a good book" is one of the most common things I hear during silent reading time in my classroom. This means a few things.

First, it means that I need to know the books in my class. Now, when having a bookshelf of 400 books, it's impossible for me to have read all of them (ok it's not impossible, but it's not the easiest thing in the world). It's not hard to have at least a basic understanding of the books, and to, if possible, have read as many as possible.

When my students ask me to help them find a good book, I usually start by asking them what they're looking for. If they're not sure, I have them list out some books they've really enjoyed. Some students know the genre they're looking for, others are wandering aimlessly and need some help in selecting a book that is appropriate for their reading level (see my post titled How To Determine the Reading Level of a Book at a Glance for more on how to do this quickly even with books you're not familiar with). They also may need help finding a book that will keep their interests, and that they have the necessary background for.

I've heard it said that teachers are also nurses, psychiatrists, managers, counselors, surrogate parents, and now librarians (I left out at least 30 other things). That's right, it's part of the job of a teacher to make sure the right things are being read by the right kids.

It's really not that difficult, know your students, know their interests, and know your books. The next step is staying at the forefront of new and exciting children and/or young adult literature. That's where I am right now, and there are many great people out there (some of them linked to from this blog).

Teacher Selected and Student Selected Literary Choices

I thought about using the title "Teacher Selected vs. Student Selected Literary Choice," but I realized that they don't stand in opposition to one another, they must work together to form the literary experience for any student in any classroom. That being said, let's get into today's topic.

Teacher selected literature, sometimes referred to as read aloud, shared reading, or teacher led reading (although even in those alternate definitions, there are different approaches to the method), serves purposes that self selected, self read books cannot. First of all, the shared reading experience is in large part about the teacher modeling good reading, something I've talked about time and again in this blog. Here are some ideas/focuses of what teacher selected reading should be about:

• The book you choose should ideally be above the reading level of the majority of your class, but not to an extreme point above their level. There should be opportunities for new vocabulary, more in depth story telling, and you should have opportunities for many questions, predictions, etc.


• Know your class, don't just choose a book because you like it. I cannot stress this enough, if your students find the book boring and/or tedious, they're going to tune it out. Your selection should have many points for class discussion, journal work, and other extensions.


• The book should be something that you are familiar with. Too many times in my short career I have seen teachers pick a book because they've "heard it's good," or "my kid read it," or something else along those lines. I've also heard too many teachers say that they don't have time to read the books beforehand. Well, that's nothing short of laziness and a cop out. How are you going to lead discussions and ask probing questions if you're experiencing it for the first time as well? It's important, imperative, to know your content.


• Vary how the book is read. This depends upon whether or not the students hold a copy and are reading along, or if you have the only copy. It's ok to have the only copy, I do this often, and my students enjoy those books equally. But sometimes it is important that they read along and get chances to read together. This can be done through round robin, popcorn (where they read and choose someone else based upon pre-set rules, boy chooses a girl, etc.), partner reading, small group, and anything else that I failed to list here.

Now that I've discussed a little bit about teacher selected reading, let's discuss student selection. Self selection is something that I am a very big fan of, and believe is a cornerstone of a well run reading class. Self selection takes time and effort on the part of the teacher, and requires a few things. Here are a few of those requirements:

• An understanding of the reading level of the student and the ability to find them appropriate books. If you teach 6th grade, you might have a student who reads on a kindergarten level and wants to read Harry Potter. There's a difference between letting them "give it a shot," and knowing that there is 0% chance of them succeeding with a given book. Set parameters, or if you're lucky enough to have a school program like Accelerated Reader or something, teach students to look at book levels. If you don't have that option, you can see my post on How to Determine the Reading Level of a Book at a Glance for some clues on how to do this on the run.


• Have clear expectations. Are you going to have students do a reading log, book reports, or some other kind of progress monitoring? How are you going to know that they're reading and comprehending their book? These are important questions that you must have the answers to.


• Have your students read at home. Have them read at home for 30 minutes each night. I send home a calendar, and the students must put how many minutes they read that night, and have a parent sign off for that night. Remember, the only way to become a better reader is to read, it can't be done through worksheets, snazzy presentations, or tests, it's all about practice, the more the better. If you find students balking at this idea, help them find books that interest them, work relentlessly to get that perfect book in their hands.

So, there's some ideas that should get you started. I tried to stay pretty well on the surface with this whole discussion, it can get deep into theoretical models and approaches to methodology, but I wanted this to be a resource. Let me know if there's anything else you need help with or have any other questions (or want to add to this in any way). We (teachers) learn from each other, and take ideas from each other, that's the only way to improve ourselves.

Reading An Entire Book: Implications on Language & Literacy: with ideas for improving classroom literacy practices

I was watching The Simpsons the other day, and Bart said something in response to Lisa talking about a book she had read. Bart said "you've read a WHOLE book before?" Bart is more real than some of us would believe in this respect. I've already had numerous students enter the 5th grade claiming they've never completed, completely individually, an entire book before that wasn't a leveled reader, picture book, or textbook based story.

To me this is quite alarming. I'm not going to fall back on the argument that "this would never have happened 50 years ago, before internet and TV and blah blah blah..." That argument doesn't hold, especially for me (I posted about digital literacy two days ago in an article titled iPod Literacy). This is alarming because the act of reading has been replaced by... well, I'm not sure exactly, but not another literacy activity. Reading has by-and-large not been replaced by reading things on the internet, it's been replaced by watching TV, playing video games, and texting. While I've argued in the past that these activities have some merit and can be utilized in the classroom, they become a hindrance when the student basically stops interacting with the written word outside of "T2L, BRB, ROFL." There's a great article out there from Newsweek titled The Death of English (LOL): In an experiment, the more adept children were at text messaging, the better they did at spelling and writing, which tries to strike a balance to the text messaging debate better than I can say it here, because I tend to be biased against cell phones for many reasons, most of them out of stubbornness.

What really bothers me is, I've met college students who claim that they've never read a book and wear it like a badge of honor. This behavior is bewildering to me, and I have to wonder where it stems from. Is it a backlash against the world we once knew? Is it due to a lack of attention? Or is it an outright failure of public education, with its never ending, rigid focus on standardized testing? I think the answer to all of these questions is YES.

Now, I've stated some of the problems, and have even briefly brought up a few questions for further research and discussion. I'm going to discuss ways for teachers to combat the failure to read phenomenon in the classroom (or at home if you're a parent).

• SELF CHOICE: You need to help students choose their own books. This is a process that should involve both student and teacher in order for it to be effective. You can refer to some guidelines I set out in yesterday's post titled How To Determine the Reading Level of A Book At A Glance to help you choose the right book, level wise, for that child. It's then up to the child, with your guidance, to find a book that will hold their interest, be on a topic that they enjoy reading about, and will have literary elements that have worked for that child in the past. You would be surprised how many students do not have the ability to self search for a book, they need to be taught (and since you're a teacher, this is your job).


• FREEDOM TO EXPERIMENT: Yes, I've had students who read on a first grade level want to read Harry Potter. At first, I let them make this choice, because it never works. This is where you have to suspend your teacher instinct, at least at the beginning of the year, to let students try to find it themselves. You also need to give them some freedom to abandon a few books. I have some students who, still, here at November, will read a few pages of a book, put it back, and get another one. My policy is that they should be trying the book for at least 3 chapters, then, when we return from Winter Break, they're going to choose and read without abandoning.


• CHOOSE SOMETHING FAMILIAR: If you teach like me, you do a lot of read alouds. I save some of the best books ever to read aloud. In fact, some of the books I discuss on this very website are the book that I read aloud to my class. Occasionally, a student will want to re-read the book I read aloud. Believe it or not, this is a great practice, especially for students who aren't quite ready to take some risks when self-reading. Let them do it.

Those ideas are more along the lines of helping students come into their own as readers. There are some great strategies in terms of classroom management and assignments to keep students focused, but to also be able to pull grades and have it basically fit into your instruction. I send home a calendar for the month, and students are supposed to read for a minimum of 30 minutes every evening. I usually don't send home homework outside of this, so I don't get complaints. After reading, the parent must sign that date on the calendar.

Twice per week, I have students complete a reading log assignment in which they respond to a few prompts about their book. This helps them reflect on their reading. I don't do it daily to avoid students burning out, just on Monday nights and Thursday nights.

These two activities, together, can be a valuable addition to the classroom. Some classroom practices you should include to encourage good reading habits are:

• Read aloud to your students every single day. Only read books that you are familiar with (no pulling things off the shelf you've never experienced yourself. When you're reading aloud, think aloud, ask questions, answer questions, take predictions, make it a whole group experience.
• Give students time, every day, to read silently. They enjoy this quiet time to themselves. It's your job to make sure they are reading and aren't just wasting time. If your school allows it, let students bring a pillow or bean bag and lay around while they read. It should be a comfortable experience, this reinforces the habit and also makes it enjoyable.
• Have some way for students to share their reading experience. Whether it's a Goodreads.com account for each student in your classroom, simple book reports that are shared, or a separate shelf where students can put favorite books for others to check out, let them share the valuable experiences in some way. They could also make book advertisements, make commercials for the book, or vote on their favorite books to keep those titles out there.
• Make it interesting. Fluency and comprehension checks are important, but use them sparingly. The tendency to over test, especially with chapter tests and things like that, can ruin the literary experience. Do you give yourself chapter tests when you read for pleasure at home? Then stop doing it at school (at least stop doing it so much).
• Have goals. If you have 25 students, make a goal for each to read 4 books during the semester. Put up a large bar graph in the classroom, and color in one each time a student reads a book and passes some sort of comprehension test at the end (AR, a book report, etc) to prove they read the entire thing. If your class can hit the goal, in this case, 100 books read, then have some MAJOR party or some kind of reward for them.

I hope this post can be of service to you. Let me know if there's anything else you'd like to hear about.

How To Determine the Reading Level of A Book At A Glance

I've done some posts in the past about determining the reading level of children/adolescent/young adult books, but they usually involve referring to some type of chart, or searching around on Amazon.com or another book site to find the reading level according to a formula.

This post is about how to quickly determine if the book is appropriate for a student (or your own child, whatever the case may be for you) just by using information you gathered from the book itself. Many children's books very obviously list this information right on the front cover. DK Readers for example have the level as a number, as well as who it is appropriate for. Scholastic books sometimes have the appropriate reader level listed near the bar code, many of the short leveled reader books that are used in elementary classrooms list the level, along with the skills that the book works on, right on the front or back cover.

So, beyond books that list the level somewhere, which is a trend we're seeing more recently, how can you find the level of a book that doesn't have this information anywhere on it? The skill of finding the level of a book on your own takes some practice, but once you have rated enough books on your own, the better you get (that's right, it's the ol' "practice makes perfect" thing).

There are many methods that teachers have been using in their own classroom to determine if a book is an appropriate book for that certain child. Leveling a book on the spot is usually done to see if it fits a certain child.

The "five finger rule" is a mainstay that you'll hear about anywhere you go. Basically, open the book up to a random page, and have the student read that page. Every time they miscue (pass a word or miss it), hold up a finger. If they miss five on that page, it's not a good book for them. This method has served many teachers well for a very long time.

The reason the methods like the "5 finger rule" have been around and continue to be used is because they apply book leveling to the individual child, which only makes sense. All the book levels in the world won't do you any good if that child can't pick up the book and read it.

Variations of the five finger rule include:

• Vocabulary picking: Go through one chapter of the book (roughly 5 pages) and see if you can find more than 20 words that could be given for vocabulary. That is, 20 words that the student won't know. If you can do it, this isn't a good book for that child to read.
• Check back: Go ahead and give the child this book. After two chapters (depending on the length), check their understanding of the book. This should be fairly obvious, but will only work if you have an understanding of the book.

There's millions of different ways to check, at a glance, if a child should read a certain book. The examples I have given so far mainly gravitate around fluency. But comprehension should not be ignored, because, ultimately, it is what matters most.

Now, the school district I work for has always been interested in fluency. How fast can a child read versus how many mistakes they make over time, that's the basic formula for fluency. So, just because a child can read 160 words per minute (which is excellent for any child under the age of 14), does that make them a good reader? Of course not. With the focus on fluency, many students have learned to become what we call "word callers." They know the words and can read them quickly. The main problem, however, is a disconnect between fluency and comprehension. I've also had students who read 65 words per minute (considered slow or deficient in intermediate grades), but comprehends on an advanced level. So speed isn't the best way to go.

When I sit down to determine if a child should be reading a certain book, I want to know if they can handle the structure and words of the story, but I also want to know if they understand the content. Take me for example. I'm working on a doctorate, so in theory, I am one of the highest educated people on the planet. This means that I should be able to pick up any book written in my language and read it for comprehension. Yes, I could pick up any book and read it, but understand it? That's a different story. If I read a book on bio-chemistry, I'd probably actually comprehend less than half, and this is a cultural/situational comprehension issue with reading.

Students who don't know a thing about the Holocaust are going to struggle reading about it, because the background knowledge isn't there. Take this into account as well. Comprehension checks done on the fly only work if you, the instructor, have a rudimentary understanding of the book you're trying to scrutinize. If it's a classroom read aloud, you can lay some background for the students, but if it's an individual reader, you probably don't have the time to do this, so make sure it's appropriate in terms of fluency, comprehension, content, and will hold the interest of the child.

Wow, that's a lot to take in. But this is what good literacy instruction involves, good, appropriate, individualized literacy instruction. Many issues must be taken into account when determining the level of a book for a child. Is the child fluent without comprehension, or vice versa? Is there an English Language Learner (ELL) issue in play that must be addressed? Is there a lack of background knowledge on the topic? These are just a few questions you need to ask yourself.

Now this is all well and good, but what if you came here searching for how to level books because you want to level an entire library for later use? This isn't hard, because you obviously have the internet (or you wouldn't be reading this). Scholastic has a Teacher Book Wizard that lists levels of many books out there. I did a post back in April titled How They Determine the Reading Level of A Book, and it offers some resources, including some comparison charts to interpret book levels done through different leveling systems and/or formulas.

Finally, if you are on your own, you can involve a little intuitive guesswork. I've done this before. If you can't find any information about the book online through some Google detective work, then read a few pages of the book, compare it to other books of similar levels, and guess at it.

Some basic formulas (along with their link to Wikipedia) that are used to determine the reading level of a book include:

• Fry Readability Formula
• Flesch-Kincaid Readability Test
• Dale-Chall Readability Index (pdf document)
• SMOG Readability Formula also The SMOG Interactive Calculator

I hope that this information can be of service to you. Please let me know if it was, or if there are things you're trying to find out or understand that I didn't touch on here.

The Reading Class: A How To

I recently realized something as I was teaching my 5th graders during reading class. I realized that my class structure has become truly unique. I realized that my structure no longer follows the district guidelines (although it is still within what the district wants, it is not a clone), it no longer follows traditional thought, and it no longer follows what anyone else in the building does.

The teaching of reading in elementary school is basically broken into three components: teacher led reading (read aloud, shared, or modeled reading depending on the jargon where you work), group reading, and individual reading. Activities that are done in reading fall within one of these three areas.

My students enjoy teacher led reading immensely, they beg for more. The reason for this is the lack of textbooks, more often than not called "basal readers," which are books of story excerpts. Some of the excerpts are from great stories, so early in my career, I began to question this by saying that if the story was so good, shouldn't we read the whole thing? Isn't that part of the experience? My quest for the authentic literacy experience led me to where I am now.

For the first 30 minutes of each reading class (which run for 90 minutes, within my currently self contained classroom), I read to my students. I read to them from books that are basically above the reading level of 75% of the class, but not substantially above their level. I have read books like "The Castle in the Attic," "The City of Ember," "Coraline," and "The Giver," all books that I have read personally and consider to be masterpieces of children's literature. It is important that the teacher is familiar with the books before reading them out loud, don't just pick one because I or somebody else recommended it and start reading it. I am comfortable reading "The Giver," but somebody else might find it outside of their comfort zone, so be knowledgeable first.

After that 30 minutes is over, students work in groups for 30 minutes, reading a book that they selected together, or working on a project that I have given them. This block is where students are actually ability grouped and rotate between "stations," this is in following the Guided Reading model that my school district has mandated. This is another rule of reading. If your school district tells you to do something, do it, but make it work. Don't just say "I'm not doing that." In their groups, one of the big things I have going on is computer work. Students complete various projects on the computers during group.

At the end of group, there is 30 minutes of individual work. The activity most often done and preferred in individual time is sustained silent reading. Students love self choice, they love the joy that comes with a good book, and they love the time to themselves after a long day of lectures, group work, discussion, experimenting, and everything else that makes the school day so great. I guess I should say that my reading is taught at the end of the day (not my choice, but that's the way it goes).

So that's just a quick overview. I'll be back during the week with more book reviews, more ideas, and more discussion. Please check back soon.

Life As We Knew It

Life As We Knew It, by Susan Beth Pfeffer, is a great "Armageddon-esque" story, but not really to that extent. It's the story of what happens after a massive asteroid slams into the moon, knocking it off balance, sending the earth into spiraling chaos. As dormant volcanoes erupt, the ocean currents are thrown out of whack, and the earth is sent into nuclear winter, we follow the story of Miranda and her family trying to survive that first winter in Pennsylvania.

This book is pretty good, and is currently sitting on my classroom bookshelf for my 5th graders to read if they so choose. It is a little long, and I almost felt like its format, although interesting (it was written like a diary, with daily entries), didn't read like the diary of a pre-teen. The story is good, but in my opinion isn't a very friendly book to do as a read aloud. I think this one is better served for students to choose to read it. It did get tedious, and a little monotonous, but I definitely enjoyed the book in the long run. If you need some higher quality literature for your classroom collection, or are interested in either reading ya literature or possibly spinning this into some sort of research, it's certainly not the worst book out there.

Choose Your Own Adventure Books: Practical Classroom Resources

If you're anywhere near my age (I'm in my mid-to-late 20's), then you probably remember the Choose Your Own Adventure series of books that started gaining in popularity in the early 1990's. This series has sold over 250 million copies, so that means there's a ton of these things floating around. I've found some at used book stores here in town, in bulk on Ebay, and have had some donated to me by people around the community.

Now, the Choose Your Own Adventure books aren't really what you want to do a classroom read aloud, although it might be neat to throw one in at some point just to see how it goes. I've done that, but that's not really the point here, I wanted to briefly discuss how these books are practical in the classroom.

First of all, most kids, even today's more tech savvy kids, seem to enjoy these little blasts from the past. They're usually quick reads, they can last anywhere from 5 minutes to 20 minutes depending on the speed and interest of the reader. I have about 25 of them sitting on my classroom bookshelf, with the understanding that kids can check them out for enjoyment, but won't be able to do a book report or score points on them. I still had these books checked out over 100 times this past year, which is pretty good among 21 students.

I did use CYOA books a few times in instruction. What I did was, I had students partner up, I gave them a copy, and told them to take turns reading orally. They had to make decisions together, and try to get to the best scenario ending of their story, or the worst scenario, their choice. The lesson went over really well, and was especially a hit with struggling readers, who felt a sense of accomplishment in finishing a book in one sitting.

If you run across these books on the cheap, they're definitely a good addition to your classroom library if you teach anything from 3rd grade right on up through probably 7th or 8th grade (after that, students will probably begin to lose interest). They're fun, they're quick, and there's 250 million of them out there.

What Accelerated Reader Had Right

Reading programs are being used all across the country. My school district currently is using three programs (yeah, that's it right, only three?), the Developmental Reading Assessment (DRA), which is more of a diagnostic, Guided Reading, which is the foundational model of our reading program, and some schools use Accelerated Reader (AR), a student driven read/test/reward computer based program that I have used in my school. The decision to use AR was up to individual schools, and those schools used either Title I money or other money to purchase the software and set up the school library.

AR does take a lot of work at the onset if you want to do it right. Our school library had to be set up around AR, so all the books in the library were labeled with the grade level, which reads showing the grade level, a decimal point, and then the month in that grade level the book would be considered "most appropriate." (example: 5.4 means 5th grade 4th month)

Students take books, read them, then get on the computer and take the test for that book, and get points. They then use the points to get prizes. Of course, that end of it is more teacher driven, the teacher would have to fill out the prize request and give it to the Title I lab in the building, at least in my building.

So to make a long story short, my school is finally doing away with AR, and as I explained in yesterday's post, this has caused me to invent my own student choice reading program, which is a good step. AR had some things right, but there's always room for improvement.

I have always had my students take the AR test, do reading journals (not daily, I have them do at minimum 2 for every 100 pages read), and a book report. This year, I'm going to push that more, and include technology (more on that later this summer).

For now, I just want to focus on what AR had right. I like the book levels that AR utilized. Students had a basic understanding of a book, either if it was going to be too easy or too difficult before sitting down with it. I will be using AR book leveling in my new made up program.

I also like the reward component of AR. Yes, students SHOULD read for fun, and should enjoy the process. I have found that in starting my own classroom library that more students are enjoying reading, and have found that to be a reward in itself. There is good in having them set goals and get rewarded when they meet them. This gives room for students who normally wouldn't read to take part, and for those awesome readers to get some validation, so I will be using a reward component as well.

Finally, AR encouraged students to read a wide variety of books across a wide variety of levels. I will encourage this also. AR is a good program that is still out there. If you have the time and the support of your entire building, I'd go for it, if not, there are pieces of it that you can use on your own.

Starting A Reading Program From Scratch

I just recently finished cataloging my classroom library, a job that took longer than it should have because I'm a little lazier here on my summer vacation. My school, in the past, has used Accelerated Reader to help keep kids motivated about reading. I enjoyed using AR, and my students were motivated by it. I don't necessarily focus on the quantity of books read, but at the end of the year, when some students saw that they had read 30 or even 40 books during the school year, it was a big moment.

Well, my school won't be using AR this year, so it's up to me to come up with my own program. I don't want to start throwing fragments out now, so I'm going to wait until I have it pieced together, then I'll share it here in this blog for others who want to borrow pieces of it or the entire thing. Of course, I'll also give the websites of places I borrowed ideas from as well.

For now, I am going to provide my classroom library list for anyone who wants to see it. I typed the books into a spreadsheet document, with fields for title, author name, book reading level (an AR level of grade level and grade month), my grade for that book (which will be a part of my program, which I will explain when I'm done), if it's won awards, and finally, any special topics or things to remember about that book.

If you want to see that list, you can view that document in Google (no Microsoft Excel needed) by following this link: TheBuss Classroom Library.

Reading To Impress

Many people read, but less than many actually read because they enjoy it. There are elitists out there, those that read to impress, and I'm not down with those people. Yes, I've tried to read a few of 'their' books, but by and large, it hasn't been a positive experience.

In 2007, the Library and Information Update did a survey and found that half of their respondents said that reading classics made one appear more intelligent, and that's why they did it. Also, more than half of the young adults, age 19-21, lied when asked to name their favorite books. The favorite books of read to impress name droppers were:

Lord of the Rings – J.R.R. Tolkien
War and Peace – Tolstoy
Wuthering Heights – Emily Bronte
Men are from Mars, Women are from Venus – John Gray
1984 – George Orwell
Harry Potter and the Philosopher’s Stone – J.K. Rowling
Great Expectations – Charles Dickens
Jane Eyre – Charlotte Bronte
The Da Vinci Code – Dan Brown
The Diary of Anne Frank

That's not to say that all of these books, or any of them, are bad. It just goes to show what the common thought is on what intelligent literature is. Lord of the Rings is one of my favorite stories of all time. 1984 has consistently rated among my favorite books ever, and of course, children the world over love Harry Potter. I've also read The Da Vinci Code and loved it, and I read portions of The Diary of Anne Frank to my students every year.

The point here is that if reading becomes seen as nothing more than a task someone undertakes in order to appear smart, then it is done in vain, and serves no purpose beyond appearance, much like getting plastic surgery or something like that. As teachers and/or literary theorists, it is our job to make reading real to kids, to help them find the true value in reading, and to enjoy the process.

Please take a look at the reading survey that is tied to this post, and my personal response. I have also provided a link to the survey itself in .pdf format on that post. CLICK HERE to go to that post, which also happens to be the post immediately prior to this one.

The Joy of Reading

I'll never forget the experience. Up until 7th grade, reading class in school had been an endless pattern of sentence diagramming, vocabulary and spelling worksheets, and textbooks. It was boring, and when I walked into my 7th grade classroom, I had never willingly read a book in my life.

I walked in the class, and there were bookshelves everywhere. There was easily over 1,000 books in the classroom. The teacher explained how her class worked. We were supposed to come to class, grab a book, and read. There were tasks to be completed at the end of each book, including a book report and summary. I read over twenty books that year.

That is the one positive literacy experience I had in all my years of schooling, and it has had a profound impact on how I teach reading today. I try very hard to mold my class after my own 7th grade experience. As the school year draws to a close, I'm beginning to reflect on this year with my class. I have students who claimed to have never read a book before. One student in particular claimed she always hated reading. She read twenty-four books this school year, all of them quality pieces of literature, and now says that reading is her favorite past time, that her mom has to force her to stop and go to bed.

Now you tell me, what's more important, that my students make AYP on some stupid test, or that they become involved, want to read, and enjoy the process? I've done my job, I'm happy. That one experience has had the potential to impact many many students in the future. I'm thankful for my 7th grade reading teacher, and I hope that someday one of my students will become a teacher and be influenced as well.

When You've Got To Slow Down

Here we are, late April, finally. The end is near, here in New Mexico, it's now less than four weeks away. That means a few things. First of all, it means that we're running out of time, but it also probably means that students are having a little difficulty staying focused, most teachers are starting to drag a little bit, and administration is still breathing down everyone's neck, does that sound about right?

Well, if your state is anything like New Mexico, you might have some lag time between your standardized testing and the end of the year. We take it to extremes here, taking the test over 10 school weeks before the end of the year, yes 10. That means that the pressure is in full gear up until the last week of February. The testing then takes place for two weeks, and the last 10 weeks, most of March (with Spring Break mixed in there), April, and May coming after the storm.

For me, this is a golden opportunity to do some actual teaching and let my kids actually learn (let's stop it with all this essential learning, back to basics nonsense, I'm talking about those 'nice to know' things that all teachers wish they had time to teach).

In terms of literacy, this means more self selection, more multimedia tie ins, more long discussions, and more chances to take risks on some new and untested books.

We've lost touch with our students so much that it sickens me. School has been reduced to numbers, students nothing but test scores and labels of advanced, proficient, nearing proficient, or beginning step. It's ridiculous, we need to stop patting ourselves on the back every time a kid goes up two percentage points on the test, and start patting ourselves on the back when a kid pulls a book off the shelf for fun or because they're interested, that's what it's all about, everything else is nonsense.

Pleasure Reading and My Boring Research

I'm doing some classroom based research for a graduate course right now, actually I'm putting the finishing touches on the study, but the point of it is to try to better understand how No Child Left Behind and the political pressures have affected the pleasure of reading for students and how they perceive themselves as successful learners.

It's been real interesting, and oddly enough, I'm not totally surprised by the findings. I'm looking at things from a few different angles, including socio-economic status and how it unfolds regarding literary success, and how reading level influences the enjoyment one gets from reading.

Of course, there's millions of teachers out there who know the answer to those questions, but I am tying them further in to No Child Left Behind. One of the more telling articles I came across was actually in The Washington Post and is nearly three years old. That article is titled Odds Stacked Against Pleasure Reading and in it, high school students talk about how much they enjoy reading and how much they hate 'reading class' at school. It's so true, and it's something I think about everyday.

Redefining Classic Children's Literature

One thing we are all familiar of in the world of literature are the classics. I'm sure we all read them when we were in school, and many of us probably have some of them collecting dusts on the book shelves around our homes or offices. It's one thing for adults to keep classics around and actually read them, for whatever reason, either because they actually enjoy it or because they think they're supposed to enjoy it.

These same rules do not apply to children's and young adult literature however. I am young enough (I'm in my late 20's) to remember sitting bored out of my mind in school trudging through 'classics' of children's and ya literature like Little House on the Prairie and Wuthering Heights. These are books I was supposed to read, right? They're rites of passage or something, that's all I could assume, because they certainly didn't connect with me in any way, and actually led me to despise reading for much of my K-12 experience.

Youth literature is quite unique, because many of the students are just beginning to experience literature, to test it, and to decide whether or not it is an experience they enjoy. As a teacher, it is our job to make your students become more proficient and effective readers, but it is also our job to develop a love of reading and students who are aware, on a person and metacognitive level, of what makes them a good reader, how they read, and what they enjoy.

Therefore, children's literature classics are in fact becoming largely irrelevant in the 21st century classroom. I actually had an entire boxed set of Little House sitting on my book shelf, given to me by a parent who no longer wanted them. The books sat there for months and months, and were never touched. I ended up trading them off at the used book store for books that my students would enjoy more.

Yes, the classics are there, and they're there for a reason. They've sold millions of copies, have been made into movies, and have been read in the classroom for decades. I believe it's time for many of the classics to be put to rest. Students need to read books that are relevant to the world around them, books they connect to in some way, and books that keep them wanting more. What do you think?

Letting Students Choose Their Own Books Effectively

Popular literature among students isn't always what you, the teacher, thinks is the best choice to read. On my bookshelf, I haven't been keeping statistics, although I will be next year, in order to get some data on what books are being read. However, I do pay attention, and I can tell you that just because I keep all those Newberry Award winners up front, and all those books that I think are just great, it doesn't always mean they're being read the most.

Some of the more popular books among my collection are a series of Star Wars books I got through Scholastic, the Diary of a Wimpy Kid books, any graphic novel (I haven't been able to keep American Born Chinese on the shelf for more than a few minutes without someone grabbing it up), the Choose Your Own Adventure books (they're small books where kids pick the page they want to go to next), and of course, Goosebumps by R.L. Stine, of which I have probably 30 on the shelf.

Of course, anything students read can be a valuable opportunity. I can look back, and remember telling kids to put away their comic books or something along those lines in order to read a book I wanted them to read. Yes, teacher chosen literature is very important, if it wasn't, I wouldn't be constantly giving recommendations through this blog, but students should have some choice.

What I did this year was set some guidelines so students weren't only reading comics all year. It's been an interesting experience setting this up, but I've found that in my class of 20+ students, over 350 books have been completed so far this year, an average of over 16 books per student, which is actually very high. Although my goal this year was to pick quality books and focus on them instead of having each student read for quantity, this high number of books shows that students were reading all year, from one to the next, and that was another goal of mine, constant reading.