August 10 for 10 Picture Book Event

 

This is only my second time participating in the August 10 for 10 Picture Book Event.  Thanks Cathy and Mandy for hosting this wonderful event! 

The 10 books that I chose represent books that have the potential to elevate the conversation.  I teach first grade and, yes, my first grade students share their thinking about the books we share.  Since these books are read aloud, my students are able to focus more deeply on characters, themes, and big ideas.  My goal is to promote deeper conversations about the texts.

Here are 10 of my favorite picture books for deepening the conversation.  These books have the potential of teaching us a lot about ourselves and others as we share our thoughts and individual perspectives.

 Wind Flyers by Angela Johnson and illustrated by Loren Long

A young boy is told the story of the Tuskegee Airmen, an all-black squadron of pilots who served during WWII, through the eyes of his uncle.  This book will help readers understand the part these brave souls played in the history of America.

 

 Rosa by Nikki Giovanni and illustrated by Bryan Collier

I love the last line of this book, “The integrity, the dignity, the quiet strength of Rosa Parks turned her no into a YES for change.”  This is a powerful story that will undoubtedly have your students discussing the different themes that are living within its pages.

 

Back of the Bus by Aaron Reynolds and illustrated by Floyd Cooper

A young boy sitting in the back of the bus, shares his experience of the day Rosa Parks refused to give up her seat on the same bus.

 

 

The Story of Ruby Bridges by Robert Coles and illustrated by George Ford

This is the story of the first black child to attend an all-white elementary school.  My first graders were enraged by this story and amazed by Ruby’s courage.

A Nation’s Hope:  The Story of Boxing Legend Joe Louis by Matt DeLaPena and illustrated by Kadir Nelson

This is the story of African American boxer Joe Louis and his bout with German boxer Max Schmeling for the world heavyweight title.  Here is my favorite line from the last page of the book, “The streets of Harlem once again dancing for their hero--But all of America dancing this time.”

 

 

 

 

Unspoken: A Story from the Underground Railroad by Henry Cole

This wordless picture book about the Underground Railroad will certainly have students inferring, wondering, and discussing the themes and messages in this book.  This book shares the courage of everyday people.

 

 

Henry’s Freedom Box:  A True Story from the Underground Railroad by Ellen Levine and illustrated by Kadir Nelson

Students will be fascinated by the story of Henry “Box” Brown who was one of the most famous runaway slaves on the Underground Railroad and how he mailed himself to freedom.

 

 

 

Freedom School, Yes! by Amy Littlesugar and illustrated by Floyd Cooper

This is a story based on the 1964 Mississippi Freedom School Project.  It’s the story of a young girl and a community who bravely risk everything for a chance to learn. 

 

 

 

Moses:  When Harriet Tubman Led Her People to Freedom by Carole Boston Weatherford and illustrated by Kadir Nelson

This is a beautifully illustrated story about Harriet Tubman, a former slave, who was a conductor on the Underground Railroad, a network of helpers and hideaways.  She escaped north into freedom and returned to the south many times to help other slaves escape.

 



Each Kindness by Jacqueline Woodson and illustrated by E.B. Lewis

This story is about a new girl who arrives at school and is judged and constantly excluded by the other kids because of how shabbily she is dressed.  After the new girl moves, another student realizes that she has missed an opportunity to show some kindness.

 

I'm always looking for new titles...books that will elevate the conversation.  I do have several others that I didn't include above.  Do you have any suggestions that I should add to the list?  I would love to hear from year.  Please share them in the comments below.

 

 

 

 

#CyberPD Part III: Reading in the Wild: The Book Whisperer's Keys to Cultivating Lifelong Reading Habits



This week's reflection in on chapter 5 and the Appendices of Reading in the Wild:  The Book Whisperer's Keys to Cultivating Lifelong Reading Habits by Donalyn Miller.

 

Wild Readers Show Preferences

Assisting my students to become independent readers is one of my responsibilities as a teacher.  I want to support them as they grow into wild readers.  Like adults, our students are readers who have different personalities and experiences.  As we find out as much as we can about our students, we become better equipped to support them as readers. 

Helping to connect students to books is one of the ways that we can offer students support.  Three areas stood out for me in Reading in the Wild as ways for readers to “connect” to books.  They connect with books by being introduced to read-alike titles, by allowing them to include light reading as an option for book selection, and by providing them opportunities to reread favorite books.

Read-Alike Titles

I love the idea of read-alike titles.  As an adult reader, I often gravitate to the kinds of books I’ve enjoyed reading in the past.  Why should that be any different for my first grade readers?  Once I identify what my first graders enjoy reading, I can use their interests to suggest similar types of books for their independent reading time.  I’m also aware of the kinds of books my students tend to enjoy as a read aloud and I’m constantly on the look-out for those kinds of books.  Books that provide weird, gross, or interesting facts, books that make you laugh, and books that teach powerful lessons.  I’ve never referred to these as read-alike books before but I think this is my new, favorite title for identifying these books.

Light Reading

When my first grade readers choose books for their reading baskets I ask them to select 6-8 good fit books, 2 informational books, and 2 free choice or look-books.  Inevitably, I have some kids who choose books that are below their reading level as their free choice option.  Donalyn shares evidence that this type of reading helps readers become more competent and it motivates them to read more.  Who doesn’t enjoy a light read from time to time?  I think most wild readers do.

Rereading Favorite Books

In primary classrooms students enjoy rereading their favorite books.  On book shopping day I usually have 2 or 3 students who ask if they can keep one or two of the books in their baskets so they can reread them.   As I was reading the story Donalyn shared about her student, Jordan, who reread the Harry Potter series and shared how he “discovers new things” when he revisits books, it reminded me of my favorite movies.  In addition to loving books, I also enjoy watching movies.  Sometimes I watch my favorite movies over again.  I often discover new things in the movie upon the second or third viewing.  I often share this analogy with my students as well.  When I’m sharing a read aloud that my students have read before I explain that it’s like the movies I’ve seen again and again.   Perhaps they’ll discover something they didn’t notice before.  I also remind them that they are not the same readers they were last year when they were introduced to the book the first time.  There are a lot of benefits to rereading books.  “In fact, rereading books increases comprehension and enjoyment.” (p. 175) I totally agree with Donalyn when she says, “f they reread books because they love them, I say let them.  We want to develop students’ ownership of reading.  When we tell students they can’t reread a book they love, we put our goals in front of theirs.” (p. 176)

Nonfiction Reading

I was shocked to read that older students avoid and dislike reading nonfiction books.  I have to agree with Donalyn when she says that it’s probably because they lack positive reading experiences.  My first grade students love reading nonfiction texts.  I’m sure it has a lot to do with their curious nature.  First graders are like sponges and they soak up tons of information while listening to and reading nonfiction texts.  Over the last few years I’ve made an effort to share more nonfiction texts when I read aloud to my students.  On page 180 Donalyn shared this list of really good activities for using nonfiction text in the classroom:

·        Add more nonfiction book talks.

·        Read-aloud nonfiction texts.

·        Use nonfiction as mentor texts.

·        Pair fiction texts with nonfiction on related topics.

·        Provide students frequent opportunities to preview, read, and show nonfiction.

Appendices

There are a ton of great forms in the Appendices for use in supporting students as they become wild readers.  My goal is to revamp some of them in order to make them more primary-friendly.  I’m hoping that other primary teachers are planning to do the same thing.  Perhaps at some point we can share the forms we create.  I love the idea of using “reader” in place of “name” on these forms.  That was a great idea and one that I plan to use in other areas.

What are your thoughts?  Thank you for taking the time to read and add your voice to the conversation. 

#CyberPD Part I: Reading in the Wild: The Book Whisperer's Keys to Cultivating Lifelong Reading Habits

                      
Beginning this week and for the month of July, I'm participating in #CyberPD (online professional development).  A group of educators, like me, will be reading the book, Reading in the Wild:  The Book Whisperer's Keys to Cultivating Lifelong Reading Habits by Donalyn Miller.  We'll be writing reflections about the book on our blogs, commenting on the blogs of others who are participating, and using Twitter to continue the conversations.  In this first session, I'll be reflecting on Chapters 1 and 2.  This event is hosted by Cathy Mere, Laura Komos, and Michelle Nero.  Thank you, ladies, for hosting this wonderful event.

I've been thinking about what it means to be a "wild" reader a lot lately. As a first grade teacher, I'm working with students who are at the beginning of their reading journeys. I want them to see themselves as readers.  While reading this book, I was looking through the lens of a first grade teacher and asking myself how these ideas might impact my own teaching.


Chapter 1
Wild Readers Dedicate Time to Read

Some Important Considerations:

• "Students need to connect with other readers and participate in a reading culture that values them. Our students must see themselves as readers, or they will never embrace reading beyond school." (p.  9)
• "It is difficult for many children to become wild readers if they don't read during the edge times." (wasted moments in between our daily commitments) (p. 13)
• "Reading a book in one sitting (binge reading) is a rare indulgence, but most wild readers take advantage of the random Saturday or vacation and read books cover to cover." (p. 16)
• "Most wild readers prefer a relaxing, quiet environment." (p. 23)
• "Fake reading and reading avoidance commonly occur when students lack independent reading habits, confidence, or adequate reading skills." (p.25)
• "As teachers, we need to reclaim reflective practices for ourselves and use it as a tool to continually recalibrate our teaching to our core beliefs, determine what is and isn't working, and focus our teaching so we can continue to offer quality instruction that we can reasonably manage and maintain throughout the school year." (p.41)

The impact these ideas have on my teaching:

• My first graders participate in partner reading time, daily.  They enjoy sharing and discussing books with peers and value this opportunity.
• I'm always looking for creative ways to encourage my first graders to read outside of the classroom.  Last year, we carried books to read in between our gym and music specials.  We used this "edge time" to read more books.
• As an adult reader, I enjoy binge reading.  I know that I'm hooked when I continue to think about the characters long after I have finished reading the book.  As a first grader teacher, I might have 1 or 2 binge readers in my classroom each year.  These students tend to read above grade level and have positive reading experiences outside of school.  I can model this behavior for all of my first graders by discussing and reminding them of the characters we know and love from books we've shared as class.
• All students appreciate a quiet classroom during reading time.  Reading is thinking.  Our reading environment must support the reading and thinking we do all year.
• I refer to fake-reading as "pretend reading" in my classroom.  I had a student who struggled in this area for most of the school year.  His reading was above grade level.  However, he did not value our reading time and complained of being bored.  It took me months to discover that he was not selecting books he was interested in reading.  Donalyn's warning signs (p. 27) are a helpful reminder of what students do when they are not really reading.  She also shares how to address these behaviors in chapter 1.
• Reflection is the key to almost everything we do as teachers.  Like many educators, I'm constantly reflecting on my teaching.  Each year I find myself tweaking my teaching practices and classroom routines in an effort to support learners and provide a positive classroom experience for my students.

Chapter 2
Wild Readers Self-Select Reading Material

Some Important Considerations:

• "When students select their own books to read and enjoy, they develop confidence in their abilities to make reading choices and build their capacity for choosing books in the future." (p. 46)
• "Read-alouds provide students with support in choosing their own books by increasing their title and author awareness, improving their background knowledge and experience, and fostering increased motivation and engagement with reading through positive reading experiences." (p. 56)
• "Book drawings are an engaging and fun way to introduce new books to students and encourage risk taking.  Students are more willing to try unfamiliar books when I endorse them and classmates express enthusiasm for reading them.  Even students who don't enter drawings build title and author awareness." (p.58)
• "The more we know about books and our individual students, the better support we can provide." (p. 64)
• "Students who regularly choose books that they can't read or don't enjoy are unlikely to read much or find reading personally gratifying.  Exposing students to lots of books and positive reading experiences while building a network of other readers who support each other provides student with tools that last beyond the classroom setting." (p. 70)
• "Providing students with scaffolded opportunities to preview, evaluate, and choose texts gives them the practice they need in self-selecting books." (p.71)
• Managing a classroom library requires curation--selecting the best, most current materials for curriculum needs and students' interests." (p. 80)

The impact these ideas have on my teaching:

• My first graders enjoy choosing their own books to read.  Allowing them to fill their baskets with books of their choice is a huge motivator for reading.
• Our Read-Aloud time is one of our favorites parts of the school day.  I love the idea of allowing students to select the next read-aloud using book commercials. (p. 54) 
• We use the "Random Name Generator" on our Interactive White Board to randomly select students who want dibs our the newest additions to our classroom library or the next book in a series that was recently introduced.  It's is fast and effective with my first graders because they know the computer is doing the choosing rather than the teacher. 
• Getting to know our readers is vital.  I've tried a number of different ways over the years, such as reading surveys and the like.  Last year, when I had a student teacher, I was able to conduct reading interviews with my first graders which provided some helpful information.  It's amazing how well you get to know the readers in your classroom when you talk to students even during informal gatherings like "lunch bunch" celebrations.  It's a matter of noticing, listening, and noting.
• Making sure that my first graders have books they can read and enjoy is always a challenge.  On any given day I encounter children who are sitting with baskets of books that are too challenging for them to read.  This tends to be especially true of my struggling readers who desire to have a successful reading experience as they build stamina and encounter books they enjoy and connect with.  I'm wondering what would be the best way to approach a first grade friendly "Reading Selection Reflection".  Perhaps this could be accomplished in small groups by creating an anchor chart based on their input.  I'll have to consider this idea further.
• Occasionally, I create tubs of books for students who need this extra support.  The books are at their reading levels and they do their book shopping out of these prearranged tubs.  They still have choice, however, they are not yet ready to choose books from our entire classroom library.  I have found this support to be quite successful.  Also, I love Donalyn's suggestion to "Unpack your thinking when evaluating a book and share it with students." (p. 71)  This would make a great mini-lesson and one that I need to share with my first graders periodically throughout the school year.
• Our classroom library is one of those areas that is a work in progress.  I'm constantly working on the best way to arrange books and make them accessible to my first graders.  I also have a bit of a book addiction and I'm always buying new titles to add to our collection.  I love the idea of allowing students to carefully rummage through the books even before you introduce them to how to use the library.  One of my favorite first grade moments was the day I opened two boxes of donated books in front of my first graders and shared the books inside.  It was like Christmas in September.  That was a blast!

As I continue to dig into Reading in the Wild, I have lots to consider as I prepare for a new school year.  There are things that I can identify with because they validate what I'm already doing in my classroom.  There are a few areas that I have moved away from but I may need to "recalibrate" my teaching as it relates to these ideas.  And...some surprises that make me smile as I'm already starting to think about how I might tweak these ideas to engage and support first grade learners.  I can't wait to dig into chapters 3 and 4. 

August 10 For 10 Picture Book Event

This is my first year participating in the August 10 For 10 Picture Book Event.  Choosing only 10 books to share with you was a very difficult task.  However, I did manage to shrink down my list down to ten favorites.  These are the books that I tend to read each year in my classroom.  I share these books with my students for various purposes.  Sometimes they're chosen to support a reading strategy, sometimes they teach us life lessons, and often they are read for pure entertainment and enjoyment.

My 10 For 10 Picture Book Favorites

The Old Woman Who Named Things 
Written by Cynthia Rylant and illustrated by Kathryn Brown

Cynthia Rylant is one of my favorite picture book authors.  We read a lot of her books in my first grade classroom.   She has two books on this list, so that in itself speaks volumes for her work.  The Old Woman Who Named Things is about an old woman who names the things around her.  She names her car, her furniture, her house, etc.  She names the things she knows she will never outlive.  This is all good and fine until she meets a puppy that she becomes very attached to.  After much reluctance on the old woman's part, she finally names the puppy.

The Old Woman Who Named Things is a wonderful story to read when building conversations around the themes of love, loss, and loneliness.  We use it to help us create a classroom community that is sensitive to those ideas.  I have also used this text with my first graders to demonstrate the comprehension strategy, checking for understanding.  It's a favorite in my classroom each year.  Look closely at the cover illustration...don't you just love her cowboy boots?  I think they're hilarious.  They really give you a glimpse of the old woman's character.


Sometimes I'm Bombaloo
By Rachel Vail and illustrated by Yumi Heo

Sometimes I'm Bombaloo is one of the books I read during the first days of school.  I use it to introduce one of our classroom structures, The Safe Place.  The Safe Place is an area in my classroom where students can go when they feel sad, angry, or just plain "bombaloo".  It's just a bean bag which I've placed next to our Friends and Family board.  Sometimes I'm Bombaloo is about a girl who gets angry at different times throughout her day and finds that it can be a little scary having to deal with those feelings.  It's a great book that helps students recognize and deal with their own anger.  My students make lots of connections to the story and it helps us build important conversations around feelings, how we handle disagreements, and what we can do when we need a few minutes to ourselves.


Chrysanthemum
By Kevin Henkes

Chrysanthemum is book written by one of our favorite authors, Kevin Henkes.  It's another go-to book I read when we are talking about feelings, and building a classroom community where everyone feels valued.  In the story Chrysanthemum is teased because her name is too long, and she's named after a flower.  The teasing finally stops when the music teacher tells everyone that she has a long name, and that her name is a flower too.   Chrysanthemum is also one of our favorite books to use when we are focusing on expanding our vocabulary and tuning into interesting words.


No, David!
By David Shannon                                                                      

No, David! is a big hit in my classroom each year.  I'm always prepared for lots of laughter when I get to the page where David is running down the street naked.  My students think it's hysterical.  It's one of the best picture books that I've come across for helping students make inferences.  I love that it's a quick read since my first graders don't have a lot of stamina, in the beginning of the school year.  We read all of the David
books in my classroom.


George Shrinks
By William Joyce

The first time I read George Shrinks, I fell in love with it.  It's a story about a boy who dreams that he turns small.  The suspense starts on the very first page, when the letters GO FROM LARGE to small type.  I love the colorful illustrations in this book.  Imagine being smaller than all of your toys, sitting on a spoon, and riding on your baby brother's back.  Joyce creates a story that uncovers the childhood imagination at its best.  You can't beat that for excitement!


The Paper Bag Princess
By Robert Munsch and illustrated by Michael Martchenko

If I had to sum up this book in one word, it would be "Empowering".  The Paper Bag Princess is sure to empower young girls everywhere.  It's not your typical princess story.  There's a prince, a princess, and a dragon to boot.  However, Munsch gives this story so much more.  The Paper Bag Princess doesn't wear a beautiful gown, instead she wears a paper bag, she outsmarts the dragon, and she calls the prince a "bum".  This princess has courage, smarts, and lots of attitude.


The Relatives Came
By Cynthia Rylant and illustrated by Stephen Gammell

This is the second book by Cynthia Rylant that made my Top 10 list.  The Relatives Came is the story of a family that packs up all their things, jumps in their car, and drives all day to visit relatives.  When they get to their destination there's lots of hugging, pulling, crying, eating, and snoring as the relatives sleep all over the house, in the beds and on the floors.  Most students can relate to the happy times that the relative have during their visit.  I use this book to prepare them for our Family Read-Along.  Parents are invited to bring in books, blankets, and snacks on the second Friday of the new school year.  My first graders are so surprised to see their "relatives" arrive at our door, unannounced.  It's our first reading event of the school year and it's a great way to show parents how much we value reading.

The Table Where Rich People Sit
By Byrd Baylor and illustrated by Peter Parnall

The Table Where Rich People Sit was given to me some years ago by one of my students.  It's been one of my favorites ever since.  I love the messages in this story.  The Table Where Rich People Sit is about a girl who thinks her family needs to get more serious about their financial situation.  She calls a family meeting to talk to them but instead she gets a lesson on what is truly important in life.  The pages have a lot of text.  I usually save this on for the second half of the school year when my first graders have more stamina to sit for longer periods of time.  It's a great story to build conversations around the things we value in life and how we can be rich in ways that have very little to do with money.

My Teacher Likes To Say
By Denise Brennan-Nelson and illustrated by Jane Donovan

I love language and sharing idioms, proverbs, and cliches with my students.  My Teacher Likes to Say is a visual interpretation of those familiar idioms/proverbs/cliches.  Children, especially first graders, are not at all accustomed to hearing adults speak in these "funny" kinds of ways.  When I was a kid, my teachers often used phrases like, "put on your thinking caps".  Needless to say, I enjoy sharing some of these idioms with my students.  One of my favorites is, "please button you lip".  Read the book...it's a great way to share these fun sayings.


What Do You Do With A Tail Like This?
By Steve Jenkins and Robin Page

Steve Jenkins is one of my favorite writers of nonfiction.  He doesn't disappoint with What Do You Do With A Tail Like This? Jenkins introduces readers to all kinds of animals, and shows us how these animals use the different parts of their bodies.  In the very first pages of the book you're shown various noses, and my first graders love guessing which animals they belong to.  If you need more nonfiction books in your classroom library, your students will certainly enjoy this wonderful addition.

I hope you find this list helpful.  There were so many others I wanted to add to the list.  After all, It's 10 for 10!

You can see more August 10 for 10 Picture Book lists at Cathy Mere's site, Reflect and Refine.

Teaching Them To Teach: Opening Minds - #CyberPD Part 2

Opening Minds:  Using Language to change Lives by Peter Johnston
"How we give children feedback is probably the most difficult for us to change, but it is probably the point of most leverage." (Opening Minds, Chapter 3, p. 37)This is the last sentence in chapter 3 and after reading it, I could hardly wait to read chapter 4.

Teaching Them To Teach 

In chapter 4 of Opening Minds, Johnston explores interactions and the consequences of different kinds of feedback.  According to Johnston, "We are not just giving students feed back; we are also teaching them to provide it.  In a way, we are teaching them to teach." (p.36 )

I don't recall when I started to pull away from giving students person-oriented feedback, like "Good Job" or "Nicely Done" but  I think it was several years ago when my building started using a behavior program called Conscious Discipline.  It was through that program that I began to learn how to notice instead of judge students.  A lot of the thinking in chapter 4 reminded  me of my training in Conscious Discipline.  

"If you are going to give feedback, focus on the process and possibility." (p.37)  It's important to use process-oriented feedback rather than person-oriented praise.  These are examples of process-oriented feedback:  

"You tried really hard."

"You found a good way to do it; could you think of other ways that would also work?"

Process feedback is important for the following reasons: 

• It gets children into the habit of explaining successes and failures in terms of strategy use.
• The more process talk becomes part of classroom conversations, the more strategy instruction will be occurring incidentally, without the teacher having to do it. 

In the midst of a teaching day, it's so easy to revert back to old standbys such as, "I like the way..." but in doing so we are offering judgement.  I know I've been guilty of using those words on many occasions.  Instead, we should say, "Look at how you...", which turns attentions to the process.  "Causal process statements are at the heart of building agency.  They show the consequence of a process, making it into a tool that the child can use again on another occasion to accomplish a similar end." (p.42)  I love the idea of creating a classroom community where process talk is a part of our every day classroom conversations.  "We need to help them become lifelong teachers as well as lifelong learners." (p.50)

Tools for Growing Minds

Chapter 5, Johnston describes a dialogic classroom.  "A dialogic classroom is one in which there are lots of open questions and extended exchanges among students." (p.52)  Theses are classroom where rich conversations are created.  A lot of these conversations are created around books.  Johnston referred to books as "tools for growing minds".   Having conversations around books is right up my ally.  I think my classroom is one where a lot of dialogic instruction occurs.  It's not where I want it to be, yet, but as I read this chapter, I can honestly say I'm  on the right track.  Here's a quote that Johnston shares, which I want to remember and keep in the forefront at all times, "Judith Lindfors observes that dialogue is a bit like a game in which keeping the ball in play is the goal rather than winning." (P.57)  I had never quite thought about dialogue in that way.  However, It's a good analogy for promoting rich conversations.

In my classroom, we love to spend time thinking together about books.  We often use "turn and talk" and "think pair share" when we discuss books.  I love the examples of dialogue in this chapter.  Students engaging in conversations without a lot of "talk" from the teacher and a free exchange of ideas.  It reminds me of something Lester Laminack said when I heard him speak on reading aloud.  He said that students should not have to raise their hands.  Instead, there should be respect within the learning community so that children are careful not to interrupt others but are free to interject their own ideas without waiting for the teacher to recognize their raised hands.

Social Imagination

Most of the information in chapter 6 was framed around books.  Johnston talks about social imagination.  Which he refers to as an ability to make sense of social cues and to think through their implications.  According to Johnston, there are two main dimensions of social imagination:  mind reading (the ability to read  facial expression and figure out what's going on in their mind)  (p. 20)  and social reasoning (the ability to imagine and reason about other's actions, intentions, feelings, and beliefs from multiple perspectives.) (p.71)

Johnston states that having children talk about others through storytelling is a good place to start.  He goes on to state that, "Social imagination directly affects the child's ability to comprehend complex narratives." (p. 72)   That statement alone puts a smile on my face.  I love my classroom reading time.  For me, it's the best part of the day.  Being able to support the idea of  social imagination by having conversations around books is a major bonus for me.  I had to laugh, however, when Johnston stated that the hard part for teachers is keeping our mouths shut while our students engage in conversations.  Fortunately, most of us have learned from experience that the more the teacher talks the less students listen.  This book shares a lot of great examples of the way we should facilitate the conversations in our classroom and not dominate them.

Johnston also shares that there are other benefits too.  "Children with well-developed social imaginations have, according to their teachers, more positive social skills than those who do not." (p73)  Not only are we building comprehension skills, we are helping our students learn to problem solve on their own, and all of this contributes to better classroom management.

Below is a Wordle  I created with some of the key words from chapters 4-6.

The Book Stack

The Book Stack

Recently, I've been thinking about ways to encourage my first graders to read, write, and blog over the summer.  Having kids blog is a great way to support summer learning.  Educators know, all too well, the reality of the "Summer Slide".  However, there's plenty of time for learning AND all the other activities kids will participate in this summer.

I was thinking about how I'd love to have discussions with my students about what they're doing and reading this summer.  We could talk about books, recommend books to each other, and share our reading lives.  I thought it would be best to identify a day each week where my students could check-in on the blog and share what they are doing and reading.  Additionally, it might be more fun if I suggested a few book titles of my own.  Richard Allington, education researcher, calls this "Blessing Books".  Students love to reread the books that the teacher is reading aloud in class and books that their teachers recommend.  With all of these ideas floating around in my head, I came up with, Keep In Touch Tuesdays.  Each Tuesday, I asked my students to check in on our classroom blog.  Once they get there, they can read my book review post, and share their thoughts and questions about the book in the comments section.  They can read the book along with me, or they can read my book review.  Either way, I'm hoping this will encourage them to read some of the books, leave some comments/questions, and share what they are doing to stay busy this summer.  Maybe they're reading a book that's not in my stack, they could share that too.  The main thing is to read and share!

I also had the deli ma of deciding on the best place to do this.  Should we us our classroom blog or their individual student blogs?  By using the class blog, we'll have a central place where everyone can meet up and comment.  I love our classroom community, and our classroom blog seems to be the best place to share our reading lives.  Students could certainly continue to post things on Kid blog (individual student blogs) all summer.

During the last week of school I sent home a letter explaining, Keep In Touch Tuesdays.  I shared the letter with my students and explained how it would work.  Everyone was very excited about the idea of blogging over the summer and sharing books and what they are doing.  I can't wait to see what's going to happen and who will participate.  One of my students currently writes a blog post almost every weekend.  I made a big deal about how much I enjoy seeing her use her Kid blog on her off days and reading her posts.  Perhaps my other kiddos got my not very subtle hint.  Nonetheless, I'm very excited about the prospect of staying in contact with my students all summer long and reading and sharing books, which is one of my favorite things to do.  You can visit my classroom blog to read my introductory post which outlines the books titles and dates.  Also, stop by on Tuesdays and share and/or comment.  We would love the company.

What's in you book stack?  How are you encouraging summer reading and writing with your students?  Are your students blogging over the summer months and during holiday breaks?  I would love to hear from you.

Digging In With Read To Self

Of the five components of the Daily 5, I would have to say that Read to Self is my favorite.  Why?  I'm glad you asked.  It's because my students are more focused and productive during Read to Self, than any other time in my classroom and during any other component of Daily 5.

When I launch the Daily 5, I always start with Read to Self.  Reading to self is also known as independent reading.  It's important that my students are building stamina, and able to read independently for at least 20 minutes before I introduce the other "Daily's" (the other parts of the Daily 5).  In my first few mini lessons for Read to Self, we address the importance of selecting good fit books, choosing a good reading spot, and building stamina. We also create the Read to Self anchor chart which is covered in the book.  First, we discuss why reading to self is important, and that information is written on the top of the anchor chart.  Next, we discuss what the students will do, and I record their responses on the chart.  Finally, we discuss what the teacher will be doing, and I record those responses too.  Modeling appropriate reading behavior is also very important, and it's my students' favorite thing to do.  Two or three students are selected to model the incorrect way to read during Read to Self, followed by the correct way to read during Read to Self time.  The book suggests selecting a student who would typically have trouble staying focused or engaged.  The modeling gives them the opportunity to get silly and play around in front of an audience.  However, they are also required to model the correct way for the class.

During Read to Self I gather my students on the rug in the meeting area.  I start with a short focus lesson which lasts about 6-10 minutes.  Your focus lesson should be about 1 minute per the age of your students. Since I teach first grade, my focus lesson should generally be about 6 minutes long.  When I'm looking for a text, I always look for quick reads so that my focus lesson stays within the 6-10 minute time frame.  After the focus lesson I send row one off to find a reading spot quickly and quietly (Q and Q).  Then rows two through four are sent off in the same manner.  Since we are gradually building stamina, we start with reading independently for 3 minutes, and increase the time by one minute each day.  The most important aspect of the stamina building, is to stop Read to Self when things begin to fall apart.  Even if only one student is not reading or is off track in some way, the entire class is signaled over to the meeting area, and the reading is stopped.  This prevents the reinforcement of negative reading behaviors.  I ring chimes to signal my students over to the meeting area.  Some teachers signal with bells, music, drums, or simply call them over with a verbal signal or chant. 

Having students self-evaluate and reflect is very important during the share time.  We share and reflect on what went well and what we can improve on next time.  This year my students and I graphed our reading stamina each day.  After each 10 minute increment was reached we had a classroom reading celebration.  From time to time you may find that you have to refer to the anchor charts when things are not running smoothly.  I have found that it is helpful to share the anchor charts after holidays or other extended breaks as a reminder of what the expectations are in our classroom.  In this way the anchor charts seves as a community building piece as well.

During our Read to Self time my goal is to conference with 2-3 students, and meet with 1 or 2 strategy groups each day.  Once I have my entire Daily 5 up and running, I continue to keep my first round a whole class Read to Self round.  This is a little different from what most teachers do but it works for my students and my classroom.  When all of the Daily 5 is up and running, the rounds tend to get a bit noisy.  Having one round of Read to Self ensures that I have at least that round each day, when things are a little quieter and much more manageable.

This year I incorporated Flashlight Friday (see my parent letter below) to my Read to Self time.  I asked my parents to send in a small flashlight with their child, and I informed them that flashlights could be purchased at the Dollar Store.  Of course flashlights of all sizes were sent in.  I also purchased extra flashlights and batteries to keep on hand as needed.  Currently, we do Flashlight Friday during the last 10 minutes of the day on Fridays.  My Daily 5 rounds remain the same, but the students are getting a little extra reading time, and they love it.  During Flashlight Friday, we turn off the lights and the students read by flashlight.  It's another way to encourage reading.  I love when I say, "It's time for Flashlight Friday" and my students respond with, "Yes!"  
Flashlight Friday Letter

Read to Self looks a little different in my classroom.  However, the most important thing about digging in with the Daily 5 is to "Make It Your Own".

FAMILY READ-ALONG

I'm always interested in ways to involve parents in learning activities.  I don't have to tell you how important it is to promote the home-school connection.  A few years ago I came across a wonderful idea for involving parents in the first few weeks, while they're still eager and excited about making the school year a positive experience for their children.  I can't recall where I initially came across this idea, but it's one of the best activities that I know of for involving parents.  What is it?  It's called a Read-along.

The Read-along is an event that involves students, staff, and parents or other family members.  It takes place on the 2nd Friday of school, near the end of the school day.  The major focus, which I think is the best part, is literacy.  The Read-along sets the tone for the school year by letting parents know up front that our classroom is a reading classroom where books are read, shared, and valued.  The Read-along is inspired by the book, The Relatives Came by Cynthia Rylant.  The story is about a family whose relatives come to visit, and the house is filled with aunts, uncles, and cousins.  The relatives spend a few days together eating, talking, sharing, and hugging.
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I start preparing for the Read-along by reading and discussing the book during the first week of school.  After the initial reading, I only reread portions of the book.  I send home the parent letter on the first Friday of school, along with the other important mail the students take home that week.  The Read-along is a surprise event and the kids don't know anything about it.  In the letter I tell parents that it's a surprise and not to let the children know about it or it will spoil the surprise.  I've held a Read-along with both my third and first grade students.  I don't think age really matters, however, as they get older, it becomes more difficult trying to keep it a secret.  I'm happy to say that keeping the surprise has never been an issue.

In the letter I tell the parents to bring a handful of books, a blanket, and a few snacks.  The Read-along is held during the last hour of the school day on the second Friday of school.  I ask parents to report to the classroom at the scheduled time but to wait quietly in the hallway.  I prearrange for one parent to knock on the door.  A few minutes before the arranged time, I bring the students to the meeting area to discuss a portion of the book again.  All of a sudden there is a knock at the door.  I ask one of the students to open the door, and to their SURPRISE, their relatives start pouring in.  You should see the look on their faces when they realize it's their parents, siblings, aunts, uncles, and grandparents-Their Relatives.  The look on their faces is priceless.  I take the students and their families to the cafeteria, we spread out, and we read and eat for about half an hour.  At the end of the Read-along, we gather everything up and the students leave for home with their parents since this occurs at the end of the school day.

What about the kids whose family can't attend?
I'm always concerned about making sure these kids don't feel left out.  First, I determine which families plan to attend and those that will be unable to participate.  I do this by asking parents to return an RSVP indicating their intentions, and letting me know if they will attend the Read-along or if another family member (like a grandparent) is planning to attend in their place.  Next, I enlist the help of staff members by asking them to adopt students whose parents can't attend the Read-along.  The staff people that I enlist are the principal, learning consultant, resource room teachers, parents, and any other available staff that would be willing to adopt students.  Finally, I pack extra snacks for those children and they each get their own bag of goodies.  Sometimes I group 2 or 3 kids together depending on the number of staff willing to adopt kids.  My students truly enjoy this event!  Be sure to have your camera handy because there are lots and lots of photo ops during this event.