Winter Reading Plan

As I'm preparing for break, I'm most excited about having time to snuggle up with some good books.  While I'm always reading at least one book for pleasure, breaks are my time to get some serious reading done.  As inspired by Donalyn Miller, I have set the goal of reading six books during winter break.  My students don't necessarily believe I can do it, but I'm excited to come back from break and prove them wrong! 

In my classroom, we are always giving book recommendations and the students love suggesting books that I should read.  I think they secretly like telling me what to read, as they know I 99% of the time read their suggestions.  With that being said, three of the six books I'm going to read come from student recommendations.

I have a group of students that have been devouring the Cirque Du Freak series.  At the beginning of the school year, I ordered the first four books in the series and I don't think the first book has made it to our bookshelf yet as it's been passed from person to person (even students from other classes have borrowed this book.  I actually have to go to the library to get a copy of this book, as my copy is loaned out right now. 


I started this book at the beginning of the school year and then a group of boys wanted to read it with their literature circle, so they borrowed my copy.  And once they finished with it, The Maze Runner made its way to the bottom of my "Need to Read Pile."  Two boys claim that it is better than The Hunger Games; I'm a little doubtful, but perhaps the twist at the end will suck me in.

I'm pretty excited to read the next adventure in Emily the Strange's life.  I read the first book during Thanksgiving and I really enjoyed the sarcasm and wit of the story.  This book wasn't so much a recommendation, but my students asked me to get the second book in the series, so I thought I would read it before I passed it along to them.

Recently we had some mice scurrying around the classroom and they reminded me of one of my favorite reads, The Tale of Despereaux by Kate DiCamillo.  Unfortunately, (I'm an animal lover) the mice were disposed of (even more horribly, my students watched the last mouse run right onto the sticky trap).  After that experience, I was looking for a good ole' fashioned mouse story.  I stumbled upon A Nest for Celeste by Henry Cole and I'm hoping it will be a heartwarming mouse story equal to that of DiCamillo's. 

During Thanksgiving break, I read Laurie Halse Anderson's books Fever and Chains.  This book, Forge, is the sequel to Chains and is told through Curzon's story.  I've recently been reading a lot of young adult historical fiction and I forgot how much I love it.  I'm hoping I can pull some sections out to share during my upcoming social studies American Revolution unit. 

This book was recommended to me by a colleague.  I've read and thoroughly enjoyed Jeanette Walls' Glass Castle and I'm hoping Half Broke Horses is comparable. 

By sharing my book goal with my students, many of my students have become excited to see how much they can read during break.  I've spent this week conferencing with students to hear (and guide them) on their reading plans for break.  It's a good feeling to know that my students are becoming real readers.  I had a few students that thought a comic book would last them two weeks, but I brought them to their senses.  As you are preparing for winter break, take a few minutes and let your kiddos know what you're reading and help them prepare for their winter break reading.  

Please feel free to share your recommendations in the comment box.  I'm always on the lookout for new, or newly discovered, books! 

The Book Whisperer

My reading teacher idol is Donalyn Miller.  I am slowly but surely trying to morph into her.  I agree with her ideas on real reading 100% and have found myself reading more and more Young Adult literature, thanks to her ideas.  If you haven't read her book, The Book Whisperer, I strongly recommend you do.  I think that you will find yourself shaking your head yes and will be excited to come back from winter break to get your students reading.

Also of interest is Miller's blog, which can be found on Education Weekly's website.  I love to read her posts as she continually motivates me to strive to create real readers in my 5th grade classroom.  Most recently, she shared about how her students were preparing for their reading over winter break.  I love it that they actually plan out their reading for the break.  While I do have a list of books that I plan on reading during break, I haven't had my students plan out their reading.  Duh.  Why wouldn't I expect that my students plan their reading ahead.  I now know what we are working on tomorrow morning!   

Reading Rockets Rocks!

If you haven't checked out the Reading Rockets webpage, you're missing out.  This website is jam-packed with information about reading.  This organization provides tons of articles and ideas on helping struggling readers.  I've also just discovered their new widgets and added one to the right side of this screen.  Check in daily to see their recommended picture books!

Turning to Technology

I feel as if I am 20 steps behind the world with technology within my classroom.  I have four computers and a digital projector (not mounted or connected to a computer, so it has to be set up each time).  Talk about falling behind the times!  Thankfully, I have a professor that tries to keep me up to date on the latest and greatest technological tools, and she shared this wiki with our class.

http://newtoolsworkshop.wikispaces.com/

On this wiki, the author shares information about TONS of digital tools and programs that can be used within the classroom.  I suggest that everyone take some time to check out this site.  Word of warning:  It will suck you in and you will end up spending hours sifting through all of the information provided.

I found one, Wallwisher.com, that is a really practical way to get students discussing and recommending texts to one another.  On Wallwisher.com, students can log in and leave a sticky note on the wall.  I've decided to use this tool to have students write book recommendations and to digitally "check in" with their literature circles.  I love using real sticky notes, but hate have 1,000+ of them floating around the room and falling off of our anchor charts.  Now with this site, I can easily organize the notes and integrate technology into my students' lives. 



Getting Boys to Read

As I was looking over my formal reading data (my district uses SRI and DIBELS), I noticed that of my 24 students, the majority of the students reading below grade level were boys.  This lead me to find the article Me Read? No Way! A practical guide to improving boys' literacy skills.  This 61 page document was full of facts, figures and ideas on how to improve literacy for boys (and girls).  I found the following list about how to select books for boys very helpful as I was evaluating my library on it's "boy-friendliness" (is that a word?!).

Boys like to read:

• books that reflect their image of themselves – what they aspire to be and to do;

• books that make them laugh and that appeal to their sense of mischief;

• fiction, but preferably fiction that focuses on action more than on emotions;

• books in series, such as the Harry Potter series, which seem to provide boys with a sense of comfort and familiarity;

• science fiction or fantasy (many boys are passionate about these genres);

• newspapers, magazines, comic books, baseball cards, and instruction

manuals – materials that are often not available in the classroom.

Interestingly, when they read these materials, many boys do not consider themselves to be reading at all, precisely because these materials are not valued at school.

Some of the books that my kiddos love that fit the above criteria are:

These books by Andy Griffiths are absolutely HILARIOUS!  I read one section for a read aloud and had tears running down my face as I was reading.  All of the books in the Just... series are great for your reluctant boys that like short stories and enjoy gross, funny stories.

                            

While not as disgusting or hilarious as Andy Griffiths' books, my boys (and girls) go crazy for Diary of a Wimpy Kid.  These books are pretty easy to read, include some cartoons, and talk about the angst of being a pre-teen boy. 

 I had an all-male literature circle just complete this book and they were so excited to get their hands on the follow up book, The Scorch Trials.  This book meets the science fiction criteria and had its fair share of gore, mystery and suspense. 

Once my boys read the first book in Rick Riordan's Percy Jackson series, they were quickly hooked!  Most students flew through the series and were super-excited to get their hands on The Lost Heroes of Olympus, which was just released in October. 

  If you haven't picked up a comic recently, may I suggest starting with the Simpsons.  They are pretty funny and have a pretty good storyline (much like the television shows).  At times the words ass or hell might appear, but I'm fairly certain most students hear worse on the school bus.  I do my best to black out the "offensive" words, but at times they slip by me.  My students know that the author used the words for a purpose and they are not to use them in our classroom.

  While I haven't read this series, I know I have a small group of boys that are huge followers of Jeff King's series.  Again this is a graphic novel format, and most boys really enjoy this genre. 

If you really want to hook a reluctant boy reader, lend them one of the titles listed above.  Just be prepared to get more copies, as the word spreads about the texts!

(Moloney, 2002)

Self-Selecting Books

Giving students the chance to select books for their reading pleasure seems like a no-brainer, but it is not always happening in all classrooms.  To make the student selection process pain-free, my students must abide by the following guidelines:

• Students are expected to have a minimum of 4 books available for any free moment in which they can snatch a minute or two to read. 
• Books should be selected (and returned) first thing in the morning.  To avoid chaos, my students complete their morning work and then select their books.  That way, I don't have 24 students trying to select books at the exact same time.  My books are also kept around my whole room, so I don't have students cramming into one area to select books.  This also prevents students from spending their entire independent reading time "selecting" a new book (I know we all know of one or two students that would spend hours "looking" for a book, instead of actually reading).   
• No books are to go inside of the students' desks.  Each student has a chair pocket and are expected to keep all books in the pocket.  For those books that don't fit, they may remain next to the student's desk. 
• If a student is interested in reading a book that we do not have in our classroom library, they are to write a note and stick it on my computer.  I visit the public library OFTEN and pick up any books or topics the students request.  In my 6 years of teaching, I've only had one book go missing (and thankfully the library didn't charge me for it - it pays to be a frequent flyer at the library!).  When students are finished with the public library book, they place it in the public library crate. 
• 75% of the students self-selected books should be at a level in which they can read (and comprehend).  Almost all of my books are labeled with the lexile, and the students know their ideal lexile range, so this shouldn't be too difficult for them. I do allow students to select books that are easy and challenging, as I know my beginning readers would be completely turned off if they could never select the books that their peers are reading.  I know I still enjoy reading picture books even though they are way below my level, so I'm pretty certain my students should be able to enjoy that privilege as well.
• Books should be returned to the correct basket or tub when finished (return them in the morning when selecting a new book).  Each book is labeled with a basket number and is to be returned to the correct baskets.  If a student can't find the basket, they may put the book in the "Needs a Home" basket.  Our classroom librarian returns these books at the end of each day. 

By allowing self-selection of reading materials, students become real readers.  Imagine if when you went to the library and you were told that you had to select reading material from one basket that the librarian put together.  Even if there were 50 books in the tub, that doesn't mean that any of them would fit your needs or meet your interests.  Let's give students a chance to be responsible for their reading materials!