Category Archives: Classroom Library

The Practicalities of Reading Workshop

Amy Rasmussen, Books, Erika Bogdany, Readers Workshop, Readers Writers Workshop, Shana Karnes October 19, 2013 Leave a comment

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Incorporating reading workshop into your curriculum is easy once you have access to lots of great books for your students.  Some of you might be lucky enough to have a wonderful librarian at your school who cultivates a diverse collection of books (like I was last year), but others may be without that (like I am now).  After running into dead ends with our school and public libraries, I thought the best solution was to focus on building my own.

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Books donated from a Donors Choose project

Anyone who is a reading fiend like me knows that books are expensive.  Because I haven’t won the lottery yet, I had to seek alternative means for funding my future fabulous library.  Great suggestions from Amy and Erika led me to Donors Choose, an amazing charity website that funds classroom projects for teachers.  Writing grants on this website has netted me over $1,500 worth of books of my choice!  I also had great success with Half Price Books, who donated hundreds of young adult and teen novels to my classroom.  Lastly, I’ve tapped an unusual resource–local businesses.  Large companies like Target, Sam’s Club, and Kroger have a budget they can only use for donations, and anything they give is tax deductible.  I wrote letters to these businesses explaining my needs, and they have donated gift cards each month, netting me a total of $450 in books.  All of this grant/letter/request-writing has paid off, and I’ve been able to build a large, dynamic library.

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Once I had my books, I knew I wanted to organize them in a fun way that spoke to my teaching style.  My students and I came up with some inventive categories–“Top Shelf Lit” (classics, which are actually on the top shelf), “Bloodsuckers” (vampire novels), “LOLz” (humor), and “well that was intense” (books about death/powerful issues that will make you cry).  A wonderful problem I’ll need to tackle soon is where to find another bookshelf!

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I’ve already written about fangirling in such a way that gets students excited and informed about books.  Once a student knows what he or she wants to read, the only problem is tracking that book down.  I took an idea from Emily and started a “reading wait list” whiteboard, where students can leave a public request for something they’ve been clamoring for.  In terms of determining who’s got what, I have a binder that lies on the cabinet near the bookshelf where kids check books in and out.  Because I show them my grants and letters, and I rip open the boxes of freshly-delivered books in front of them, they can see the hard work being done to build the library.  I think that’s what makes them so conscientious about returning books, because they’ve been great about that so far.

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Once you’ve built your library, and once your students are reading the books they’ve been dying for, you have to somehow keep track of all that they’re doing.  I’ve modified Penny Kittle’s excellent reading log sheets just a bit to make tracking my students’ reading easier.  These logs get passed around every bell, and students write down what page they’re on of their independent reading book.  I’ve added a “Last Friday page #” column, in which they copy down their latest page number from the previous week.  This makes giving them credit for weekend reading much simpler.  At the end of the week, my student Teacher Assistants count up the pages read and write them in the column on the far right.  It’s a simple matter to compare this number to the students’ reading rates and give them a quick grade based on how much they’re reading (two hours per week is the requirement).

So, there you have it…all of my tips and tricks for building, organizing, keeping track of, and assessing the reading of books in a classroom library.  I’m still working hard to keep improving mine, and I’m sure things will continue to change.  However, it seems like my current system is doing its job, since I found this note on my desk yesterday after school…

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…and there’s no more rewarding way to end your week than that.

 

Reel Reading for Real Readers: The Lowland by Jhumpa Lahiri

Amy Rasmussen, AP English, Book Trailers, Books, Readers Workshop October 17, 2013 Leave a comment

20130207-190708I’m starting an Award-Winning Books Only shelf. (Okay, maybe award winning authors, too.)

Since I am teaching only advanced classes, and since I am allowing students choice in pretty much anything of length they read, I want to be able to challenge students to take a step up the ladder to more complex texts than the YA literature they so readily pick up. Not than any student, advanced or otherwise, shouldn’t be challenged; not that YA is not great reading for all students. But, you know, I am supposed to provide the rigor for an AP class as required by the College Board.

I want Pulitzer Prize Winners and National Book Award Finalists and Man Book Prize Winners.

I want students to take on the challenge and the feeling of accomplishment of reading a Prize Winner.

My list of award winners is long, and it will take me even longer to purchase all the books I want. But I’ve started, and The Lowland by Jhumpa Lahiri, a Pulitzer Prize Winning author, is the fifth on my shelf.

See the author talk about this Man Booker shortlisted title here: 

Reel Reading for Real Readers: Fahrenheit 451

Amy Rasmussen, Book Trailers, Books October 10, 2013 1 Comment

ReelReading2Today a student asked me, “What would you do if there were no books?”

I responded, “You mean if someone burned them?”

Another student chimed in, “You mean like in Fahrenheit 451?”

“Exactly,” I said, turning to the first student, “Do you know that book?”

“No, I was just wondering.”

“In the book Fahrenheit 451, the firemen burn books. Sound interesting?”

And then that little sparkle in the eye that says yes louder than any words could.

Much to my surprise while scrolling through my Twitter feed this afternoon, I saw this headline from Glen Beck’s show:  A warning to the world’: Glen shares an excerpt from Fahrenheit 451. Of course, I stopped, and clicked the link.

Check this out–it doesn’t matter if you are a Glen Beck fan, it’s a great way to introduce students to this great little classic. I think our students will “get” it.

‘A Warning to the World’

The Importance of Being Reflective (as well as Earnest)

Books, Readers Workshop October 5, 2013 Comments: 3

ocsI’m going to be honest…I’m feeling pretty bummed as I sit here to write this post. I have had my first “wish-I-could-do-over” teaching days of the school year.  I haven’t felt this icky about a teaching day since…2005.  Oh Amy, you would have flipped out to see my utter lack of zen today.

It’s all too easy for me to focus on what I’ve not been doing well this year, how I have been falling oh-so-very short.  But I’m going to view this opportunity to reflect on my practice as a way to reset and to return to the core of my teaching soul for the coming week.

One bright spot in all of my classes this year has been a small change I’ve made in how I talk about books. One thing Penny Kittle emphasized this past summer (love to #UNHLit13) was the importance of book talks as part of her class every day.  I’ve always gushed about books I’m reading (see Shana’s post “Fangirling About Books”, which may as well have been my post! Kindred spirits!), and I’ve always prided myself on being able to match students with books that resonate with them.  But I decided to make book talks a regular part of each day, right after starting class with independent reading.

This Monday I’ll talk about books #51 (Invisibility by Andrea Cremer and David Levithan) and #52 (Dash & Lily’s Book of Dares by Rachel Cohn and David Levithan).  My students like finding the connection between the two books, though the connection between these is kind of obvious!

There are myriad benefits to having these daily book talks.  Some of the great books I read from and talk about are new to my students, and sometimes there are some who have read them already.  This has created community and conversation around books, as students share opinions, do their own spontaneous plugs for the books, ask questions, and start fighting about who gets to read them first!  Students started a Book Wait List on the white board.

It has surprised me how much the students enjoy the book talks.  One day a couple weeks ago, I forgot to book talk (it’s a verb now!), and Stephanie, who doesn’t ever say anything in class raised her hand and asked, “Are you not going to talk about a book today?”  When a new student joined our class, I had Noe help her get oriented, setting up her notebook and so forth.  I overheard her say, “After we read, she introduces a couple of books. It’s one of my favorite parts of class, no joke.  There’s a lot of cool books she shows us.”  The other day, students pointed out that I neglected to update the titles for book talks on the agenda.

All of the energy around books has helped create a culture of reading in our classroom so that even the most reluctant readers are giving books a try. The books have become a bridge between me and some of the students who are typically “hard to reach.”  It’s still a challenge to be sure, and there are days some students are fake reading, but for the most part, students are realizing the books are here to stay!

For me, it’s always easier to dwell on the negative, but when I stop to think about it, there are quite a few things going well. It’s a process, and I’m growing and figuring out how to make my class an authentic reading and writing workshop. It is a source of strength to know there are people in my PLN all over the country striving to do the same!

(Coming up next month: How to respond to the question, “How do you assess that?!”)

Reel Reading for Real Readers: Alice Bliss

Amy Rasmussen, Book Trailers, Books, Readers Workshop October 3, 2013 Comments: 3

Alice Bliss coverI asked my colleague if she’d read anything good lately, and she recommended Alice Bliss by Laura Harrington. “You know me, I rarely show emotion, but this one…maybe I liked it so much because of the close relationship I have with my dad. It got to me.”

I liked this book, too, but for different reasons. My son wants to join the Army. I couldn’t help but get emotional. If you’ve read the book, you know why.

I don’t know if many of my students will relate to Alice Bliss. I don’t know if they have the kind of relationships with their dads that Alice has with hers, but I know they probably want one. And it’s not too late it their lives to try and make it happen.

You know, my dad used to garden–a big deal in the hot Texas sun, but I rarely spent time with him out digging around in his grow boxes. I was impatient, and he didn’t say much. He also worked on cars in our garage and built fly rods in his workshop. I had no interest, and he didn’t push. Now, I wonder at the missed opportunities, and I’m sad that it’s too late.

I will share this sweet book with my students and remind them that it is not too late for them.

For an idea of the beauty in this book, check out this beautiful collection of images on Laura Harrington’s Pinterest board. Showing students the images might be enough to spark some interest, along with a passage or two that shows Alice’s voice.

Oh, and this Pinterest board idea– imagine if students create one for their favorite book? That might be a nice way for them to show me they understand imagery, allusion, symbolism. Hmm. Now, I got myself thinking. What do you think?

Reel Reading for Real Readers: Outliers by Malcolm Gladwell

Amy Rasmussen, AP English, Book Trailers, Books, Readers Workshop September 26, 2013 Comments: 2

20130207-190708If we invite author’s into our classrooms, they can become personal coaches for our students. I will introduce the book Outliers to my students with this CNN interview between Anderson Cooper and Malcolm Gladwell.

First of all, Gladwell’s an interesting looking character that’s for sure, and really, who wouldn’t want to read a book by a guy who is so interesting AND articulate?

Converting the Fake Reader

Amy Rasmussen, Books, Readers Workshop September 25, 2013 Comments: 6

I’m trying something new this year:  my students are reading every day. Last year I reserved Friday for independent reading. Students did okay with that, but few read as much as I had hoped they would. This year I dedicate the first 10 minutes of every class to silent reading. We’ve been in school a month, and I have many students who have finished a book–some have finished three and four.

The first week of school I set the expectation, and I talked about books a lot. Every day I introduced a book and its characters to my students. I read passages and book covers. I testified to the importance of a book in my life. I read reviews and showed book trailers. I worked at getting a book in every single student’s hand. And it’s paying off.

Even for Ever.

Ever is that one student. You know the one. He grabs the first book off the shelf and pretends to read it. He does this every day for a week. You know he’s a Fake Reader. You’re just waiting for the right time to talk with him about it. Then one day he leaves The Invisible Man by H. G. Wells in the classroom–you know he’s not reading this book anyway. What normal sophomore would? So you hide it just to see what book he’ll choose to Fake Read next. He doesn’t. He sits. And does nothing.

Finally, you make your way to talk with Ever. “What’s up with this Fake Reading?” you ask.

He mumbles something that you don’t understand.

“If you tell me what you’re interested in, I can help you find a book,” you offer.

He shrugs but walks to the bookshelves, soon returning to his seat with a bright non-fiction paperback. You don’t see the title, but you watch to see if Ever’s reading.

Nope. He’s an Advanced Fake Reader.

Then he surprises you. He asks for help finding something real and historical, so you offer a stack of memoirs with authors from Cambodia, Iran, and South Africa. He doesn’t even bother to pick them up, but he’s drawn to the shelf they came from. You can see it in his eyes.

You’re pushing but not too hard. You barely know this child, and you know the first three weeks can make or break the relationship with a student for the whole year. Then you see him. He’s got a thin book–historical fiction. And he’s reading. He’s really reading Once by Morris Gleitzman.

The next day Ever is one of the first students in class. You glance over, and Ever is reading, and the bell hasn’t even sounded yet. You walk over to offer a bit of praise.

“Hey, Miss, I’ve read 120 pages since yesterday!” he tells you. And inside you’re grinning so widely your cheeks hurt.

Ever finishes that book the next day and reaches for Then.

Then You know you’ve got him when he turns the pages in Now.

And maybe, just maybe you’ve converted the Fake Reader.

 

How do you get your Fake Readers to give a book a try?

A Book Talk and A Writing Lesson in One Easy Go

Amy Rasmussen, AP English, Books, Readers Writers Workshop, Writers Workshop September 23, 2013 Leave a comment

Since I try super hard to not work on the weekends, I wasn’t sure how I was going to be completely prepared for my lesson on Monday. I locked my classroom door on Friday, knowing I was short a mentor text.

Then, while sitting by the lake, enjoying the breeze and this novel a friend recommended, the text blurred my eyes, and I did the unthinkable: I crimped down the corner. Then I did it again and again and again.

I love it when the stars align, and the tools I need to teach writing appear in my own independent reading. I notice things and want to share them with students. And I know that they will see what I want them to see and understand why it matters because they see my passion in the discovery of something I want to show them. Studying author’s craft becomes easy when I share from the books I am currently reading.

Here’s a slice from Night Film by Marisha Pessl, a hauntingly beautiful book that’s written in multi-genre. (You want to check it out. I promise.)

The sagging green couch along the far wall was covered with an old blue comforter where someone had recently crashed–maybe literally. In a plate on the coffee table there was an outbreak of cigarette butts; next to that, rolling papers, a packet of Golden Virginia tobacco, an open package of Chips Ahoy!, a mangled copy of Interview, some emaciated starlet on the floor along with a white sweatshirt and some other clothes. (As if to expressly avoid this pile, a woman’s pair of black pantyhose clung for dear life to the back of the other beach chair.) A girl had kissed one wall while wearing black lipstick. An acoustic guitar was propped in the corner beside an old hiker’s backpack, the faded red nylon covered with handwriting.

I stepped over to read some of it: If this gets lost return it with all contents to Hopper C. Cole, 90 Todd Street, Mission, South Dakota 57555.

Hopper Cole from South Dakota. He was a hell of a long way from home.

Scribbled above that, beside a woman named Jade’s 310 phone number and hand-drawn Egyptian eye, were the words: “But now I smell the rain, and with it pain, and it’s heading my way. Sometimes I grow so tired. But I know I’ve got one thing I got to do. Ramble on.”

So he was a Led Zeppelin fan.

Oh, the details, the description, the diction, the syntax. You can see it, too, right?

If I want my students to become effective writers, I have to show them effective models. It’s as simple as that. It’s even simpler when I can show them models from books I’m reading. Then they get a book talk and a writing lesson in one easy go.

I love it when that happens.

Fangirling About Books

Books, Readers Workshop, Readers Writers Workshop, Shana Karnes September 21, 2013 Comments: 9

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Never has my complete and total geekdom served me so well as it has in these past few weeks.  While I’ve just started to appreciate my nerdiness fully, it has been long in the making.  For example, when I was in middle school, our family’s answering machine message included the phrase “May the Force be with you.”  In case you’re imagining that I was mortified by this fact, let me add this–I was the one playing the Star Wars theme on my violin in the background.

So, as you can see, I have a history as a nerd, dork, geek…whatever you want to call us.  What sets we citizens of a fandom apart from those who live outside of one is our unabashed love and adoration of whatever beautiful world we choose to immerse ourselves in.  The beautiful world I happen to geek out about is the world of books.

A few weeks ago, as I munched on junky appetizers with fellow teachers during a happy hour, one of them asked me, “But seriously. How are you getting them to read?”  She told me about students she’d been talking to who had already read two or three books this school year in my class, and expressed her shock that they were even doing “anything” for me.

Her question, while simply phrased, was a valid one–what exactly was I doing that was getting kids who “hated” books to pick one up–and finish it?  And then actually tell people about it?!?  I thought of what I was doing differently this year, and that’s when I realized–it’s the geeking.

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There are only two really big differences as to how I structured my independent reading program this year vs. last year.  One is a daily booktalk, and the other is illustrating my reading life beyond school.  In previous years, I’d always allowed time for independent reading, provided easy access to a beautiful library of desirable books, and modeled my thinking as a reader in class.  This year, though, I start every class with two booktalks.  These are not staid speeches in which I summarize the plot and then move on, no–these are performances during which I share my own experiences with these books.  I excitedly describe the scenario in which I (or a friend) read this book, and how it impacted me, and what I thought of it.  Then I give a bit of the backstory and introduce them to the narrator’s voice by reading a carefully selected passage of the text.  It’s amazing how quickly students will begin asking for the book–even kids who don’t love reading like I do (yet).

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The second thing I’m doing differently is showing them my life as a reader.  I tell them about bookclubs I’m in, friend them on GoodReads so they can see my extensive “currently reading” list, and put colorful book covers on my colorful door.  I show them the wide variety of books I read–from teaching books to YA lit to general fiction–and I model the need for not just different genres, but different levels of difficulty in my reading.  Columbine, I tell them, had to be followed up by the light, speedy 13 Little Blue Envelopes.  It is incredibly impactful to them to hear that I spent my Monday night with their soccer coach, math teacher, and assistant principal talking about The Book Thief and eating German-themed food.  When I talk about my reading life with my students, they become more comfortable talking about theirs in our reading conferences, and they slowly, miraculously begin to see themselves as readers too.

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So, as summer slowly fades into fall here in wild and wonderful West Virginia, you can picture what I’ll be doing–reading amongst the autumn splendor…and then going to school to fangirl about it.  It may sound simple, but it works.  Geeking out about books is getting my students to enter the fandom of literacy, and I imagine my fellow teacher-reader-writer-fangirls–Amy in Texas, Erika in New York, and Emily in California–are seeing this as well.  Their students are transforming too, a perfect mirror of the seasons, in all the corners of our compass.

Reel Reading for Real Readers: The Good Soldiers by David Finkel

Amy Rasmussen, AP English, Book Trailers, Books, Readers Workshop September 19, 2013 Leave a comment

20130207-190708My own sons love to read books on war. That’s the main reason I have so many in my classroom library.   My twin sons Zach and Chase both plan to enlist in the military after they serve two year missions for our church. Every once in a while they will come home from Barnes and Noble with a new book. Chase brought this one home just yesterday:

Every once in a while I come across a book that I surprise them with, and usually they argue over who gets to read it first. Good Soldiers by David Finkel is one of those books.

My sons were reluctant readers in middle school and most of high school. The majority of their teachers stuck to the required reading of classical literature and rarely talked about books other than those they were reading for class. Chase finally found books as a way to escape bullying, and Zach found he liked a lot of the books Chase was reading. They became readers on their own, which I am grateful for, but I still think “what if?” What if a teacher had taken the time to learn of their interests in the military, in war stories, in patriotism? What if a teacher had let them read where their passions lay? Maybe they would have had a much more enriching experience in high school English.

I haven’t read Good Soldiers yet, but Chase has. He read it in a day.

Good Soldiers Audio Book Review:

David Finkel reads an excerpt: