Category Archives: Julie Swinehart

Incorporating Drawing into the Workshop Model so that Students can Show their Thinking

Teachers are adaptive. We are always ready, even when we feel never ready, and we approach new challenges with willingness and enthusiasm.

Even when the changes come as a surprise!

For the first time in many years, I am teaching middle school. I’ve taught high school exclusively for at least fifteen years, so it was quite a change to approach these students. I have been giving it my best attitude, attention, and effort, but somehow I knew it wasn’t enough. A few weeks ago I realized why: I was trying to teach my seventh grade students the same way as I was teaching my high school students, only changing the content.

While I realized that I have to approach middle school students differently, I wasn’t sure how. They aren’t just little high schoolers. They are in a different developmental stage, and I have to be attentive to that.

One of my classroom mantras has been don’t share your answers; share your thinking, and when it comes to talking to high school students about it, it seems like they “get it.” That’s not to say they always value the thinking and don’t look for the “right answers,” but they do seem to mostly understand what it means. share-your-thinking

With middle school students, I don’t always get that same feeling. I’ve experienced that they aren’t always sure how to show their thinking, but instead sometimes tend to want to parrot back my thinking, or the thinking of others.

When we’ve worked in our readers/writers notebooks, I’ve also seen that middle school students often ask if they can doodle and draw. I love it when my students get creative in their notebooks, no matter what grade they are in. I just noticed that my middle school students seem to especially enjoy this activity.

That led me to realize that middle school students can show their thinking through drawing, sketching, and illustrating, in addition to talking and writing.

I am introducing the Notice and Note fiction signposts this week, and instead of asking students to write about them, I’ve asked them to sketch and illustrate them.

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The buzz in the room while students were drawing, illustrating, and processing the different sign posts was fantastic. While circulating the room, I was able to interact with students in a fun and academic way. I learned that middle school students love to be creative, and I was able to get a window into their thinking. That was before I even saw their finished products.

Students have illustrated a couple of the signposts now, and I feel like I am on to something. Students are able to express their thinking through drawing, and even think about things more deeply than if they were only doing the discussing and writing. The illustrating has increased their processing, and I’ll keep using this strategy alongside the writing, reading, and discussing. Perhaps every other middle school teacher on the planet already understood this, but now I do, too.

I’m going to add more illustrating and drawing components to all of my classes now, no matter what level they are, from grade seven to AP Lang.

I’d love to hear how others have reached students who are in different grades and levels. How do your students show their thinking?

Julie has been teaching secondary language arts for twenty years, spending the first fifteen in rural Central Oregon, and the last four in Amman, Jordan. She’s thrilled to report that she and her family have moved across the world to Managua, Nicaragua this year, where a new adventure has begun.

Follow her on twitter @SwinehartJulie

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Utilizing Every Square Meter

We’ve got them in every class… those students who love to sit in the back of the room or in the corner that’s difficult to get into once chairs are out, backpacks are on the floor, and drawers have been opened, etc. The corners and spaces that present challenges to navigate, and without being aware of it, make it so we let things slide. Maybe we don’t check in as often during notebook work, maybe we don’t see what’s on the computer screen as much during our writing work time, maybe we don’t always see what page they are on during independent reading time.

Maybe you all have figured out how to prevent these “dead spaces” from being a thing in your classrooms, but I was still working on it at the beginning of my twentieth year of teaching.

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It was a concept I had first started thinking about when reading Doug Lemov’s Teach Like a Champion a number of years ago (the updated version can be found here).

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I remember having a conversation with colleagues about “owning the room” based on what we had read in the book. I knew then that I had dead spaces, and I’ve worked on eliminating those spaces ever since.

This year I wanted to think about my classroom differently. I didn’t want to “eliminate dead spaces” as much as I decided I wanted to utilize the space to its fullest potential. I wanted each student to have a front row seat for at least part of the class time every day. I feel that this is inclusive; the students who often stay under the radar in the quieter spaces of my classroom can still find the spotlight, and the students whose personalities require constant attention sometimes find that they aren’t in the limelight for a little while. I want to spread my attention evenly and fairly, and I think that utilizing our space deliberately is one of the answers to this issue.

While nothing is every perfect, I think I’ve stumbled upon some good solutions.

I started by figuring out where the traditional problem areas are. I’m sure many teachers can relate: it’s primarily the corners and the walls. So I first focused on the perimeter of my classroom.

I looked at the corners and made sure that each of the four corners has a specific purpose.

  • One corner has the TV screen and rug so that students can come up to participate in mini-lessons.
  • One corner is where students enter and exit, so I used the wall space for student work and my currently reading notice. I also re-purposed my podium — I turned the front of it to the wall and am using it as a place for students to sign in when they leave class or come in tardy. There are also handouts for students on the lower shelf.
  • Another corner has a cupboard in it, which is always accessible. It’s for students — they can find extra supplies as well as their textbooks (we use them more as anthologies, to be honest).
  • The last corner is the most popular. It’s the reading corner. It’s next to the classroom library, has the comfy couch, and also showcases student work as well as our reading agreements.
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This corner has the TV/computer set up for mini-lessons.

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The corner with my door showcases student work, has a spot for handouts and the bathroom/tardy sheets, and has my “currently reading” notice on the door.

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The corner with the closet isn’t off-limits to students. Extra supplies and textbooks (we’re calling them anthologies this year) are accessible to students at any time.

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Student work is displayed in the reading corner. Currently on the walls are some grade eleven one-pagers. These also provide ideas for what other students might want to read next.

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The reading corner is a popular spot; it’s right next to the classroom library and has the comfortable furniture.

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Mrs. Swinehart is currently reading…

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Students come to the rug for mini-lessons in this corner of the room.

After looking at the corners, I examined the purpose of each of the four walls.

  • One wall is our classroom library, which is always a popular place to be. We use it and love it every day, in every class. It’s organized, at eye level, has a rotating display, and most importantly, includes titles that will appeal to my students.
  • Another wall is what would traditionally be the back of the room. It already had bulletin boards on it, so I hung anchor charts that are relevant on a daily basis. I refer to them, I walk to and through the space, and kids actively turn their bodies to look at them.
  • The next wall is what would traditionally be the front of the room. It’s where the white boards are, so it’s naturally where I put our daily agenda, and where I write the things that don’t need to be digital or saved on a chart. Books are displayed on the marker tray, monthly book talk lists are on one of the bulletin boards to the side of the white board, and it’s where we can go for “spur of the moment” lessons that aren’t created digitally in advance and don’t use the document camera.
  • The last wall is a wall of windows, and where a teacher might put a desk. My “desk” is there, but it’s pushed up against the wall and serves as a supply table. Next to it is our conferring space, which is used when I’m not circulating the room, and is even as a space for completing our Running Records. When I’m circulating the room, it’s another space for students to complete the learning in our classroom.

 

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Our classroom library is constantly in use.

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The white board wall is also used for book displays, a daily agenda, and unit goals.

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The “teacher desk” is also a supply table. I’ve reserved a student desk behind it for the “teacher stuff” – including the obligatory year-round-use Christmas coffee mug, stack of loose papers, and Norton Reader. (I’m assuming every teacher has something like this?)

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The conferring space/extra space for student learning

 

Lastly, I had to look to the inside of the room. The perimeter is important, but the students tend to “live” towards the center of the room. I’ve tried to make it so the desks aren’t pointed in one particular direction so that each space feels important. I’ve moved desks so students have partners, I’ve had arcs facing different directions in different parts of the room, and sometimes the desk arrangement feels random or messy. I think that’s okay. The point isn’t to have orderly desks. It’s to have students who are engaged in their learning.

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While I’m sure I’ll still have days when I don’t visit every square foot in each and every class period, I think it’s an improvement on what my classroom set up once was. I don’t think there are any spots for students to “hide” and I feel comfortable walking around in each corner and cranny of the classroom. Because I circulate throughout more of the room, and because my students get up and move more often to the spots where they need to be, I interact with my students on an individual level more often than before. It helps to build relationships, which leads to trust, which leads to learning. This makes for a more inclusive, learning-focused classroom, and that’s our ultimate goal.

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A panoramic view from one of the conferring chairs. On the right side of the photo, behind the fan controls, is the closet. The rest, I think, is self-explanatory.

What do you do that ensures that every corner in your classroom is used for the power of learning?

 

Julie has been teaching secondary language arts for twenty years, spending the first fifteen in rural Central Oregon, and the last four in Amman, Jordan. She’s thrilled to report that she and her family have moved across the world to Managua, Nicaragua this year, where a new adventure has begun.

Follow her on twitter @SwinehartJulie

My Classroom Library Shelves went from Empty to Full . . . and Yours Can, Too!

My family took a big plunge five years ago, and made the decision to move from our placid, beautiful Central Oregon to Amman, Jordan. So much about Jordan was wonderful, but part of our decision to move away from our home, from Oregon, was about traveling the world. So after four years in Amman, we decided to move away from Jordan, to Managua, Nicaragua.

Between making the decision in January to move to Nicaragua and actually arriving this July, Nicaragua’s travel advisory from the US State Department went from level 2 to level 3 because of civil unrest, crime, and limited healthcare availability. Of course that travel advisory rating, combined with what we were reading in the news and hearing from people who lived in Managua gave us pause, and we carefully considered the choice we were making. Ultimately, we decided to move to Managua, and we are happy with our choice.

I share this background because I want to point out that while private schools often don’t share exactly the same issues and concerns found in public schools, private schools are not always utopian. Our school is wonderful, students are eager, teachers are welcoming and caring, and our facilities are beautiful. But with the current situation in Nicaragua, some families have chosen to leave the country, which ultimately means revenue from student fees is down, and the budget reflects that situation.

Everywhere I have ever taught has had budget concerns, public or private. I’m sure all teachers can relate to budget issues, which is why I bring it up.

Even in a time of budget concerns, my classroom library grew from empty shelves to full shelves in a matter of weeks, and it didn’t cost me an extra dime.

I walked into a nice, big, but empty classroom. The bookshelves were beautiful, but bare.

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Within a day or two of being in my new space, at my new job, in my new city of residence, I was having conversations with administrators and coworkers about how to build classroom libraries.

Our first step was to visit the book room. I think most schools have a book room, and in my experience they are full of books that are rarely in the hands of students for any length of time. We decided to gather a copy of each book for each of our five classrooms, and if a teacher needed one of those copies for teaching a whole-class-novel, we would give it to that teacher to use during that particular unit.

There were also books in the book room that were not being taught as whole-class-texts, and that weren’t available in high enough numbers to be used in that way. They might be titles that could be used in future book clubs, but we decided that getting these books in the hands of students sooner rather than later was the right choice, so they were distributed as well.

My classroom library was greatly improved by visiting the book room and reimagining the uses for all of the wonderful reads that could be found there.

I found some small white boards in the closet in my classroom and repurposed them as book displays so that I could highlight titles that might be especially interesting to my students. I think the same thing could be done using repurposed cardboard and printer paper, so I want to encourage others to use what’s available in order to highlight high-interest books. There are many other ways to focus attention on desirable titles, but sometimes simple is easiest.

After raiding the book room, it was time for step two. We checked in with the main library at our school. The shelves in our library were packed tight, full of great titles, and because shelves were so full, we had the ability to pull books out of the library and redistribute them to our classroom libraries.

Our librarian has spent the last several days pulling titles from the shelves and delivering them to our classrooms. Every other day or so, a basket of books arrives, and we never know what we are going to get. What we do know is that we will have more and more books as this process progresses. There will be additional books in our classroom libraries and more room on our school library shelves. Reallocation of resources is working in a very positive way in our school.

Once I received the books from the book room and the library, I implemented step three. I organized the books. I don’t think it matters how the books are organized, just that they are organized.

I categorized my books into the following sections, and used markers and printer paper to make my labels:

  • award winners
  • historical fiction
  • classics
  • mystery
  • fantasy and sci-fi
  • contemporary fiction
  • nonfiction
  • romance and other fun reads
  • “orphan” series books (books that are #2 or later in a series when the others aren’t there)
  • short stories and essays
  • poetry and verse

As you can see, I didn’t spend a dime on any books. I didn’t ask anyone else to spend any money, either. I used what was already in my school and simply helped to redistribute resources.

In some schools or districts, asking students to bring in books, applying for grants, and asking the parent-teacher groups to support classroom libraries will be great options. However, I wanted to share that sometimes, maybe often, classroom libraries can be built with what we already have.

What do you do to help build your classroom library? I’d love to see your ideas in the comments below.

Julie has been teaching secondary language arts for twenty years, spending the first fifteen in rural Central Oregon, and the last four in Amman, Jordan. She’s thrilled to report that she and her family have moved across the world to Managua, Nicaragua this year, where a new adventure has begun.

Follow her on twitter @SwinehartJulie

Fitting It All In: The Think-Aloud Book Talk Combo

One of the questions I often hear about the workshop model (and truth: that I have often had myself) is how do I fit it all in?

We are “supposed to do” quick writes, independent reading, notebook work, small group discussion, whole-class discussion, think-alouds, read-alouds, writing along with students, conferring, anchor charts, building writing stamina . . . the list goes on.

Oh, and we need to do that while mastering assessment literacy, fostering positive relationships with students, offering timely and relevant feedback, developing units beginning with the end in mind, finding time to do our personal reading and writing, participating in our PLNs, developing collegiality with our coworkers, and staying current with our own professional development and practices.

It’s overwhelming to look at the list of “musts” and think that teachers are expected to do it all. The good part is that we don’t have to do it all every day. However, there are two things I find non-negotiable on a daily basis.

One of the non-negotiables is time in class for independent reading.

We do this every class period after the book talk. It’s predictable to my students that I will say “If either of these books sound like something you’d like to read, put them on your next reads list.” And then they start their silent reading.

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Every book talk title is written on poster paper so that students can look back at them later.

The above exchange between teacher and students implies that we always have book talks, and that is in fact the case. But I find that book talks take more time than I want to take when I do them justice . . . three to five minutes can go by fast. I tried to speed them up, but I felt less engagement from my students, and fewer books were being checked out. So then I decided that instead of speeding it up, I’d try to incorporate some other “musts” into the book talk time, thereby getting “more bang for my buck” when I spend important class time.

I decided to try doing a cold read-aloud/think aloud as a book talk, sharing my thinking, questions, connections, and wonderings as I read the inside flap, discussed the cover, and read the first paragraph or so aloud.

I started with statements like, “I picked up this book because the cover caught my eye, and I don’t know anything about this book.” Or, “I am wondering about this book because I know it’s written by an award-winning author, and I’d like to know more.” Then I would deconstruct the cover, noting any awards and/or endorsements it might mention on the front or back cover, along with graphics, pictures, and blurbs.

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1421 The Year China Discovered America by Gavin Menzies

Then I opened to the title page, checked the publication date, talked about the implications of the time during which it was published, mentioned any dedications, forwards, prologues, and prefaces.

1421 mapCharacter lists, timelines, family trees, and maps are also useful to talk to students about, and I would share my thinking as I went through these pages. (This is where the document camera is handy – projecting a larger image of some of these pages is quite helpful.)

 

 

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I read the first few paragraphs of Going After Cacciato by Tim O’Brian recently. I was able to explain to my students that while I know the author, I am not familiar with this particular text. I talked about what I know about the National Book Award since it is mentioned on the cover. I essentially just talked about what I can learn from the title, author, and cover before I even open the book.

My students liked the vulnerability I showed because I honestly didn’t know everything I should know about the book. But the exercise helped them to understand that they don’t need to know everything when picking out books, and that it’s okay to ask questions, be unsure, and to take risks.

Screen Shot 2018-05-02 at 6.17.12 PMAnother title I picked up was In the Long Run by Jim Axelrod. No one had picked it from the shelf all year, and it still sat there as a brand new book. I asked students what the cover could tell us, and we started to guess that it could be about marathons, cross-country running, or anything else. They didn’t realize that Axelrod is a journalist, but as we read the back cover together, we learned a lot. I had a student take it and read it that day.

Developing lesson plans has to be prioritized because the reality is that the kids will show up every day. When we prioritize book talks, we usually think we need to get ready for them, to prepare for them in advance. I assert that it’s not necessarily true each time we share books with our students.

It’s why I think the cold read-aloud/book talk combo is useful. Students have a window into the thinking of a “master reader” as we choose books and talk about them authentically.

***My one caution is that as teachers, we have to know a little bit about the book we are reading from (being careful not to learn too much in advance in order to stay authentic). But I will admit I recently had a small embarrassing mishap when reading the first few paragraphs of So Anyway . . . by John Cleese. Be forewarned.

Julie has been teaching secondary language arts for nineteen years, spending the first fifteen in rural Central Oregon, and the last four in Amman, Jordan. She’s thrilled to report that she and her family will be moving across the world to Managua, Nicaragua next year, where a new adventure will begin.

Follow her on twitter @SwinehartJulie

It’s better with Verse! Short and sweet book clubs encourage readers to try new format.

Student voice and student choice have been the priority this school year as we try to foster healthy, robust reading lives in our students. They have been introduced to many titles through plenty of book talks and book recommendations, so they know there are a ton of choices out there for them, but this level of choice also means we haven’t had too many shared texts.

This spring I thought it might be fun to squeeze in some shared texts and build up our reading community with deliberate talk about books. I wanted us to be able to finish in just a couple of weeks, so we are engaging in book clubs with books written in verse.

In keeping with the priorities of student voice and student choice, I provided many titles for students to choose from as they entered into this short unit. These are all books that we have multiple copies of and can be found in our classroom libraries.

Before spring break my students were given a little time to get to know a book they hadn’t seen before, and then share that book with a partner. It took just a couple of minutes for each exchange, and then both partners switched books and started again. After a few rounds of sharing books, I allowed students to flip through the remaining titles that had seemed interesting but they hadn’t had the chance to hear about yet.

 

 

They had handouts for note-taking during this activity, and when we were done, they put the notes in their readers/writers notebooks so they would have easy access after the break.

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When we returned from spring break, students reviewed their notes and listed their top five choices. I assigned and handed out the books, putting between two and four students in each group.

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These are the titles students chose from.

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Students were directed to annotate for the fiction and/or nonfiction signposts found in Notice and Note and in Reading Nonfiction, (depending on their titles) the Book Head Heart framework and questions found in Disrupting Thinking, and some poetry vocabulary (listed below).

 

 

After they started reading, but before they were too many pages in, a few students had questions about how to annotate a book written in verse. They had annotated other texts before, but for some reason this type of text had some obstacles. IMG_7697 2

I decided to do a quick, fun example of annotating a narrative poem with a simple children’s poem by Shel Silverstein. Cloony the Clown has many of the fiction signposts, poetic devices, and we talked about the Book Head Heart framework. Finding the signposts and annotating together was fun. It took less than fifteen minutes to share the example in class, and my students seemed much more comfortable with annotating their book club books when we were done with the activity.

Students then used their annotations to spark discussion, and regularly use them during the week to practice their sustained conversation.

They will be assessed next week in the form of a video-discussion, where they will meet in their book groups. Using iPads, they will record their thoughtful discussions, referring to annotations, making connections with the text, and sustaining academic conversation for around twenty minutes.

What I’ve heard and seen so far has been encouraging. Students are sharing, referring to lines and stanzas, and feel accomplished that they have read a complete text in such a short amount of time. Some of them are on their second or third-draft reading, which I think is a great strategy and habit to reinforce. They are truly getting to know their books, and in the process learning about story, poetry, and close reading.

 

 

 

Some students were able to read their book club book in an hour or two, and then get right back to their other choice reading. Others are encouraged by the progress they are quickly making in a full-length book because it often takes them longer than a few days to read most of a book. That’s one of the many great things about books written in verse – it doesn’t take a long time to read them, but they are rich with language, story, character, and they hold student interest. With the variety of types and titles, there really is something for everyone.

 

 

 

I borrowed an idea from this amazing post from Buffy J Hamilton regarding connecting text to the world around us. Next week, as one of the finishing activities in this short unit, students will each bring in a current event article which somehow relates to their books, and use these articles to launch new conversations about their books, connecting the text to themselves and to the world around us.

I’m pleased with the way these books clubs are progressing. My students don’t seem to feel intimidated by the length or weight of the books, and they tend to agree that the books are relevant and thought-provoking. While some of them have enjoyed books written in verse before their book clubs, for others this is one of their first experiences with a book written in verse. So for some students, this unit validates and supports their reading experience, and for others, it opens a door to a new form.

I encourage others to try some “unconventional” types of text for book clubs. Graphic novels, short stories, and poetry collections are all ideas I’m kicking around for future book club units, and I’m wondering how other teachers have incorporated different types of texts in their classes, and encouraged new conversation. Please leave your ideas and experiences in the comments below!

Julie has been teaching secondary language arts for nineteen years, spending the first fifteen in rural Central Oregon, and the last four in Amman, Jordan. She’s thrilled to report that she and her family will be moving across the agua to Managua, Nicaragua next year, where a new adventure will begin.

Follow her on twitter @SwinehartJulie

Five Ways Your Classroom Library will Sell Itself (Without taking up valuable class time!)

Classroom libraries are essential in the workshop model, as kids who have access to books will naturally read more books. I’m beyond thrilled that my school has invested so much into our classroom libraries. Now that the books are here, it’s time to get the students to read them!

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This is what my classroom library looked like in the fall of 2017.

 

Book talks are an essential way for teachers and students to discover new treasures hidden in classroom libraries, but they aren’t the only way.

Speed dating, student led book talks, and book tastings are all excellent methods for students to learn about books and develop healthy next reads lists, but they all take time.

Below are five ways to “book talk” without using valuable class time:

  1. These are quick, easy to photocopy book recommendations written by students. I keep a stack of them on a shelf with the books, and as students return books they read and loved, they can choose to fill in the recommendation form. I’m sure there are more beautiful recommendation forms out there, but this is what we have, and it works.

2. Mini-whiteboards are easily changed-out, and both students and teachers can quickly feature new and different titles. It takes moments, and the written “grab” can be copied from the inside flap or the back of the book.

  1. themed book display

3. Themed book displays are easy to curate.  All that’s necessary are a few display stands and either some mini-white boards or some heavy paper that can be switched out. I rotate my display about once a week, and sometimes my students ask me to “do a theme” with the display. I try to oblige. This one focused on humor, but anything is possible. I’ve currently got a music theme going, and it’s fun to find themed collections based on other random ideas – animals, travel, even the color of the covers. Imagination is the only limitation with this one.

 

4. We reinvented the old-school card catalogue by filling an organizing bin with book recommendations. The categories in the bin match the ones on the library shelves, and students add their recommendations as they are motivated to do so, but only after reading the books, and if they liked the title. I gave them some basic guidelines for making the cards:Screen Shot 2018-03-20 at 5.29.43 PM

It takes students about five minutes to make a card, and they can even browse the “card catalog” at their desks.

 

5. The last method utilizes these frames from IKEA. They are double-sided, so on one side is a copy of the book cover, and on the other is the student recommendation.

I provided minimal guidelines for making the inserts to the frames:

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We are displaying them on our classroom conferring tables, on our book shelves, and in our school’s learning commons.

The common denominator with all of these ideas is that they are easily displayed, often student-created, and require minimal class time for students to create and use. They also get kids talking about books that they love, about their next reads lists, and about their reading lives. It’s win-win-win!

The gradual removal of scaffolding (like book talks) and the journey to independent reading lives are a couple of the major goals of workshop. Helping students build a community of readers means that they will depend on each other’s recommendations rather than those of their teachers’, and that helps us all reach the common goal of student independence. When students are encouraged to talk to each other about the books they read without the interference of the teacher, then true independence is closer than ever.

How do you encourage your students to build a reading community? I’d love to hear your ideas in the comments below.

 

Julie has been teaching secondary language arts for nineteen years, spending the first fifteen in rural Central Oregon, and the last four in Amman, Jordan. She’s thrilled to report that she and her family will be moving across the agua to Managua, Nicaragua next year, where a new adventure will begin.

Follow her on twitter @SwinehartJulie

Five Ways to Publicly Celebrate Student Reading

Once our students start reading, start setting personalized goals, and start to develop healthy reading lives, it’s important to acknowledge their progress. Big, culminating classroom celebrations are a fun way to do it, but there are also ways to celebrate that don’t take a ton of precious class time, and can mark the smaller moments worth celebrating along the way.

1. Penny Kittle encourages the book stack. Students gather the books they’ve read over the last semester, quarter, or other period of time that they’ve been reading. They stack the books up, which gives a visual representation of what they’ve accomplished with their reading. My ninth grade students recently did the book stack, and their smiles and pride were inspiring.

  1. While some students loved the book stacks, I had a couple of students who had done much of their reading on e-readers, so the book stack wasn’t such a great option for them. Our solution was the digital collage. Students gathered images of their book covers and collected them on a document, creating a digital quilt or collage. They then printed them on our color printer, and we made a patchwork mural in the hall with them.

This visual representation celebrates not only what individual students have been reading, but also serves as a hallway meeting place and inspiration for conversation about books. It’s a great way to build a reading community.

  1. Our learning support teacher encourages her readers with a creative, ongoing visual representation. She has a paper “tree” on a wall in her classroom, and as students read books, they add “leaves” to the tree. On each “leaf” the students write the title and author of the books, and it serves as both a reminder and inspiration for future reading. IMG_61004. That same teacher also keeps a quote wall on her white board. The words we read can reach us in beautiful ways, and when students experience that kind of moment, they are encouraged to share those lines on the white board. It’s another public display of a healthy reading life. It’s a conversation starter, and it helps build a sense of community within the classroom.

 

quote-wall.png5. Another teacher in our department keeps poster paper on her walls. Students add titles to the lists as they complete their books. Because names are attached, students can reach out to one another with questions or when they want to talk to each other about a book that they read, too. It’s another public acknowledgment and conversation starter, which is part of what we need when we build reading communities.

Books Read room 225

The common thread with all of these ideas is that they are public, they are deliberate conversation starters, and they help to build our precious reading communities.

 

I think it’s important to create opportunities for students to celebrate their reading accomplishments in a risk-free, nonthreatening way. Time is precious, so creating these opportunities in a relatively quick way within our classroom communities can be found time. Our classroom walls should reflect the needs and values of our classroom communities, and I find that these five strategies help move students forward with the development of their healthy reading lives.

How do you enable and encourage your students to publicly celebrate their reading lives and reading communities? I’d love to hear about it in the comments below.

Julie has been teaching secondary language arts for nineteen years, spending the first fifteen in rural Central Oregon, and the last four in Amman, Jordan. She’s thrilled to report that she and her family will be moving across the agua to Managua, Nicaragua next year, where a new adventure will begin.

Follow her on twitter @SwinehartJulie

Follow her blog https://adventuresinhighschoolworkshop.wordpress.com/

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