Ever since I was little, I have enjoyed Christmas break. When I was growing up, I lived across the street from my elementary school and break meant hours of playing in the mountains of snow that were piled up from the plows clearing the snow. Often when my friends and I got done, hot chocolate was waiting for us to warm our chilled bones.
Christmas break also brought about hours of independent reading for me. I was very fortunate that I had both a mother and father who read. My mother read more frequently when it came to novels. I can remember many nights hearing her book hit the floor when she fell asleep while reading. It wasn’t easy being a full time mom, working and trying to squeeze in some time to read.
Often times, one of my best friends and I would buy each other books for Christmas. Most of the time it was about ghosts, werewolves, vampires, or other creatures of the night. No matter what I received though, I had it read by the time Christmas break was over.
Now that I am a father, I do my diligence to demonstrate to my own children that reading is a good thing. Wait, scratch that…it is a GREAT thing! I love reading to my pre-school child and I always drop what I am doing when he comes to me with a book. My daughter doesn’t need any prompting. She is a 2nd grader reading at a 5th grade level and she loves it! When it comes to my 4th grader though, it is a different story.
When my 4th grader was younger, he couldn’t read enough. His mom and I were very proud parents of someone who would read for hours and this continued from pre-school through 1st grade. Second grade seemed to be going well until about four weeks into school when his teacher sent home what resembled a reading log. Every night my child was required to not only read for 20 minutes, but to write a summary every time he was done reading. Needless to say, the love of reading was quickly going down hill.
I quickly got a hold of the teacher about his approach to having students read and within a week, a note was sent home about different ways to help students understand what they were reading. Unfortunately, that quickly went away and we were back write a summary after every time we read. My child despised doing those summaries. He even asked several time if there was something else that he could do.
Fast forward to 4th grade and some of his love for reading has come back. His mom and I try hard to have him read. With efforts from his 3rd grade teacher and this year’s 4th grade teacher, he seems to be liking it again, but not to the extent he was prior to the start of 2nd grade. Just recently we have started to visit our local library and he is the proud owner of his first library card (He feels very responsible!). His love loss is real and he isn’t the only one.
At some point there becomes a disconnect for kids for their love of reading and no it isn’t because of electronics or technology either. My son isn’t the only one that has had a reading log sent home and has been required to write multiple summaries about the reading. Though I am guilty of having my students record their reading times at home, I don’t recall a time I have made them write about what they read. I have just wanted them READ, no matter what it they picked up.
The question isn’t about the fact that reading love loss is happening or that it happens. It happens! The real reason for me writing this is to find out strategies on how we can get our students to fall in love with reading once that love is gone.
Please feel free to comment.
First, I want to say thanks for all of my new followers here on my blog. I am trying hard to write more this school year. It is hard to believe my third week of school is over already.
This year as a staff we decided we wanted to follow a universal format for our students to write summaries. I presented the idea last year to our staff and it was accepted with open arms by everyone. To me, this was another proving point for me that as language arts teachers we need to be willing to reach across the isle and help other colleagues who aren’t so comfortable teaching students reading and writing skills. We decided to follow a format called TDPP, which comes from Get It Done! Writing and Analyzing Informational Texts to Make Things Happen by Jeff Wilhelm, Michael Smith, and Jim Fredricksen.
T – Cite the Topic
D – What are the key Details
P – How are the details are Patterned
P – What is the Point made about the topic of those patterned details
The social studies teacher and I have been working closely together to help students become better readers and writers over the past year by doing article of the week, working on a Civil War Research paper together and just making sure we are on the same page when it comes to teaching our students reading strategies. Working together has been phenomenal and because of our collaboration, our students are learning more and becoming better readers and writers.
This year as the TDPP process was being reintroduced to our 8th graders, who have already seen it for a year, the Social Studies teacher had a great conversation with the students about how to make the process easier and the students gave some remarkable feedback that was shared with me. As we discussed our students feedback on the process, it occurred to us that we needed to make some changes in the process and our approach to teaching it to help our students be more successful when writing summaries. Below are the changes that we made.
T – Cite the Topic
M – Describe the Main Ideas that support the topic (3 main idea sentences for 8th grade, advance 7th graders as the year progresses)
P – Explain what Point is being made by the main ideas
P – Wrap-uP sentence
We made the changes because the 8th graders vocalized that they were getting confused with the Details part of the TDPP process as well as the last two P’s because they almost felt they were the same. Now, we didn’t want students copying down specific details from the articles they are reading so we changed the D to an M. When discussing this with students it was helpful to talk about a grocery list and how we write down what we want, which are main ideas, but we don’t write down specific brands, which are details. It helped the students make the difference between the two.
To us, we felt the students were taking charge of their learning and we were moved by the fact they were asking questions, engaged, and willing to take an active role in their education. This reflection and feedback not only allowed our students to perform better on a concept that can at times be difficult for even college students to write, but it gave us insight into how we were teaching the students and it made us better teachers.
Personally, I am really excited how much the 8th graders have grown and retained from last year. I am excited to see where the year takes us!
March is over and another year has passed where elementary teachers have celebrated reading with “March is Reading” month.
I like a party as much as the next person. I love socializing, dressing up if there is a theme, and who can forget about the food. Okay, so I love eating! I don’t consider myself a party pooper by any stretch, but can you imagine trying to have a Hawaiian Luau for an entire month? That is a lot of pineapple and roast pig!
The point I am trying to make is that I feel we are doing our students a disservice when it comes to “March is Reading” month. Every day, on the calendar sent home with my oldest, is a different way for my child and his classmates to celebrate reading. Whether it is wearing flip-flops or reading with an e-Reader, the idea is to motivate students to want to read and for them to be excited about it. For 31 days students are asked to do something different in association with reading to make it feel fun. Again, I go back to what I said at the beginning of this post, imagine going to a pig roast 31 days in a row. After awhile, you are going to crave something different.
I want my students to be excited about reading, but if they have been repeatedly bombarded in elementary school every March for an average of 6 years, they may have a bad taste in their mouth by the time they reach middle school. Don’t get me wrong, there are other factors too. Such as giving students questions at the end of every single chapter. Something Kelly Gallagher calls Readacide
I don’t want to take just a month to focus on the importance of reading or to celebrate it. I want to celebrate it all year and motivate my students throughout the whole year and throughout their lives hopefully.
I have always been diligently trying to find when and how middle school students lose their passion for reading. I have been pestering my 8th grade students all year about why they don’t like reading and I get responses such as:
- They don’t have time
- Availability of resources in limited
- Being forced to read something that is not interesting
- March is reading month killed their love.
The last reason made me raise my eyebrow and let out a hearty, “really?” However, it did make me think long and hard about “March is Reading” month that takes places in schools. I will admit, I don’t do a lot in the month of March as far as recognizing the month and the reading focus the month brings. My students are reading and I still like to read to them because I feel it is important.
I am always open to new ways to get my students motivated to read, but I am not going to do overkill with my students. This is not an attack on elementary teachers or any other teachers. I simply am asking that we should reflect on our practices and decide if what we are doing is best for students.
WOW! It has been a long time since I wrote a blog post. Now that the book is written and the school year is under way, it is time for me to get back into writing my blog and sharing what is going on in my classroom with my students.
So this past summer I “assigned” reading to my students and I feel that I may have failed my students as their teacher. Yes, I said it, I FAILED my students. My intent was not turn them off to reading, it was to help with the Summer slump that can occur with our students when they don’t engage their brains at some point. I have a hard enough time motivating my middle school students to read now. Though I see more positive in the last two years, than I ever have.
I asked my students to pick one chapter book to read and to find one non-fiction article to read. In addition, I gave them a short writing assignment to help me see that they actually did do the reading.
I am really trying hard to become a better reading teacher and I thought this would be something that could help them. I even celebrated our reading we did over the summer with a treat trying to make it a big deal that we read. In addition, I held drawings for our students to get free books that I bought out of my pocket.
I wasn’t feeling the excitement from my students and there is only so much dancing and singing I can do about books before my middle school students look at me really funny. Regardless, I still give them that excitement every day! At this point, I want to know where do middle school students lose their interest in reading. What experiences are they having to turn them off to reading? I had them take a small survey and here is what I found.
1. Most students couldn’t recall a time where they were “turned off” to reading.
2. My students are more resistant to reading when they are “forced” to read something.
3. Students want choice (I knew this already, but it was still nice to see).
4. Students feel they don’t have time to read when they are in middle school.
So, I am left thinking that I killed my students with “making” them read over the summer. In addition, how do I get middle school students to realize they do have time to read? I need to do something different, or do more. Any feedback would be great! Whatever it may be, I am not going to give up on my students.
I can’t write a short enough post to discuss every nugget of information I gained from the second day of the Digital Literacy SI. So, I will explain one idea that hit home with me as we proceeded through the morning/day.
Thinking about the lessons that are created within a given classroom, I want to pose the same question that was given to us. What drives our planning process? Is it our own agenda? Perhaps the content or curriculum (no, couldn’t be)? The amount of time we have to teach the lesson? Okay, I could go on and on here and to be quite honest, I have planned lessons around all of the above mentioned. This is where you shake your finger at me, right?
So, what about planning with the learner in mind? Yes, keeping the learner might seem to be a no-brainer. Duh!! Well, it wasn’t to me. I will be honest, I am not completely lost here, I have done it from time to time. However, consistently keeping them in mind, I have failed myself and my students.
As our facilitators discussed how to frame our inquiry project, they included the idea of the TPACK model.
A great reading resource for the TPACK with reading and language arts is by Spires, Hervey, and Watson.
How many times do we focus our planning more on the content or the curriculum instead of the student? In my opinion, I feel we are driven by our curriculum and our given content most days, if not every day. In addition, I know I feel pressed for time and have structured my lessons in such a way that I knew I could get my students to their next class on time. Pointless, if you think about the fact there is not any deeper learning taking place.
So, I wonder what others think about this. For me, I know that I will go back into the lesson plans I have already written and restructure them to best meet the needs of my students and create future lessons with the student as my main focus. Thoughts?
We were asked on Sunday at the Digital Literacy Summer Institute to watch Matt Harding’s video: Dancing to Connect to a Global Tribe and his This I Believe statement. If you haven’t watched his video, I encourage you to click on the link!
After watching his video we were asked to do the following:
- Write…what do you believe about digital literacy? What would your video look like and how would you use words to capture the essence of your images, ideas, and perspectives about digital literacy in a narrative form?
- Share your belief statements
Though it is my first draft, below is what I wrote in the short time we had to compose.
I believe digital literacy is a world that is newly discovered and has not revealed itself fully.
In 2010 when I went through the Summer Institute for the NWP, I was brought into a world that completely blew me away. As a visitor I saw a world where students were engaged, teachers were having fun, and creativity seemed to be at the center of it all.
I knew there had to be a different way to reach my students. How was I going to get them to produce writing that was not only well written in conventional sense, but was thought provoking and brought out their creative freedom? Creative freedom that at one time was helping them bottle up and store away.
The introduction of the digital literacy world exploded in front of my face with students creating artifacts that reflected collaboration, visuals, blogs, wikis, posters, digital stories, reflection, and more. My students were getting sucked into a world that they wanted to be a part of and they were looking at me with compassion in their eyes as if telling me, “Thank-you, thank-you for bringing us home.”
What are your beliefs about digital literacy?
Pushing forward this time of year seems to be a slow process and transitioning from narrative to informational reading and writing can be a rather challenging task with 7th and 8th graders.
Previously my students just completed a 12 week journey with narrative reading and writing. From memoirs, to This I Believe, and on to mysteries, my students did a lot of reading and writing in the narrative world.
With the narrative unit in the rear view mirror, it is time to emerge my students into the informational world. Before I write about my introductory lessons for this unit I want to share with you some thoughts shared at a few conferences I have attended since last Spring.
Recently I returned from Las Vegas and the NCTE conference. While there I listened to Kelly Gallagher speak about writing in his classroom. He echoed the thoughts he had at the end of his book Write Like This: Teaching Real-World Writing Through Modeling and Mentor Texts about great writing isn’t just narrative alone, informational alone, or argumentative alone. Great writing should involve elements from all three or at least more than one. Jeff Anderson said the same thing at a session I attended last year at MCTE. While trying to motivate us as writers, he pointed to a book on the triangle fire and discussed with us how the book used both narrative and informational elements to reach the reader.
Now, I relay this information because I want educators to understand that though I spend a lot of time on separate units revolving around Narrative, Informational, and Argumentative reading and writing, I am also building on each unit as I enter the next. For example, I began my unit by displaying some of the Common Core Standards.
- (RL.7.1) Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
We discuss the idea that informational reading and reading is used to inform and explain a given topic. I tell my students they are going to hear the words inform and explain A LOT from me.
Then, we generate a list together on a shared Google Doc where they see information reading or writing. Below are a few items they listed:
- Internet searches
- Business cards
When the students were done adding to the list we took some time to talk about what type of information each of these genres were trying to inform or explain or what was the purpose. I was very satisfied with the conversation that took place.
To help demonstrate to students(7th grade) that there are reading selections with both narrative and informational elements I chose the short story “The Green Mamba” by Roald Dahl. When the students were reading it they completed a T-Chart with one side labeled Narrative qualities and the other side labeled Informational qualities. If you visit the ReadWriteThink website you can find a really nice T-chart for the student to use. When students complete the T-Chart I have them listen to the short story on CD (RI.7.7) and they complete a short quiz about the selection.
I feel my students begin to understand how a reading selection can have both narrative and informational qualities by completing the T-chart and listening to the story again. The short story serves as a quality transition piece for my students as we dive into informational reading and writing.
Today we discussed Facebook and the type of information the social media website portrays. After taking a short survey with my 8th graders, about 80% of them have Facebook but do not visit their page that often. Most 8th graders said they visit it once a week. Most students who had access to it via mobile phone didn’t even check Facebook during school. It makes me wonder if Facebook is on the way out. Both my 7th and 8th graders are creating Facebook profiles on paper and then we are going to use those profiles to create a profile on Schoology, the social media website I use in my classroom. More to come later!