Jill Eisenberg, our Resident Literacy Expert, began her career teaching English as a Foreign Language to second through sixth graders in Yilan, Taiwan as a Fulbright Fellow. She went on to become a literacy teacher for third grade in San Jose, CA as a Teach for America corps member. She is certified in Project Glad instruction to promote English language acquisition and academic achievement. In her column she offers teaching and literacy tips for educators.
Dissecting excerpts, highlighting evidence, defending one’s answer choice, bubbling in exit slips. As necessary as all that preparation for upcoming state assessments may be, March and April for teachers and students can be arduous. In some cases, students are learning how to take a test for the first time. For many, the third quarter risks turning enthusiastic momentum for reading, developing interests, and taking academic risks into a trudge of review and re-teaching.
With all this reading in overdrive, it is understandable that few students (and teachers) want to keep reading at home for pleasure. Yet we need to sustain student excitement for reading and prevent testing anxiety. Now more than ever, students need the bigger picture of how literacy helps us as citizens, the experiences of deriving joy from print, and practice using books for stress management.
If you have observed your students retreating from the idea that books are an escape and hobby to an unpleasant, stressful task, here are some techniques to increase the joy factor in reading and keep kids hooked:
- After lunch, recess, or the morning message, bring the class together to listen to you read a poem or a chapter from a longer book that is not connected to a skills or strategies lesson. This daily activity exposes students to books beyond their reading levels, bolsters classroom community in an otherwise competitive time, and communicates that books have calming, revitalizing effects.
- Continue to highlight books with relevant holidays, core value themes, or S.T.E.M. content using designated bins or book cover displays at child height. Even during crunch time when it is hard to infuse lessons with interdisciplinary connections and core value applications, these exhibitions or quick booktalks allow students to explore and develop their interests. Consider creating collections for Women’s History Month, Cesar Chavez Day, baseball season, National Poetry Month in April, and Earth Day.
- Lead students with books in arms to another classroom or outside for a “field trip.” This physical change of scenery reinforces that books are a mental change of scenery and a respite.
- Set aside 20 minutes every day just for independent reading instead of squeezing in one more skills mini-lesson. Preserving time for students to interact with books of their choice in independent reading allows students to take a break, manage tension, and re-focus their energy. During this time, students self-select books they enjoy, exercise literacy strategies, and feel in control of their learning. This commitment and preservation of independent reading time conveys to students how seriously you value and respect this sacred time to enjoy a book.
- A lot of test preparation and review involves independent work and sitting quietly. For an end of the week reward, let students choose a classroom peer to read to instead of independent reading that day, invite a younger grade to your classroom for your students to read to, utilize siblings and family relationships at the school, or invite other stakeholders in your students’ educations (like the cafeteria or main office staff) to enjoy a book with students. Reading to someone (buddy reading) allows scholars a chance to talk, enjoy a book in a low-stakes environment, and escape to a new world in a wonderful story.
- Encourage parents to lead a whole-class read aloud in the classroom. This time gives you a chance to conference with struggling readers, celebrate parents as teachers, and encourage the intergenerational fellowship of books.
- Invite an author to school or hold an online interview . There is nothing quite like reinvigorating young readers and writers than with a real author. This bright treat gives students a badly needed broader perspective of books beyond assessments. For more information on how to bring authors into your unit of study no matter what your budget is, check out this post.
- Change up the routine! Have an “opposites day” in which two teachers switch for a read aloud/poem one day. Or engage other school community members (like the principal, school nurse, and other non-teaching staff) to read to the whole class so that your students can see that they have a whole team cheering for them and invested in their growth, health, and success.
Do your students need a distraction? These joyful books offer just enough silliness, escape, or suspense to remind students that books are also for entertainment!
- Cat Girl’s Day Off
- Confetti: Poems For Children
- David’s Drawings
- Dreaming Up
- Ghosts For Breakfast
- My Steps
- My Very Own Room
- Nine-In-One Grr! Grr!
- Surfer Of The Century
- Ten Oni Drummers
- The Monster In The Mudball
- The Palm Of My Heart
- The Pot That Juan Built
- Where On Earth Is My Bagel?
- Wolf Mark
2 thoughts on “Eight Ways to Help Students Remember that Books are Fabulous”
My name is Lisa Weldon and I am the author of the children’s book entitled Handicapable. Handicapable is an inspiring book about an African American wheelchair bound little girl named Lola that possess strength and courage as well as a positive attitude about her disability. The book discusses how family support is necessary for children with special needs. Your website is very informative and impressive and is the perfect place for a book like Handicapable. I would love to be included as one of your published authors. Can you please let me know how can we make this connection possible.
Hi Lisa, our submission guidelines can be found here.
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