When
students have the chance to select their own books to read, they have opportunities
to read what interests them and discover books they enjoy to read. Self-selecting
books does not always work the same way for striving readers as it does for
proficient and advanced readers.
A few
years ago after one of my read-alouds, I told my students: “In this class
you’re always safe. Everyone will celebrate reading by choosing books you can
read and enjoy.” That comment seemed to be a turning point because during
independent reading time, several students selected books they were able to
read and enjoy. However, it took several weeks for all students to feel
positive about selecting books they could read with ease.
This
story was crucial that students had the opportunity to make the decision to
choose books they could read. Striving readers often need time to feel safe that
no one will make negative comments about books they select. Give the students
time and create an environment where everyone feels safe and truly learn to
enjoy independent reading. Self-selection develops responsibility and
independence, and gives students control over their learning.
In
addition to choice, there are other things that create joyful reading and allow
students to spread the word about a beloved book to peers.
Reflection Time
Have
you ever closed the last page of a book and wish you could read it again? The
need to revisit events in a book and to think about the characters and
their decisions is often achieved through reflection. You feel obliged to ponder
over and relive favorite parts of a favorite book. These moments in reading are
special and it is important to offer students a time to reflect and savor parts
of a book that were memorable or impacted their lives. Reflection can be
accomplished through discussions and recommendations of books.
Power of Discussing
Books
Reading
is social and that is why students love talking about books with a partner or
in a small group. Discussions reveal a range of interpretations supported with evidence
from the text. Students also practice their active listening skills and communicate
their thinking to peers. It is also valuable to offer students ways to promote
or advertise books to their peers. Promoting and advertising books provides
students with a list of books their peers enjoyed. Book recommendations offer
students choices they may never have considered.
Promote/Advertise
The
following are four ways students can hear about and explore books that their
peers enjoyed. The students then have knowledge about books they can check out
to read.
1. Elevator Talk: Vendors often have to sell
a product quickly by focusing on what makes the product special or different
from other products. Students set up an appointment with their teacher when
they complete a book and want to present an “elevator” talk. Have students jot
some notes they want to include in the brief talk. The presenter has sixty
seconds to sell the book to classmates.
2. Graffiti Wall: Students have the
opportunity to write short book recommendations to their peers. Place a large
piece of paper on a bulletin board or wall. The students write short reviews that
are positive, point out one important reason why the book was a great story,
and to recommend the book to a peer who may enjoy it.
3. Class Blog: Set up a class blog and
invite students to create and post original book reviews or trailers. Students
read the blog to explore books classmates posted and also to add a comment to a
peer’s post.
4.
Flipgrid:
Students enjoy sharing what they are currently reading or have read in the
past. Set up a class Flipgrid to allow the students to give book
recommendations, share their stories, and to reflect on reading strategies and
story elements (character, setting, plot, theme, etc.). The resource allows
students to answer questions or respond to a peer by simply asking students to
use their voice.
Discussion Questions:
1. How do you engage students in book reflections and discussions in the classroom?
2. In what ways do you promote voice and choice to your students in reading?
3. Do your students promote and/or advertise books they have read and enjoyed reading? If yes, how?
4. What was a personal experience where you had the opportunity to share a book you enjoyed reading? How did the experience make you feel?
