I separate the students so there are 2-3 students at each prompt. Each student has their Writing Notebook and a pencil. I start the timer for 1 minute if I have a class full of reluctant writers, and 2 minutes if they are more confident writers. The students write about the prompt until the timer goes off, and then they rotate to the next Task Card. The timer starts again and students write about a new prompt. Within a few minutes, students have rotated to 12 different Task Cards and written 12 different responses. After 12 minutes, I ask students to return to their seats and spend another 30 minutes writing. Sometimes these writing prompts turn into something that students work on over time, polish and publish, and sometimes it is just something they work on for a few minutes.
What is so great about this is students are exposed to lots of ideas at once, and almost always, there is one that really grabs them. In fact, they almost always find more than one prompt that they like to write about! Another benefit is that students build stamina and writing endurance, and they become more flexible writers and thinkers. Lots of great benefits! I use SpeedWriting once a month or so, and my kids look forward to it every time!
Please grab this free download to help you try SpeedWriting in your classroom. This one-pager walks through the steps, and it is included in 12 Book-Themed Writing Prompts on TPT. Check it out today!
QuickWrites are a really easy strategy that gets kids writing and only take about 5 minutes a day! Interested? Read on!
Just as we want our students to become more fluent readers, we also want them to become more fluent writers. QuickWrites are an awesome way to make that happen. A QuickWrite is exactly what you think it is – something a student writes about for only a short amount of time. You give the students a prompt and set a timer. Their goal is to keep their pencil moving the entire time! Even if they are writing the same word over and over, that pencil keeps moving. Because they only write about the topic for one minute, it is more like a game than a long-term commitment. I’ve learned over the years that once students start the pencil, even if they write their name over and over and over again, eventually, the ideas will flow. This strategy will improve students’ ability to write on a topic and awaken their imagination and bring new ideas to their writing!
Because I know that choice is an important motivator for kids (well, for all humans, really….), I give my students one prompt, and one minute. Then, I give them another prompt, and another minute. Finally, I give them a third prompt, and one more minute. Within less than 5 minutes, my students have written something about three different prompts.
After my students work on three different QuickWrites, I ask them to go back and count how many words they wrote for each prompt during the one minute timing. They graph their highest number of words, and that is my writing lesson for the day. Students are free to continue writing on one, or more, of their QuickWrites or work on a writing project of their choosing for the rest of our writing time.
Download a FREE copy of my Writing Fluency Graph here! If you like it, be sure to check out my Student Data Binder resource on TPT for more goal setting, data tracking and student reflecting resources. There are over 110 Student sheets included, so something for everyone!
What I’ve learned is that using QuickWrites about once a week improves students’ ability to put pencil to paper and get the ideas flowing. Also, the QuickWrites are a bank of ideas. If a student gets stuck and can’t come up with an idea for an assignment, one thing I encourage them to do is return to their QuickWrites. Often, they find something there that they can adapt to meet the requirements of the assignment. And since they have already done some writing on that topic, it can feel easier for them to get started.
My QuickWrites resources include the prompts in 4 different formats so that you can use them with lined paper, primary paper, as a prompt that students glue into their journal (which is how I use them) and in a center. Another way to use the writing prompts is for SpeedWriting. This blog post gives you all the details and includes a free download to bring SpeedWriting to your classroom!
Check out Make Friends with a Book and my other Writing Prompts on TPT today and let’s launch a great writing year together! Happy teaching!
If you’ve read any of my other blog posts, you probably know that I’ve spent a significant amount of my career teaching ELLs. You may also know that, even when I’m not teaching ELLs, explicit vocabulary instruction is always an important feature of my classroom. I try to spend just a few minutes a day on direct instruction of vocabulary. My goal is to teach 500 words a year – and even that is a small fraction of the words that I should be teaching. If you missed it, check out this post which summarizes the research on why direct vocabulary instruction is critical. This blog post will help you identify best practices for using Word Walls to improve vocabulary instruction in your classroom!
Word Walls are a key strategy in helping me meet that goal of 500 words a year. As you are setting up your Word Wall for the year, here are a few things I have learned over the years.
The power of a Word Wall is in its interactivity. A pocket chart is the best way to ensure that. I’ve tried stapling words on the wall in the past, and I find that when I do, they just sit there. When I put them in a pocket chart, kids can grab the cards and use them, and so can I. So, to keep my Word Wall a living, interactive part of the classroom, I use a big pocket chart. For example, I recently taught a Science lab about Matter, and pulled these Word Wall cards out of the pocket chart as I introduced the lab. Then, students grabbed the Word Wall Cards and put them at the stations where they were testing for different properties of matter.
Another benefit of the pocket chart is that I can add words that come up unexpectedly in class. I prepare Word Cards that I use intentionally, but I also seize the teachable moment and add words that we encounter in books, videos, conversation….
Because I use a pocket chart, I can’t fit all of the words for the year at one time. So, students keep a personal Word Wall as part of their Writing Notebooks. Before I remove the Word Cards for a unit, I make sure the students have the words in their notebooks. I also store the previously learned Word Cards in an alphabetical accordion folder so that students can find them if they need them later on.
Make sure you choose a spot that is easily visible and accessible. One year I put my Word Wall in the back of the classroom, and kids didn’t use it. Even though my students’ desks face all directions, there is something about the front of the classroom that communicates importance. Put your Word Wall in the front if you can.
What do you include on a Word Wall?
If you missed it, be sure to check out my blog post on Tier 2 words. That post explains the three tiers. What you need to know for today is that explicit instruction in Tier 2 words is a best practice for vocabulary instruction. My Word Wall is mostly Tier 2 words because they are the ones that my students need direct instruction with. I also include some Tier One words if I want my students to be sure to spell them correctly, and I add Tier 3 words when they come up.
If you don’t already have one, a COBUILD Dictionary is a great tool to explore. Besides all of the other things that a dictionary can do, COBUILD dictionaries tell us how frequently a word is used in written English. Very common words are Tier 1, and need little to no instruction. Very uncommon words are rare, and also need little to no instruction because, in all likelihood, the average reader will never encounter them. For example, abecedarian is a Tier 3 word. You may be an abecedarian when it comes to the COBUILD dictionary. But unless that word turns up as an important idea in a book or other context, I won’t spend direct instruction time on it in class.
As teachers, we want to put our energy into teaching our students the things they will likely need to know. For example, this link will take you to an online COBUILD dictionary where you will see that the entry for isthmus has two out of five dots colored. This tells you that isthmus is one of the 30,000 most frequently used words in English. So, some direct instruction is probably warranted.
Plateau, with three colored dots, is one of the 10,000 most frequently used words. And it is a word that students struggle to spell, so it is a perfect word to spend direct instruction time on, and should receive greater focus and deeper instruction.
This Word Wall set includes both of these words, plus 30 other landforms. Check it out today!
Adding Words to the Word Wall
There are many great ways to do this, so let your creative mind flow! But, if it’s late and your brain is tired, here are a few things I generally do as I introduce words.
For example, I use my Word Wall for my Landform vocabulary every year. If you need Landform Word Cards, check out this set on TPT. Each card has a photo of a landform in the US, so I double my impact by teaching important Science and Social Studies content!
This resource includes 32 terms. At the beginning of the unit, I choose the Tier 1 words that my students likely already know, and quickly add them to the Word Wall. It should take about 10 minutes of class time. The goal is to make students aware that the words are there, that they should know them, and that they are responsible for spelling them correctly, now and forever. I play a game I call Categories to introduce these words. It sounds like this.
Teacher: Class, today we are going to play Categories. I have 10 words. Our category is landforms. The first definition is “a piece of land that rises higher than everything around it.”
Teacher: Good guess. This landform is smaller than a mountain.
And then I place the Word Card under the document camera to show the students the word, definition and photo. Then it goes into the pocket chart and we move on to the next word. In this way I review 10 words that most of my students already know and I create a place in their brain to hold more words that fit the category of landforms.
The next day, I introduce a Mystery Word that fits in in our category. Mystery Words are always Tier 2 words, and I will spend the majority of my direct instruction time on these words. I choose a word that the students should encounter in reading or other context that day, and I remind them that it fits the category of landform. In the morning, I write the first letter on the board, and then blank lines for each letter (like the game of hangman). As the day progresses, I add a letter here and there until the students guess the word. Often, they guess the word when they encounter it in the text. Then, we look at the Word Card and add it to our Word Wall.
Finally, if there are Tier Three words that I want the students to learn, I present them in a quick, direct instruction. I simply tell the kids the word and the definition, and then use it in a sentence. Then, I challenge my students to work together to come up with a sentence of their own. Finally, we add the word to the Word Wall.
That’s a quick overview of how I use Word Walls in my classroom. Of course, the power is in the revisiting. More on that in future posts.
In the meantime, if it’s helpful, grab some of my Word Wall sets on TPT, or make your own. Here’s to a year filled with Words, Words, Wonderful Words!
This blog post reviews The Knowledge Gap by Natalie Wexler. The post focuses on aspects of the book that will be helpful to classroom teachers and administrators working to decrease the achievement gap in reading.
Yesterday’s blog post featured a somewhat unusual idea for launching Writer’s Workshop. After the initial flurry of writing about the crazy dancing teacher, some students struggle to find their next idea. That’s where today’s idea comes in handy.
Manfish, by Jennifer Berne is a marvelous picture book about Jacques Cousteau. He was a true Renaissance Man – inventor, environmentalist, explorer, cinematographer…. The book beautifully traces his life and his development of his many talents. It’s a perfect opening to inspire students to identify their own talents and interests.
This free lesson plan on TPT walks you through how to use the book to introduce the idea of Writing Territories to your students and then help them brainstorm to find their own writing territories. The detailed lesson plan includes a brainstorming sheet for students. I have students paste those in the front of their writing journals so they can easily revisit them throughout the year. The free download also includes a checklist that will help you keep track of student progress.
The real power of this lesson actually comes after the lesson. Once students have brainstormed their writing territories, the revisiting is key. The first revisit happens in a writing conference with me. During that conference I am working to get to know my students, so I do more listening than talking. I also often try to help the students narrow their topics down.
This is a copy of one of my student’s brainstorm after half of a year. She started with the first 5-6 ideas. As the year continued, we revisited this from time and she added to her brainstorm.
When I met with this girl during our first conference of the year, we started by looking at her Writing Territories sheet. I noticed that she had listed her family as one of her territories. That is a very general topic, so I asked her to be more specific. We discussed each member of her family and analyzed which ones she felt she could write about. She said that her little sister and her dog would both be funny to write about, so I had her add them to her list. By narrowing her topic down she had a better chance of writing a well organized story. Later in the year, she narrowed even further by identifying her Writing Territory as “11 year old girls with annoying little sisters”. Not long after she wrote a pretty funny story about her youngest sister. Narrowing the focus during a brainstorm can often set a story or essay on the right path, even before the writer begins.
This student also added ideas during the year. She loved Science, so she added the solar system, and then narrowed even further to Saturn. One of her best pieces of writing for the year was her informational piece about the journey of the Cassini spacecraft and its study of Saturn.
To help get students to add to their list, we try to make it a living document. I show mine and add to it frequently, and I ask the students to open their notebooks and begin a Workshop by reading their list. I also say things like, “Oh, what an interesting idea. Why don’t you go add that to your Writing Territories list?” Even if it’s math class, I try to encourage the students to find their own voices and their own ideas and add them to the list.
I hope this lesson helps you and your students find topics to write about. Grab the free lesson plan on TPT today!
Every year, on the first day of school, my students come back from lunch to see a mysterious box, covered with a cloth. Then music starts to play. I usually use 2001, A Space Odyssey because it is SO dramatic! As the music crescendos, I whip the cloth off the box. It is wrapped, so I rip that off too! Of course, I’m not saying anything while the music plays, but I’m dancing around in a goofy, ridiculous way. All the kid’s eyes are glued to me and not a few jaws are dropped as I rip open the box and start throwing tissue paper around the room.
Finally, at the most dramatic moment in the song, I reach in, my mouth wide with awe and delight, and I reveal – a writing journal!
I then proceed to bestow them upon the fortunate students in Room 205. After my craziness, as you might imagine, every student has something to write about. So, when the music dies and the hubbub quiets, we have our first writing session of the year.
For the first Writer’s Workshop, I keep it short. Kids have likely lost their writing stamina over the summer, and I’m interested in having them enjoy the time and get something on the page. We go through all the steps though.
It is quiet when we write so that everyone can do their best thinking.
You can write wherever you want to in the room. Just make sure you choose a good learning spot for yourself.
When we finish one piece, we start another.
Sharing is always encouraged, and always optional.
I like to begin our Writer’s Workshop together in this dramatic fashion for a few reasons.
Kids always have a story to share with their families on the first day of school.
I like to confound their expectations and surprise them as much as possible in the first week of school. Fifth grade is like no other class they’ve experienced.
Writing is exciting to me, and I want it to be exciting to my students.
Books have been great friends of mine for my entire life. They have helped me through times of sorrow and grief, they have taught me the skills to master challenges, they have helped me escape to new worlds when this one was a little too much to take. Books are constant and continual friends for me.
So, it is probably not a surprise to you that I want my students to have books that are friends as well. When I first mention the idea, some of my students roll their eyes. They are fifth graders, after all, and eye rolling is a skill they excel at and practice often. But, as the year rolls on, I notice many students quietly making friends with a book. Activities like Bring-a-Book-to-School Day help, and so do Quote Marks.
Quote Marks are simply book marks with encouraging, and sometimes funny, sayings on them. I generally post the quotes in the Book Nook, sometimes sticking them in surprising places for students to find as they peruse the shelves (for example, the quote from Diane Duane goes on the wall behind her tub of books). I put the same quotes on book marks and let students choose the ones they like. I also use the quote posters as Quick Write prompts to really get kids thinking about the quote. Many of the quotes express the author’s view of books as friends, so they reinforce that I’m not the only one crazy enough to think that!
It’s mid-August and many of you are already back in school. We are not back yet, but yesterday I opened my planner for the first time. I love the feeling of that empty planner – so much potential! So much learning! So much time!
And yet, I know in January, I will be feeling just the opposite. I will wonder where the time has gone and if I have spent it well. So today’s post is not about a literacy strategy. It’s all about you, and the decisions you make that have a major impact on your student’s achievement. Today, we are going to talk about the schedule.
There are many things out of our control as teachers. For example, this year, my school is piloting a new math curriculum and a new SEL curriculum. I can’t control that. The PE and library schedule is out of my control. Recess scheduling and pull-out schedules are also out of my control. When you think about the time in the day, much of it is out of my control. But, always, I can find some time everyday when ALL (yes, all!) of my students are with me for Independent Reading. I found the time when I taught kindergarten and I find the time now that I’m teaching fifth grade. I made that decision twenty-one years ago when I first read Fountas and Pinnell’sGuiding Readers and Writers and I’ve never changed my mind. I’ve changed just about everything in my practice since then, so why is this a constant for me? Because it is the single most important thing I do to raise reading achievement, build critical thinking skills and provide emotional support for my students. Don’t believe me? Here is the research.
Raising Reading Achievement through…. Reading
It seems like a no-brainer. If you want to get better at something, you have to practice it. Just this afternoon I had a conversation with my daughter about strategies she can use to improve as a basketball player. We talked about dribbling and layups and reading books about basketball strategy. Not once did I suggest that she do a few worksheets about basketball. That would be a pretty ludicrous idea. And yet, how much time do students actually spend practicing reading each day?
Researchers have been asking that question for decades. Just how long should students read each day? Should they read in school or at home? Should the teacher read while they are reading? There are hundreds of studies that support the importance of daily reading. Here are links to just a few:
This study found that 15 minutes of daily reading had a positive effect on students’ reading comprehension ability, word recognition skills and fluency.
This study found that 15 minutes is the magic number to begin seeing accelerated reading growth due to independent, daily reading.
This study found a correlation between reading at school and improved comprehension, but no correlation between reading at home and improved comprehension.
So, enough research. There are hundreds of studies that you can Google if you want to know more. But I think it’s a good moment to unpack this with a real-life example.
One of the biggest influencers on my practice as a reading teacher was a young girl named Amy. Amy was 8 years old and spoke another language at home until she came to school at age 5. I was privileged to be her 3rd grade teacher. At the beginning of the year she was reading at a second grade level, which wasn’t bad considering she had only been speaking English for three years. She was in my lowest Guided Reading Group, reading books at levels J and K. Third graders typically read levels M, N, O and P. And I had a high reading group that was reading “The Whipping Boy” by Sid Fleischman, which is a level R. I noticed that Amy had chosen to sit really close to the Guided Reading table, and that she had checked out a copy of “The Whipping Boy” from our school library. After a few days, I could see that she was really interested in the book and our conversation, so I invited her to join us. I was convinced that she needed to be instructed at her Instructional level, though, so I asked her to continue in her low reading group AND participate in the higher level group. A few weeks after we finished “The Whipping Boy”, I assessed Amy’s reading level again. To my utter shock, she had grown from a level J to a level N! I couldn’t believe it, so I had a colleague re-assess her. Same thing! That’s when I realized Amy’s motivation and interest in the book had done what no amount of direct instruction could do – caused her ability to grow more than a year in a few weeks. And she never went backwards. For the rest of the year, she kept up with my gifted students in the higher reading group, and in fourth grade, she even surpassed some of them.
Obviously, Amy is a very special student. Few students have the motivation to do what she did. But Amy taught me that motivation is more important than home life, economic status, language skills or current reading ability. And I have seen that pattern emerge time and time again since Amy first helped me see it. When students become motivated to read, their achievement goes up.
And how do we increase motivation to read? By giving students time to read, and to be read to. But, there are some essential components that make the reading time more effective. First, students must be allowed to choose their own books. Choice is key in human motivation. But, teachers need to be ready to step in to help match students with books (see my posts about Book Ballots and Book Talks for strategies on how to do that!) Second, students should read a wide variety of texts. Build a classroom library that exposes students to newspapers, magazines, books, short stories, poetry, non-fiction, literary fiction…. When students read widely, they become more curious and hungry to read more. My Book Bingo can be a fun way to encourage choice and reading of different genre. Finally, students will be more motivated to read if they set goals around their reading. I like to have students set goals about how much reading they will do and what type of reading they will do. More on that in a future blog post.
Increasing Critical Thinking Skills through Reading
Back in 2004, I read Building Background Knowledge for Academic Achievement by Marzano. It’s a terrific read and I highly recommend it if you want to learn more. One of the key ideas in the book is that students today lack background knowledge about all sorts of things. They can’t find Mexico on a map; they don’t know when (or why) the War of 1812 was fought; they think that milk comes from cartons, not cows. If that was true in 2004, it is even more true now. According to a study cited in this blog, during the 2015-16 school year, a survey of 9.9 million students found that 54% of students read fewer than 15 minutes a day. Marzano found that the best way for students to build background knowledge was through wide reading. If students are reading less than 15 minutes a day, they are not building background knowledge. And background knowledge is key for critical thinking.
Take, for example, the critical thinking skill of formulating a hypothesis in science. In order to formulate a reasonable hypothesis, you have to have some background knowledge. Last year, I asked my students to formulate a hypothesis about fish dying in a lake in the Adirondacks. I gave them data on wind patterns and pollution from factories in Detroit. I assumed that they would know that pollution kills fish. So, I was surprised when one of my students hypothesized that the pollution was not causing the fish to die. Luckily, I pushed them to explain their thinking. This particular student had a freshwater fish tank and had observed algae-eating fish, and they hypothesized that the fish in the Adirondack lake would eat the pollution, just like the algae-eating fish. Their hypothesis was based on background knowledge from their small corner of the world. In this case, limited background knowledge really hindered their ability to formulate a reasonable hypothesis.
Providing Emotional Support through Reading
I learned what it meant to be a normal, teenage girl, growing up with the awareness that my life could end with any knock at the door by reading Anne Frank’s diaries. I experienced the thrill of saving my brother from death at the hands of the White Witch by reading “The Lion, the Witch and the Wardrobe”. I thrilled to the noise of the crowd as the Black Stallion surged across the finish line, and I felt as though the victory was mine. I felt less lonely during the pandemic by reading “The Pillars of the Earth”, an historical fiction book about plague times. Book have helped me become more empathetic, more courageous and more confident. Books have given me solace in times of trouble and eased my pain in moments of sorrow. This year more than ever, we need to tap into the healing power of books so that our students can emerge from these difficult times and find their own healing and their own voice.
And the research backs up my experience. There is a type of therapy called bibliotherapy that uses reading and books to help people heal. One study of 96 students with mild depression found that bibliotherapy was an effective strategy in treating their depression. Other studies have also found that reading is helpful in decreasing anxiety and depression. If you’ve ever experienced the calm of a classroom full of students, all on task, all quietly reading, you can easily understand how that experience helps people find inner peace.
But how do I find the time?
By now, I hope I’ve convinced you that quiet, choice reading time is an essential part of every classroom, everyday. And now, we find ourselves back at that schedule. Where do we find the time?
First, you have to ask yourself a hard question. “What can I take out of the schedule?” Here are a few suggestions that you might consider taking off your plate. Only you know what will work best for your students, but removing one or more of these might give you the time you need for effective reading practice every day.
Worksheets – As I mentioned earlier, you wouldn’t have someone work on their basketball skills by completing worksheets. Why use them for reading improvement when you could simply have the kids read?
Accelerated Reader or other test-based motivation program – When was the last time you read a book because you hoped to take a test on it? According to the What Works Clearinghouse, there are two valid studies about AR. One found a very small gain in comprehension. The other found no gain in comprehension. Neither found an improvement in fluency. So, if you use AR, it should be a very small part of your literacy block. It hasn’t been proven effective enough to take center stage.
Weekly spelling lists – Again, there is ample research that weekly lists do not improve spelling ability. We DO need to teach how language works, but this approach is not effective.
Rote language activities – Activities like copying definitions from the dictionary, coloring posters about idioms or figurative language, grammar packets…. Ask yourself if your students will grow more with time reading or time spent on rote tasks.
Handwriting practice – How useful will this be to your students? I could make the case that students should be exposed to cursive, but I don’t think it merits a lot of instructional time. Where do you fall in this debate?
As you really start analyzing your schedule, you may find moments that you can grab for Independent Reading. If you commit to finding the time, you will find it. Start by finding 15 minutes a day, and stick with it. Don’t let anything interfere with it. Then, make it 20 minutes a day, and really commit. Before you know it, you will have found 30 minutes a day. That’s when you will start to see it really making a difference.
So, this year, once again, I figured out a schedule that includes our math pilot, our SEL pilot (during SS time
0 and at least 30 minutes of reading time each day. I am still agonizing over what to take off the plate and what to include. And in January, I will probably ask myself where the time has gone. If all goes well, by January I can tell myself that about 45 hours of the time went to purposeful, student-centered, choice reading. And then I’ll breathe a sigh of relief that something is going well, and I will dive back in. I wish the same to you, teacher friend!
Let’s talk genre. What is it? Why should we teach it? How does it help kids read better anyway?
Genre is a French word that means a kind or category. The English word gender comes from the same root. The word genre (plural genres) is generally used for artistic works. Music has different genres, and so does literature.
That’s all pretty interesting, but why spend precious time teaching about different genres? Well, as a teacher, part of my job is to unlock the different academic disciplines for my students. I want them to think like historians and scientists and artists. Genres unlock the organizing principles of the discipline of literature. As students learn about genres, they come to a deeper understanding of how texts work. And that leads to deeper comprehension.
The first thing to teach is some basic vocabulary. All books fit into the main categories of fiction and non-fiction. Please don’t teach your students that fiction is stories and non-fiction is facts. Instead, teach them that fiction comes from the writer’s imagination, although it can be based in reality. Non-fiction is literature that focuses on real people and real events and reports them factually. However, a good non-fiction writer can weave a story into the facts that can make it just as compelling as the craziest fantasy story!
I begin teaching genre on the first day of school. For more about that, read this blog post on how I get students engaged with books right away, and every day. Once students have some familiarity with genres, we play Book Bingo with the whole class. Feel free to use your own Book Bingo, or check out this one on TPT. The first time we play, I use the included Caller Cards to name the genre for students to mark. That builds familiarity with the different genres and helps students grow their vocabulary.
The second time we play Book Bingo with the whole class, I don’t use the Calling Cards. Instead, before we play, I go to my Book Nook and grab one book to represent each genre. As we play, I place the book under the document camera and students use clues from the cover, the blurb, and even the inside of the book to infer the genre. The resource on TPT includes this Recording Sheet so that you can keep track of the books you have shown your students and easily know if they have a Bingo!
The second version of the game has several benefits. First, students are using the characteristics of the genre to make inferences. That is great critical thinking! Second, you are introducing students to 25 books from your classroom library, and they often find one they want to read. After we finish playing, I leave the books on the chalk tray for a few days, and most of them disappear into the hands of my students!
It is great to have students identifying books by their genre, but it’s not enough. I also want students to read widely across different genre. Wide reading is essential for building background knowledge. So, the next activity I use is an Independent Book Bingo card. Each student has their own Bingo Card and Recording sheet, and their goal is to Read-a-Bingo. Once they have read a book, the record the title and genre and cross it off. Five in a row is a Bingo!
The first time I use the Bingo cards as an independent activity, I ask the students to read five picture books. That lowers the affective filter and helps all students feel successful. Reading five picture books across different genres is also a great way to introduce the genres to students. A high quality picture book is not a huge commitment, and is a great way to build background knowledge and also to expose students and help them learn which genre they really enjoy.
Book Bingo is a fun way to bring genre to life in your classroom. This video post gives you a few more tips on bringing it to your classroom. Happy teaching!
Book Pass is a really simple idea to hook kids on books, and it’s perfect for launching your Book Clubs or for having kids do a Book Project. By the end of 15 minutes, every student in your class will have a book to read. But better than that, they will likely have one or two more that they would LIKE to read. And helping readers build a reading plan and live a reading life is one of our greatest privileges as teachers. Read on for the simple how-to!
For a Book Pass, all you need is one book per student and about 15 minutes. I use this strategy to launch Book Clubs, so I gather multiple copies of each title – usually I offer 5 choices for a Book Club. So, I need about 5 copies of each book. Arrange the books in a circle on the floor, putting the books in a repeating pattern. You want the books to be organized so that students will see each book but not preview a book more than once.
The students sit behind the books and begin by previewing the book in front of them. Remind them that good readers preview a book by looking at the cover, reading the blurb and opening the book and reading an excerpt. Set a timer for two minutes. In that two minutes the students are quietly perusing the book and asking themselves one question. “Is this a good book for me?”
Once the two minutes are up, students pass the book to their right. Then, they take their new book, and spend 2 minutes with it. Keep to a two minute timer. I’ve found that it is long enough for a student to get a good sense about a book but not so long that they get bored and start talking. 🙂
After 10 minutes, every student in your class has previewed 5 books. I then collect the books and pass out a sticky note to each student. On the sticky note they write their name and their top three choices, in order. Within a few minutes, I can sort through the sticky notes and most often can get a student their first or second choice of book. Just like that, we are ready to get started with Book Clubs!
If you would prefer to use a Book Pass to launch a Book Project, it works pretty much the same way. If you limit the choices for a Book Project and use a Book Pass to launch the projects, you get a couple of benefits.
You don’t have to read 27 different books – just 5 or 6!
Kids who are reading the same book can meet to talk and share ideas.
Students will get excited about reading the books their friends are reading.
After the project or Book Club cycle has finished, I always make the copies available to the whole class. Intermediate students are a little like lemmings – if their friends are reading it, they are happy to go along and read it too.
Book Pass is a really simple strategy that helps your students find a book to read – you will hook them on at least one book, and maybe more! Try this strategy every month or so to expose your students to new books and keep them reading!
Every year my students walk in on the first day of school and are confronted with piles of books on their tables. And empty tubs. I put my students to work organizing the Book Nook (what I call my classroom library) on the first day, and for several days after that. Here’s why:
If the students come up with an organizing system, they will understand how to find the type of book that they like.
If the students organize the books in the first few weeks of school, they will be able to maintain that organization for the rest of the year.
Giving this task to students helps them feel ownership in the classroom, and especially, in the books.
This task is one of the best ways I know to teach kids about genre – something that is a pretty bedrock literacy understanding. For more ideas about that, check out this blog post!
This is a great strategy for Getting Kids Thinking About Books and also for Selling them on books!
This literacy strategy takes about 30 minutes on the first day, and then 10 minutes a day until all of the books are organized. The first day, students walk into the classroom (usually after recess) to find approximately 20 books on each of their table groups. My group size is 4-5 students, so that’s 4-5 books for students.
First, we gather on the rug to talk about what we are going to do with the books. I tell the students that they are responsible for figuring out how to organize the books in a way that will make them easy to find and easy to keep organized all year. Then I ask them, “What ideas do you have about how we could organize the books?” Often, no one answers. Sometimes, someone volunteers a way they have seen another classroom library organized. If they do give me an idea, I respond, “What do you all think? Will that help you find books and keep them organized?” I don’t endorse any system of organization because I want this to belong to the kids. Using a question focuses them on the criteria for success and builds that sense of ownership.
After a few minutes of discussion, I send them to their tables. I have chosen the books for each table purposefully. In each stack, there are different connections that students can make, and some books that may not fit together at all. I am deliberate in the books that I give to each group because I want to foster discussion and critical analysis of the books. How do these books fit together? Which books don’t belong?
For instance, if students found this book stack on their tables, they would probably notice that “Charlie and the Chocolate Factory” and “The Witches” are both by Roald Dahl, and suggest book tubs organized by author. They would also notice that this stack has a significant number of historical fiction books: “Sarah, Plain and Tall”, “Across Five Aprils”, “Sounder”, “Our Strange New Land”, “Sophia’s War”, and “Big, Bad Ironclad” could all fit in a tub labeled historical fiction. But, “Ghosts” and “Big, Bad Ironclad” are both graphic novels, so maybe that should be a tub too. Once they noticed that, I would ask them, “Where should you put the books so that you can find them and keep them organized? Which label will be more helpful? Is “Big, Bad Ironclad” mostly a graphic novel or mostly historical fiction?” That question causes kids to critically analyze themselves as readers AND the book!
Once a group has found several books that belong together, I give them an index card and a tub. Someone in the group is responsible for making the label for the tub, which I attach with clear Contact Paper or book rings, depending on the style of tub. I don’t expect them to finish the label in the 30 minutes because I want it to be high quality. The student just keeps the index card with them until it is finished, and then we attach it together.
Of course, there will be books on the table that the students don’t fit into any tub. Before we complete the work for the day, I ask the groups to leave the tubs on their tables, with any books that belong in the tubs. Books that don’t belong should be laying face up on the table. Then, one student from the group stays at the table to explain the group’s thinking to the other kids in the class. Groups rotate around the room. As they do, students start to notice that a book from one table might fit into a tub on another. In this example, “Mrs. Smith’s Spy School for Girls” would fit nicely in the Adventure Tub on another table. When students make those connections, I encourage them to take the book and add it to a tub.
To finish up, students bring the books that are organized to the Book Nook, and place any books that are not yet organized in a tub by my desk. There are always several kids who discover a book that they would like to read, and of course, they can borrow that for Independent Reading! The next day, we continue the process. I have a lot of books in my classroom library, so this generally takes us about 3 weeks. On average, the kids organize about 100 books a day.
This strategy definitely is a bigger time investment than some of the other strategies we’ve been learning about, but it really gets kids Thinking (with a capital T) about books AND it hooks kids and builds motivation. It is well worth your time! Plus, you get the added benefit of gaining time back because you won’t have much work to do to keep your classroom library organized. The kids will do it because they know how!