Monthly Archives: August 2021

Book Chats – 30 Days, 10 Minutes to a More Literate Classroom

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Today I want to talk to you about a really fun idea for connecting readers. Book Chats is a perfect activity for Back to School, and I use it when I want to strengthen connections and make new ones – for example, in January after the long break. To make this a no prep activity, grab my Book Chat resource from TPT. Just print and go or use on Easel!

The idea is simple – two readers interview each other about their interests and reading preferences, and then they choose books for each other! This is a powerful literacy strategy because:

  • Students make connections and talk about books!
  • It builds the idea that students should help each other find books that they will love. I’ve noticed that, weeks later, some partners are still bringing each other books!
  • As students are choosing books for each other, they often find books for themselves.

You will want to give yourself a little more than 10 minutes for this idea (I know, but still, it’s pretty quick!). I do this over two days, about 15 minutes each day. Spreading it out helps keep my Book Nook from getting too congested and it helps me fit it into a quick moment during the day. Here are the steps. Feel free to click each step if you want to read practical tips for bringing this to your classroom.

Students interview each other.

I usually spread this over two days. So, Day One, the first person interviews their partner and then goes Book Shopping. They try to put two or three books in their “shopping cart” for their partner. They present the books to their partner and explain why they think it’s a suitable book for their partner. You can purchase my Book Chats resource on TPT and use my Student Sheets, or create your own!

Students use what they have learned about each to choose 2-3 books that their partner will enjoy.

This can be tricky for some students and easy for others. One pitfall is the student who wants recommend every book. That student is having trouble discerning, and they may need your help narrowing things down for their partner, and maybe for themselves as well. Lots of unmotivated readers actually suffer from reading too many of the wrong books.

The shopper presents the books to their partner and tells them why they think they are a good fit.

This is the heart of the activity. As students are presenting to each other, you will hear a buzz of excitement in the room. Kids are discovering new books and new friends, and it’s a good moment to be a teacher!

The shopper is responsible for putting away any books their partner does not want to read.

Be sure to have the shoppers do the re-shelving. In theory, they removed the books from the shelves and should put them back!

And that’s it! It should take about 30 minutes total for kids to connect over books, but the connections they make to each other will last far longer. With a small commitment of time, your students will make some new connections and find new books to love. Grab your copy today and use it tomorrow!

Watch the video for more tips and a clip of me modeling the strategy with a fifth grader.

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Graffiti Wall – 30 Days, 10 Minutes to a More Literate Classroom

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Graffiti Walls are a fun way to connect readers and get them buzzing about books in writing! This is another idea that I’ve implemented from Donalyn Miller. If you haven’t read her books, I highly recommend “The Book Whisperer”. You will come away feeling like you’ve made a new teacher bestie!

The idea is simple. First, you have to decide if you want a physical Graffiti Wall or a digital one. If you have a physical bulletin board, make sure it is easily accessible to kids and that you can store Sharpie markers nearby. The benefit of a physical wall is kids love to use the special markers (and you have to make sure they understand the markers are ONLY for the Graffiti Wall!) It is also really good to have the wall right there where kids can see it every day and be inspired by their friends’ quotes. However, it is pretty easy to fill the Graffiti Wall up, and I have never been good at changing the paper, which means my students run out of room on the Wall and then the momentum slows down while they wait for me to put new butcher paper.

The benefit of a Digital Graffiti Wall is that you never have to change the background. I used a Google Slide last year, and this year I am considering going digital with Padlet. More on that later (and be sure to watch the video!) The down side of a digital Wall is that you have to project it each day or somehow remind students that it is there, so it can lose its spontaneity.

Once you have chosen digital or physical, launching it with your class is critical. If you just tell them it’s a Graffiti Wall, you are likely to get lots of junk – little drawings, quotes that don’t make sense, crossing out and a big mess!

I launch the Graffiti Wall slowly, over several short lessons. First, I read a picture book that I think my students will love. One of my favorite books for Back to School is Odd Velvet. If you haven’t read this book, I highly recommend that you grab it! It is a simple picture book, and takes just about 10 minutes to read. I have used it in classrooms from kindergarten to fifth grade, and students always understand the message – Be Yourself. It’s a great message to send at the beginning of the school year. What makes it perfect for launching a Graffiti Wall is that it is chock full of lovely language that makes great quotes.

“…my father told me that, on the day I was born, the sun was just rising over the mountains, and outside it looked as though the world had been covered with a blanket of smooth, soft, lavender velvet.”

Odd Velvet

“Sure enough, with just her eight crayons, Velvet had drawn the most beautiful apple the children had ever seen.”

Odd Velvet

“Velvet was different. But maybe she wasn’t so odd after all.”

Odd Velvet

After I read the book, I put these three quotes on the board and ask the students which quote they think would be the most powerful to write on the Graffiti Wall. The first quote is powerful because of the poetic language. The second quote is powerful because it is the turning point in the book. The final quote is powerful because it is the message of the book. We talk about why each quote is powerful. Then, I tell the kids that any of those quotes would be great on the Graffiti Wall. Any of those three are reasons why they might write a quote on the Graffiti Wall. Together, we choose one and I have a student write it on the wall.

The next day, we review the three reasons you might include a quote on the Wall.

  • Poetic language
  • An important moment in the book
  • A quote that tells the message/theme

For the second lesson, I ask the students to think of other reasons they might include a quote. They brainstorm a bit, and then I ask them to grab a partner and a picture book and see if they can find a good quote for the Wall. They usually come up with ideas like:

  • Amazing facts from non-fiction
  • Funny sayings or events
  • A quote that would convince another reader to pick up the book
  • Something surprising (that doesn’t give away the ending)

After a few minutes we usually have some quotes. But BEFORE I let anyone wrote a quote on the Wall, we have a class conversation about length. Some kids can’t narrow it down, and want to write half of the novel on the Wall. As a class, we set some limits – usually landing from 20 – 30 words. Then, I give a few kids some markers, and they write quotes from the picture books that they read on the Wall. After two days of about 10 minutes each, we usually have 5-7 quotes on the wall.

The next day, before Independent Reading, I give each student a sticky note. I ask them to write one quote (but not their name) from their Independent Reading book on the sticky note. At the end of class, I gather the notes and stick them under the document camera. Because I am displaying them publicly and we will discuss the quotes as a class, I let the kids be anonymous. The students read the quotes on the doc camera (and there will likely be 12 – 15 quotes). We classify each quote – one pile for the quotes with poetic language, another pile for quotes about surprising events, etc. Then, I give feedback on a few of the quotes. Generally, students forget to include the title of the book on the sticky note, so I give that feedback. I might also need to remind students that spelling and handwriting are important. If someone can’t read your quote, they are not likely to read the book! Finally, I leave the sticky notes on the document camera, but I let the kids know that, if they want to, they can grab their sticky note from the doc camera and copy it onto the Graffiti Wall. Most of the kids choose to do that.

So, in three days, about 10 minutes a day, you have launched a Graffiti Wall. To maintain it over the course of the year, be sure to revisit it as a class periodically. If you notice that you are not getting many new quotes, give everyone a sticky note and ask them to contribute. Sometimes, kids just need the reminder.

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Book Carousel – 30 days, 10 minutes to a More Literate Classroom

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Today I want to teach you about a simple way to get to know your readers AND to sell books! I call this the Book Carousel.

The goals of the Book Carousel are to get books into kids’ hands and to learn about your readers. As your students participate, you are watching and taking mental notes. Pay attention to which kid chooses the first book they encounter, and then follow up. Did they choose that book because it’s a good fit book for them? Or because they just wanted to get the activity over and done with? Or because they have no idea how to find a good fit book? The next day, follow up with those students and ask them if they are enjoying the book or abandoning it. Then, ask them why. Be curious about your readers, and never judgmental.

Other students will walk around and around and around, and never choose a book. Again, pay attention to that. You will learn the most about your outliers. If a student can’t commit to a book after 4-5 rounds, stop the music and have a chat. What is making this hard for them? How can you help? Ten minutes with this activity will give you LOTS of insights into your readers, and help you plan for instruction and match kids to books. Here’s how.

  1. Begin by choosing a few more books than you have readers. If I have 25 students, I generally choose about 30 books. Make sure you choose a wide variety of genre, reading level and length. Include non-fiction!
  2. Lay them in a large circle on the floor. This is the Carousel. Space the books a few inches apart.
  3. Get some music ready! (I usually stream Disney songs from Amazon Prime Music. I know they are clean!)

4. That is all you have to prep! I often use this as a transition, but it works well pretty much anytime you have 10 minutes. Ask the kids to stand in a circle around the books (you see that I put the books facing outward so that they can easily read the title and see the cover. BUT, they don’t get to touch the books YET!

5. Tell the kids this is a bit like Musical Chairs. When the music starts, they will rotate in a circle. When the music stops, they will grab a book next to them and spend one minute with it. Remind them that good readers look at the title and the cover, and also read the blurb on the back and open the book. In their one minute, they should take a thorough look and ask themselves this important question, “Is this a Good Fit book for me?” You have the freedom to define Good Fit in the way that works best for you. Some teachers ask kids to give themselves the five-finger test or check a reading level. I do not. I define a Good Fit book as one the the student feels interested in reading. That’s it. Once I read Shanahan’s research on reading levels, and I met Amy (who I will tell you about another day!), I knew that I needed to move away from reading levels. But, you may have other district expectations or ideas, and that is OK!

After students spent one minute with a book, they have a decision to make. Is this the book for me?

That’s it!

6. If the student decides that this a Good Fit book for them, they take the book, go to their seat and start to read. When they finish the book, they are responsible for returning it to its spot in the Book Nook. If the student decides a book is NOT for them, they carefully place it back in the circle. When the music begins again, they rotate to a new spot, peruse a new book, and hopefully find a Good Fit!

Generally, a few kids choose books on the first round. As I mentioned previously, these are kids to be curious about. Why did they choose a book so quickly? Was it really that easy?

Most kids go around 3-4 times before finding a book they want to read. Here are few issues to think through before you try this activity.

  1. How will you handle the student who comes to you after the third round, and asks to get the book they perused in the first round? This is especially tricky if another student has chosen the book in the meantime.
  2. What will you do with the few students who cannot, or won’t choose a book? There will be some, especially at the beginning of the year when you don’t know your readers well. How will you handle that after the 5th or 6th round?
  3. Will you require each student to walk away with a book?

I do require each student to walk away with a book. I ask them to make a 15 minute commitment to the book, and then to put it back in the Book Nook if they find they don’t like it. If a student asks me for a book that they perused in a previous round, I let them grab it if it is available. If not, I give them a sticky and ask them to write their name on the sticky note so that the current possessor of the book will know who to pass the book on to when they finish with it. However, they still have to choose another book today! Finally, if a student can’t, or won’t, choose a book, I try to be curious about that. They must choose a book, and sometimes, by asking open-ended questions, together we can find a book. Sometimes, as we chat, I realize that the fault is mine and I didn’t give them a choice they would like. So, we expand the search into the Book Nook until we find a book. But everyone MUST have a book!

So, that’s Book Carousel. I use this strategy once a month or so. It is a great way to get books into kids’ hands and keep them motivated to read. You also learn a ton about your readers, especially the kids on the edges who choose books quickly, or don’t choose! Doing this multiple times a year helps you notice changes in your readers and keep up to date! It takes 10 minutes and it feels kind of like a party because of the music. I hope you find this a helpful strategy. Happy teaching!

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Using Reader and WRiter Interest Surveys – 30 Days, 10 Minutes to a More Literate Classroom

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Today we are going to revisit an oldie, but goodie – Interest Surveys. You may be thinking, “Oh, sure. I can do that in a normal year. But this year? When there is so much learning to get done? I don’t really have time for that.” Or, maybe you are thinking, “Well, I have this curriculum that my district requires, so the kids don’t really choose books, so why waste time finding out what they like? They still have to read the required books, whether they like them or not!”

Well, both of those are fair points. This year, especially, with the disrupted learning due to Covid, we have so much catching up to do. And, if your district requires certain books, kids’ choices may not seem relevant.

My question back to you is this. “Is building relationships with your students important to you?” If you answered yes, read on! This is a great strategy for you! This strategy is a Getting to Know Your Readers strategy, and you will be amazed at how it moves the relationship with certain students. Just the fact that you want to get to know your kids as readers and writers will be important for some students. For some, that is not an identity that they own. For some students, this might be the first time anyone has given them that label – and that can be powerful. To say to a student, “I want to get to know you as a reader and writer,” is to give them that identity. What a gift!

If you have a curriculum that doesn’t allow student choice, you still need to know what your students enjoy reading and writing about. You can bring in read alouds that match their preferences, and buy new books for your classroom library according to their taste. You can tweak writing assignments to be more student friendly and to fit students’ writing territories (be sure to download this FREE lesson plan about discovering your students’ writing territories!) And you can bring in picture books and integrate with Science and Social Studies in ways that match your students’ interests.

I use the Readers’ and Writers’ Interest Surveys differently, so let’s start with Writing. For me, the purpose of the Writing Interest Survey is to get kids writing. My resource on TPT includes two versions of the survey. I generally give one about the second week of school. The first week of school kids usually have lots to write about because of the kooky way I give them their writing journals and because of the Writing Territories lesson. But, but Week 2, some kids have run out of ideas. That’s where the Interest Survey comes in.

As you can see in this portion of the Interest Survey, students simply connect with their emotions about different topics. There are two different surveys, and each includes 11 topics, so you find out what your students think about 22 different topics. When students connect with emotions, their writing becomes more powerful!

It takes students no more than 10 minutes to read through the topics and make their choices. But what you do next makes a huge difference! Don’t collect them. Instead, ask the students to put them in their writing binder or journal. When you have your first Writing Conference with your student, start by asking them to show you their Interest Survey and the writing they’ve been doing about the topics on the Survey. It will be the easiest conference you’ve ever had!

The second Writing Interest Survey is great to whip out mid-year, or whenever you notice that several students are running low on ides. Another great way I use these is to have students interview each other about each topic and find out what other students feel about specific topics. It can create some great connections and bonds in your classroom.

The last page of the Writer’s Survey is great for the end of the first week. I like to give these on Friday and spend the weekend reading through them. I get so much great information from these, and it helps me know my students’ strengths and weaknesses right away.

The Reader’s Interest Survey uses the same cute graphics to ask students to record their feelings about specific genre, and also asks students questions about their life as a reader. This is double-sided, and students generally need 15 – 20 minutes because of the fill-in-the-blank. But, the extra few minutes is worth it because of how well you will get to know your readers!

I collect the Readers’ Surveys and take them home to read through them. Then, I meet with each student to talk to them about their responses and learn more about them as readers. It is so much fun to spend that time with them in the beginning of the year. I start this the first week of school, and I usually conference with 4-5 students a day during those first few weeks.

So, there are two easy to use strategies that will help you Get to Know Your Readers. Be sure to check out the other blog posts in our series so far, and watch the video for more insights on using surveys in your classroom.

Happy teaching!

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Bring a Book to School Day – 30 Minutes, 10 Days to a More Literate Classroom, Part 3

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You’ve heard of Bring-Your-Kid-To-Work-Day, right? Well, this is pretty much the same thing, but kids are bringing books to school. The idea is a really simple way to connect readers around books.

This idea builds on yesterday’s idea of using Book Talks, and this is usually the first time kids do a Book Talk in my classroom. I generally use this idea about the 3rd or 4th week of school, and then once or twice more throughout the year.

When I launch the activity, I bring in a picture book that I loved as a child, Miss Suzy. This book is one of the earliest I can remember loving, and I share with the students why I loved that book when I was a child. I chose this book on purpose. It is not a flashy new book, it’s pretty battered and old looking, and something that I have owned for years. By bringing a book like that, I make it OK for kids who don’t have the latest, greatest books, and maybe only own a few books. Any book that they have a story about is fine to bring in. Be sure to check out the sample parent letter that I send home to explain this to parents.

This book, published in the 60’s, was a favorite of mine when I was about 5.

So, what kinds of books do kids bring in?

  1. Books they loved as a child.
  2. Books they love now.
  3. The last, really good book they read.
  4. The last, really terrible book they read.
  5. A book they hate.
  6. A book that they connect to.
  7. A book they would like to read but haven’t gotten to yet.
  8. Any book!

The point of this is for students to share stories about a book and build connections with each other. I once had a student bring in a family photo album. I thought that was great. She did a quick Book Talk about making the album with her mom, and lots of kids wanted to borrow her book.

Once the kids have brought in their books, divide them into small groups. Try to give students some choices about the groups so that they end up with other kids that they trust and can be vulnerable with. Because I only have 10 minutes a day for this, we usually need 2 days for everyone to give their Book Talks. Readers gather in groups of about 4, and two kids give a Book Talk each day. For this first Book Talk, I ask them to share the title, author and why they brought the book. Then, they ask, “Does anyone want to borrow my book?” If someone in the group wants to borrow the book, they have to sign the contract promising to bring it back in good condition. Some kids do not feel comfortable loaning their books, and that is OK. As long as they bring in a book and share a story, they have met the requirements of the task. That alone is going to help them build bridges to other readers.

This simple strategy is another way I get kids buzzing about books in my classroom. And, the more they buzz with each other, the more they start selling each other books – kind of doing my job for me! I encourage you to bring this fun day to your classroom! To help you get started, check out the FREE parent letter and student sheet on TPT. And be sure to watch this video for more tips on how to bring this to your classroom!

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Book Talks – 30 Days, 10 Minutes to a More Literate Classroom, Part 2

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What if you could spend 7 minutes a day to get your kids to read 150 books in a year? Seems worth it, doesn’t it? Well, you can! That strategy is Book Talks!

In just 7 minutes a day, you can introduce one new book to your class. If even one reader reads it, that 150 books in a year (assuming you have some field trips, sub days and assemblies thrown in!) If that sounds good to you, read on for the Nitty Gritty!

Book Talks are a strategy that work with any grade level. I’ve used them in K – 5 classrooms, and they are excellent at one thing – convincing kids to read the book you are Talking. The research is actually mixed on whether they impact overall reading motivation. In my experience, they do, and here’s why.

When I Talk a book, multiple kids get excited about reading that book. It almost becomes a competition, and the book passes from reader to reader, like an electrical current in your classroom. That builds excitement and connects readers. I suppose a researcher would look for causation, and I can’t prove that. But I know, absolutely know, that Book Talks are an essential component of building my literacy classroom, and that kids who read become motivated to read more. So, I know that they work.

This FREE ebook explains exactly what Book Talks ARE and what they AREN’T. It also gives step by step instructions for how I implement them in my classroom. Click here to download Book Talks from TPT today!

Key things to remember:

1. Consistency

2. Invitational

3. No grades!

If you really want to motivate your readers, keep these things in mind.

  1. Consistency – Use them consistently in your classroom. Try to do it everyday. I know it can be hard to read that many books. In a perfect world, you need to be ready to do about 100 Book Talks in a year because your kids will do some. But even that is a lot of books! Check out my Book Talk One-Pagers to help you meet that goal!
  2. Invitational – Find the hook that invites your readers into the book, and then write down the names of every student who is interested in the book. At the end of each Book Talk, I ask, “Who would like to read this book?” That’s the invitation! Generally, about 10 kids raise their hands, and I write down their names on a sticky note and put that note inside the front cover of the book. Then, I give the book to one of the interested students. When they finish reading the book, they cross their name off the sticky and pass the book on to another student.
  3. No Grades – I know it it is tempting to make Book Talks an assignment and gather some grades. If you do, students will consider it to be an assignment, and the purpose change. Instead of passing on an amazing book to another reader, the goal becomes getting a good grade and pleasing the teacher. I don’t assign Book Talks, and I don’t keep track of who gives them. Some students never Talk a Book to the class, and that is OK.

These one-page book guides can help you Talk a book that you haven’t read, or just remember the important details about one that you have read!

I hope that these digital supports will help you bring Book Talks to your classroom. For more about Book Talks, check out my Bringing Book Talks to Your Classroom video.

Book Talks are one of the simplest, most effective strategies I know for selling books to readers. Give them a try. Soon, you will be looking forward to that moment when you have your readers gathered around you and you ask, “Who wants to read this book?”

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Book Ballots – 30 Days, 10 Minutes to a More Literate Classroom Part 1

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“Oh, it’s Book Ballots! Quick. She’s going to start the timer! You read the blurb for Artemis Fowl and I’ll read Al Capone. Then we’ll talk and figure out what to vote for.”

That is not a bad conversation to overhear as the students file back in from lunch. Book Ballots is one of those strategies that takes just a few minutes, focuses students’ minds on books instead of lunch and recess, and gives you a wealth of knowledge about your readers. This is a great strategy for “Getting to Know Your Readers”, one of our 10 themes for building a more literate classroom. It also helps you “Sell Books” and “Connect Readers”. I love it when a strategy meets several goals! Here’s how it works.

This is what students see as they file into the classroom after recess.

  1. This makes a great transition. While the kids are at lunch, grab two books that you think will appeal to most of your readers. Set them on the chalk tray and draw a t-chart with the question, “Which book do you prefer?” Boom! You’re done prepping!
  2. As the kids file into the classroom, have them gather around the chalk tray. Set a timer for 5 minutes. (The first time you do the strategy, don’t set the timer because you will explain as you go along. But after that, limit this to 5 minutes.)
  3. Tell the kids they need to vote for which book they would prefer to read. They have to vote, and they can’t put their name in the middle. They have to commit to one book or the other. Students will start buzzing about the books and you’ll start listening.
  4. Here’s where you get to know your readers. In a short few minutes, you are going to get answers to questions like:
    • Which readers have a definite preference right away.
    • Who makes book decisions based on the cover.
    • Who grabs the book and makes a more thoughtful decision based on the blurb or reading a sample of the book.
    • Which genres students in your classroom gravitate towards.
    • Who chooses books based on what their friends are reading.
    • Which students have no idea how to choose a book and hang back.
  5. You will get answers to those questions by observing your students. With such a short time to choose, they will have to rely on their go-to strategy. Over time, students will learn strategies for choosing books by watching each other. You will see new students reaching to grab the book, and knots of students gathered around, listening while one student reads the blurbs. You’ll hear quick comparisons between the books, and notice that students start to pay attention to author and genre as a strategy for choosing books.
  6. As you can see in the photo, I have magnets with my students’ names on them that I use for this strategy. The magnets are also used for attendance and lunch count in the morning, so they do double duty! If you don’t have magnets, you could also have your students write their names on sticky notes or on the whiteboard. You could even just have them line up on the side of the room next to the book they prefer.
  7. When the timer goes off (and I have to admit, if the conversation is awesome, I have been guilty of pausing the timer on my phone. 🙂 ) I make sure every student has voted. Then, I “randomly” choose one student for each book and ask, “Would you like to read this book, or gift this book?” My students understand that “gifting” a book means they pass the book to another student who reads it and then has the responsibility of returning it to the Book Nook.

This simple strategy accomplishes a lot in a few short minutes. Two students walk away with a new book to read during Independent Reading time. Other students walk away with a book to add to their Wish List. You walk away with knowledge about your readers that helps you choose read alouds, match books to kids for Guided Reading/Book Clubs, purchase must have books for your Book Nook, and help kids find great books for Independent Reading. It really is an easy way to Get To Know Your Readers.

I use this strategy several times a week during the first month or two of school. As we get into the school year, I taper off and bring in other strategies (more on that in future blog and video posts!) By the winter time, I probably use this strategy once every week or even once every two weeks. It’s a good strategy to bring back if:

  • You’ve gotten some new students in your class and you want to know how they think about books.
  • There are books in your Classroom Library that you think your readers will love, and they aren’t finding them.
  • You notice some students are not finding books easily and you want to learn why.

For more simple strategies to Get To Know Your Readers, check out these posts:

  • Reader’s and Writer’s Surveys
  • Reading Conferences
  • Quick Reads

And be sure to check out this video which gives you more information on using Book Ballots in your classroom!

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