The Road to Pleasure Reading: 6 Tips to Ensure Your Students Will Read Over Summer

“A child sitting in a quiet room with a good book isn’t a flashy or marketable teaching method. It just happens to be the only way anyone became a reader.”  -Nancie Atwell

In the 22 school days remaining with my fifth graders, I have many goals- get through our final stretch of mandated standardized testing, support them in researching and writing about a topic in American history of their choice, delve deeper into the world of coordinate graphing, freely write in what Ralph Fletcher calls the Greenbelt, and ensure that we read for an uninterrupted time every single one of those 22 days. In my mind, that last Screen Shot 2018-05-01 at 7.36.05 PMgoal is the absolute most important.  This goal is the most important because once my fifth graders leave my doors, they will not return to the world of elementary school, where their independent reading time has been protected for the past six years. My kiddos will be heading off to middle school next school year. I know that many of their future teachers will encourage independent choice reading, and I am so grateful that the work done the past few years will continue.  However, I also know that many of their teachers will not make time for reading in their classes- assignments and other time consuming activities will take the place that independent reading once held.  This truly saddens me- breaks my heart in fact. That’s why the next 22 days are critical in the development of my kiddos as lifelong readers.

In these next 22 days, we will read, talk about reading, and make plans for the summer ahead of reading. We will also talk about the beauty and joy of being a lifelong pleasure reader… well, we’ve talked about it all school year. We’ve lived it all school year! However, these 22 days are critical. In these 22 days ahead, I need to ensure that every single one of my students will read over the summer, and then hopefully on throughout the rest of their lives. This is the foundation on which the rest of their reading lives will be built. These next 22 days are the culmination of their reading-focused elementary years- from when their kindergarten teachers first introduced them to the joys of repeated story book reads to falling in love, and dare I say, becoming addicted to a novel series in fifth grade… this is it. This is both the end and the beginning. These next 22 days are critical.

So, to ensure that my kiddos will read over summer and in the future, I have six simple steps in mind. Before we get to the list, I want to point out that incentive programs are not mentioned in the list below. Incentive programs promote incentives, not reading. They promote the idea that kids should read to earn a prize rather than promote the idea that reading is something we do to laugh, think, grow, question, learn, and love as a means of connection between a reader and the world beyond the reader’s world. Incentives don’t work in the long run. However, many other things do. Here are six tried and true things you can do to support your kiddos in reading over the summer and hopefully beyond…

6. Enlist parents and families as fellow reading advocates. In addition to continually talking with families all year about reading, I also frequently emailed them reminders about the importance about reading at home.  Instead of an at-home reading log, I heavily relied on honest communication with families. For an example of this, take a look at this letter I wrote families last year passing the reading champion baton over to them. I plan to write a similar letter this year.

5. Recently, Kylene Beers offered this thoughtful idea in her blog: Send a few postcards home to students over summer asking about their reading. I’ve actually never considered this idea before, and am just thrilled that Kylene took the time to write about it. What a powerful, yet simple way to engage kids in connection around reading!

4. Book Talk, recommend, and mingle! This morning, two of my students book talked Screen Shot 2018-05-01 at 7.35.43 PMtwo different books. Now, there is a waiting list for those books in class, and a few other kids are seeking out other ways to obtain those books as well! Nothing excites readers more about reading than hearing about a great book from a friend. Book talks are verbal, in person recommendations. Recommendations can also be written and digital. If this work is new to you- just give it a shot! You have absolutely nothing to lose. The last few weeks of school are the perfect time to try out something with this year’s students, which is additionally practice for next year! Also, book mingling is my favorite new way to get kids talking about books… it’s a whole class movement and book talk activity where every student talks and learns about books that are potentially new to them. To learn how to book mingle in your classroom, take a look here: Book Mingle! 

3. Access is everything. If kids do not have access to books, they will not read. The reverse is also true. If kids have access, they will read. This is the time of year (if you haven’t already done so) to start talking up the local library to your class. Find out who has a library card and who visits the library. If possible, take a field trip to the library, or ask the library to come and talk with your class! Teaching kids how to use the local library is teaching them how to empower themselves. The time to set up kids for book access over the summer is now. We can easily give a child a book or two to read over summer, but an even more powerful gift we can give is teaching a child how to access books on their own without us.

2. Confer!  Aside from learning how to find books they can’t put down, nothing is more powerful than a one to one conversation between two readers: you and a student. If you’re new to conferring, there is no time like the present to start! If you’re not new to conferring, now is the time to start conferring around at-home and away-from-school reading habits and summer reading plans. Teaching a whole group mini lesson around summer reading is great, but having individual conferences with kiddos around summer reading is much more effective- conferences are personalized and responsive to what each child needs. To learn more about the sometimes tricky, yet extremely fulfilling work  of conferring, please feel free to visit the blog that Kari Yates and I started to support conferring with readers: To Know and Nurture a Reader. In the blog, we offer many tips and tricks to support busy elementary teachers in the classroom. We also have a book coming out of the same title from Stenhouse Publishers next month! You can check that out here.

1. Give students uninterrupted independent choice reading time every single school day between now and summer break. It’s not fancy, cute, or wrapped in a bow, but it is the only thing that truly develops a lifelong reading habit. Simply put, the only way kids turn into readers is by reading. Yes- it’s as simple as that.

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A New Writing Journey Has Begun!

I’m so excited to share a new venture in writing! In addition to this blog, I am now also coauthoring a blog with Kari Yates. Our blog, To Know and Nurture a Reader, is now up and running with a series on tackling the trickier parts of conferring with readers. Our book of the same name will be out later this spring from Stenhouse Publishers.

Our first blog post in the series focuses on tips for fostering independence in our students so we can focus on uninterrupted conferring to support each of our readers. Kari and I are really excited about the journey ahead. We’d love to hear your thoughts and questions around conferring with readers!

Happy reading and conferring, friends!

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Kari Yates and I are thrilled to share our work around conferring with our fellow educators!  Visit our new blog here: https://toknowandnurtureareader.com/ 

 

Thanksgiving Reading Plans

Thanksgiving reading Blog ImageThanksgiving break is upon us! So, of course this was a great time to do a healthy reading habits check in with my fifth graders. During the past few days, I spent time conferring with each of my fifth graders around their at home reading habits. As a class, we discussed how Thanksgiving break is the perfect time to truly dig into a good novel… the weather is cooler, lots of in-between moments for reading abound: travel time, waiting time, after dinner time, etc, and no other school work, extra classes, or lessons will be scheduled that may get in the way of the important work of reading.

There’s no need for a cutesy worksheet, dreaded reading log, or homework assignment to get kids reading outside of school. In fact, using those methods to assign reading make reading about complying with the teacher’s expectations rather than reading to grow, learn, and enjoy as an individual. Instead, provide kiddos time to find and take home a great book (or a few in the younger grades), support each reader in creating a reading plan through conferring, and talk about it! Not only did we discuss our reading plans during reading workshop, but also we discussed them in our opening and closing circles at the start and end of the school day.

Each of my fifth graders now have a great, self-selected read or two to delve into over Thanksgiving break. In addition, they also have a plan for reading and friends to come back to after break to chat about the book.

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This reader spent some time choosing a book to dive into over break! He and I then conferred around strategies he’ll use when reading the text and putting his plan for reading into place.
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This is his plan- on a stickie note stuck inside the front cover of the book. No need for a purchased worksheet- plans should be authentic and come from each individual reader.

 

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During our closing circle, these are the readers who said they already read The Lost Hero.  So, here is who my reader will check in with after break to chat about the book. This stickie note is also inside the front cover of the book. The best motivation to read is a self-selected book and other readers chat with about the book. No need for stickers or points when the motivation is authentic and intrinsic!

 

Happy Reading & Happy Thanksgiving! 

Our Community of Readers

Screen Shot 2017-11-05 at 9.12.43 AMThe current school year with my fifth graders is now three months in, and I can safely say, we are a community of readers! This past Thursday, I took a step back while conferring with my readers, looked around the room, noticed someone giggling in a corner with his head in a book, saw two readers sharing a book and whispering behind the pages, heard the beautiful buzz of pages turning, pencils jotting, and realized everyone was fully engaged in their reading. It was an amazing moment! My mind quickly thought, “We have arrived!”

But, I know better. We have arrived and gelled as a community of readers in this particular moment, but there will be moments ahead when one of them will struggle through a text, or painfully search for a book without success, or just disengage from reading for another reason. This is why the hard and important work of choosing books and talking about our reading is never over. So, while we didn’t necessarily arrive on our journey, we were in a really nice place along the way this past week.

So, what are the tricks and methods that helped get us to this point on our journey?

We read twice a day everyday for a sustained period- no matter what. A couple years ago, I heard Sara Ahmed speak about how she does “soft starts” with her class everyday. This is where kids arrive at school, put their things away, and settle in to read for 20ish minutes to start the day.  I’ve been implementing this in my classroom ever since I heard her speak about it. It’s been such a fantastic way to start our everyday.  My students come in, put their things away, and read any book of their choosing- everyday no matter what. We then also read during our reading workshop time- in reading workshop students read for roughly 25-45 minutes after a short lesson. This time in the morning also gives me a chance to check in with everyone, say good morning personally to each student, and get a good grasp of how everyone is doing at the start of the day. I will never ever start my days in any other way.

 

Reading is not homework- it is a way of life. At parent conferences a couple weeks ago, one of my classroom parents mentioned now that their child is not assigned reading

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Readers bring classroom library books to and from school/home each day so they can really commit to falling for a book!

homework, they are reading more than ever at home. Don’t get me wrong- I fully expect my kids to read at home. But, I don’t phrase it that way. Rather, my kids are asked to work on their personal reading goal everyday outside of the classroom. For some, that will be to kick back, take a break from all of their extra curriculars and laugh along with Raina Telgemeier. For others, it may be to read in what Donalyn Miller calls reading in the in-between moments- this includes always having a book at the ready and reading in the car, in line, or even while waiting at a sibling’s sports practice. For many, it includes carving out a sacred 25-40 minutes at home in a quiet space and continuing on in their current read from class. So, when reading is no longer seen as something they have to do for their teacher, and instead something they get to do to grow, love, learn, and enjoy on their own terms, kids start to read more.

 

We don’t log our reading, rather we keep track of it through visual, authentic kid-made representations. Reading logs are a complete drag. Really, there is no better way to simply say it. Years ago, I ditched the reading log in my classroom. Honestly, reading logs make reading about complying with the teacher’s requirements rather than falling in love with a book. However, I believe that kiddos still need to have an idea of their reading patterns and a record of growth. So, enter our personal bookshelves and book stack photos!

 

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One student’s personal book shelf, showing her reading from August through October.

With personal bookshelves, kids create a page in the front of their readers notebook to visually keep a record of the reading they’ve done all year. Fully colored in books are read, partially colored in books are partially read, and books not colored in are to-be-read. Each child makes their own, and the design of the shelf is completely up to them. I’ve seen pre-made worksheets being sold on some websites with the same idea, but I honestly think that is misguided practice. The personal bookshelves work because they are just that- personal. Each child creates and maintains their own shelf. The motivation is high because is is 100% kid created! There is no reason any teacher should waste their money on a pre-made worksheet for kids to fill in when students can create their own.

I first learned of book stacks when I saw Penny Kittle speak at a conference a few years

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One student’s October book stack photo. Students can choose to be in the picture or to feature the books alone.

back. She does book stack photos with her high school students so they can see how much they have read and grown as readers over a period of time. I loved the idea so much, I started using it in my fifth grade classroom! We take book stack photos at the end of every month to show the books we finished that month. At the end of the year, all of my students have nine photos of their books read all year. It’s amazing to see the smiles on kids’ faces when they see all that they have read and accomplished. However, what really can’t necessarily been seen is how they have transformed into avid, happy, and engaged readers hopefully for years to come.

 

We model how incredible reading is with daily read aloud. The best marketing device

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Getting ready for read aloud! Every day after recess- no matter what. Our current read: The Wild Robot by Peter Brown

for encouraging a love of reading is directly modeling it through read aloud and authentic discussion around a shared book. This can include picture book read alouds, novel read alouds, shared reads, and much more! This is something that is done multiple times a day. For example, if I look back at this past Thursday in my classroom, I read aloud to my fifth graders four times: in our opening circle (which follows our soft start) I read aloud a short current events article for all of us to discuss, after recess I read aloud from The Wild Robot for 15 minutes, during writing workshop I read aloud a students’ piece of writing to point out a particular craft move (this was actually more of a shared read as it was projected on the board), and finally during social studies I read aloud for a few minutes from a book about Jamestown. These four modeled reading sessions were not only subject specific, but also they were great marketing devices for how great reading can be! It’s important to mention that I don’t just hope my students see how great reading is in these experiences- rather, I explicitly point it out… “Wow! Did you see how Peter Brown just addressed the reader? That is such clever writing!” or “Huh. I didn’t realize that about Jamestown. It’s amazing how much this little book is teaching us!” Now, my students are pointing it out, too!

 

While kids are reading, I confer with them. 

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My November conferring schedule- it’s not fancy, but it helps me stay on track! The top week is Halloween week- my conferring goals weren’t met, but not for a lack of really trying!

A conference is a one to one conversation between two readers: a student and me. My goal is to hold a reading conference with 5-7 kids each day. Sometimes I achieve this, sometimes I don’t, but I always try. There are a multitude of benefits to conferring with readers. In fact, Kari Yates and I wrote a whole book about it! We’re really looking forward to sharing our love of conferring with readers when our book comes out from Stenhouse Publishers in early 2018! Taking a step back and watching a classroom full of kids transform into a classroom full of engaged readers is great, but sitting down, and getting to know each of them individually as a reader is even better!

 

The most important thing to mention when reflecting on our community of readers is that there are no tricks, gimmicks, or purchases (aside from books) that one can implement in a classroom to turn a group of kids into a community of readers. The absolute only way to do it is to provide books, secure and fiercely protect reading time, confer with readers to offer support, and then to let them read- no matter what. As elementary school teachers, there is no task or job that is more important. As one of my education heroes, Dr. Mary Howard often says, “It is our responsibility.” As soon as we start viewing it that way, things will fall into place- with a little hard work, rejection of gimmicks (I’m looking at you, Teachers Pay Teachers and other worksheet mills), and acceptance of the idea that “the only way a kid became a reader is by reading.” Thank you to Kylene Beers for that one.

 

Related Posts

Wonder: The First Few Days of Reading Workshop

Why I Ditched the At-Home Reading Log

Personal Bookshelves

Falling in Love with Books!

Reading: It’s Just What We Do! Access, Choice, Volume, Support