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10 Tips to Create Great Readers | Scholastic.com

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10 Tips to Create Great Readers | Scholastic.com

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Great readers are made; they are not born (to paraphrase Vince Lombardi). After all, children don't enter the world knowing how to decode words, make inferences, or cite evidence. They grow into great readers by learning great habits-accumulating a rich database of skills that add up to the ability to read fluently. Some children pick up those habits when adults read to them. Others will not reach those heights without targeted instruction in the classroom. In a habit-focused classroom, all students get abundant opportunities to practice new skills correctly, so when they sit down to read without our guidance, they can access those tools automatically. Here are 10 game-changing tips for making your students great readers by habit.

1 | Build habits at the moment of error, not at the moment of success.
The most critical moment in reading instruction is when a student gets something wrong. If the student continues practicing the skill incorrectly, he or she will build weaker habits. Intervene with a targeted question, such as "How does this part of the text help you understand this character?" Doing so allows master reading teachers to transform moments of error into opportunities for success, simultaneously preventing poor habits from taking root and building great ones in their place.

2 | Change how students talk about reading, and you'll change how they think about it.
If you think student-driven literary discussions should be reserved for high school and college classrooms, think again. Too often these activities don't happen in elementary classrooms because we don't expect our youngest readers to be capable of participating in them. But great discussion, like great reading, comes from building the right habits. If we intentionally train our students in the habits of great discussion-making eye contact with peers, prompting a peer to go deeper, building on what the previous speaker has said-they can conduct extraordinarily rich conversations among themselves. And when they drive the discussion, they learn far more rapidly and are more prepared to make their own way to the right conclusions about a text.

3 | Put great reading and great writing where they belong: hand in hand.
Just like adults, students use writing as a valuable tool for gathering their thoughts about a text and communicating their ideas to others. By leveraging this to your students' advantage, you'll develop their writing skills in tandem with their reading skills. For example, starting around second grade, students can prepare for a discussion about what they're reading by answering a focus question in writing beforehand: "What is the author trying to teach us in this story? What specific lines or phrases from the text help to reveal that information?" Then, you can review written responses to get a better understanding of what guidance the students will need during the discussion.

4 | Use guided reading instruction to match the right skill and text with the right student at the right time.
To reach the new bar set by the Common Core, we'll have to accelerate the rate at which we teach students the skills of reading. Our students, meanwhile, still need us to meet them where they are. Guided reading lets you do both. It gives students the chance to master skills and allows you the opportunity to address miscues in the moment. By providing this scaffolding and support, you'll help students access complex texts-all while making sure they learn the skills they need at the pace they need.

5 | Make prompting normal.
How many open-ended questions do you ask of your students on any given day? "Open-ended prompting is so unusual in schools that when a teacher does it, the students normally change their answers, because they're sure a teacher prompt can only mean they got the wrong answer," says Molly Branson Thayer, director of literacy at Chicago's Urban Education Institute. If our goal is rigorous discussions around reading, we can't let this be the case. Students thrive when they expect to be prompted and when that prompting is targeted to help them problem-solve and articulate their thinking. (See "Universal Prompts" in sidebar for examples.)

6 | There is magic to effective prompting, but the magic is replicable.
Watch a master reading teacher prompt students, and you might wonder how anyone can come up with the right prompts so deftly. But you don't have to. As much as your students can surprise you, it's also possible to predict the errors they'll make as they learn specific skills, and to plan prompts that will get them back on track. My book Great Habits, Great Readers includes prompting guides
that list the most effective prompts to respond to student errors when they struggle with particular skills. For example, if students struggle with a technical term in an informational text, you might ask, "How does this section add to the definition you've provided? What else does your definition need to have to be complete?"

7 | Be picky when you choose texts.
Text level matters, but not all 400 Lexile level texts are created equally. Imagine that you have a group of students reading at 400L who are able to understand stories focused on one main character but they struggle holding on to multiple characters and their different points of view. To make sure your students practice this skill during your next guided reading lesson, you'll need a 400L text with plenty of primary characters-a text with only one protagonist wouldn't be helpful. It's just as critical to select a text that demands the right skills of your students as to select one at the right level.

8 | Don't let the drive for evidence replace the need for the right evidence.
Citing text evidence is a crucial skill, one emphasized by the Common Core. Students won't develop it, though, unless you require that they cite the right evidence to support their point. How can you make that happen? Go back to No. 1: Build habits at the moment of error. When you ask a
student for evidence, evaluate the quality of his or her response, and keep prompting until you get the right evidence. Hold to a high standard in that moment to give your students what they need, when they need it.

9 | To get the most out of read-alouds, leave the rocking-chair mentality behind.
When you picture a read-aloud, what comes to mind? A teacher reclining in a rocking chair, reading to enraptured students? The trouble with that image isn't the rocking chair itself but the passive approach to read-aloud that it suggests: Sit back and read to your students, and meaningful enrichment will follow. That method can certainly get students excited about reading and model how fluent reading sounds, but when a read-aloud is leveraged intentionally, it can offer far more. Choose texts that require students to use the skills they need to learn. Ask questions that allow them to put those skills to practice. In doing so, you can transform a read-aloud into an invaluable opportunity to build reading habits, all while students savor the joy of being read to.

10 | To make sure students fall in love with reading, make sure they are reading.
Independent reading time is an essential component of any reading program: It's a chance for students to put together everything they've learned in reading lessons and fly using their own wings. But it only works if they really do spend that time reading. Providing a rich class library, setting the expectation that students will read for the entire period, and holding them intellectually accountable for what they read will lock in their success as lifelong independent readers. An easy-to-implement tip: Get them to write about what they read, posing a targeted question to help unlock their comprehension.
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Paul Bambrick-Santoyo is the managing director of Uncommon Schools-North Star Academy in Newark, New Jersey. He is the author of Driven by Data, Leverage Leadership, and Great Habits, Great Readers.

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10 Tips to Create Great Readers | Scholastic

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Great readers are made; they are not born (to paraphrase Vince Lombardi). After all, children don't enter the world knowing how to decode words, make inferences, or cite evidence. They grow into great readers by learning great habits-accumulating a rich database of skills that add up to the ability to read fluently.

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12 Ways to Nurture a Love of Reading | Edutopia

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12 Ways to Nurture a Love of Reading | Edutopia

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2. Listen to audiobooks. There are so many benefits we can glean from listening to audiobooks. We can set aside the mechanical skills we need to read and just focus on plot, characters, and accents; we can lose ourselves in a story. For struggling readers, this is a treat. This is one way to give them occasional access to age-appropriate texts and to get them hooked into reading.

3. Identify reasons for reading. We aren't going to do something we don't see a purpose for doing. The more we can engage kids in thinking about why they're doing something, the more chances we have of increasing their investment. When I taught middle school, at the beginning of the school year, I always did an activity called, "Why Read?" I asked students to generate as many reasons as they could think of for why we should read. It was fun. I challenged each class to come up with more reasons than the other classes (a light, competitive element generated sixth-grade energies). We kept these up on the wall all year.

4. Generate excitement about words. When reading with kids, identify a word or two per reading session that you can get them excited about, a new word, one that they might, or might not, want to use. Find the joy in discovering a new combination of sounds, of a word that precisely describes a feeling or place. Then, repeat it aloud, and use it in different ways. Just play with it, and have fun. Don't identify too many words per reading session, just one or two will do. Reading is all about words. (On that note, for younger kids, see this beautiful picture book, The Boy Who Loved Words.)

5. Learn about what boys need. My approach to teaching reading in middle school changed radically after I read, Reading Don't Fix No Chevys: Literacy in the Lives of Young Men by Michael Smith and Jeffrey Wilhelm. As I implemented ideas based on this book, I saw my male students' interest and appreciation for reading skyrocket. I've applied these same ideas while raising my son. Essentially, it's offering them lots of nonfiction and texts that have practical application -- and it has worked for my son, too.

6. Read educational graphic novels. Offer kids a variety of genres, including educational graphic novels. Two very popular and exceptionally well-written graphic novels are: Resistance, a three-part graphic novel about the French resistance to the Nazis, and Boxers and Saints by Gene Luen Yang, a three-part graphic novel about the Boxer Rebellion. My son has read each of these several times.

7. Read books over and over. Many young children love hearing the same book over and over. Continue this practice as kids get older. Give older kids permission to read books again and again. Ask them what they're experiencing as they reread books: What new insights do they get from the story? How do they see things differently? What did they appreciate this time?

8. Ask kids for their opinion. Ask kids how you think you could nurture their love of reading. Engage them in this process as an active participant. Ask them what gets them excited about reading, what makes them love it. The next suggestion was my 12-year-old son's suggestion when I asked him for his opinion.

9. Talk about the story. During the story, stop and talk with kids about what's happening. Talk about the characters. Ask them to make predictions. Ask them to make connections. These are all basic reading comprehension strategies, but they are also strategies to get kids more deeply engaged in the reading.

10. Teach kids how to read. When I began teaching sixth grade, I undertook a three-year action research project about how I could nurture a love of reading in my students. One of the unexpected findings I arrived at was that I needed to make sure I was explicitly teaching my students how to read. Appreciating narratives, words, character development, or whatever we learned from nonfiction texts wasn't enough. My kids wouldn't love doing something that was really hard. I had to make sure I knew their reading levels and that I helped them fill the gaps in their reading skills.

11. Model being a reader. Teachers and parents: read in front of your kids. Talk about reading. Talk about why you read. Make connections between your life and the world and things you've read. Model how reading enriches your life -- maybe through your ability to read recipes, or to assemble a piece of furniture, or to research a question on the internet.

12. Take fieldtrips related to reading. Go to the library for a field trip, (or go on the weekends, parents). Go to a bookstore just to hang out and browse the books. Walk around and talk to kids about what you're seeing in the library or bookstore. What calls your attention? Which titles? Which book covers? Ask them what they notice. Read the backs of books. Get excited. Flip through books. Wander into a section you'd never go to. Send kids on a treasure hunt: find a book about stamp collecting, find a book about ancient Rome, find a memoir by someone with whom you have something in common.

What has worked for you to nurture a love of reading in your students or children? Please share in the comments section below.

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12 Ways to Nurture a Love of Reading | Edutopia

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2. Listen to audiobooks. There are so many benefits we can glean from listening to audiobooks. We can set aside the mechanical skills we need to read and just focus on plot, characters, and accents; we can lose ourselves in a story. For struggling readers, this is a treat.

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School Librarian's Role in Reading Toolkit | American Association of School Librarians (AASL)

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School Librarian's Role in Reading Toolkit | American Association of School Librarians (AASL)

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American Association of School Librarians (AASL)

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School Librarian's Role in Reading Toolkit

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Excerpt from the School Librarian's Role in Reading Position Statement

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ten facts parents should know about reading

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thirty do's to remember when reading aloud

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a dozen don'ts to remember when reading aloud

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why some read a lot and some read very little

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Description of the free brochures for parents, written by Jim Trelease, about reading.

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The Adventures of Library Girl: Learning To Read Alone Is Not Enough. Your Students Need A Reading Champion.

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The Adventures of Library Girl: Learning To Read Alone Is Not Enough. Your Students Need A Reading Champion.

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Make love of reading the first objective - Home - Doug Johnson's Blue Skunk Blog

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Make love of reading the first objective - Home - Doug Johnson's Blue Skunk Blog

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Tuesday, August 18, 2015 at 05:21AM

The myths we allow ourselves to believe about reading will continue to shape the reading lives of those we teach. We have to stop ourselves from harming the reading experience. We have to take control of what we say, what we do, and what we think because our students are the ones being affected. We have a tremendous power to destroy the very reading identity we say we want to develop. It stops now. It stops with us. Stop Feeding the Beast - The Reading Myths We Pass on As Truth

I think we teachers are part of the problem. I think our silence while we seethe inside at the new initiatives being dictated to us means that we are now complicit in the killing of the love of reading. I think we have sat idly by for too long as others have told us that students will love reading more if we limit them further and guide them more. We have held our tongue while practices have been marched into our classrooms disguised by words like research-based, rigorous, and common-core aligned. We have held our tight smiles as so called experts sold our districts more curriculum, more things to do, more interventions, more repetitions. We have stayed silent because we were afraid of how our words would be met, and I cannot blame any of us. Standing up and speaking out is terrifying, especially if you are speaking out against something within your own district. But we cannot afford to stay silent any more. With the onslaught of more levels, more logs, more things to do with what they read all in the name of deeper understanding, we have to speak up. Reading is about time to read first. Not all of the other things. And if we are sacrificing time to read to instead teach children more strategies,, then we are truly missing the point of what we we should be doing. Enough... It is time for us to Become Reading Warriers

I don't know about you, but...

I did not become a reader because someone held me accountable for reading.

I did not become a reader because someone offered me "points" or other incentives for the quantity of books or pages I read.

I did not become a reader because someone limited my reading selections to only to those titles on a certain reading level or within a specific lexile band.

Each of these posts emphasize that teaching the skills of reading is not enough. We also need to make sure our students love to read as well. Read each of these posts. I'll wait...

I've always proclaimed that classroom teachers teach kids how to read; librarians teach kids to love to read. No, it's not that simple. You won't love to read unless you have some fundamental reading skills, and you won't read well unless you like to read. Love and skills tend to be interdependent.

As school starts up this year, I hope more classroom teachers realize that the love of reading is as important as the skills of reading. And I hope there are librarians in every school to put the right book into the right hand at the right time for every child. That remind parents and teachers and administrators that free voluntary reading improves test scores. But that the love of reading is in and of itself a very good thing.

Like Library Girl (my friend Jennifer LaGarde), I too can remember significant adults who stirred my passion for reading:

Both my grandmothers who read aloud to me. And my mother was a role model for reading as a pleasant pastime.

A school superintendent to whose office I was sent when I became intolerable in the elementary classroom and would pull down sample literature textbooks for me to read while serving my time out in her office.

A public librarian who allowed me to check out adult mythology books after acknowledging that I had read all the books of myths and legends in the children's collection.

I am sure there were others who inculcated my love of reading. To those unmentioned, thank you as well.

Would I have learned to read were I in school today? Were I to have to take a test after reading every chapter? Were I not allowed to read materials of my choice? Were I in competition with other students on how many pages I'd read? (I am not a real fast reader.) Were I given candy or a toy or a sticker each time I read a book?

A common mantra among educators is "all children can learn." This seems a rather shallow and a very low bar. All chickens "can learn" when rewarded with a kernel of corn for pecking the correct lever. Why doesn't our goal become "all children will love to learn" and make the love of reading our first objective?
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Make love of reading the first objective - Home - Doug Johnson's Blue Skunk Blog

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Tuesday, August 18, 2015 at 05:21AM The myths we allow ourselves to believe about reading will continue to shape the reading lives of those we teach. We have to stop ourselves from harming the reading experience. We have to take control of what we say, what we do, and what we think because our students are the ones being affected.

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(2) Mentor Texts for Nonfiction Text Structures on Pinterest

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(2) Mentor Texts for Nonfiction Text Structures on Pinterest

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Bookhive | Charlotte Mecklenburg Library

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Bookhive | Charlotte Mecklenburg Library

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Bookhive | Charlotte Mecklenburg Library

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The Bookhive website has been decommisioned, but fear not, below we have provided some great book lists for your use!

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Children's Book Council | For the Children's Publishing Industry

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Children's Book Council | For the Children's Publishing Industry

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Choice Literacy - Articles & Videos - Full Article

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Choice Literacy - Articles & Videos - Full Article

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You've found Choice Literacy, the home on the web for teachers who lead.

We are literacy coaches, teachers, and school leaders with experience in dozens of diverse classrooms. This site presents the best of the tools, guides, literacy lessons, and sage advice we've gathered and tucked away as we've worked together over the years, as well as our latest thinking on topics like standards and digital tools.

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You've found Choice Literacy, the home on the web for teachers who lead. We are literacy coaches, teachers, and school leaders with experience in dozens of diverse classrooms. This site presents the best of the tools, guides, literacy lessons, and sage advice we've gathered and tucked away as we've worked together over the years, as well as our latest thinking on topics like standards and digital tools.

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Questioning That Deepens Comprehension | Edutopia

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Questioning That Deepens Comprehension | Edutopia

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Questions are a common way for teachers to check for understanding, right? The answer we're looking for is yes. Who hasn't questioned a group of students to determine whether or not they understood the content? Unfortunately, not all questions are created equally. We propose four overarching questions that can be used to scaffold students' thinking about complex texts. You can tailor these questions to any book that your students are reading:

What does the text say?

How does the text work?

What does the text mean?

What does the text inspire you to do?

What Does the Text Say?

Questions in this category require students to think literally about the text. These questions focus on the big ideas or general understandings as well as key details. We believe that understanding the text at the literal level is important in order for students to eventually understand it at deeper levels. In fact, we think it's impossible for students to make logical inferences about a text that they don't understand literally.

The amount of time teachers spend at the literal level will vary based on student responses. When we read over our students' shoulders, check on their annotations, and listen to their collaborative conversations, we know when they're ready to move on. Sometimes we have to ask a lot of literal questions; other times, not so many. We have learned that asking these questions is much more effective than telling students what to think about the text. To do so requires that we develop several questions, knowing that we might not use them all, depending on how students respond.

Questions at this level could include:

What is the relationship between the narrator and the main character?

Does the author use any symbols? What do they mean?

What is the role of _____ in the book?

How Does the Text Work?

When students have a grasp of the text at the literal level, we move to the structural level. These questions focus on vocabulary and word choice, text structures, the author's craft (such as genre, narration, and literary devices), and the author's purpose. Structural analysis requires that students think about the moves of this particular author and also about why writers make specific choices. Again, we linger as long as necessary at this phase, yet we try to move on as soon as possible. Understanding the internal structures of the text helps students think more deeply about the information contained within the text.

For example, questions at the structural level could include:

What is the _____ referenced by the narrator?

What words or phrases does the narrator repeat, and how do they affect the tone of this passage?

Are there any analogies or metaphors? What do they mean?

What Does the Text Mean?

The third level focuses on inferential analysis, and includes the logical inferences that students can make about a text. In addition, at this phase students compare texts and the ideas in several texts as they come to understand the targeted text more deeply. In doing so, they form opinions and arguments about texts or related ideas. As we have noted, inferential analysis is predicated on students first understanding the text at the literal and structural levels. It's really hard for students to respond to these types of questions if they have no idea what the text says literally or how the author constructed the text.

Questions at the inferential level could include:

What is the author's attitude toward _____? What is your evidence of this from the text?

How does the narrator in this text reflect society and society's views on _____?

What can you tell us about the narrator? How do you know?

What Does the Text Inspire You to Do?

When students deeply understand a given text, they want to take action. They want to do something with the information they've gained or the perspectives they've developed. This is when we know that students comprehend the text.

Importantly, not every student will be inspired in the same way. Some students want to write about a text. Others want to engage in research or further investigation. Some students may want to present their ideas and understandings, while others may choose to participate in a debate or Socratic seminar.

This is where the learning gets exciting. Students want to take action based on a text they read and understood deeply, because now they are personally invested. In acting, they become stewards of their own learning, and teachers can provide guidance about the types of products that can demonstrate deep understanding. Of course, teachers should provide examples of quality work so that students will know what's expected of them for each of these acts of inspiration.

These questions include:

Do you want to draw your own illustrations for the book?

Do you want to write a letter to the author?

Do you want to meet with a group of friends and talk about the book?

Do you want to read other books by the author?

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Questions are a common way for teachers to check for understanding, right? The answer we're looking for is yes. Who hasn't questioned a group of students to determine whether or not they understood the content? Unfortunately, not all questions are created equally. We propose four overarching questions that can be used to scaffold students' thinking about complex texts.

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Top 10 ways to use technology to promote reading - Home - Doug Johnson's Blue Skunk Blog

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Top 10 ways to use technology to promote reading - Home - Doug Johnson's Blue Skunk Blog

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Monday, February 10, 2014 at 05:56AM

I am updating my workshop on how technology can be used to promote Voluntary Free Reading - the only undebatably fool-proof means of both improving reading proficiency and developing a life-long love of reading in every student. This list started with " The last of the book-only librarians" column from back in 2011.

Let me be right up front about this: I am primarily sharing the good ideas of other far smarter people that I could ever pretend to be. Some primary sources for this list include:

I only steal from the best. So here we go. Johnson's Top Ten...

1. Author and fan websites. Young readers like know more "about the author" and the Internet is rich with resources produced both by the authors themselves, their publishers, and their fans. Want to know what's next in a favorite series? Check the author's page or blog. Want to read more about a favorite character? Check the "fanfiction" often written by other young readers. That popular new movie jsut might be based on a novel that's in the library, so media ties-ins are powerfully motivating. Clever librarians find ways of helping students easily locate these materials by pasting printed lists of websites or QR codes in the backs of books or by adding links as a part of the electronic bibliographic record in the catalog.

2. Sharing/social networking sites. Making reading a social activity no longer means just having a weekly book club meeting. Make sure older kids know about free websites like Shelfari, LibraryThing, and Goodreads. Biblionasium id great for younger readers. If you want a "walled-garden" program that allows sharing, ibrary automation programs like Follett's Destiny Quest allow students to record what they've read, write recommendations, share their recommendations with other students and discuss books online. Figment is designed just for aspiring authors to share their own writings with others.

3. Curation tools for student use. While not designed just for sharing reading interests like the tools above, generic curation tools like Pinterest, Tumblr, ScoopIt - along with older tools like Delicious and Diigo - allow the selection and sharing of interests among students. Student read what other students recommend and get excited about.

4. Library/student productivity tools. Book "reports" take on a whole new look when readers are allowed to use multimedia tools to generate creative responses to books - and then share them with other students online. Using Glogster, Animoto, poster makers, digital image editors and dozens of other (usually) free tools, students can communicate through sight and sound as well as in writing. Make sure these student-created products are available for other students to see via GoogleDrive, Dropbox, YouTube, Slideshare, or other sites that make the work public - or at least viewable by others within the school.

5. Library promotion webpages. Good library sites, of course, promote good books. But the best homepages hook readers through slideshows, videos, widgets, and podcasts - generating interest in print through media. (How about the stuff kids create themselves?) Creative librarians do surveys and polls on book related topics using free online tools like GoogleApps Forms and SurveyMonkey. (Collect requests for new materials using an online form as well.) Does your library have a Facebook fan page and a Twitter account to let kids know about new materials - and remind them of classics?

6. Get flashy with digital displays. Screen-savers on library computers put books right in front of kids faces. So do digital picture frames sitting on the circ desk that scroll book covers. Does your school have a messaging system that runs on monitors in the hallway that could include the "read of the day"?

7. Virtual author visits. Author visits can generate a lot interest in books and reading, but unless only local authors come to the school, such visits may not fit a library's budget. But it is far less expensive to bring an author in virtually using Skype, Google Hangouts or othe video conferencing program. Check out the Skype an Author Network website to get some ideas.

8. E-book libraries and e-book apps. Take advantage of those tablets, smart phones and other student-owned (or school provided) devices by making sure your e-book collection, digital magazines, and other digital resources are easy to find. Students are showing a growing preference for reading in digital formats. Even if your library does not have the budget for commercial e-materials, provide links to repositories of open source e-books like Project Gutenberg and ICDL. Link to the materials that your public library system may offer. (Ours provides access to dozens of popular magazines via Zinio to students having a public library card.)

9. Reading self-assessment tools. While subject to no small degree of debate in the educational community, programs like Accelerated Reader can be motivating for many students. E-book libraries like MyOnReader are now including self-assessment reading ability and interest tests and means of students being able to track their own reading levels and amount read. Will being able to find books that interest a student - at a level that they can comprehend - spark reading? I think so.

10. _________ As is the practice with lists of ten presented on the EduTech blog, #10 here has been left deliberately blank, as both an invitation for people to tell me what I have missed (or ignored), and as an acknowledgement that my own knowledge of such things is decidedly incomplete. [I totally stole this, but forgot to record the source. Mea culpa, but it's too good not to re-use. - Doug]

Here's the thing. Technology is not going away. The question we as librarians need to ask ourselves is if we want to fight a losing battle against it - or we figure out how to use these tools and resources to achieve our goal of making all students life-long readers. To me, this is a no-brainer.

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Top 10 ways to use technology to promote reading - Home - Doug Johnson's Blue Skunk Blog

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Monday, February 10, 2014 at 05:56AM I am updating my workshop on how technology can be used to promote Voluntary Free Reading - the only undebatably fool-proof means of both improving reading proficiency and developing a life-long love of reading in every student.

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Reading and Books – SLIS742-J30-SPRING-2016

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Reading and Books – SLIS742-J30-SPRING-2016