A School of Readers

When I first came to Tiny Town High, students didn't read.  They tried to fake every book report I ever assigned.  There was no common language of books that "everyone" seemed to be reading.  It was frustrating.

Now when students finish their work, they pull out a book and read.  I frequently find myself saying, "Could you please put your book away and get ready for class?"  (And I hate myself!)  Books like Hunger Games or City of Glass or Columbine have been in high demand.  It is awesome!

Why the change?  I think there are several reasons.

1.  Authors like J.K. Rowling, Stephenie Meyer, Christopher Paolini, and Suzanne Collins have created high interest reading materials for a whole generation of kids. They get sucked in, find out how much fun reading can be, and continue the quest for books to read and love.

2. Our school created a reading community, by adding a daily "advisory" time into our schedule.  Four days a week, students and teachers are to be reading.  (The 5th day is set aside for meetings, unless a kid doesn't have meetings-- and then they are reading.)

3.  We adopted the Accelerated Reader program.  (I know this is controversial.  Some schools hate it.)  Students must read books, take quizzes over those books, and earn 25 AR points per nine weeks.  It counts as a grade in their English classes, so that gives the use of the program some weight.  We don't require that they read at a certain level of difficulty, just that they read.  With over 10,000 titles to choose from, there is little chance that they "can't find anything to read."

4.  Our librarian is immersed in young adult literature.  She is great at suggesting books that will interest the kids.  (She has them tell her the hobbies, activities, movies they love, television shows they watch, and other books they have loved.  She can always find a book to match their interest and reading levels.)  She gives book talks about current books.  The books fly off the shelves.

5. I've created a classroom library.  (And I'm not the only one.)  I find out what books the librarian can't keep on the shelf, purchase them, and add them to my library. Students frequently wander into my room and ask for a particular title.  Last spring, a student donated some current favorites because her family was moving, and she didn't want to pack them.

6.  Reading is contagious.  Teachers discuss books they are reading.  (Not just English teachers!  Our chemistry teachers is one of the most avid readers in our school.)  If a student has read one book a teacher recommends, they frequently go back for another recommendation.  We can discuss current books that are making their way around our school.  (Students encouraging students to read!  Who knew?!)

7.  Signs are posted on classroom doors about a teacher's current reading or favorite book.  Contests are sponsored through the library.  Tickets for treats are hidden in books.  Online trivia contests over popular books might result in a dozen homemade chocolate chip cookies or tickets to the movies.

No, not every student loves reading; however, the majority of our students read willingly and will gladly share a book they love.  Our reading test scores have soared.

I love Tiny Town High.  Most of the kids speak my language:  books!

Today's Meet Technology

Originally made for business purposes, this is one of the best technology tools I have put to use in my classroom in the last few years.

This site is an easy one to use on the spur of the moment.  There is no creating an account, signing in, or remembering a password.  In fact, the screenshot shows you what you see when you type in the website.

Step One is to name your room.

I typed in "trial" and had a red X, meaning it was already in use.  I just added in trialanderror.  You can name your room anything that isn't already in use.  The green checkmark tells me that room is available. The rooms can last from two hours to one year; the choice is up to you.  This room will be deleted in one week.  If I want shorter or longer, I just click on the arrow for the pull down menu.  (Shorter is better, in my opinion.  Students like to get in and cause havoc, so it is best if the room disappears as soon as possible.)  Now all I have to do is click on the the "Create your Room" button.  That's it.  You are ready to go!

I am always the first one to post in my room.  I put my name, and I insist on students using their own name or they don't participate.  Anyone can join the conversation.  You are always "talking" (typing) on the right side and listening (reading what others are saying) on the left side.

I post the link to my room.  (It is always like this: todaysmeet.com/+the name of your room  So my link would be:  http://todaysmeet.com/trialanderror)  Students go to the link on their computers and then they join the room and can comment on the day's class.  (Particularly useful in discussing videos in class without interrupting the video. Everyone will need a computer to be able to comment/question and to follow the thread of discussion.)  It works like Twitter.  They have 140 characters and can comment as often as they like.

Notice the word "transcript" at the bottom of the screenshot.  At the end of the class period, I can print out the transcript of what was written in class.  (Handy for students who are absent, but also to have a record for a daily grade.)  One word of caution, I usually change the font to 11 point.  If a discussion is lengthy, the transcript can use a lot of paper when you print it out.

Besides using this during films, I love using this when the students are listening to a reading.  I project the "Today's Meet" room on the white board.  Everyone in the room has the opportunity to use the discussion thread if they need it.

To get a picture of the room: the students have the book, an audio tape of the book is running, Today's Meet is projected on the whiteboard, and (some) students have a computer and are on the Today's Meet link. You might think it is too much for the students, but this is a generation of multi-taskers.  

There are two ways I can work this:
1.  The students can use the link to ask questions about things they don't understand or confusing vocabulary.  I can respond to questions on the link as quickly as they crop up.  There is no interrupting of the story to do this.

2.  I can be the only person on the Today's Meet room, and I can guide their reading by typing things I want them to notice or think about as the story progresses. They can refer to the whiteboard projection of the Today's Meet conversation or not.  It is their choice.

To be honest, a combination of these two ways works the best for me.  Guiding them, but answering questions that crop up makes it a great tool for everyone.  It reaches the students who need the most help, guides the students who let their attention drift, and gives the great students a chance to share their thoughts.

If you haven't tried it yet, I highly recommend http://todaysmeet.com  I don't think you'll be sorry that you tried it!

Textbook Treasure Hunt

Want a great way to make sure your student knows how to use their textbook?  (Good readers probably don't need this, but your kids who are poor readers have no idea!) 

Create a treasure hunt.  Give them 10-20 questions, asking them to search for a variety of information in their textbooks. Questions should make it so students have to use the Table of Contents, Index, Glossary, and any other additional information your textbook might include.  

Here is a sample of some questions you could ask.

1.  What is the title of Chapter 9?

2.  On what page does Chapter 6 begin?

3.  How does the glossary define abolition?

4.  List all the pages in our text where abolition is mentioned.  

5. What is the graph on page 536 showing?

6. On page 23, what word is in italics?  Why is it in italics?

Etc.  

Let the students work in pairs.  They fly through the textbooks, trying to find the information.  They are learning the shortcuts to use when they seek answers or information. This is especially helpful for your poorer readers. BUT... all students are familiarizing themselves with the material the course will cover.  (You might pick out some things from your text that are high interest for students and make sure that is part of the treasure hunt.)

Have some gum or a mint for the first pair to finish.  (Sometimes, I give a little bigger prize to the first pair to finish and something smaller for everyone who finishes.  The goal is, after all, to have everyone familiarize themselves with the textbook.)

This is a great activity for the first days of school.