Publishing Student Work

          During one of our class meetings for the course, Adolescent Literature, our assistant professor shared a story about her students and the importance of feeling acknowledged in the classroom.  She told us a simple story about a boy in her class who neglected to complete a writing assignment.  She had created a slide on PowerPoint listing all of the students who had completed the assignment and turned in their "published" pieces to compose a poetry book.  The boy who failed to complete the assignment noticed that his name was excluded from the list.  He asked the teacher why he was not on the list and how he could get on to the list that was being displayed in the classroom. She simply stated that all he had to do was finish the writing and turn in the assignments.  Based on the condition that his name would be added to the list and his poem to the book, the student did in fact complete the assignments.  This story was shared with my class for several reasons.  For one, our professor wanted to share a sweet story exemplifying the importance of motivating our students and two because we need to realize how much children love recognition, even if it is just adding their name to a list.

          This story inspired me to allow students the opportunity to be recognized for their work in a public forum.  After some research, via the internet and talking with some of my colleagues, I was able to learn about several website and companies that will help teachers and students publish their work into bound books!  Some of the resources that I found included:

• Storybird:  Storybird is a digital storybook creator.  On Storybird, students can write their own stories and input illustrations from artist collections.  These books are then shared on the website and different users can read their story.  If they like it, they will "heart" the book, just as you would "like" something on Facebook.  Parents and students would then have the option to buy their book in a bound hard-cover book.  Funds used to purchase these student books could be added to a classroom account and the teacher could use a portion of that money to buy classroom supplies!  

Storybird Tutorial

• Student Publishing: Student Publishing is an online publishing company that creates books for students and classes.  One nice part of Student Publishing is that they can create class books for the students and then make reprints of the class book for each student to take home.  

• Student Treasures:  Student Treasures is very similar to Student Publishing, but offers two different format for their book kits.  Through Student Treasures, children can create books that have been handwritten or typed.  I liked this option because my students need to be working on their keyboarding skills.  Also, if a certain number of books are created, then students will get one free book. 

          For my personal classroom use, my team decided to go with Student Treasures, so we could take advantage of the free book promotion.  My students were so excited when I told them that they would actually get to publish their books!  In the past, students had to create books with computer filler paper, construction paper, and yarn.  I would often face resistance from students about writing books and participating in our school's Author's Parade.   This year everyone was really motivated to get their book completed, and I directly attribute their devotion to this project to the fact that their book will be published. We have not received our published books yet, but I can anticipate that my students will definitely feel a sense of accomplishment.

         To extend this project and allow students to share their creations, I have arranged for them to participate in a few events at school.  After Christmas vacation, my students will be headed to our buddy classroom to read their books to their 1st grade buddies.  Additionally, they all agreed to walk in the Author's Parade with the published copy of their book, for the whole school to see.

         If you need any additional information about the publishing process, I would be happy to help!  Just let me know!

Thanks for stopping by!

Jamie

The Impact of Interest

         Many schools in my district use reading programs, such as Renaissance Place (Accelerated Reader), to track students' achievement in reading. At my school we use Accelerate Reader (A.R.) to track student's progress in reading each quarter, but also use it as a diagnostic assessment piece.  When students take the reading assessments through Renaissance Learning teachers are able to gain a breadth of information about their students.  In grades K-2 they take the STAR Early Literacy Assessment, whereas students in grades 3-5 take the STAR Reading Assessment.  Based off of these assessments, students are given a suggested Independent Reading Level (IRL), a suggested Zone of Proximal Development (ZPD), etc.  Further analysis can take place when you look at the specific standards that were tested.  Based on the standard results, students can be grouped into focused learning groups.  Additionally, lessons and activities can be accessed for these specific lessons.

          Though these reports and figures are interesting and extremely helpful when trying to determine interventions for struggling readers, I feel that these type of programs lack something.  Sure, it is great to know that a student reads at a certain level independently, but the most important element of successful reading, in my opinion, is the student's interest level.  Where is the report for that?  I would love it if students could take a diagnostic-tyle assessment and have it determine the genre that they are most likely to enjoy, along with some book recommendations based on their independent reading level. I know this idea may seem impractical, and I am suggesting it in jest, but as reading teachers we need to be conscious of what interests our readers.  In my experience, a student may be "reading" at a certain level, but because they are uninterested in the text, they are not interested in understanding the story.  On the other hand, I have seen these same "struggling" readers pick up a higher level book that they were interested in and fully comprehend the story.

          During my first year of teaching, I subscribed to the idea that students had to strictly read within this given range.  I assigned my students their ranges and colors for A.R, conferenced with them weekly, and provided strategies for independent reading.  Despite all of my efforts, one of my students refused to read and could not pass any of his A.R. tests, even at level lower than he was capable of reading.  I had several conversations with this student and it ultimately surfaced that he was not interested in any of the books in his range, and because he has been stuck in that range for so long, he had already read most of the books he liked.  He told me that he had always wanted to read the book, Diary of a Wimpy Kid, but none of his teachers ever let him because it was out of his prescribed range. I went out on a limb and I told him..."Go for it!"

         After about a week and a half, my student was finished reading the first book in the series and ready to take the A.R. test.  The whole class anxiously waited while he took the test.  When it was time to reveal his score, he got 100%!  THe whole class cheered and my student has the biggest grin on his face!  For the rest of the year he read the remaining 4 books in the series and got  100% on all of the books.  His A.R. grade went from a 68% to a 87% at the end of the year, and his reading level went from a 2.4 to a 4.8 after taking all of those tests.  Now that I new what genre of book he was most interested in, I was able to suggest additional books to read and branch out with.

       
          By all means, I am not saying that interest level is the only factor in student success with reading, but I am suggesting that it may have more of an impact than emphasized.  For this student it really seemed to make a difference.

          In order to help my current students, here are some of the tools I will use and suggest for determining books that my students may be interested in.  The majority of book search engines that we have used sort books based on their genre, reading level, and interest level (LG = Lower Grades, MG = Middle Grades, MG+= Middle Grades Plus and UG = Upper Grades)

          I personally love A.R. Book Finder.  This website is accessable by teachers, students, and parents.  I recommend this tool to all of my students and parents.  Through the "Advanced Search" tab, you are able to look for books based on a title, author, interest level, book level, and genre.  Searches are specific and usually yield very accurate and useful result.

          Some additional resources include:

• Children's Library
• Top 100
• Book Browse
• Lower Grade Interest Level Books - Book Trailers for All
• Middle Grade Interest Level Books - Book Trailers for All
• Upper Grade Interest Level Books - Book Trailers for All

          If you have any other resources to suggest for helping student pick books based on their interest level, I would love to hear about it!  If not, I hope you find these resources to be helpful and effective for young readers.

Thanks for stopping by!

Jamie

Book Blurb #12: Scat by Carl Hiaasen

          

          In the book Scat by Carl Hiaasen, Mrs. Starch, the meanest teacher in the entire school, takes her classes on a field trip to Black Vine Swamp.  In a twisted turn of events, Mrs. Starch does not return to school and her students think that she is missing.  Their principal begs to differ and reassures her students that she did not get caught in the controlled burn that was happening the day of the field trip, rather that she had to leave on a family emergency.  Two of the main characters, Nick and Marta, do not buy that story and are determined to find their teacher.  While trying to solve this mystery, Nick and Marta find themselves involved in a twisted plot to save some Florida panther kittens.  Initially, Nick and Marta think that the class trouble maker, Smoke, is up to no good and has something to do with the disappearance of Mrs. Starch, but the villain in this story, ends up turning into somewhat of a hero.

          Though I did not enjoy this book as much as Hoot, I did enjoy the element of mystery and suspense added to this plot.  Scat was an interesting and unique story, one that my students also love.  Hiaasen always does a great job advocating for Florida wildlife and any conspiracy attached to it.  It is definitely a book worth reading, as is any book by Carl Hiaasen.

          After reading both Hoot and Scat, students could compare and contrast the texts with Hiaasen’s other two children literature pieces. 

          Additionally, students could do a side project to study the Florida panther. 

          At my school, we participate in the Wings of Hope program at FGCU.  Through this program we participate in the “Panther Posse” where students learn all about the Florida panther, the habitat, and how to conserve resources in an effort to save panthers.  I think this would be the perfect book to read before/after going on this field trip.

          Most of Hiaasen’s books are set in Florida.  This is perfect for 4^th grade social studies standards, as we are required to teach all about Florida.  Sometimes the textbook is a bit dry, so adding a fictional story that discusses some of the same information is a great way to spice things up. 

          Students can study geography and the Everglades.  While reading Scat, student can try to identify different locations and key features of Florida and the Everglades within the text.

          Also, being that Hiaasen is a Florida author, it is a possibility that he could come to a local school to give a presentation on his books.  I think that students would be very motivated to read his books after meeting the author.

Thanks for stopping by!

Jamie

4th Grade Read Alouds!

          Since taking this course, Adolescent Literature, I have been inspired to bring back a daily read aloud in my 4th grade classroom.  In the past two years of my teaching career, I have started several books, but either the students lost interest or time did not allow for a consistent read aloud time.  I would become disappointed in myself, because I remember the read aloud being a staple in my elementary level classrooms.  Additionally read alouds are a great way to model fluent reading and to build student background knowledge.  I became determined to have a daily read aloud that was fun and interesting, but also a great learning tool.  After much research, I complied a list of books I have and would like to read to my 4th graders.  Before selecting the book to read, I would often try to find the book trailer and let my students pick their favorites.  Maybe some of these books will inspire you as well to bring back the read aloud!

          Here is my list of recommended read alouds for 4th graders:

Picture Books:

Blackout by John Rocco

Jumanji by Chris Van Allsburg

Mr. Peabody's Apples by Madonna

Flotsam by David Wiesner

Grandpa Green by Lane Smith

I love you the purplest by Barbara M. Joosse

The Stinky Cheese Man and Other Fairly Stupid Tales by John Scieszka

A Sick Day for Amos McGee by Phillip C. Stead

The Invention of Hugo Cabret by Brian Selznick

Chapter Books:

The Misadventures of Maude March by Audrey Couloumbis

Alien's on Vacation by Clete Barrett Smith

Breaking Stalin's Nose by Eugene Yelchin

Sideways Stories from Wayside School by Louis Sachar

Love that Dog by Sharon Creech

Hate that Cat by Sharon Creech

One Crazy Summer by Rita Williams-Garcia

Frindle by Andrew Clements

The Mostly True Adventures of Homer P. Figg by Rodman Philbrick

The Books of Elsewhere by Jacqueline West

Waiting for Normal by Leslie Connor

          If you want to share how you students reacted to one of these read alouds, I'd love to hear about it!

Thanks for stopping by!

Jamie

Choice Theory

          Last year I was privileged enough to be able to attend a training opportunity help by my school district.  The program is called Choosing Excellence and is centered-around the continous improvement models of Baldrige and Glasser.  Though the main objective of the training was to teach teachers how to write SMART goals, write a PDSA, and develop the questioning process, but one portion that stuck with me was Glasser's choice theory.

         Essentially, Glasser states that human existence is driven by five focal needs:

• Survival (Which basically consists of food, clothing, and shelter)
• Belonging (Love and connecting)
• Power (Feeling significant and validated)
• Freedom (The ability to choose)
• Fun and Learning (Pure enjoyment

          After the training, I thought to myself, "How am I every going to judge and determine these needs in my students and what difference will it truly make in the classroom?"  I needed to figure out the purpose and desired effect before I put anything into place.  I spoke with several of my colleagues and my administration.  They had suggested using a "Needs Wheel" as other school had done, in order to "inventory" students' feelings.  Once I made the "Needs Wheel"  I explained the meaning of each need, provided examples, and modeled the process to for the students.  I was very interested to see how things would turn out.  

          As expected, for the first few weeks everyone indicated that they needed more fun in their, "Quality World."  After the excitement wore off and students realized that by indicating they needed more fun in their day, would not mean a trip to the playground, they started taking the choice wheel a little more seriously.  

          Once students were accurately representing their feelings, I discovered that many of my students needed freedom, the ability to make choices  through out the day.  I get that and I could see how a student may feel that way.  So from there I decided to restructure somethings thought out my day, in order to help student feel as if they have a say in the matter, as if their opinions count, and as if they are free to do what they want to do, rather than what they are told to do. 

          In order to achieve this goal in an organized manner, I decided to restructure my reading centers. There would be two types of activities for reading centers:  Required Activities and Choice Activities.  Once students were finished with their required activities, they could move on to their choice activities. They could do any activity from the provided list, it was completely up to them.  Here are some of the choice reading activities that students were able to choose from:

1. Complete vocabulary webs for a word on the word wall.
2. Complete Greek and Latin root work activities.
3. Identify spelling words in a version of the game Boggle.
4. Complete a Top 10 activity on a given topic.
5. Pick a goofy picture from my picture files and use it to generate ides for a story.
6. Read an A.R. book silently
7. Read Nation Geographic magazine articles

          I noticed that after I put the choice centers in place that students were no longer, "on edge."  They were willing to complete the required activities in an appropriate amount of time.  They were excited about the new activities and did not even realize that learning was a major component in all of these "really fun" choice activities.


Thanks for stopping by!

Jamie

"That was Easy!"

          Motivation is and always has been a major issue with my 4th grade students.  I have racked my brain for ways to help fuel the desire to read in my students, but have virtually come up with noting that has any staying power.  I have set up book clubs, literature circle groups, provided rewards and prizes, and spend hundreds of dollars ensuring that my classroom library always had the latest and greatest books, but the ones who love to read will and the ones that hate to read wont.  I took suggestions from my colleagues and tried having several conversations with the students about motivation and goals, but it didn't seem the matter....that is until I discovered the easy button!

          Believe it or not, I got this ingenious idea from my father, who has spent the past 30-some years working as a police officer.  I remember when I first started teaching he was determined to buy me an Easy Button for my classroom.  I thought it was so silly and didn't see how it could help in the classroom.  It honestly sat on the ledge of my white board, collecting dust, until about 2 months ago.  That is when I decided that I was going to use the Easy Button to motivate my students.

        Now, when students take an A.R. test and scores a 100% or 90% on the test, guess what?  They get to hit the Easy Button!  For weeks now, I have been hearing, "That was easy!" at least 15 times a day.  Even my most reluctant readers can't fight the temptation to hit the Easy Button!  Once the kids hear the mantra, "That was easy," the motivation for reading is ignited and spreads like wild fire.  Because the students know they can only hit the Easy Button if they pass the test, I have also seen students making more of an effort to use independent reading strategies to help self-monitor while reading independently.  Needless to say, I am pleasantly surprised by the power of the Easy Button!


Thanks for stopping by!

Jamie

Book Blurb #11: Matched by Ally Condie

       

          In Ally Condie’s Matched, we meet Cassia, a teenage girl who is about to celebrate her 17^th birthday.  Her 17^th birthday is a special event in the society that she lives in because it means that she can be “matched.”  Being matched with her future husband and love is something that Cassia has dreamed about for a long time.  When it is time for her matching ceremony, Cassia is allowed to abandon her plain clothes and wear a beautiful dress that had been statistically picked just for her based off of her former wardrobe choices and habits.  Though it appears that she has some elements of freedom, she does not.  At the matching ceremony, Cassia is matched with her best friend Xander.  This is a very rare occurrence, as people from the same area are rarely matched.   Cassia is very excited and as soon as she gets home she views the chip that provides all of the information about her match, who is supposed to be Xander.   To Cassia’s surprise, Xander is not who appears on the screen, rather another boy who she knows, Ky.  This event causes Cassia to question the government, something she has never done before.  Was Ky supposed to be her match, rather than Xander?  As Cassia struggles to find the answer to many of these questions, the government starts to keep a close eye on her.  Some of her choices have devastating consequences, but Cassia is now determined to make her own fate and find true love.

          Being a fan of the Hunger Games, The Giver and other books about dystopian societies, I loved this book as well!  I thought though there are many books with similar themes, it had a fresh perspective and kept me guessing.  This is a book that I could not put down and had to keep reading, even if it were until 2 a.m.! It is part of a 3-book series and I am excited to read the remaining books.Being that this series is so similar to other books about dystopian societies, I thought that it would be interesting for students to read Matched and another dystopian novel of their choice, in an effort to compare and contrast the stories.  Students could pick from The Hunger Games, The Giver, Divergent, Delirium, The Moon Dwellers, Across the Universe, etc.

          After reading both books, students could compare and contrast settings, characters, main events, and type of government rule, problems, resolutions, and essential message.  This would provide a great analysis of this very popular genre of young-adult fiction.

          After analyzing the genre and essential message, students would be able to write their own short story.  Their short story would be about a dystopian society and would follow similar formats of the books they analyzed.

          I have attached the book synopsis provided by the author, Ally Condie!  Enjoy!

Thanks for stopping by!

Jamie