Today, we managed to pull off the unimaginable; every child walking out of room 203 with a book in their hands that they are willing to try tomorrow, which will be our first day of independent reading.
How did we do it? Well, a few things had to happen.
We gave it some time. While our students have certainly been surrounded by books these past few days, we have worked our way slowly toward book shopping. Some kids have checked out books because they asked but many looked more warily at the books surrounding them. Taking it slow, for us, has worked because we can offer up an opportunity to establish some trust and community before we dive into book shopping.
We read aloud. Read alouds tie us together as a community which is why I love to use picture books often with our students. It also allows us to dive into conversations about consent (Don’t Touch My Hair), how we feel about reading (I hate Picture Books!) and the expectations we want to function under in our room (We Don’t Eat Our Classmates). Read alouds ease us into the important work we are doing while exposing us to others’ stories.
We had some powerful conversations. Starting with our beginning of the year reading survey which gave me a sneak peak into how the kids see themselves as readers. While many are okay or even great with books and reading, some are decidedly not and the survey starts to let us see that. We then move to discussing the feelings and experiences tied in with reading as detailed in this post. This year the students decided to share when reading is dope and when it is trash. This then laid the groundwork for revealing the 7th grade reading challenge, as well as setting a meaningful reading goal to begin the year.
They determined their reading rights. After we have discussed their past experiences with reading, both the good and the not so good, we brainstorm which rights we would like to have for our independent reading time together. While there is not an option to not read, the students have great ideas for the type of reading experience they would like to be a part. After all three blocks of kids brainstorm, I created our chart which the students then approved today.
We have reading loving staff members. And not just this year. I am fortunate to work in a district that emphasizes the joy of reading in many place and I am part of a chain of people who spend a lot of time trying to match kids with books and also protect how their readers feel. While kids come in with many different experiences when it comes to reading, many also speak of the great moments they have had with reading throughout the years. And this only furthers the work we get to do in 7th grade.
We have lots and lots of books. While my district funds books, which seems to be a rarity these days, I have also spent a lot of money on books throughout the years, I wish this wasn’t the case, but it is what it is. However, our district also funds our school library and has staffed it with an amazing librarian and library aide. This provides our kids with the opportunity to not only look for books in our classroom, but also in the library and other places that have book collections. It is a powerful partnership between many of us that only continues to expand.
We took the time today to discuss how to find a book. While book shopping and book selection is not something new, centering our book shopping in what they already know and discussing the habits they have provide us with a place to start. It introduces our classroom library as well as our check out policy. It also helps us remind kids that they have a lot of strategies to try a book on, as well as to remind them that to cease reading a book is always an option at any point. We would much rather have them spend a lot of time selecting a potential great book than just rushing through the process.
So we gave them time. As much as they needed to touch the books, to browse the books, and to discuss the books with each other. I had pulled several stacks of books, one per table, to get their interest but they knew that they could browse the entire classroom. They could check out whichever book(s) they wanted and all of the other potential titles they put on their to-be-read lists. And it worked. Every child was up and moving, every child left with a book or more. To see so much book excitement was frankly a major highlight of this whole week.
What were big interest books today?
Now don’t be fooled, the work is far from over. But this is a start, a seed that will continue the work we do as we try to help some of our students go from kids who see little to no value in reading to kids who do. As we help kids continue the already positive relationship with reading that they have. But it also work that is shrouded in privilege. Our kids have access to books. Our kids have access to teachers who love reading. Our kids have time to read. Every child deserves that as an educational right.
For me the best part is; I am not alone in this. Our school and district is filled with people pursuing the same goal that I am; helping kids find books that matter, helping kids see themselves as readers. Today was a start and I cannot wait to see how it continues to evolve.
Tomorrow we read.
If you like what you read here, consider reading my newest book, Passionate Readers – The Art of Reaching and Engaging Every Child. This book focuses on the five keys we can implement into any reading community to strengthen student reading experiences, even within the 45 minute English block. If you are looking for solutions and ideas for how to re-engage all of your students consider reading my very first book Passionate Learners – How to Engage and Empower Your Students. Also, if you are wondering where I will be in the coming year or would like to have me speak, please see this page.