I Used to Hate Reading, But...(and here comes the important part)

Today I heard something disheartening to me. And it was enlightening and validating as well. How can that be? I heard a student talking about some things she had shared about me and my classroom and being my student. Her comment (here's the disheartening part): "I used to hate reading, (and here's where it gets better) but now I don't anymore."

"I used to hate reading." How many of us have students that say things like that, especially in the middle school years? Or maybe you've heard the ones who don't use the word "used to" - that's the part that made me feel better. At least she doesn't still hate it. The research is clear that early adolescence is when kids start to lose motivation and engagement with reading, and those years are probably when they most need stories that help them figure out the world around them.

So what can we do to get those kids to not have a "hate" for reading, 

or at least add in the "...but now I don't anymore" piece? 

Well, in my room it's a simple formula. 

I'm going to call it CATTT.

And when I asked my student why she said she doesn't hate reading anymore, she mentioned each of those things (in her own words): "You have good books and let us read what we want to." "It would be hard not to find a good book in your room." "You make us read." "We get to read in class every day." "My friends tell me about the books that are good." "You know what to tell me to read that's I'll like."

Choice
My kids get to choose what they want to read (for their level of interest and at or above or below their level of ability). That doesn't mean I don't push them to broaden or expand, I do, but within the limits of them giving it a try and they are always able, and encouraged, to abandon/pause books that aren't working for them. If they have an "off" day and can't face a novel, I have a shelf of 100 picture books they can choose from for that day.

Access
I have over 1500 books in my classroom library, and they are all displayed in categorized bins so students can easily find what they want. There are no due dates and no limit to how many they can have out at once (they often mention that's why they like my classroom). We also have a wonderful school library and book room that they use.

Time
We start class with 15 minutes of Independent Daily Reading (IDR) every. single. day. It is sacred time. The students know what is expected when they come into my room and get settled in and started in on it (most days) without prompting. [That is also time when they may be checking in/out books, logging/recording thoughts about a book they just finished, or browsing shelves for a new book or getting recommendations for a new book from someone] They also get more time than that on reading days and during twice a week SSR for 25 minutes. In addition, the only homework my students have is to read for at least 30 minutes every night.

Talk
We talk about books in my classroom. A lot. We talk about authors and publishers and series and movies made from books. We read aloud books (novels and picture books). Students talk to each other about what they read. I talk with students about what I read. They talk to me about what they read. We share book recommendations with each other.

Teacher
I am a teacher who reads and knows books and knows my students. I can't teach reading if I am not a reader. I push myself to read more every year. I wasn't reading 112 novels in a school year five years ago, but I did last year. That was up from 68 novels the year before. I see the difference it makes when I know books. I read the books my students would want to read. I read the books I think they may not pick up on their own so I can recommend them. I read the books they love so I know what they are engaged in. I read books that are ladders up from what they're reading so I can support them as they grow. I read. I read a lot. I have to. I can't do this job and break down or work against a "hate" for reading if I don't. Sure I have my reading slumps, in fact I just got over one last week, but it turns around. I recommend books all the time (to current students, former students, and adults). I have to know my students in order to recommend books to them. I also have to know a lot of books so I can make the match between reader and title. It is a daunting task at times, but if I'm asking my students to read at least 30 minutes every night, I should be willing to do so myself as well. And I love reading. My students see my passion for it. It's important for me to share it with them. And I know books. Blogging has helped me in that regard, and so has building my PLN of teachers and librarians on twitter. I have to know books to be able to know that book that will be the hook for that student. And once I have a solid repertoire of go-to titles that have broad appeal for the students I work with, I then have to help them find that next book, so I have to know more, so I read more.

So that's it. It's not magic. It's not unreasonable. But it works. Remember CATTT, and if you have that in the adolescent classroom, you'll be working against the "hate" for reading and growing readers who realize that there just might be something to this whole book thing for them.

Why My Students are Readers...What They Have to Say

Today I heard some interesting comments during a conversation with a couple of students. These comments were unexpected in the way that I wasn't expecting to hear them at that time, but not unexpected in the sentiment that was shared. You see, I was talking to a couple of my 7th graders about the books they're reading right now and we got to talking about what all they've read this school year. And both of them shared that they've read more already this year (two months in) than any other year in school (one even admitted that perhaps more than she's read ever). I always smile when I hear this because I love when students come to this realization themselves. I told them how great that is. And then they kept talking. 

They shared thoughts that they didn't like reading as much last year because the teacher chose what they read instead of the students choosing themselves. They shared that they liked reading this year because there are so many books in my classroom to choose from...and they're good  books. They shared that they find they're reading more because they have to read during class time, and then the books they're reading are so good that they want to find out what happens next, so they read at home. They shared that they were already figuring out what books they don't like reading and the ones they do. They shared that they're sharing books with each other - making the other one read ones they really like. They shared that they hope they can read even more next year. They shared that they're scared or not looking forward to high school and what they might have to read. They shared that they're readers this year. 

None of this was prompted. This was an unplanned conversation. It was not a formal formative assessment opportunity, but oh so much was learned. I learned that these two students are making determinations about genre and what books fit their interests. I learned that they are able to identify what they do and don't like in books they read. I learned that they know how to navigate the classroom library to find what they want. I learned that they are finding ways to make a reading habit at home. I learned that they are engaging with their books and carrying that over outside of school. I learned that they are paying attention to what we talk about in class and applying it to their books. I learned that they are sharing with each other what they're reading and building their own community for book recommendations. I learned that they see themselves as readers as they never have before. I learned that if we take the time to listen, our kids will tell us what they know, want, and need as readers. 

What was my takeaway? With time, choice, access, and community, students will be readers. 

Something I will always think about at the start of a year (and throughout) Am I giving time to read, allowing choice in what is read, providing access to reading material, and creating a supportive reading community?

Excited Readers (or How I Know My Students Are Reading)

There were quite a few joy-inducing moments today when students came up to me on their own to share their excitement about the books they're reading.

As the students started coming up the stairs to their lockers today, I was greeting students and monitoring the lockers, when the following interactions happened...

"Mrs. Heise, I finished my book last night!"

"Mrs. Heise, I really like this book!" [which I booktalked to her yesterday at the bookshelves during an impromptu, individual reader's advisory]

Student: "Mrs. Heise, I finished Just One Year - that ending!"
Me: "I know, right?! Now do you see why I had to check back in Just One Day while you were reading it to see if what I thought happened really did?"
Student: "Yes! That scene on the beach..."

"Mrs. Heise, I started that book last night...and I already cried."

"Mrs. Heise, I need a new book."

"Mrs. Heise, I read for two hours last night! This book is really good."

"Mrs. Heise, where's the next book in this series? I know I'm going to need it this weekend."

"Mrs. Heise, I loved that book. Best. Book. Ever!" (to which I inquired why and got an explanation)

The awesome poster my reading specialist has in our book room (that she got from the publisher of this picture book at ALA) pretty much sums up my mood today.

And later in the day, these conversations happened:

Student 1: "I'm probably going to finish this book tonight."
Student 2: "I want to finish my book tonight."

In library working on computers, listening to librarian read aloud to K5 class, "Mrs. Heise, Click, Clack, Boo!" [with huge smile on her face because she remembers how much fun it was when I read aloud Click, Clack, Moo to them in language arts class last year]

Student (with a big smile): "Mrs. Heise, I finished!"
Me: "What did you think?"
Student: "That ending..." *pantomimes head exploding with sound effects* "He really grew on me. I'm not embarrased to say I cried a little bit."

This. This is the reason I love what I get to do everyday. The moments like these. Seeing readers growing before my eyes. Hearing the excitement build as they read books that they are interested in. You want to know how I know my students are reading when I don't make them all read one specific book? This is how. These interactions. These moments when they share their responses to what they're read. These reactions can't be faked. They can't be made up. They are how I know my students are reading.

Ask & You Shall Receive (on Self-Reflection)

Once of the best parts of my PLN on twitter is the opportunity it gives me to virtually collaborate with, and be inspired by, other really smart teachers. Last week it was this post from Pernille Ripp, which also inspired this post from Katherine Sokolowski...both of which inspired me and what I had my students do in class today.

As a teacher, one of the things I do most often is reflect on my practice and determine what went well, what didn't, what could be changed, what my students need, how I acted/reacted, and how to make things better for the next time. Being a reflective practitioner is essential to continuing to improve myself as an educator and to be the best teacher I can be for my students. And if self-reflection is such an important skill for adults in the workplace, it's a skill I should be helping to develop in my students as well. I loved the idea of a monthly self-reflection for students to complete as a wrap-up to the previous month, and a fresh start to the new month. I saw it as a way of not only reflecting, but also celebrating the accomplishments and setting goals for achievement in the month ahead. I took some ideas from Pernille's reflection sheet, and added in a few ideas inspired by things Katherine mentioned in her post, and before school started this morning, I crafted a Monthly Reflection Sheet for my students to use for self-reflection.

I included a line for students to share how many books were read in the previous month and which was their favorite, a line for how many they'd like to read in the next month, along with a few other things. But the most important one, and the one that was my reason for really wanting to do this, was this one:

I gained insight into my students today...in a way I didn't expect and in a way that will be valuable to not only my teaching them, but also in cultivating relationships with them. Some comments made me smile, some made me laugh, some made me groan, some made me tear up, some made me cheer, some forced me to look a little more carefully at myself and how I've been approaching certain things this year...and really, isn't that what this was all about? Self-reflection not only for my students, but for myself as well. The more feedback I can get from my students, the better I can make my teaching, and sometimes it takes seeing it written down to really help me process it and figure out how to make things better. I look forward to continuing to use this self-reflection each month as we move through the school year as I know it's going to help me make things better and help my students reflect on themselves as well.

On a sidenote: So many students mentioned, in one part or another of their self-reflections, that they wished I would give more reading time in class. On the one hand, I love that so many are excited about reading and want more time to do it (and make no mistake, they already get quite a bit of class time to read!), but on the other hand, it worries me that they say that as it's also a way to avoid writing. A thought I will be continuing to reflect upon...