Fourth and Fritcher: ELA

Showing posts with label ELA. Show all posts

Best Picture Books to Teach Personification

Personification can be such an abstract concept for our students. No matter how many times I use the example "the rain danced on the windowsill" or have my students fill in random charts with examples of personification, there will still be students who are unable to grasp the idea of non-human things taking on human-like behaviors.

However, there are picture books that dive deep into this figurative language and give us an opportunity to get laser focused on one literary device to help students truly master the standard.

Eyes that Kiss in the Corners

This book not only has an amazing message and text, it is visually stunning. It was nominated for multiple awards and won the 2022 SCBWI Golden Kite Award for Picture Book Text.

I had seen multiple posters and references to it throughout my school and on social media. I finally bought it - on a whim. Once I read it and had time to process this picture book, I was actually annoyed it took me so long to pick it up and read it!

It is chock full of figurative language and lesson opportunities, but for this post I will focus on the personification. The family's eyes take on their own "life". Joanna Ho and Dung Ho weave a beautiful tale of how each female in the family is connected. Their eyes not only connect them genetically, they speak to each other and bind them through love. Grandmother's eyes take them to the past and their homeland; whereas the narrator's eyes reach into the future.

You could focus on the straight-forward personification: "eyes disappear..." "eyes find mountains..." Or, you can extend the learning with a discussion about the differences between figurative and literal in a broader sense. For instance, it can be pointed out that the family's eyes are all genetically linked through DNA. That's why they look the same (literal). But they are also linked through their love for one another (figurative).

Another way to explore the personification in this book is to task students with examining the verbs used in association with the eyes; "eyes that kiss", "eyes tell", "eyes disappear". If eyes cannot literally do the verb- that's a pretty good clue the author is using figurative language. Granted, sometimes the figurative language meshes together and you get a bit of personification mixed in with hyperbole or simile...but that's the beauty of figurative language! Don't let that trip up your focus on personification. Simply examine it, have a short discussion, and move on.

You can find my entire literature study for "Eyes that Kiss in the Corners" in my TpT store.

Owl Moon

Every once in awhile a picture book comes along, makes its mark on you, and you never forget it. I used Owl Moon when I taught kindergarten over 20 years ago, and I still use it today.

This 1988 Caldecott Award Winner strikes its readers at their core through rich text and illustrations that sets a gentle tone unlike any other. Jane Yolen uses her poetry to bring readers on the journey of a little girl who goes owling with her father on a cold, snowy night.

Side bar: Jane Yolen has confirmed that the young child is a girl.

The young girl's environment takes on life as she makes her way through the woods. The trees, the dogs, the trains, the cold, the shadows...they all have an impact on her experience and they leave the reader feeling calm and serene.

This text gives teachers a chance to break down the ways an author can make an environment come to life for a character. The word choice also brings a tone to the text. I present students with a scenario in which the verbs are switched and ask them to consider how that would impact the tone of the text.

For example:

"...little gray footprints followed us."

versus

"... little gray footprints chased us."

As an extension, teachers can also switch out chunks of text to shift the tone. Bonus teaching points if you replace it with a figurative language phrase!

"They sang out, trains and dogs, for a real long time."

versus

"They screeched out, trains and dogs, until my ears bled."

By simply switching a few words teachers can demonstrate how to shift tone. An environment that was once calm and serene can become alarming and uncomfortable.

You can find my entire literature study for "Owl Moon" in my TpT store.

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FREE FIGURATIVE LANGUAGE RESOURCES for "Owl Moon"!

owl moon free figurative language worksheets

Survivor Tree

Last year I stumbled upon this book in my local library. I was immediately drawn to the story of both the Tree and the Family impacted on 9/11. I decided to use it in my classroom and focused my lessons only on the personification. It made a huge difference in the students' understanding!

Like many other authors, Marci Colleen uses several literary devices throughout the text. However, the personification is especially poignant. The story tells a simultaneous tale of two survivors: a Family and a Tree. The text focuses on the Tree; and the illustrations bind the Family to the Tree. Through perseverance and love, both the Tree and the Family find the strength to continue on and survive the events of 9/11.

The Tree is personified through brilliant text and invites the reader to envision the Tree as a person. The Tree "stands", "stretches", "dances", "hesitates"; and eventually the Tree finds a "time to go home". Not since "The Giving Tree" have I been so emotionally invested in a tree.

Aside from the literary standards, Survivor Tree gives teachers a chance to teach students about the horrors and devastating effects of 9/11. They are too young to rememebr that day; not even born yet. And, now, some teachers are too young as well. If our young people are emotionally disconnected from 9/11, this book gives us a unique opportunity to connect those emotions and solidify a deeper understanding of that time in our history.

You can find my entire literature study for "Survivor Tree" in my TpT store.

Other Picture Book Blogs:

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picture books with personification elementary classroom

'Twas the Night Before Christmas in an Elementary Classroom

Twas the Night Before Christmas A Visit from St. Nicholas

There are so many ELA options during the holiday season. So many, in fact, it can become overwhelming. The perfect blend is when I can find a text that is not only entertaining, but gives me an opportunity to work on the standards. For me, 'Twas the Night Before Christmas is such a text. Most people will refer to the Clement Clarke Moore poem using the former title. Others will refer to it using its original title: A Visit from St. Nicholas.

Here are some of the ways I break down this Christmas favorite for my students:

Introduction and Reinforcement

This poem is not only a seasonal favorite, but it is an excellent way to introduce (or reinforce) the basic elements of poetry. For my yearly planning, this poem ironically fits in just before our official poetry unit, so it's a perfect "before the holiday break" unit to have some holiday fun while getting students prepared for the poetry unit that will be taught after the holiday break.

Imagery

Of all the texts I use to teach about imagery, this poem may be my favorite. I love to read it to the students a couple of times before looking at any of the illustrations offered with the scores and scores of pictures books that have been published. I want to give my students a chance to form their own images in their minds without being influenced by what an illustrator has committed to paper.

Once section of the poem that always leads to great discussion is "while visions of sugar plums danced in their heads". Firstly, it's a great use of personification. But, even more interesting, is when I probe the students as to what they imagined during that line. Students oftentimes discuss children, sleeping, cozy in a bed, etc... Very few (none) describe sugar plums. Students today do not even know what a sugar plum is much less conjur images of them while listening to this poem. It is always a fun point of discussion and usually leads to me projecting images the internet deems to be sugar plums. It's a fantastic tie-in to later on in the unit when we compare 1823 to today.

My room always has several versions of this poem available and the only author/illustrator that we've seen take a crack at illustrating sugar plums is Jan Brett... I am sure there are others, just not that we've seen.

A great extension activity it to invite students to illustrate a section. Group them homogeneously. Then, have them compare their illustrations to each others' as well as a published illustration. This is a fun way to compare/contrast and to celebrate the different interpretations of the same text.

a visit from st nicholas twas the night before christmas

Rhyme Scheme

This poem is a simple and easy way to introduce rhyme scheme. The straight forward patterns leave little guesswork. I usually note the rhyme scheme for the first page while discussing the whys and hows. The students then take it upon themselves to finish the scheme on the back. I love that! It tells me that they not only understand the rhyme scheme, but are invested enough to finish the job properly.

Figurative Language

Aside from the poetic elements, this poem also gives me an opportunity to reinforce simile and metaphor with my students. It does not have a lot; just a handful in stanzas 9-12. However, it's nice to have a limited amount. It allows me to keep the students focused on a smaller portion of the poem and laser-focused as they search for the similes and metaphors. I address the figurative language in a mini-lesson or as we read through. Sometimes we take 15-20 minutes to talk about them, sometimes it's a passing conversation. It depends on the needs of my class.

There are some excellent examples of alliteration and personification too! The short, well-thought out phrases help students understand how an author's use of these simple additions to their writing enhances the experience for the reader.

Evidence Charts

Finding text evidence is a skill that my students need consistenly all year long. Practicing this skill with a poem reinforces not only finding the evidence but gives students an opportunity to use poetic terminology to cite the evidence (stanza #, line #). When crafted properly, the evidence charts can help you lead your students into a discussion about Mood!

Mood

Abstract elements, like Mood, can be difficult for students to grasp. One way I like to practice this skill is to have students close their eyes and make a picture/movie in their mind as they listen. I ask them to talk about what they envisioned; how did they feel? Sometimes we start with the basics: happy or sad? Scared or excited? We then move on to more nuanced language.

Another useful way to get students talking about mood is to have them note the verbs the author is using. It helps that the poem is written in the first person point of view. Readers start out with words such as "clatter" and "sprang" which are alarming to words and move to "twinkled" and "laughed" later in the poem. The later words tell us that the narrator certainly has "nothing to dread".

1823 v Present

It's hard to believe this poem is 100 years old! However, its age is a perfect segue to discuss how language has evolved as well as household routines and "norms" from 100 years ago. When we explore the title and vocabulary, I intentially use the originals as written and published by Moore. This leads to other discussions of how culture can shape references to literature and spelling of words.

Vocabulary

The vocabulary options in this poem are vast. Not only can I introduce and work with some new words with my students, I can also explore the original spellings of "pedler" and "lustre" to dig deep into the morphology and spelling of these words. And, no one knows what a "courser" is when we start this unit. But, every single student does before the bell rings for holiday break!

'Twas the Night Before Christmas is a classic that your students will love. Whether you spend one lesson or several days exploring Moore's masterpiece, your students will love the break from the usual curriculum and have an opportunity to work on the standards while having some holiday fun!

Find a Video Online

The internet makes life easier. I love that if I want to use a picture book in my classroom, I can usually find a video on the internet where someone is reading the book aloud. It's a bonus when the video includes sound or visual effects.

Oftentimes, I will upload the video link to our LMS so the students can access the video over and over again. It is very common for students to access the video on their own and enjoy the book over and over again.

I will sometimes play the video while walking around the room turning the pages in sync with the video. The students like to see the illustrations up close and the change of focus helps keep them engaged.

Get Multiple Copies

For picture books this can be a challenge. We have an amazing librarian who is always on the hunt for anything we need. If you can get your hands on multiple copies of a picture book, then you have a host of options open up.

Students can work in small groups to dissect a section of the text or scrutinize the illustrations. You could also set up stations/centers where the task at each area is a little bit different. One station for vocabulary, one station for illustrations, one station for literary devices, one station for characters, etc...

Multiply copies also means that you can pair students up to read (or reread) a section of the text. Books in hands sometimes gives students that extra bit of "tangible" to dive deep into the meanings and symbolism.

For Long Texts- Break It Up

Picture books offer visual appeal, but sometimes they have long, elaborate text that can make a read aloud challenging. If you choose a book with long text, break it up into sections. Perhaps read one half before lunch and the second half after lunch. Maybe read it in small sections throughout the day. Get creative with your planning and you can find a way to get the whole book read to your class.

When you are ready to dive in deeper, you can focus on smaller sections of the text that can be used to meet your goals.

Listen Before You Watch

I love to have the students close their eyes and listen to the story before showing them illustrations. It's a growing concern that imagination and creativity are declining. Students are handed everything to them through graphic novels and social media; it can make it difficult to downright impossible for them to use their own imagination or creativity.

Side Bar:

One strategy I use to help students get their imaginations fired up is Reading Response Journals. Although graphic novels are allowed for independent reading, students cannot choose them over and over again. They must move back and forth between a graphic novel and classic chapter books. It's a formula that has worked well for many years.

I also use picture books to help spark imagination. Two books that work well for this are A Visit From St. Nicholas ('Twas the Night Before Christmas) and Owl Moon.

In December I gather as many copies of 'Twas the Night Before Christmas as I can. The best part is that each copy will have different illustrations. I set them aside.

Then, I read the poem to my class as their eyes are closed and ask them to imagine the story as they listen. I like to focus on the section regarding sugar plums; I've yet to meet a fourth grader that can describe a sugar plum! I love the discussions this one small section of the poem generates.

To extend the activity, ask students to draw what they envisioned. It can be the sugar plum section, or any other part of the story. You could also break up the story and have students illustrate the different sections so that you end up with your own illustrated version of this holiday favorite. The possibilities are endless.

If you want more ideas to break down and teach this timeless classic, check out the full print and go resource for A Visit From St. Nicholas in my TpT store.

Pick a Standard (or Two)

Picture books give you the best of both worlds. You can choose to create a full unit or focus on a standard or two. Sometimes a picture book can help you truly zoom in and practice a standard. Figurative language can be a very broad and abstract concept; the right picture book can clarify!

For example, I have used Survivor Tree to help my students better understand personification and Owl Moon to focus on simile and metaphor.

Picture books can also give teachers an engaging text which encourages students to dig in, examine text in a broader manner through written resonse, or even develop their own creativity.

When I want to focus on a writing standard, I will use books that lend themselves to the task.

During my Women's Suffrage unit I use three books to focus on three different writing standards: Two Friends (compare and contrast), Around America to Win the Vote (narrative), Heart on Fire (opinion). Listening to the stories gives the students more exposure to the content, continues to build their knowledge base, and expands their capacity for writing about content-specific topics.

You can find these Women's Suffrage Stories picture books bundled (and individually) in my TpT Store.

Women's Suffrage Picture Book Bundle writing standards

Other themed picture book bundles offered in my TpT Store:

American Revolutionary War Stories

Native American Stories

Snow Stories

Discuss the Illustrations

It would be fair to say that a picture book with a subpar plot can hook me in if the illustrations are top-notch. When the text and the illustrations are both well done... oh boy! I especially love piture books that use text as part of the illustrations. (Ex: John, Paul, George and Ben, Moses: When Harriet Tubman Led Her People to Freedom, Locomotive)

Too often, students will use the illustrations to learn the content but fail to truly scrutinize the art. Take some time and ask the students which illustration they liked the most. Ask them to articulate the part of the illustration that caught their eye. Discuss color, theme, composition, symbols, technique!

John, Paul, George and ben Literature Study

Review & Reinforcement of Previous Skills

Picture books give teachers an opportunity to revisit a skill previousy taught. A revisit will give students a chance to reinforce or master the skill. This is especially true when I am going to focus on only one standard (or two). I will choose the picture book and then make sure it works with the standard(s) I am going to teach/reinforce.

Enrichment

The visuals of a picture book add so much to stories- this is especially true for content. Nonfiction science picture books have all sorts of amazing and eye-catching ways to deliver meaningful content beyond the words on the page. The same can hold true for social studies.

Instead of paragraph after paragraph of content, students can listen and engage visually with the science or social studies being presented to them. It shifts the cognitive load and engages a different part of the brain.

Find a book that brings the science "up close" or delivers the content in a different way. Find a history book that teaches about how a person made a difference in our history or gives students a glimpse into the childhood of some of our most famous history-makers.

Picture books can enrich the discussions and understanding of some of the most complex content.

Centers

Choose a book and create centers that focus on different standards. Teachers can get multiple copies of the book and do a carousel of centers, or switch out the task each day when students visit the center.

Ideas for Picture Book Centers:

Vocabulary Station
Illustration Station
Comprehension Station (ex: Evidence Charts, Summary, Multiple Choice)
Figurative Language Station (ex: Personification, Simile, metaphor, etc...)
Mirrow versus Window Station
Short Response Station
Character Traits Station

Sub Plans

Picture books are absolutely perfect for subtitute lesson plans. You can use them for one hour of plans, one day, or even longer! Keep your sub planning easier with a print and go approach.

Read about ways to use reading response graphic organizers in your classroom. Grab a picture book that fits into your unit of study, make your response copies, and you will be all set!

There are so many picture books out there. It can be down right impossible to know where to begin or what to choose. Don't let the prospect of endless choices deter you. Think back to your favorite picture books and build from there. Start with one, just one! Soon you'll find it easier and easier to just grab a book and go!

Other picture book blogs you may be interested in:

Ways to use Picture Books in an Upper Elementary Classroom

4 Reasons I Use Picture Books in My Upper Elementary Classroom

I have been teaching fourth grade for over 20 years. However, I didn’t start out at this level; I actually started my teaching career in kindergarten. And, when I moved to fourth, I thought about all the picture books I wouldn’t be able to read to my students any more. A part of me mourned the passing of my opportunity to read a picture book and see the wonder and awe on my students’ faces. I fully embraced all the new adventures that teaching fourth grade offered, but I also knew it meant less time (or reason) for picture books.

Over the past 2 decades I have found more and more ways to infuse picture books into my units. Picture books do have a place in the upper elementary classroom. Scroll to read 4 resons why I continue to use them with my fourth grade students.

1. THE STUDENTS LOVE IT!

Students love to be read to. I have always made it common practice to read aloud a novel during a designated section of the day. My teammate does as well. As sure as the sun rises, I know at some point in the year, I will walk by his classroom and hear him reciting the words of Roald Dahl’s BFG; one of his perpetual, yearly choices. I jump around from novel to novel but generally stick to a handful of favorites such as Walk Two Moons, The Best School Year Ever, Holes, and The Tale of Despereaux.

We all read novels aloud…right? It’s less common to read picture books. And, novels do offer some things that a picture book cannot. But, it will truly transform your lessons if you can find places where the perfect picture book can help you practice and master standards (more on that later on).

2. ONLINE SUPPORT

Technology has changed drastically since my overhead projector days. I love how many links and resources are available online for teachers (and students) to bring picture books to life. I do think some of the people who read aloud on YouTube gear their tone toward younger students, but the enthusiasm, audio, and camera work can be quite enchanting. If the reader is a bit “too primary” for my students, I give the students a fair warning before we begin. They might get a giggle at the opening but once the reading begins, they are fixated and engaged.

If I choose a book where I can find a decent video, I will play the video on the board and walk throughout the classroom with the physical copy of the book. I oftentimes notice students watching the front screen and then shifting to the book in my hands while I walk around.

I also make certain to share the link of the read loud with our LMS (Learning Management System). That way, students can always go back and watch the book again. And, I also have the book on display at the front of the room. It is common for students to grab it and re-read it on their own. I love it when they choose a picture book for their Reading Response Journals.

3. SHIFT IN THE COGNITIVE LOAD

It seems like students today struggle with reading a whole novel, a classic novel, presented in prose and without graphics on every page. In fact, it has become such an issue in my class that I have guided my students to reading a graphic novel “every other book” for their independent reading. Graphic novels are awesome fun and visually appealing…but they are crippling the younger generation. The lack of sticktoitiveness to get through a novel is staggering and scary.

Just as students love graphic novels, they love picture books. It may stem from the visual support they get during the story. They do not need to imagine too much because the illustrators have provided the characters and scene. Students can focus on the plot points.

With all the support the illustrations provide, the cognitive load shifts. Students do not need to engage the section of the brain that would need to imagine the visuals. They can channel their energy toward the plot points and the skills/tasks they are asked to complete.

In a way, their brains are given a “break”; and for many students, it’s a welcome relief.

4. ALLOWS ME TO FOCUS ON ONE SKILL

There are so many ELA standards, it can feel impossible to organize and figure out which standards to focus on during a unit, or even to plan out the entire year.

One way that I have been using picture books is to read the story and focus on a single standard. This past fall I used the picture book Survivor Tree and focused on figurative language (specifically personification).

It paid off a short time later when my students competed a district-wide benchmark and scored very well on the "personification" question. A little light bulb went off in my head. I decided to look at the gaps my students had and to systematically tackle the gaps using picture books.

I focused on the single skill. Just one. Only one. I read the book and had the students break down the components of the story that addressed the gap skill. It was effective.

Sometimes I plan for one mini-lesson (that focuses on one standard/skill), other times I will plan several lessons. I especially like to plan a set of lessons that gives students an opportunity to work on a writing skill (compare/contrast, evidence-based response, sequence of events, etc…).

Example: Ox-Cart Man - Sequence of Events

For Ox-Cart Man, the students listened to the story and were tasked with filling in a graphic organier with details that described a year on an early/Colonial American farm. This task not only addressed the skill of sequence but also inferencing because the book does not explicitly state farm tasks during the summer. It was a great conversation and helped the students learn a little more about implicit details.

This chart was used later on when students completed short response writing that asked about character traits of Colonial farmers and theme.

Example: Blizzard - Compare and Contrast Writing Task

Oh, how I love this book and this writing task! The timing of this task was especially fun this past year when our area experienced an actual blizzard!

Students fill in a top hat organizer (similar to a venn diagram) with details comparing life in 1978 to life today. The majority of the details come from the illustrations. It challenges students to truly scrutinize the illustrations and make connections. Details such as corded telephones and hot cocoa on a wood stove give students the key details they will use to fill in the organizer and complete the writing task.

The beauty of using a picture book for writing tasks is that they are shorter and easier to digest (compared to a novel). This is especially true when teaching about theme. Because picture books are shorter and offer more visuals to students, there is a shift in the cognitive load required. Additionally, students can sometimes view picture books as “easier” even when the skill you are working on is just as rigorous. There is something to be said for the students’ grit when they are writing about a picture book compared to a novel.

Picture books also offer an opportunity to focus on vocabulary words. I oftentimes have students complete a flipbook with some of the specific vocabulary they will be encountering in the story. The words have a direct connection to the text and give the students an opportunity to focus on the structure of the words (prefixes, suffixes, syllables, etc...). There is also the added "bonus" of learning a few more definitions!

Read about some of the BEST vocabulary strategies here.

Picture books have a place in every classroom. I truly believe that! If you take a close look at your units of instuction and which standards you want to focus on, you can find a picture book to meet your needs!

Don't know where to start?

No worries... subscribe to get freebie worksheets that incorporate picture books!

Owl Moon - Figurative Language Freebies

(Simile, Metaphor, Personification)

The Story of Snow - Vocabulary Activities Freebies

(Knowledge Rating and Flap Books)

Separate Is Never Equal - Vocabulary Activities Freebies

(Knowledge Rating, 5 Square Organizer, Root Words Organizer)

Separate Is Nevr Equal Vocabulary Activities

Reading Response Journals

Research has proven over and over again the importance of sustained silent reading. We have all seen the Read 20 Minutes a Day Chart; and some of us have handed them out to families each fall at Meet the Teacher Nights, Fall Parent/Teacher Conferences, and many other times of year. The reality is that very few students will read 20 minutes a night. They aren’t getting huge chunks of time to silently read. They aren’t getting huge chunks of time to imagine the settings and characters. They aren’t getting huge chunks of time to truly dive in and immerse themselves into a novel. So, what can we do?

Most of the educators I’ve talked to simply do not have 20 minutes of time to allocate toward silent reading. The schedule is so jammed-packed with required curriculum, we have very few minutes left to build unique learning opportunities. And even if we do find a few minutes a day to squeeze in an independent read, how can we make sure the students are held accountable for that time? What can we do to make sure we have “real readers” and not “fake readers” sitting at the desks?

I use Reading Response Journals.

Students will need the following:

Composition Notebook (one per student)
Pencil
Novel

Teachers will need the following:

Colored Pen (I use red)
Date Stamp (optional but a fun way to make your response “official”)
Stamp Pad
A storage container for the journals (You can have students keep them in their desks…but that’s not a risk I’m willing to take.)

To keep my students accountable for their individual reading, I ask them to write to me about their text. Each response requires:

Friendly Letter Format
Date
Greeting
Thinking Code Response (at least 2)
Closing
Signature

After the first few days of reading response, I noticed that the students required a bit more modeling and support with what a reading response should look like. I modeled a reading response on the front board as I referenced the new anchor chart on the wall. I noticed a big improvement right away; and the students have been getting better and better each response.

Why Composition Notebooks?

As part of their school supplies, I ask students to bring in a composition notebook. They are just the right size for reading response and store beautifully. They are compact, and won’t tangle while in storage. (If you have ever tried to store a set of spiral notebooks the students take in and out of a bin throughout the year, you know what I’m talking about.)

What are Thinking Codes?

Thinking Codes are a system of codes written on sticky notes that students place in their novels as they read. These codes become a brainstorming for later on when they write about their novels. It helps students to know what to write about and helps to combat the, “I don’t know what to write” issue that some students run into when responding about text.

I use thinking codes with all kinds of texts and lessons. Students are expected to code text during regular classroom instruction as well as independent reading. During classroom instruction, students will code directly on the page within the text. For novels (and other text they cannot write on, they will use sticky notes). There is always a stack of Thinking Code Bookmarks ready and waiting when students need a new one.

Why Red Pen?

I use a Red Pen. This generation doesn’t seem as scarred by a red pen as previous ones. In truth, I use a red pen for a couple different reasons. The first is that my stamp pad (which I use to stamp the date) is in red ink. So, I want my writing to match the stamp color. Second, using red helps the students to see where I have responded. Although the majority of my responses are simply a continuation of the conversation, I sometimes (rarely) go back into the students’ responses and make notes or comment.

How Do I Keep Reading Response Organized?

To start, I post anchor charts that help my students understand the expectations. One chart is the actual schedule. My building runs a letter day schedule (A-F). Yours may use something different. Whatever the interval, plan out the days and assign one set of students per day. It’s important to keep the schedule “light” so that you only have a handful of responses to read and respond to each day.

I have another chart that explains the different between a Real Reader and a Fake Reader. At the start of the year, I go over each bullet point of the chart and discuss how it’s important to be a Real Reader. When I first heard about this strategy to get students to actually read, I scoffed at it. But, i gave it a shot and was surprised at the positive reaction and response. It did help the "fake" readers turn a corner to real reading.

real readers versus fake readers anchor chart

Troubleshooting

It’s important that students are choosing their own novels for Reading Response. One great way to expose them to a lot of different genres and authors is to host a book tasting. Book Tastings are the best! I love to host them 2-3 times a year. The students have an opportunity to sample different books and they walk away with a pamphlet of ideas they can refer back to when they are choosing their next text.

See how I run a Book Tasting by clicking here.

One trend I have noticed the past couple of years is the drastic increase in graphic novels. They are visually appealing and tell a story faster. With that said, they leave little work on the part of the student. Readers do not have to imagine the look of the characters or the settings. The comic book style dialogue also means that the sustained silent reading we are reaching for is “cheated”. That translates to students who can lose interest and give up when they encounter text that is denser and more challenging.

If you have a student that has not selected a classic chapter book, I highly encourage you to highly encourage them to do so. This is the deal in my classroom: one graphic novel, then one chapter book, then one graphic novel, then one chapter book. We keep it balanced, yet fun.

Have students choose a response and re-work it into a book talk. Reading responses offer a framework for students to build upon. If the students have been putting in the work and following the format of reading response, there won’t be much more to shifting the responses to a book talk. Try to designate a few minutes (maybe once a week) for students to book talk with one another about the novels they are reading.

To get the students truly invested in this process, you need to be as well. Respond back. Ask questions that challenge the student to thinker deeper about the text. You don’t need to know the novel to be able to respond in an engaging way. Some of the questions that are my “go to” if the student isn’t giving me much to work with:

Who is your favorite character? Why?
Which character reminds you of someone you know in real life? Why?
What do you predict will happen with _____________?
Why do you think _________ decided to___________?
How does this book compare to (another book by the same author)?
What has been your favorite part of the book so far?

Reading Response Journals Ella Enchanted

One of the best!

Reading response journals are a unique way for students to engage with text they like. As a teacher, I love to read the responses. It gives me insight to what they like to read, the characters they are drawn to, and the authors/genre they prefer. Reading response journals also give me a chance to have a 1-to-1 conversation about books with individual students. Sometimes the student and I chat about the same book for a couple of weeks, other times, it’s a one and done. But, regardless of the length, the friendly letter format and constant read and respond make for some wonderful opportunities to connect.