Christine Landsdown, SLP, Phoenix. Just finished Chloe Boston mystery series and 'The Smartest Kids in the World and How They Got That Way'. Trying to decide on what's next. #gfedchat
Jeanie Vasichek, 6th grade, TBirds Team, Social Studies, ELA, Schroeder Middle School, finishing Wonder, and have Dear Martin, Refugee, and A Long Walk to Water (in the wings). #gfedchat
Oksana Kelly, Elementary SWEP. Currently reading "Al Capone does my Shirts", "Out of My Mind", and "The Tales of Despereaux" with my 3- 5 students:) #gfedchat
Paul Barta, Choir, GFC, Reading Scripts (AGAIN!) for upcoming GFC Shows - The Theory of Relativity and Spamalot. Also looking at scripts for the spring show not yet decided. #gfedchat
Jessie Erickson, CTP at South and Twining. Currently reading: All the Light We Cannot See
Lane Talkington, Library Media Specialist at South. Currently reading: Don’t Look Back #gfedchat
Michelle Thompson Head Start teacher - Refugee by Alan Gratz and No Such Thing As a Bad Kid!: Understanding and Responding to the Challenging Behavior of Troubled Children and Youth by Charles D. Appelstein (2 book studies!)
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Val Moch -- RRHS English -- Just finished "Refugee" this weekend (took awhile - partially because I "took a break" because it was a bit intense! Needed a breather!) #gfedchat
A1: I love looking at best sellers lists, but my favorite is personal recommendations from other people! My mom is a great resource too, she's always reading fascinating books! #gfedchat
A1: I look at top reading lists generally first. I love reading YA top books so I know what my kids are reading. Then I read the description and go from there! #gfedchat
A2: Genre, Recommendations from friends and students. I try to keep up with the books that my students are reading. These make great conversation starters and it helps motivates my students. #gfedchat
#gfedchat A1: I am currently reading from the stack of books that I've been wanting to read for awhile. However, the last time I went to the public library...I asked for the location of a certain topic and perused that section of books.
A1: Usually choose a book from a recommendation from a colleague, friend, or co-worker. Frequently, a favorite author or best-seller list; Amazon recommendation as well! #gfedchat
Jen Starcevic, Elem Spanish jumping in a few minutes late!! A1: usually read books based on recommendations from friends, or browse top seller lists on my Kindle #gfedchat
I just listened to The Sound of Gravel (it's a memoir of a woman who grew up in a polygamist family - super sad); my unread stack includes: A Long Walk to Water, Of Mess and Moxie, and Unselfie, to name a few! #gfedchat
Shameless Library Plug: Try Novelist - talk to your school librarian or public librarian about it! Wonderful tool for recommending books. Great help for finding Ss books #gfedchat
A1: I have quite the book list of recommendations from students, too. They're one of my BEST resources! Sometimes, they lend me their copy, too! #gfedchat
A2: I recommend books to Ss based on their interest and reading level, but I'll be honest - most of my Ss read what is required for english. I'm always pushing them to find independent reading books. #gfedchat
A2: Most of my Ss are young or nonreaders, but we use books in therapy. I think they choose based on visual appeal, topic, familiar characters. #gfedchat
A2: Discuss how to select books (5 finger rule, To-Read list, previewing). Book talks and "sharing out" what we're reading helps to spread the word :) #gfedchat
A2: Students can choose whatever book interests them. If they want books about other cultures or languages, I have plenty of recommendations for them. But I think ss should choose what they read! #gfedchat
A2: My students will refer each other to novels they like. Students rate their books; we have a regular "share" every couple weeks for them to get together, chat. Through our book conferences, I find novels, genres, and can suggest to students. #gfedchat
A2 I have bins with books separated by level and genre or author. They choose what they want. I choose books for reading groups that go in their bins. #gfedchat
#gfedchat A2: They usually look at the cover and what the topic is...They like sports usually basketball (NBA)or soccer (European teams), not baseball like the Twins or Yankees.
A2: When my daughter was in elem/middle school - they did 'book clubs' to share and talk about what they were reading. It sparked her interest to try something new. #gfedchat
A2: Most students read what is required of them. They also will share what other books they are reading and what they like. I always ask what they are reading and for recommendations. #gfedchat
A2: What interests them and gets them motivated. Try to provide options and recommend books that might inspire. Provide time to promote books/reading daily. Kids make great recommendations #gfedchat
#gfedchat A2 I will answer based on my own kids. My daughter is an avid reader and has over 1000 books on her shelves in her bedroom. Variety of selections
A2: I don't have a huge library selection in my class, so they don't have too many options. Many of the books that I have a related to the health curriculum which narrows it down further. #gfedchat
A2: Like my good friend @ahovey12 recently tweeted, I can honestly say I have never asked Ss how they choose their books or had them read anything besides music for my class. #gfedchat
Q2: K Ss can read any books in our room... books kept in their book box help them to build confidence bc they are books they can read with accuracy. #gfedchat
A2: Curricilum guided: this January we are starting to work with new curriculum which gives options: mandatory reading, and a list to choose from for read-aloud, and individual reading. #gfedchat
Maybe asking students about their interests outside of class, wether it be reading or art, or sport or hobby, you will make deep and meaningful connections? #gfedchat
A2: LOVE hearing students in the mornings talk about books they are reading on their way to morning reading. Definitely authentic book recommendations! #gfedchat
A2 cont: Talking to kids about what they love to read is a huge insight into their minds, life outside of school, who they are, and who they want to be! Talk to them about books! #gfedchat
A2 cont: Talking to kids about what they love to read is a huge insight into their minds, life outside of school, who they are, and who they want to be! Talk to them about books! #gfedchat
#gfedchat We have regular book conferences when student finish a novel; we have many talking points, including story elements, interests, etc. When students have a difficulty choosing a novel oftentimes peers have recommendations.
I certainly do this on a regular basis, but book choice is not on the top of my list of questions I ask them. I have asked questions about books I see them reading, but not regarding why they choose what they choose. #gfedchat
Maybe asking students about their interests outside of class, wether it be reading or art, or sport or hobby, you will make deep and meaningful connections? #gfedchat
A2 - Every trimester my Ss are required to give book reports (they can choose from a list of 20 different ways to present so they're fun!). After presentations, I will see many Ss reading the books their fellow classmates did reports on. #gfedchat
A2 #gfedchat Our librarians are THE BEST @bytesofbooks and @MeaganOlson14 They recommend books ALL the time! Also Ss talk about books in our classroom. They recommend to each other and other 5th graders. My amazon is always full of books to buy...
A3: I try to find ways to let students have choice in projects/learning through technology and how they want to show their knowledge. Sometimes it's difficult to give lots of choice with limited time. #gfedchat
A3: My 7th graders are given a lot of freedom. They can choose their assignments, choose where they work, choose at times with whom they work. My 6th graders are more limited... they work their way towards more privileges. #gfedchat
A3: One of my classes is in the middle of research writing. We're peer editing, and I keep telling them, "These are just suggestions. What you chose to edit in your own essay is your choice." #gfedchat
A3: I use books to facilitate therapy targets - have a selection based on themes or that highlight a specific speech sound. I let them choose from a selection. #gfedchat
A3: My Ss have complete choice on what is in their book boxes. They have a say in what lit circle they are a part of by ranking the 4 books that will be read #gfedchat
A3: I pick out two or three main activities, and I let my Ss select what we do that day. They have a say in their learning and they enjoy the activity! #gfedchat
A3: Students were given the opportunity to read for choice every day during independent reading. Also reading groups were allowed to chose between titles as well. #gfedchat
A3: Ss get to choose which books to take home. From what I see in our school and in the classrooms, Ts understand & use book choice. Ss understand it, too #gfedchat
A3: Ss may choose to read whatever they like when they come into my library, different types of seating, and different types of creative experiences-legos, blocks, magnet tiles, coloring table, etc #gfedchat
A3: We don't read every day but when they are required to read, they read scholastic articles that go with the medium, artist or time period that we are studying #gfedchat
A3: Choice of seating, group partner within reason; medium to show learning when appropriate, paper pencil vs online note environment; opportunities to learn from their choices! #gfedchat
A3 #gfedchat Ss always have choice about what to read. We allow for a minimum of 20 minutes of independent reading each day. Ss go ‘book shopping’ and have a list of books ready to read. We also do March Madness book clubs starting Jan. & the Ss pick titles for their book clubs.
A3: choice is easy to provide for avid, engaged readers, i found it harder to provide choice for the struggling or reluctant readers bc i wanted so badly to be sure they were reading! #gfedchat
A3: Our classroom library is full of different topics, series, and genres. I order books as often as I can based on student interest. My Ss also choose books from the library on a weekly basis. #gfedchat
A3: In our 30 min reading lessons, kiddos get to choose what familiar books they want to read, they can suggest shared reading, choice of different writing tools, they choose what to write about... #gfedchat
A3: Ss may choose to read whatever they like when they come into my library, different types of seating, and different types of creative experiences-legos, blocks, magnet tiles, coloring table, etc #gfedchat
A3: As a SPED teacher I only see my kiddos for 30 min or so a day, but when there is extra time they always have a book in their box that they have chosen, also when we do Kids A-Z they get to choose the book that interests them #gfedchat
A3: Students in choir are constantly making choices about the music. Then I take their choices and decide which ones work for the overall good
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A3: Classroom library or options on their Chromebooks. Capstone, Raz Kids, Newsela, Scholastic News, Tween Tribune, and GF Herald are all silent reading options #gfedchat
A3: Ss may choose to read whatever they like when they come into my library, different types of seating, and different types of creative experiences-legos, blocks, magnet tiles, coloring table, etc #gfedchat
A3: Students can choose what books to read when we have reading time. I also have many on my shelves that they can choose from to read anytime. #gfedchat
A3: In my class every lab we do gives them the choice on what to research, Also classwork features ton of choice in reference to my class structure #gfedchat
A4: Sometimes stuck on Ss "level"; i.e. lexile, instructional level instead of what they truly enjoy. Some Ss at a higher lexile feel "boxed" in. . . #gfedchat
A4: Curriculum and reading levels. I won't tell my Ss their reading levels anymore because they would get stuck and not try books outside of it #gfedchat
#gfedchat A4: We might place a barrier that a book is not in the Ss reading level...or Ss will choose a book that is too hard for them to save face with their peers.
A4: reading levels can sometimes stifle a Ss want & love of reading, thinking that graphic novels aren't "real books", & telling a kid that they need to read more than just about what they're interested in (i.e. world war 2) #gfedchat
A4: Content knowledge. Ss know what they like and what sounds good, but typically don't know the inner workings of music enough to really know if it would work for our groups. I let them give me suggestions about music and I check them out and use them if appropriate. #gfedchat
A4: Excluding certain types of reading materials (example – graphic novels, magazines, newspapers), focusing too much on reading level, not giving choices… #gfedchat
A4 #gfedchat I’m just going to say it, canned curriculum and an expectation that it’s followed with fidelity. Not sure what our goal as a district is with this? Do we want to raise test takers or readers who know how to pick out books & read for purpose AKA Real Reading.
A4: I think ss should be able to read books that challenge them and teach them about new topics and places. It's a great way for ss to learn without realizing it! #gfedchat#tricky
A4: Content knowledge. Ss know what they like and what sounds good, but typically don't know the inner workings of music enough to really know if it would work for our groups. I let them give me suggestions about music and I check them out and use them if appropriate. #gfedchat
A4: When it comes to reading choice, curriculum demands. Honestly. Even as an English teacher, it's an "independent read" vs. "class read" debate. #gfedchat
A4: Too much of what has to be read and not enough on what they want to read, students choosing books that are too hard, not enough time to just read #gfedchat
I struggle with this a bit as a parent...my oldest was stuck in I Survived books for 3 years. He didn’t want to read anything else, but he should have been growing as a reader and moving on to higher level books. thoughts??? #gfedchat
A4: reading levels can sometimes stifle a Ss want & love of reading, thinking that graphic novels aren't "real books", & telling a kid that they need to read more than just about what they're interested in (i.e. world war 2) #gfedchat
A4: Not too much book choice here, I try and incororate topic related articles from time to time especially in my Geology class to spark discussion, I could give them the choice on article but I have a feeling already of how that is going to turn out #gfedchat
A4 cont: Not allowing Ss to experience intense things through bks bc we're scared that it's too much or too adult for them...Let them experience these things safely & discuss it. #gfedchat
A4: I don't even want to show my Ss their lexile level or IRL! Much less their SS for testing. So wrong IMO. They're TOO young to understand the implications of it! #gfedchat
A4 #gfedchat Canned curriculum and an expectation that it’s followed with fidelity. I’m not sure what our goal as a district is with this? Do we want to raise test takers ? I’d rather grow readers who know how to pick out books & read purposeful (AKA Real Reading).
A4: Any thoughts on that whole "independent read" vs. "class read" topic? Which is more beneficial and why? Feel free to share! (Gonna throw myself at the mercy of #gfedchat!)
A5: We need to know their interests, their time commitment, and a level that is appropriate for them. The higher the interest, the more motivation for learning and reading - despite a higher level. #gfedchat
I have some 2nd, 3rd graders come into my room & are interested in the "preschool" books. We can get a lot of milage on vocabulary, predicting, grammar work from those "young" books. #gfedchat
A5: Interests / daily life. What journey would they like to take? (I bet any person would be willing to be a voyager if they found a voyage that interested them!) #gfedchat
A5: First we should know and understand their interests and passions. When possible meet them at this level and support them as they build capacity and expand their reading palate. #gfedchat
A5: Their interests. I have found that if a child is interested in a topic and has some background knowledge they can often read a book even if it isn't "their level" #gfedchat
NOTHING! Suggest tons and let them figure it out. More importantly, teach them how to find quality books.
I'm a sucker for a rom-com but that doesn't mean I don't love a good WWII Documentary.
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A5: I think we need to listen to them to find out what types of books interest them. Also by reading great books ourselves - model a love of reading
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A5: NOTHING! Suggest tons and let them figure it out. More importantly, teach them how to find quality books.
I'm a sucker for a rom-com but that doesn't mean I don't love a good WWII Documentary.
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I think there is a place for independent reading, model reading (read aloud) and guided reading... all support readers for different purposes. #gfedchat
A5 - interests but you also need to know their maturity level - sometimes younger Ss are reading at a higher level but many of those higher level books aren't appropriate for their age/maturity #gfedchat
A5: It all circles back AGAIN to relationships; really getting to know our students and making connections naturally leads to great book recommendations. #gfedchat
I appreciate this highly! But I think it is more true for kids who are already pretty into reading. I think hesitant readers are going to be more hesitant with the unfamiliar topics and formats... #gfedchat
A5: NOTHING! Suggest tons and let them figure it out. More importantly, teach them how to find quality books.
I'm a sucker for a rom-com but that doesn't mean I don't love a good WWII Documentary.
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I beg to differ, a students interests, passions, worries, joys, loves are at their core. Connecting them to a meaningful book can change them as a reader. Quality is in the eye of the reader. #gfedchat
A5: we don't have to know much about Ss, we just have to introduce a list of books, and allow them to exchange their opinions and choose - they will follow their interest! #gfedchat
Valid point. Just because a student can understand the words in "The Great Gatsby" or "To Kill a Mockingbird" doesn't mean they are at that level to have in-depth discussions about shattered dreams or the ugliness of society. :( #gfedchat
A5 - interests but you also need to know their maturity level - sometimes younger Ss are reading at a higher level but many of those higher level books aren't appropriate for their age/maturity #gfedchat
A5: Know what they are interested in and ways that can challenge them. Give suggestions of all kinds. Especially the emotional books that they might need a handkerchief for or tugs at their feelings. #gfedchat
There are merits for both. "Class reads" are good to expose Ss to books they wouldn't normally pick up (along w/some awesome discussion). Independent reads feel more customizable and easier to get into that "reading zone" because it's chosen #gfedchat
A6: Giving them time daily at school. 20" a day makes a BIG difference of sustained reading in a respected, quiet environment. HUGE! Support them, encourage them, MODEL! #gfedchat
A5 cont: I'm afraid that we like to tell kids what their maturity level is & when content is too heavy for them....Ss are experiencing things that we wish they weren't, but y can't they safely read these subjects & talk to someone about it before actually trying it?#gfedchat
A6: Good question. I think the time constraints "these days" are a major hindrance. I know my sons value the reading time they get in school. #gfedchat
A6: As a parent, I still read with my child well into middle school; we'd read to each other. I could support her, know what she's reading and have a chance to talk about it. #gfedchat
A6: By being excited. If we show interest and excitement in the books they choose, they will take on some of that interest and excitement for themselves. #gfedchat
A6: Actually finding time to read is something that students find difficult AND I also find difficult, too. My "To read" book list is long...but finding time is not always easy... #gfedchat
A6: Allow them time to read. Encourage them to sneak in reading time: in the hall, at recess, waiting for other teachers, in the car, at the dentist, etc. Also, connect them with other readers. #gfedchat
A6: Insure comprehension and vocabulary understanding through conferences; help conduct a research to make the real-life connection with the book. #gfedchat
A6: Ask good questions about the book, help them make connections between their lives and the lives of the characters, emphasize how proud you are they are reading, and ask them for recommendations! #gfedchat
A6: Share your own experiences w/your Ss. I tell my Ss what I'm reading, and I recommend ones I really enjoyed (and have available in my library). #gfedchat
Reading is a safe way to experience the world. Bibliotherapy is huge and is about reading tough topics with kids because it reaches children & let's them work through fictional situations #gfedchat
A6: Time and questions. My problem is that Ss come to choir to sing and get away from all the other stuff. I have tried reading and writing in choir, but kids just want to come together and sing and that works for me! A lot of great benefits in the singing process. #gfedchat
A6 #gfedchat Read to them, read and talk about books with them, let them read to you. Take the time to get to know your readers. It’s a way we can learn about our diverse world in a safe way.
A6: Sometimes you just have to take the time to sit down with one child & talk w/ them about life & stories. It's time consuming but it builds trust & makes them feel important. Read a book w/ them! Share their love of reading! #gfedchat
A6 #gfedchat Read to them, read and talk about books with them, let them read to you. Take the time to get to know your readers. It’s a way we can learn about our diverse world in a safe way.
A6: Ask them about it - Not necessarily plot-based questions (there's no way I can read every book my students read independently) - but open-ended ones that get them thinking, like "Would you suggest it? Why? What do you like about it?" #gfedchat
