Assignment #1
Picture books? Novels? What were those? READING a book...I don't think so! I will openly state that I was not a very good reader growing up. I was more interested in reading hockey stats and video game strategic books. At times, I felt ostracized because I was not conforming to the reading norm. I liked comic books but I specifically remember that I was not allowed to read such "rubbish" at school. My mother and sisters were readers and read daily, while I followed the tendency of my dad...sports and video games. Also, I do not recall having my parents read aloud to me.
However, my reading behaviour changed in 1995 when a popular science-fiction/thriller came into my hands....The Lost World by Michael Crichton. I was instantly mesmerized by the characters, setting and importantly, the dinosaurs. I could not stop. Due to my new fascination, my mother purchased the original book that started the series, Jurassic Park. Similar to its sequel, I devoured it. Though I recognize these two novels as my reading origin, I did not read as much in high-school because I could not connect with my selected class readings.
However, my reading behaviour changed in 1995 when a popular science-fiction/thriller came into my hands....The Lost World by Michael Crichton. I was instantly mesmerized by the characters, setting and importantly, the dinosaurs. I could not stop. Due to my new fascination, my mother purchased the original book that started the series, Jurassic Park. Similar to its sequel, I devoured it. Though I recognize these two novels as my reading origin, I did not read as much in high-school because I could not connect with my selected class readings.
Image retrieved from <https://en.wikipedia.org/wiki/The_Lost_World_(Crichton_novel)>
My passion for reading was enhanced by a university English instructor. He strongly encouraged that the purpose of his classes were to read. I took many classes with him including a children's literature course. All novels from his recommended lists were intriguing. Though I did not take all of his courses, I made an attempt to read as many of his recommendations as possible. From these lists, I grew a strict passion for children's literature and mystery.
Image courtesy of SD73 Print Shop
With the wealth of knowledge I acquired about strong reading practices, I did not want my own children to miss out on the experience of being read to. With my eldest, my wife and I read to him consistently; roughly 5 - 10 picture books daily (I was a TTOC at the time and call-outs were very minimal.). He instantly grew to enjoy picture books from Julia Donaldson, Jan Brett, Eric Carle, and David Shannon to name a few. My living room exploded with picture books. We have followed a similar reading pattern with our 2 other children. With my passion for reading growing yearly, I decided to enrol in the UBC teacher-librarianship program. I wanted to share my love of books with my students. I wanted to be a role-model for those students who struggled with reading or lacked access to books. I thought with being in the library, my target group would grow exponentially. During the summer months, I try to read as many children's literature books as possible. I tend to read these chapter books to my children. They are my ultimate test subjects - giving me pointers as to whether they are a good fit or interesting enough to use in the classroom.
Four professional resources which dramatically evolved my literacy pedagogy include: The Read Aloud Handbook (Jim Trelease), The Power of Reading (Stephen Krashen), The Book Whisperer (Donalyn Miller) and Reading in the Wild (Donalyn Miller). As an educator, I am concerned about the lack of reading for pleasure among my students. My students know that I love to read, but they do not share the same interests. My yearly essential question is how can I foster a love for reading with students whom do not read at home?
In September, I instruct my students that we'll be reading every day. My belief is that everybody is a reader but students need to recognize this on their own. Embracing their inner reader starts with students selecting their own books to read. Choice matters! By providing students with the opportunity to choose their own books to read empowers and encourages them. It strengthens their self-confidence, rewards their interests, and promotes a positive attitude toward reading (Miller, p.23). Without individual choice, students will become unmotivated readers.
One way I start to create a reading hype is by sharing book trailers or giving a book talk about specific novels. I did this when I was a teacher-librarian and continued the process in my classroom. Students are especially eager to read a chapter book when they see a student their own age create a book trailer. Creating a book trailer is what I use as an end activity. Students sketch a storyboard, write minimal sentences, search and retrieve creative commons images, locate suitable music to establish the tone and use Animoto or iMovie to create a book trailer. We will end this process with a simple movie screening. The buzz this creates is astounding as students will read chapter books that their peers recommended.
Students need access to strong, current books that are interesting. Thus, I tend to read aloud a variety of fiction and non-fiction books to my class. I tend to read books recommended by The Nerdy Book Club, Adrienne Gear, Mr. Schu Reads or KidsBooks. Whether books come from the library or the classroom library, getting students to read is about choice and accessibility. As Krashen (2004) indicates, more reading takes place in classrooms where more books were available in the classroom library in which teachers also read while students read. Jim Trelease, author of The Read Aloud Handbook, echoes what Krashen reports. For example, reading fails when teachers are supervising or marking or when classrooms lack enough reading materials. I believe that "more is caught than taught." It is truly beneficial for students to see their teachers reading otherwise they will say, "What's the point?".
Since reading the article, Multimodal Response to Literature, I am eager to try to integrate the arts with my reading program. Though I believe I incorporate technology well, I would like to attempt stop motion animation. With the integration of the arts, I'm thinking about introducing clay as a medium to work with or even creating soundscapes based on themes. I like the simple idea of children using a sketchbook to make written as well as visual responses to books. Extending stories by inviting children to use technology, art, music, drama, dance and mathematics not only gives students the opportunity to think deeply, but insures access to literacy for more students (Leland, Lewison, Hartste p. 136).
Four professional resources which dramatically evolved my literacy pedagogy include: The Read Aloud Handbook (Jim Trelease), The Power of Reading (Stephen Krashen), The Book Whisperer (Donalyn Miller) and Reading in the Wild (Donalyn Miller). As an educator, I am concerned about the lack of reading for pleasure among my students. My students know that I love to read, but they do not share the same interests. My yearly essential question is how can I foster a love for reading with students whom do not read at home?
In September, I instruct my students that we'll be reading every day. My belief is that everybody is a reader but students need to recognize this on their own. Embracing their inner reader starts with students selecting their own books to read. Choice matters! By providing students with the opportunity to choose their own books to read empowers and encourages them. It strengthens their self-confidence, rewards their interests, and promotes a positive attitude toward reading (Miller, p.23). Without individual choice, students will become unmotivated readers.
One way I start to create a reading hype is by sharing book trailers or giving a book talk about specific novels. I did this when I was a teacher-librarian and continued the process in my classroom. Students are especially eager to read a chapter book when they see a student their own age create a book trailer. Creating a book trailer is what I use as an end activity. Students sketch a storyboard, write minimal sentences, search and retrieve creative commons images, locate suitable music to establish the tone and use Animoto or iMovie to create a book trailer. We will end this process with a simple movie screening. The buzz this creates is astounding as students will read chapter books that their peers recommended.
Students need access to strong, current books that are interesting. Thus, I tend to read aloud a variety of fiction and non-fiction books to my class. I tend to read books recommended by The Nerdy Book Club, Adrienne Gear, Mr. Schu Reads or KidsBooks. Whether books come from the library or the classroom library, getting students to read is about choice and accessibility. As Krashen (2004) indicates, more reading takes place in classrooms where more books were available in the classroom library in which teachers also read while students read. Jim Trelease, author of The Read Aloud Handbook, echoes what Krashen reports. For example, reading fails when teachers are supervising or marking or when classrooms lack enough reading materials. I believe that "more is caught than taught." It is truly beneficial for students to see their teachers reading otherwise they will say, "What's the point?".
Since reading the article, Multimodal Response to Literature, I am eager to try to integrate the arts with my reading program. Though I believe I incorporate technology well, I would like to attempt stop motion animation. With the integration of the arts, I'm thinking about introducing clay as a medium to work with or even creating soundscapes based on themes. I like the simple idea of children using a sketchbook to make written as well as visual responses to books. Extending stories by inviting children to use technology, art, music, drama, dance and mathematics not only gives students the opportunity to think deeply, but insures access to literacy for more students (Leland, Lewison, Hartste p. 136).
I want my own kids and students to feel the passion I now have with books. What are the effects of reading? Better writing, richer vocabularies, and increased background knowledge (Miller, p.52). Thus, I promote the importance of reading because after all...reading gives you SUPERPOWERS!
Image retrieved from
<http://chroniclebooks.tumblr.com/post/44720260606/its-world-read-aloud-day-pledge-to-read-a-book>
<http://chroniclebooks.tumblr.com/post/44720260606/its-world-read-aloud-day-pledge-to-read-a-book>
References
Krashen, S. (2004). The power of reading: insights from the research. (2nd Ed.) Libraries Unlimited.
Leland, C., Lewison, M., & Harste, J. (2012). Multimodal responses to literature. In Teaching children's literature: It's critical. Taylor and Francis, p. 125-236
Miller, D. (2009). The book whisperer: awakening the inner reader in every child. Jossey-Bass.
Scholastic. (2015, August 21). Reading gives you superpowers. Retrieved from https://www.youtube.com/watch?v=24BJTDD8hfA
Trelease, J. (2006). The read aloud handbook. (6th Ed.) Penguin Books.
Krashen, S. (2004). The power of reading: insights from the research. (2nd Ed.) Libraries Unlimited.
Leland, C., Lewison, M., & Harste, J. (2012). Multimodal responses to literature. In Teaching children's literature: It's critical. Taylor and Francis, p. 125-236
Miller, D. (2009). The book whisperer: awakening the inner reader in every child. Jossey-Bass.
Scholastic. (2015, August 21). Reading gives you superpowers. Retrieved from https://www.youtube.com/watch?v=24BJTDD8hfA
Trelease, J. (2006). The read aloud handbook. (6th Ed.) Penguin Books.