By Dr. Kelly Moran | Categories Critical Thinking | Educators | Engagement - Classroom | K-5 Literacy | Reading | Reading Instruction | The Science of Reading | July 26, 2022

Win. Excel. Beat a personal best. These are the mindsets of athletes. Even those who are not athletes know that in order to meet goals such as winning or surpassing a personal record one must practice, put in hard work, train, learn technique, and take feedback to help refine performance. In addition to the aforementioned commitments, athletes know that having a good coach is just as important as putting in the reps and having the proper equipment. In many instances it can be the determining factor in landing first on the podium or scoring the winning point in overtime. There are many parallels to athletic achievement on the field, court, or course as there are to academic success in the school setting. Educators want their students to experience success in academics that yield the same dopamine highs associated with winning a game or crossing the finish line that a coach desires for his or her athletes.

With a recent emphasis on structured literacy, The Science of Reading, and Dyslexia, many school leaders are turning their focus to a systematic and schoolwide approach to improving literacy. These building and district leaders are without a doubt coaches who motivate, train, counsel, and shepherd their “athlete” teachers in best practices for developing skilled readers. Just as players come to the game prepared with the proper footwear, rest, and hydration, coaches come prepared with their knowledge, encouragement, and (arguably most importantly) their playbook.

The school leader is no different from the athletic coach. Both show up at the game site early, they mentally rehearse encouraging epithets and motivating quotes, and both stay up late studying performance data. What may be missing from the school leader’s arsenal, however, is the coveted, confidential, and team or athlete-specific playbook. This priceless piece of “equipment” is the ultimate blueprint for success outlining the steps from start-to-finish as well as possible adjustments for those instances in which an opponent calls an audible….much like when a new student from two states over shows up at your front doorstep on a Monday morning mid February after having been immersed up until that point in time in a curriculum drastically different than what is covered in your school.

If you are reading this as a school leader, put the bullhorn down and grab your clipboard and pen (and even a stopwatch if you’d like) and take some notes. Here are the top ten plays you should have in your literacy acceleration playbook.

Recruit – Coaches are always working. During the offseason they are scouting talent and recruiting the future playmakers for their team. They invest in the performers who are dedicated, skilled, and passionate. It is important to remember that even winning coaches may not be able to hand pick every single player on the team. They may even have inherited some individuals who bring a bad attitude or have a history of defiance. In such instances however, adept coaches do not let those individuals impede positive energy nor the potential of the greater collective. Successful coaches invest their time and energy in the majority of team members who show up everyday with their chins held high, their shoelaces tied tight, and their eyes on the goal line.

Practice – Success in athletics can largely be attributed to the degree and amount of intentional and focused practice. A true athlete would never show up on a game day expecting a victory without putting in the reps first. Practice is all about repetition, being active in the daily routine, showing up with intention, and being dependable even when one doesn’t feel like it. Legendary coaches never skip practice for a meeting (or a phone call with a parent). They are in the action right alongside the players, often even disregarding the clear boundary lines that are strictly adhered to during games or matches. They are modeling, observing, taking notes, instructing, and giving feedback. As an instructional leader, ask yourself how much of your day is spent in actual classrooms “practicing” alongside teachers, versus how much time is spent in your office. Challenge yourself to be a visible leader, one who is always a part of the daily practice, and someone who takes the first swing to show others what is expected. Make it your goal to visit your least favored spots in the building first thing each day or week and don’t back down on your reps even during busy times of the year.

Hydrate – Serious athletes take nutrition seriously. Hydration is key not only to performance but also to mental clarity. Coaches are extremely mindful of how hydration is linked to biochemics and physical efficiency. Planning and preparing for water breaks is a key element of the playbook. As a school leader, make sure that you are refueling and pre-fueling your team with the proper and most aligned source of professional hydration as possible. Ensure that teachers are regularly and consistently consuming quality professional development, reputable texts and articles to read, and engaging media to grow their minds and prime them for peak performance in the classroom.

Fundamentals – Youth skills camps exist for a reason which is why you’ll often find coaches devoting their offseason to working with the future generation of players. No one expects to make a “hole in one” the first time they pick up a seven iron or nail a flip turn the first time they swim the backstroke. Leaders need to start small in order to accomplish big wins. Identify which basic and important skills need mastering and then narrow the focus of the building or district to practicing, refining, and perfecting those skills.

Study Your Opponent – Serious athletes and their coaches are always “eyeing up the competition.” They know who they are competing against and what that individual’s or team’s strengths and weaknesses are. You cannot overcome barriers if they remain blindspots. Just as athletic coaches study the performance of competitors, an educational leader needs to study the learning environment to know where the pitfalls exist. What are the obstacles in your building and how can you be prepared on both offense and defense to address them? As the leader, it is up to you to get to the root of the problem(s) and take the first step in preparing for stronger performance.

Watch Film – Often in education the players and coaches methodically and perhaps even subconsciously keep moving forward. Sometimes seemingly robotic, the leader and teachers move to do the very next thing, start the next day, or go to the next meeting. To an outsider they might be observed as only striving to keep the daily/weekly routine going with giving little thought to anything else. They appear to be tied to the bell, bus, and recess schedules. Athletic coaches remind us of the power of reflection. Before moving to the next game or practice, they pause and devote time to study game film. They reflect on highs and lows studying performance, and consider what could have been better and what to do differently the next time around. As the school leader ask yourself where the meeting for debriefing is, when is the reflection time scheduled for, and whether or not you provided feedback recently. Are there practices in place for studying and reflecting upon performance in your building?

Celebrate Small Victories – Respected coaches are those who are able to step away from relentless skill drills at times to embrace joy, fun, and celebration. The coaches that lead by fear and punishment create players who become resentful and burned out. School leaders should also find time to motivate, encourage, lift up, empower, and celebrate employees and the school community. If you don’t celebrate along the way, teaching and learning begins to feel like drudgery and staff and students lose the purpose for working hard to win. Celebrate small victories to keep momentum high which will yield continued participation, teamwork, camaraderie, and clear vision in the long run.

Know Your Stats – Author and acclaimed management consultant Peter Drucker reminds us that “you can’t improve what you don’t measure” (Drucker, 2018). When you think about it, there’s really no surprise as to why coaches are always carrying around a clipboard…they are compiling data on every aspect of the game and player performance. They can often recite their athlete’s stats from memory. They know these stats because they also know with crystal clear clarity the exact goal they are working towards and how close or far away from that goal they are at any given point in time. School leaders also need to set goals, both on a personal or micro level and on a professional or macro level. Reviewing one’s stats and reflecting upon performance is the only way to grow.

Get In The Game – Masterful coaches take real action. One cannot win if he/she isn’t actually in the game. Ever notice how a coach is so close to the boundary line that they risk getting a penalty from the umpire or referee? This is because experienced coaches know that to be the best leader they can be, they need to be as immersed in the activity alongside their players as possible. This is also why coaches “dress the part.” Although they aren’t permitted to actually physically perform on the field or course alongside their athletes they dress in a way that shows their team that they are “in the game” right alongside them. They are often the first one to show up on game day and the last one to leave. How are you demonstrating to your staff that you are “in the game”? What ideas have you had related to your literacy initiative that you haven’t taken action yet on for whatever reason? This is the year to set a date for that parent education night you’ve wanted to hold, to buy the new materials needed by your staff, schedule that tough meeting you’ve been avoiding or finally start doing real authentic walkthroughs in the classroom that needs some support, feedback, and guidance.

Watch the Clock – In the close games or matches the coach will always be alert to watching the clock and will know after each play exactly how much time remains. A winning coach makes bold moves with little time remaining. They rely on expertise, experience, and composure to make decisions. They are strategic in every way. Each school year only has 180 days. Therefore, the clock starts now. What action are you going to take and what decisions will you make while the clock ticks down to bring your team and students to victory. Game on!

Your literacy acceleration playbook is full and ready for utilization. The power is literally in your hands. Remember that school leaders, just like coaches, find themselves in a position of influence for a reason. Leaders and coaches have spent time refining skills and “competing” in the ranks. Others see within them the capacity to make change, drive improvement, and garner results. The decisions you make this year will give students the opportunities to build confidence, develop skills, put in the reps, and perhaps even start to develop their own leadership style. Maybe one day you’ll proudly pass down your clipboard to one of them.

Drucker, J. D. (2018, April 12). You Are What You Measure. Forbes. Retrieved June 19, 2018, from
https://www.forbes.com/sites/theyec/2018/12/04/you-are-what-you-measure/?sh=511b24602075

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By Dr. Anne Marie Ristow | Categories Challenges | Choices | Curriculum | Early Education | Educators | Engagement - Classroom | Engagement - Family | Equity | Inclusion | K-5 Literacy | Reading | Reading Instruction | January 14, 2022

There’s this widgetsmith on the opening screen of my iPhone that reads, “As long as we’re creating it’s not too late to change our story.”

People’s stories motivate and inspire but they also connect us, help us grow. Throughout my years of being an educator, tucking in beside my fellow professionals, really hearing their journey, it has been transforming. Listening, truly listening, opens my mind and eyes to perspectives, broadening a reality that I was otherwise unaware. Stories also shape and expand our teaching blueprint.

Growing up a small town girl in the northern United States gave me loads of opportunity to get lost in stories. From listening to my grandparents share stories to being mesmerized by great readings at the local library, life opened up for me.

Given my best friend’s father was the town’s librarian, many evenings and weekends were spent lounged across soft rugs with giant pillows traveling to far away places through the pages of a book. As I breezed through the letters on the page that made words into sentences and sentences into adventures that fed my imagination, I was quite aware that the very experiences I found solace within offered great pain and sometimes discomfort for my friend. Needless to say, I did a lot of reading aloud.

My friend loved to hear stories and it was an incredible treat when getting to view stories playing out live on a stage. You see, the process of reading caused her great angst. She is dyslexic. Take it to the classroom and the print on the page represented very different things for the two of us.

What I noticed as a young child was that just because our brains worked differently, a common experience such as reading text had contrasting outcomes for each of us. Someone very dear to me once shared, “Teachers can change the way they teach but dyslexics cannot change the way they learn.” What this evolves into for an instructional design perspective on the diverse needs of learners: the secret strength I found in teaching through a Universal Design for Learning (UDL) lens. In the case of how I learned reading and how my friend learned reading: presentation of materials, or provisions of multiple means of representation as well as action and expression, were key but equally important was engagement.

Let’s take my friend for example. Given learning derived from her mainly through auditory (hearing) or tactile (touching), she learned by hearing or touching and then that information would process through her auditory or tactile memories. When you compare that to my approach to learning being mainly visual (through my eyes), I could comprehend problems, solve them and commit the solution to my visual memory. For me, everything I would ‘read’, both real and symbolic, would link to my perception center. Recognizing a word and processing the word to meaning didn’t require actually hearing the word. For my friend, visual symbols were compromised causing her to compensate by relying on what she heard in her head to associate meaning.

Ready to leverage my childhood story to expand your teacher blueprint to be more inclusive? The following visual provides some examples of building provisions within your teaching and learning to offer students with dyslexia agency in learning. Oh, and don’t overlook this included audio file reading the visual, it’s called inclusive design.

 

Strive to expand your teaching blueprint to include the complete Universal Design for Learning Guidelines (UDL). You’ll be so glad you did and so will your students!

There is a lot to learn from stories. But just like my childhood story, there are often missed opportunities of great significance in the unheard. Stories change our perspective, open our minds and eyes, broaden our reality and shape and expand our teaching blueprint. Learning to truly listen in on the narratives of our profession has proven to be my greatest teacher and perhaps it can do the same for you, too.


By Christina Brownlee | Categories Choices | Critical Thinking | Engagement - Community | K-5 Literacy | Listening | Reading | Reading Instruction | December 17, 2021

At first glance nonfiction books can seem intimidating – facts, numbers, research, real-world stuff, EEK! – but nonfiction doesn’t have to intimidating or overwhelming. In fact, it can be quite fun with several benefits that kids may not even realize they’re gaining! Embracing nonfiction is one of the best things any kid can do.

Here are some of the top reasons every kid should embrace nonfiction.

  1. Develop Critical Thinking Skills

Reading nonfiction materials help children develop important critical thinking skills. Nonfiction texts allow kids to ask a specific question that they are interested in, such as “What do horses eat?”, and then go on the hunt for the answer. Fostering this investigative drive will undoubtedly develop some serious critical thinking skills. It will also allow kids to think about where they can find the information.

  1. Gain Knowledge of the World

Nonfiction texts can help kids learn more about other towns or cities, parts of the world, cultures, planets, species, or even more about their own history. Nonfiction gives kids opportunities to see how the world works and lets them safely explore from their favorite reading spot. Developing this knowledge of the world, with its similarities and differences to what they experience every day, reinforces critical thinking skills, and will give them a boost as school textbooks become more content focused.

  1. Learn Complex Tasks

Nonfiction texts present the opportunity for children to read about different skills and real-life activities. Reading and following detailed instructions are the first parts of completing complex tasks. These activities can be super fun for kids as they build Lego sets or make cookies from scratch! Plus, learning how to complete complex tasks at an earlier age with help them tremendously as they get older.

  1. Build Vocabulary

Nonfiction materials can help expand kids’ vocabularies. Many nonfiction texts introduce kids to more difficult words, so it’s important to keep your dictionary handy!  New and more difficult words can also be accompanied by an image, and some nonfiction books have a glossary to help kids understand new definitions.

 

The Kids Read Now Wishlist always includes a wide variety of nonfiction books for kids to enjoy, such as National Geographic Kids and the Who Was/What Was series. Nonfiction books can help reluctant readers build a passion for learning about dinosaurs, the first airplane, the galaxy, or even about how to make homemade slime!


By Dr. Andrew Johnson | Categories Challenges | Choices | Critical Thinking | Curriculum | K-5 Literacy | Listening | Reading Instruction | November 19, 2021

Check out this webinar, Teaching Critical Thinking Skills – Using Thinking Skills in Reading, where Dr. Andrew Johnson examines how critical and creative thinking skills enhance learning.

By the end of the webinar, you will:

 

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By Dr. Mechiel Rozas | Categories Book Deserts | Choices | Educators | Equity | K-5 Literacy | Reading | Reading Instruction | October 29, 2021

I recently caught up with a dear colleague. When I asked her what she saw as she worked closely with our teachers and teacher leaders, her immediate answer was “politics”.

 

The concept that everything is political started with Aristotle and is consistently restated today. Although I avoid them, I cannot deny that what I eat, what I wear, what I read (or don’t read) is a political act. Looking at the news or even local school board elections remind us how polarizing today’s environment is and how the inertia of our society calls for us to pick one side or the other. My desire for universality led me to wonder about concepts that are less political and valued by all. Literacy for everyone came to mind. The ability to read, write, think, listen, and speak are foundational skills people need to successfully live and participate in our lives and communities. The assertion that all children (and adults) have strong literacy skills is something we can all agree on. We call that a core belief.

 

Core beliefs can only be realized when our practices align with and support the initial conviction.  Donalyn Miller shares that time, access, and choice are bricks with which to build a solid foundation. I am an excellent cook. I am masterful because I have an interest in food and I have cooked every day for over 30 years. In contrast, I am unlikely to become a great tennis player if I only watch it on TV. Children must have time to read things they enjoy or are interested in each day. If you are telling yourself, “Of course! That’s a given!” I challenge you to ask any child age 4-19 to track how much they read each day and how much they enjoy what they read. The data may surprise you.

 

To read each day, you have to have access to text. Access means that you can easily get your hands on something to read. In the positive column, we have a ton of portable digital content via phones and iPads or laptops. A quick survey of your friends and family about where and how they read, demonstrate we all have preferences. I like to read digitally but if it is non-fiction, I will want a paper book I can mark up. Recent research tells us that children need access to both digital and print. As they age, children should drive which they use for their specific purposes. Time and access are bricks that build mastery, choice excites and accelerates literacy.

 

Imagine you walk into a bookstore where they scan your brain and then directed you to graduate-level books because that is the level you read at. No magazines, cookbooks, or mysteries! Choice is the third brick in that solid wall of practice we should all agree on. I was so fortunate as a child because I not only had access to books, I had parents who encouraged us to read about the things we were interested in which amplified the time I was allowed to read. Visiting areas in which literacy levels are at their lowest inside and outside of schools, you see that there is little access to books, there is no choice about what to read, and time is spent on drills and isolated practice of skills-effectively killing a love of reading. Time, access, and choice in the construction of literacy is a political act we can all support.


By Dr. Kamshia Childs | Categories All | Book Deserts | Curriculum | Early Education | Educators | Engagement - Classroom | Engagement - Community | Equity | Inclusion | K-5 Literacy | Opportunity Gap | Reading | Reading Instruction | Results | October 8, 2021

A literacy environment should be cultivated by its curriculum.  Learning how to read and develop literacy skills is a process that will benefit a child their entire life.  It is the foundation for other subjects, and a manner in which students learn to communicate and learn about their world, near and far.

The process to teach the required skills necessary is complex, and varies depending on the needs of each learner. In my experience, literacy teaching and learning should be a “dream”. A dream in the sense of literacy learning being a priceless gift—and a dream in the sense of having curriculum and teaching practices which address Diversity, Relevance, Engagement, Access, Motivation (D.R.E.A.M.).

D.R.E.A.M. Literacy focuses on practices being implemented into instruction by educators, as well as encourages at-home support and partnerships in using diverse texts, popular culture and technology, and multimodal resources.  D.R.E.A.M. represents several pieces necessary to address and provide quality and equitable literacy instruction for all. When planning literacy lessons, assignments, and making curriculum decisions educators and parents should consider the following elements:

Diversity

Diversity brings about a wide spectrum of issues that educators can be faced with.  Willingness to learn, accept, and apply the culture (VERY IMPORTANT: Culture does not just mean ethnicity or race) of students to instructional practices is key. Here are some ways to address diversity in literacy:

 

Relevance

Students need to know how to apply the knowledge being taught, and how it applies to them.  Students want to feel like they are included and are represented in a learning environment. Students want to know why it’s important, and how it is useful. Students need to know why they are developing literacy skills and where they will encounter them in their future. Making content relevant includes:

 

Engagement

Engagement starts with learning the interests of the students, merged with the academic knowledge needed. Engagement also involves educators utilizing multimodal approaches in their lessons and work with students. Some great multimodal literacy strategies include:

 

Access

Ease of access to resources and empowering parents/guardians to help build literacy skills at home is necessary for growth. Not all students have the opportunity to have access to books in their home. If books and reading are left out of the home environment, is it really that important for a child and their family? Insight on how to continue a child’s learning outside of the classroom doors is crucial.  The following ideas are recommended:

 

Motivation

As far as motivation, our role is to grow our students’ skills and learn what makes them excited to learn—this is very important with students who have so many unique needs that are changing as society changes daily. The main ingredient for motivation in a literacy classroom is choice.

 

In closing, a literacy environment should thrive on partnership between the internal and external learning communities.  Parents and educators are the essential component that provides students the opportunity to see literacy as a tool of advancement and an escape— teamwork makes the “dream” work.

 

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By Dr. Kamshia Childs | Categories All | Challenges | Choices | Critical Thinking | Curriculum | Diversity | Early Education | Educators | Engagement - Classroom | Equity | Inclusion | K-5 Literacy | Reading | Reading Instruction | Results | October 1, 2021

Most students either really love to read and find joy in growing and sharpening their literacy skills, or they feel the opposite. Their experience depends on two things- the instructional decisions made and the environment in which they learn.  Educators are often told to create a “literacy rich” or “print rich” classroom setting, but what does that really mean? R.I.C.H. should address four different aspects: Relevancy, Inclusiveness, Creativity, and Hands-On approaches.

Relevancy

Students, younger and older are often disconnected from the literacy skills and expectations that are required in standards-based instruction and assessment. This is because they don’t see the “bigger picture” of learning the skills and strategies that are often taught in isolation. The foundational stages of literacy involve building word sense, concepts of print, and lots of repetition and practice—but educators shouldn’t stop there. The students who often struggle lack the connectedness and relevancy of the materials shared. To gain sense of relevancy and what resonates with students, conversations, bookstack cultivation, and surveys should take place.

Inclusiveness

Relevancy and inclusiveness go hand in hand.  Whether planning the instruction or the “look” of a space, students need to see themselves in the materials presented. Not only do students need to see themselves, but they need to see others who are not like them as well.

When thinking about inclusivity and literacy, one might think of diversity, and the representation of various racial and ethnic backgrounds and perspectives. This is crucial, but just a starting point. Representation can be present in literacy settings, and students still not understand the importance or value of a concept or idea. Therefore, it is important to know that in addition to representation, students need to be exposed to an environment that allows them to feel safe (with learning new skills and contributing), and take risks (with new strategies, with new resources), and be inclusive of families (inside and outside of the classroom).

Creativity

Literacy learning is often repetitive and can be boring for some. The more creativity that is sparked within lessons—the better. Creative ideas for literacy learning involve using traditional skills and practical, everyday materials and happenings to get students to understand.

Example: Connecting technological and popular culture terms with academic literacy terms

Hands-On Approaches

We want students to read, but don’t give them enough opportunity to write (or see the correlation between the two).  We ask students about other writers and authors’ ideas, but don’t challenge them to see themselves as authors.  Writing centers, blogging opportunities, and spaces where students can critique and explore all facets of literacy (listening, speaking, reading, writing) is a climate that would provide hands-on learning in a “R.I.C.H.” classroom.

 

The literacy environment has evolved, just as education has changed.  Teachers often create themes at the beginning of a school year, and it is to get students excited about being in their class. The literacy environment needs a R.I.C.H. environment that is tailored to the needs of the students who are being served, and the learning community as a whole.

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By Andrea Weigand | Categories All | Challenges | Choices | Critical Thinking | Curriculum | Early Education | Educators | Engagement - Family | Games | K-5 Literacy | Parents | Reading | Reading Instruction | Social Emotional Learning | August 27, 2021

It’s all about the hook. Find what is inspiring to the youth and you find the hook into reading. Take baby steps even if needed. Not interested in reading a book? Start with a graphic novel. Even the old school Baby Sitters Club books are coming back with a vengeance in graphic novel form! Boys! Who doesn’t love adventures about a dog!? Try Dog Man! The goal isn’t to read MacBeth in first grade. The goal is to simply love reading.

Why? Well, let’s start with imagination. We tend to quickly lose the essence of imagination as we grow older. Those dreams you used to have as a kid, gone. Now you dream you are at work, even when you aren’t at work!

Second, you gather information. Yes, you in fact can learn from reading. Try the Who was/Who is/Where is collection. Going out of town? Find out if an inventor came from the area you are traveling. Going to the Grand Canyon? Yes, there is a great Where is the Grand Canyon book full of facts geared towards kids, but in fact, adults can learn a great deal too!

Third, reading is an escape from the real world. I don’t know about you, but TV shows just aren’t the same these days. However, Wild Kratts is pretty phenomenal. Books can take us on some pretty outstanding adventures.

What’s next for you? Maybe take your book to the park, sit on a swinging bench and enjoy nature at its finest. Have a hammock? What better way to spend the afternoon far off in your imagination swaying away in your backyard.

Try it sometime. Your kids might even want to join in on the fun when they notice your joy!

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By Sarah Cordes | Categories All | Challenges | Choices | Critical Thinking | Curriculum | Early Education | Educators | Engagement - Classroom | Games | Parents | Reading | Reading Instruction | Social Emotional Learning | July 30, 2021

Something that I’ve learned in my time as an educator is the power in providing students with choice. Choice to explore their learning, choice to figure things out on their own, choice to learn new things in a variety of ways. Literacy skills are the foundation of learning, and something that educators should get excited about, because there are so many ways to create and mold literacy instruction in the classroom.

 

The formative years for a child, let’s say ages 2-6, are critical for literacy development. Reading, rhyming, talking and singing are all ways in which children interact with both written and spoken language. When they are provided with experiences in literacy during those formative years, they are developing the foundation for their relationship with reading and writing that will continue throughout their lives. Healthy development of the brain requires children to have these experiences.

 

So, how do we give children in the classroom these rich, meaningful experiences that will shape their relationship with literacy?

 

Choice!

 

Research and studies have shown time and time again that children learn best through exploration and problem solving, opportunities to work things out in a way that makes sense to them. So, what does this look like and how can educators incorporate choice into their literacy programs? One way to do this is designing structured, engaging centers that provide students with multimodal learning opportunities. While students may have specific “work with teacher” time, other time can be spent exploring other centers. One center could focus on consonants, having students use a stamp, sticker or other tool to indicate which consonant letter a picture starts with. Another center might have students create a pretend grocery list and find items that start with certain letters. A third center might be a letter-sounds listening game, where students listen to a word, and decide which sound they hear at the beginning of the word. Another center might be working with syllable cards, where the students look at a picture (ex. dog, banana, etc.) and match it to the number of dots – or syllables – on a card (ex. 1 dot for dog, 3 dots for banana). A final center could be a simple picture rhyming match.

 

That’s 5 interactive, differentiated center ideas! The point? Choice. Allow students to choose which center interests them. Create structured, timed rounds for students to explore each center, before going to a new center. Giving students the power of choice and the opportunity to explore a variety of ways to learn a concept is key to building a child’s relationship with literacy and promoting lifelong learning.

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By Shannon Anderson | Categories All | Book Deserts | Challenges | Choices | Critical Thinking | Curriculum | Early Education | Educators | Engagement - Classroom | Engagement - Community | Engagement - Family | Equity | Events | Funding | Games | K-5 Literacy | Listening | Opportunity Gap | Parents | Reading | Reading Instruction | Results | Summer Reading | July 15, 2021

How do you get kids excited about books? Over my 25 years of teaching, I’ve discovered many ways to spark excitement. Here are 10 to get you started:

  1. Start an After-School Book Club

Invite a guest reader from the community to kick off the meetings. After the read-aloud, the kids spread out to read independently or with a friend. You can also invite a high school sport team or club to buddy read with the kids.

  1. Be a “Book Fairy”

Use your points from Scholastic book clubs or grants to gift books to kids. Try to give every student a book by the end of the year. Kids love the surprise and owning their own book is more special than borrowing, so they treasure it.

  1. Invite Guest Leaders as Readers

Leaders in schools and the community love to be a part of this and your students will be inspired to see what some of their role models read. Invite the football coach, the mayor, chief of police, a local veterinarian, and others to share a favorite book.

  1. Encourage Kid-Created Contagious Book Reviews

When a student reads a book they love, have them create a book review to share with the class. You can do these live, or have kids create a video. You can even take the videos, create a QR code for them, and adhere the QR code inside the cover of the books!

  1. Hold a Reading Marathon

The day of the “marathon,” have kids wear running gear, create paper running bibs, allow healthy snacks and water bottles, and read all day! Have kids read independently, in pairs, Zoom in guest readers and authors, and YOU should read aloud to them too.

  1. Kick off the Year with a Book Tasting Event

Use tablecloths and place settings and serve a pile of books on plates. Provide wish lists for your students to jot down the books they are interested in reading that year. This is a great way to get kids familiar with your classroom library and excited about what they get to read! (Use their lists to get ideas for book fairy visits too!)

  1. Host Book-Bartering Days

Kids bring in a book that they’re willing to part with in exchange for another book from someone in the classroom. Students give a 30 second pitch on what they loved about the book they’re offering. Arrange the books on tables and allow students to make their selections.

  1. Get Your Own Little Free Library

As a class, write a grant for a Little Free Library for your school. Your class will love this service project and visit it often! To fill the library, send home a request for gently used books as a donation to the Little Free Library. You will be surprised at how many books come in!

  1. Host Chat and Chews

Choose a book you have multiple copies of. You can make book marks with the dates for each meeting and what chapters need to be read each time. On assigned dates, enjoy your lunch and discuss the chapters of the book together!

  1. Have an Author Visit!

I may be biased, since I’m a children’s book author who LOVES to do author visits, but I truly believe in their power. Kids love to meet authors in person and have a renewed passion for reading and writing afterward. From hearing the story behind the stories, or special secrets the author shares, it is a memorable experience.

 

When kids see you make reading a priority and a treat to be enjoyed, they are on their way to becoming life-long readers.

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