I am so very grateful to teach a subject that I genuinely love so much. The premise of my work is completely devoted to engaging my students with literature. Of course, working at a school that is trying to dig itself out of an F-rating includes pressure to teach to the test a lot. I have tried to find a balance between introducing my students to authentic reading experiences while also preparing them for the test in May.
One of the most difficult parts of my daily work is trying to get my students to feel more open towards the act of reading. Almost every single one of my students starts the year by telling me that they hate reading. When they look at books, they have not been taught to read the summary or to really look at the cover to see if it might interest them. Instead, my students check to see how many pages the book has, and if it has pictures. They want to get the book read and done with. It is really difficult to disrupt their thinking when it comes to books and reading, but I have absolutely given it my very best effort. This year I have especially realized that my students need a reading role model. Luckily for them, they not only have me, but they have Ms. Ayer as well. Ms. Ayer has done an amazing job with morning read-alouds with her first period during homeroom and I have followed suit.
I put immense time and energy into making sure my classroom is stocked with books. I have big dreams for how I hope my library will grow and expand next year! The picture above shows my classroom library this year, it has just about tripled in size since year 1! I am so proud of that. It has taken a lot of intentional energy to make that happen. I am a proud customer of Books-A-Million in Southaven (get a Teacher card--the discount is great!), as well as Square Books Junior in Oxford. The most helpful store has been the Goodwill Bookstore in Hernando. I go about once a month and always leave with a big box filled with new classroom reads!
One of the most difficult parts of my daily work is trying to get my students to feel more open towards the act of reading. Almost every single one of my students starts the year by telling me that they hate reading. When they look at books, they have not been taught to read the summary or to really look at the cover to see if it might interest them. Instead, my students check to see how many pages the book has, and if it has pictures. They want to get the book read and done with. It is really difficult to disrupt their thinking when it comes to books and reading, but I have absolutely given it my very best effort. This year I have especially realized that my students need a reading role model. Luckily for them, they not only have me, but they have Ms. Ayer as well. Ms. Ayer has done an amazing job with morning read-alouds with her first period during homeroom and I have followed suit.
I put immense time and energy into making sure my classroom is stocked with books. I have big dreams for how I hope my library will grow and expand next year! The picture above shows my classroom library this year, it has just about tripled in size since year 1! I am so proud of that. It has taken a lot of intentional energy to make that happen. I am a proud customer of Books-A-Million in Southaven (get a Teacher card--the discount is great!), as well as Square Books Junior in Oxford. The most helpful store has been the Goodwill Bookstore in Hernando. I go about once a month and always leave with a big box filled with new classroom reads!
To help motivate students in their reading, NPJHS uses the Accelerated Reader program. Let me preface by saying that I had never heard of Accelerated Reader (AR) until I was thrust into my first year teaching. During a casual conversation with veteran teachers in my school in November I found out that yes, NPJHS uses AR and yes, I should already be using it. I realized that I was behind an eight-ball that I did not even know existed. That night I literally googled Accelerated Reader and tried to learn the basics on my own.
Establishing the use of AR in my classroom has truly been a learning experience. With each passing semester I have learned more about how to best organize and facilitate student use of the program. I started by printing student AR information in a classroom binder and letting students look up their information when they needed to. This year, I began giving students their own AR information slips at the beginning of each semester with their log-in information and current reading level/goal.
AR also serves as one of my most consistent forms of Differentiated Instruction. I set all student reading goals based on student lexile scores and convert them into reading levels/goals. This means that students are motivate to earn a certain amount of reading points and its based on where their reading level is currently at.
I have also begun to include parents into the process and just this semester I was prepared with AR parent letters for open house night. Students were required to get their letter signed and return it to me for a homework grade.
Student participation has definitely increased this year, but I have big plans for how I will raise my expectations for my students and AR next year. If there is anything I have learned it is that in order for my students to be extraordinary thinkers and members of the world, they must read more. Reading helps the way that students write, speak, think, and empathize. If students do not read, I firmly believe that they will never reach their full potential.
I will admit, my own thoughts on AR are not completely sold. I find that oftentimes students find books they want to read but when they discover that the book is out of their reading range, they feel like they can no longer read it because it will not earn them points. I often feel as though students are reading for points instead of reading to actually enjoy the experience of a good book. Many influential educators are against programs like AR, and honestly, I can see why. As I continue teaching I hope to arrive at a stronger philosophy where I can confidently choose if I will use AR in my own classroom or not. As for now, it plays a large role in my classroom.
Establishing the use of AR in my classroom has truly been a learning experience. With each passing semester I have learned more about how to best organize and facilitate student use of the program. I started by printing student AR information in a classroom binder and letting students look up their information when they needed to. This year, I began giving students their own AR information slips at the beginning of each semester with their log-in information and current reading level/goal.
AR also serves as one of my most consistent forms of Differentiated Instruction. I set all student reading goals based on student lexile scores and convert them into reading levels/goals. This means that students are motivate to earn a certain amount of reading points and its based on where their reading level is currently at.
I have also begun to include parents into the process and just this semester I was prepared with AR parent letters for open house night. Students were required to get their letter signed and return it to me for a homework grade.
Student participation has definitely increased this year, but I have big plans for how I will raise my expectations for my students and AR next year. If there is anything I have learned it is that in order for my students to be extraordinary thinkers and members of the world, they must read more. Reading helps the way that students write, speak, think, and empathize. If students do not read, I firmly believe that they will never reach their full potential.
I will admit, my own thoughts on AR are not completely sold. I find that oftentimes students find books they want to read but when they discover that the book is out of their reading range, they feel like they can no longer read it because it will not earn them points. I often feel as though students are reading for points instead of reading to actually enjoy the experience of a good book. Many influential educators are against programs like AR, and honestly, I can see why. As I continue teaching I hope to arrive at a stronger philosophy where I can confidently choose if I will use AR in my own classroom or not. As for now, it plays a large role in my classroom.
Inspired by a homework assignment that Kristen McConnell gave to her students last year, I assigned my students to take a book selfie with the book they were currently reading. They had to email them into me. On the left and right there are examples of the pictures I received. They were hilarious! I have never enjoyed checking my email so much!
This picture is a perfect example of how I try to connect students with the right book. This is a current student of mine, and he is so ready to start playing sports for NPJHS once he hits the seventh grade. I had several copies of The Crossover by Kwame Alexander. The book is written in verse, which students really like because (I think) they find it less intimidating than pages full of words. The main character is a young African American boy who plays basketball. This specific student was so excited from the moment he looked at the cover. When he finished the book and gave it back to me, he said that the event that happened in the book happened in his life too. I came to find out that the main character's father passed away from a heart attack, as did this students father. I knew this book could be a good pick for him, but I never considered him being able to connect to it so deeply. This is what being a reading teacher is all about!
I have always been someone who goes crazy in bookstores and I am constantly buying books even though my pile of unread books is a mile high. Now that I teach reading, I have lost all semblance of self-control. The pictures above give a small glimpse into the reality of my house in Como. Stacks of middle-grade novels are everywhere! My roommate, Katie, probably never wants to see another book again!
Becoming a sixth grade reading teacher has pushed me to explore the worlds of middle-grade and Young Adult fiction. I have always loved YA novels, so that has been a natural continuation. I, however, can not say that I have read many middle grade novels. This has certainly changed since fall of 2015! I am also very lucky to live just 35 minutes away from Oxford. After reading and LOVING Jacqueline Woodson's Black Girl Dreaming, I got to meet her at a book signing at Off Square Books. She signed my copy for my classroom and showing her message to my students that Monday was really special. Just this semester I read The Hate U Give by Angie Thomas. It is a new YA novel and Angie is from Jackson, MS. It was an absolute experience to read the novel. I met her at a Square Books book signing as well, and she signed my copy for my classroom. It is very important to me that my students see my excitement for books on a daily basis. How can I expect them to show enthusiasm for books if I don't?
I am incredibly indebted to all of the kind people that have donated to my classroom over these past two years. Working at a Title I school means that you want for so much but seldom get it. Organizations like Donors Choose make it so easy for teachers to get the resources they need and want for their classrooms. But, of course, the actual funding does not come from the organization. It comes from incredibly supportive and loving people that are willing to donate. I have gorgeous class sets of The Maze Runner and Scar Island because of kind and generous people. I would like to specifically say thank you to my cousin Abbey, my Aunt Jane, and my parents. They have been the most consistent supporters of my classroom library. I am so grateful to them and every other donor that has helped my classroom and consequently, my students!
Square Books Jr. Picture: http://www.gettyimages.com/detail/news-photo/oxford-mississippi-7-23-2014-the-square-books-jr-bookstore-news-photo/526967614?#oxford-mississippi-7232014-the-square-books-jr-bookstore-in-oxford-picture-id526967614
Books-a-Million Picture: https://midsouthretail.blogspot.com/2015/10/southaven-books-million-reset.html