The author describes ways that she encourages
students to read different genres. What
are some ways that you teach the different genres of reading?
What are some problems associated with reading
logs, reading books for points, whole class reading?
I really haven't taught different genres of reading. I like the way the author used chart paper and the open discussion about characteristics of different types of genre. The students were able to discuss what they knew, learn some more, and then apply it by looking at books and deciding the genre for each.
ReplyDeleteOne of the problems with reading logs is that some teachers don't have expectations of the logs, just to write about what is being read. I like the author's idea of how she sets up the reading notebook and the sections for each. The fact that she keeps a notebook of books to read is also a good idea.
I think reading for AR points can hurt some kids. If a student spends quite a bit of time reading a book and ends up not doing well on a test and earning few or no points, it can be hard to try again with a new book, especially if he is to get so many points a 9 weeks. When points are tied to grades, it is worse!
Whole class reading time can be a problem if it is not monitored well and high expectations are not set. Students will get by with what they can. If they don't want to read, they will find other things to do or fake reading. With the author's high reading expectations and modeling, she makes the process sound easier than it probably is!
Expectations, and high ones at that, are very important for every grade. Students want those expectations and tend to strive to meet those expectations. I also liked the journal conversations the author had with her students along with the one-on-one conferences. She was able to incorportate the higher level questions/thinking through these activities without boring the students. Definitely a good idea. My thought is how to do this at a younger age when the students don't have the writting skills? Maybe more conferences, but that is time consuming and if the students are not very independent readers such as in K, it can get tough too.
DeleteI agree with your points on whole group reading and AR. I also really like the conferencing and reading notebooks.
DeleteThe students I get to work with have specific reading requirements for other classes. Unfortunately, the genre is already selected and we only have the time to read what has already been assigned. I guess I have never thought about teaching different genres before; I just want students to read and I don’t really care what they read.
ReplyDeleteWhen students complete reading logs, I see them ‘fake’ what they thought about what was read. They listen to class discussions and enter something that is pretty vague; it is done just to get the assignment completed. I feel so pressed for time, I haven’t done reading logs. I do see how it can be very useful and individualized with students. By asking higher level questions on specific books the student is reading, it personalizes the questions and anticipated response.
I especially like the idea of the ‘future books to read’ list as part of the reading log. It shows the expectation is there for students to keep reading. I also have appreciated the many book titles included to illustrate the point Miller is making in her explanations. I have never seen the ‘Rights of the Reader’ before; #3 is one students need to know is acceptable – ‘The right to not finish’; I tell students there are too many books in this world to read something they do not enjoy (unless it is an assignment).
Jerrie, I love your comment, "I just want students to read and I don't really care what they read." All too often we try to force our idea on students of what they should be reading and taking away from texts only to be met with resistance. I've had to ask myself if I am doing things to cause my students to resist wanting to read rather than opening up to the possibility that reading can be a wonderfully enjoyable diversion. Letting them read what they want seems like a very simple way to encourage them to read more.
DeleteI'm changing a little how I read with students in one-on-one situations. I'm going to start bringing more choices and may even have them select a book from the library or their classroom to bring and read with me. This way their interests are more part of what we do and more motivating for them.
DeleteIsn't important to let kids read what they like not what we think they need to read.
DeleteI also really liked the "Rights of a Reader" idea. I would never have thought to not finish a book...even if I didn't like it. I think that students typically feel like that as well. If they start a book, it must be finished. What a great idea to let them know they can quit and move on to something more interesting.
DeleteKrista,
DeleteI liked the "Rights of a Reader" as well. I have not finished some books in my time, and now I don't feel as bad about it!
The idea of reading so many of each genre is helping students expand on their reading and expose them to new areas. The fact that she gives them a background of each prepares them when they read that area. With common core coming I have been using a lot more non fiction reading with my students. I have found that a lot of kids are really into the fantasy as those are the big sellers at this time. Students will read a biography if it is a person of interest to them so that is a way to sneek one in.
ReplyDeleteReading logs are ok, but not for a grade, maybe a did I do it or not. AR for a grade does not seem to work so well, the test are only yes, no or multiple choice, not one that makes kids really think! Most students and a lot lf teachers are not big advocates of the AR program
Do you know anyone who is a big advocate of AR? The only person I ever knew that was made her students set point goals and used those points for a grade. It was a lame, lazy assignment and ultimately caused students to dread reading because it took all the fun out of it. Kids would be so stressed out at the end of the nine weeks when their points were due that they would be frantic to read a whole bunch of short books to meet their goal. Then they would end up with a lousy grade in English because they hadn't passed enough tests to get their points. Since I taught at that school, I cringe every time I hear AR, which for kids seems to stand for AWFUL READING.
DeleteI agree with your comments on AR. My own children would have called it that (awful reading) because they got so burnt out with trying to achieve the points for their grades. In my school, the teachers do not really understand how it was designed to work. It is not monitored, students do not move levels when one is achieved. The teachers just tell them to pick the same color dot all year. Sometimes, the students bring books that are not even on their level. I am guessing the library books are not checked by the teacher for an accurate level.
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ReplyDeleteI think that the way the author teaches about the different genres of books is amazing. It was engaging and really meaningful for all of her students. The students are able to apply their knowledge of the different genres of books to the books they choose to read. I have never really taught about the genres...I really wish I would have! The author manages to find a way to make everything that she teaches meaningful. That is such an incredible thing!! Right now, I mainly read fiction stories to my students to help engage them in reading. I would like to incorporate more non-fiction before the end of the year.
ReplyDeleteI have used reading logs in the past, mainly to check to see if students were actually reading at home and having a parent sign off on it. Were they faked...probably, but they completed the assignment. I think that that is one of the major problems with just handing out a reading log. Certain students will most definitely complete all of their reading and answer all of the questions with thoughtful answers. Others...well...they will fake it as much as they can and read as little as they can get away with. If reading logs are being used, there should definitely be clear expectations about their use.
My son struggles with the "books for points" concept. He was new to AR this year and had absolutely NO clue on what he was doing. He would either pick a book that was way too easy so that he could get it finished or he would pick a book that was way too hard and struggle with it. He understands that he needs so many points each month...that is what he was striving for. As the year has continued, it was gotten better. I think there needs to, again, be very clear expectations and guidance with the books for points system. Using this system to create a reading grade seems silly to me because it doesn't show how well they are reading or what kinds of deep thinking questions they can answer about the text.
Whole class reading can be ok if it is done right. Often times, however, students can count ahead to find out what passage they will be reading aloud and that is the only passage they read. Other times, students will fake it with comprehension questions and get help from their friends. Good strategies :)...but it doesn't tell a teacher much about their reading abilities and skills.
I think allowing a student to choose their own book and using the reading notebook system is such an awesome idea. It allows for creativity, choice, and flexibility while reading, but it also has very clear expectations and guidelines.
I think the same things you do about the AR system. It was good in theory but not very practical in real life. I like that it gives teachers an idea of the student's independent level but to use it as a grade for reading is not very motivating. Using that as a motivation for students to pick books at their own level is also nice. I know some classrooms/schools have students check out 2 books from the library, one that is at their AR level and one that is not. Then they are able to read at least one book and an adult can read the other book.
DeleteI never liked whole class reading. I even struggle when I check out books from the library. I do not like to read if I have to have it done by a certain time. NO deadlines for me when it comes to reading. I have really enjoyed reading books that are read as whole class if I do not have to read them as a group.
DeleteThe common core incorproates alot of informational text into the reading standards. Fortunately my students like the non-fiction/informational texts. But common core does not focus mainly on fiction, that will a change especially to the little ones!
DeleteI don't use reading logs in my room but some of the general education teachers use them in their classrooms. The problem I see is that many of the students just write titles of books down and that they read for 20 or 30 minutes when actually very few of them probably do what they write on the log. I really like the idea she implemented of having the students writing in a notebook and the teacher responding asking them higher level questions to check whether they were reading and the book and understanding it. The school I work in is big on AR, which I don't like. Many of my students simply read to achieve the number of points they need. They don't check out books that they necessarily enjoy but mainly books that won't take them long to read so that they can get the number of points needed for that week. In addition to reading books just to get points I don't believe that the many of the AR tests ask appropriate questions. Many of my students struggle with reading a book they have read mainly because our school relies so much on AR instead of making them write book reports or retelling a story. The main problem I see with whole class reading is students not actually listening and paying attention until they know it is their turn to read. It is almost impossible to find a book that everyone in the class will like and find interesting to read. I really like her idea that everyone is reading things that they find interesting instead of trying to fit everyone in the same box.
ReplyDeleteI admit I do a terrible job introducing my students to different genres. I usually just stick to what the classroom teacher requires in his/her classroom.
ReplyDeleteI don't do teaching of genres as I am a support person for the students that have hearing impairments. As I thought back to my days of teaching Kindergarten, I don't remember teaching about different genres. I remember introducing them to different genres through what we read in our reading series and from some of the read aloud books I selected.
ReplyDeleteI think the problem with doing whole class readings can be that not all the children are interested in the book that is being read. I think it's better if it's a read aloud book that they follow along with at their own desk in the higher grades. However, if the teacher doesn't know the interests of the students then s/he won't know what type of book would be interesting to the majority of the class. I like that Donalyn picked read aloud books that were a hit with past classes and/or a book that the previous class was interested in reading.
Reading logs can present the problem of children saying they read a book when in fact they did not. This type of accountability has holes in it. Now if the reading log went along with some type of activity that the child picked that shows s/he read the book then it's a good way to keep track of what type of books and how many books the child is reading.
Reading for points has the problem of how do you document the reading? Is it like the AR system? If so, then the test doesn't delve into the higher order thinking skills. AR questions are knowledge level only. Some children may be great at multiple choice questions but do not fully understand what happens in the story. Portfolio type assignments will assist in showing understanding of books and can be connected to a type of point system. However, the student is then just reading for points and not necessarily for the love of reading. I think the better way is to have the number of book requirement with a type of genre requirement but also to be flexible like Donalyn mentioned in this chapter.
I work with 2nd graders. The kids I personally work with may be able--on a good day---to identify poetry and fiction vs. non-fiction. I have been doing some sight word poetry with two groups of students. In our first poem, we colored each stanza a different color. And, yes, I used the word "stanza" with them. Then I had them listen and follow along and then the listened and followed along while choral reading. After that we round-robin read. After going through each stanza like that, most of the kids know the words WHEN and WHERE. I was teaching sight words, but they also learned that that is called poetry. I don't really discuss fiction or non-fiction; but am thankful for the reminder because I should start doing that.
ReplyDeleteReading Logs can be nice if adults would just take the time to jot down what my kids read. Often, in the classroom, it seems like logs are kept but the gen ed. teachers make a big deal of my students copying the title and points earned themselves. So they spend a majority of reading time copying the title and barely get started reading before the time is up. There is no time to write notes or summary it seems either if we are talking about Reading Notebooks. She did show journaling back and forth with a student is more meaningful for the student than answering comprehension questions. At my level, maybe the child could draw a picture about part of the story then we could discuss it.
Reading books for points would work if teachers use it right. It seems like a lot of teachers use one-size-fits-all like everyone will get 20 points this 9 weeks. I used to think it should be set up according to ability, like Johnny will get 5 points, Suzie will get 40, and so on. But after reading this chapter, I like the author's goal a little better, everyone will read x number of books this year. Then I think the little kids would get so excited to read that many books and not worry about "taking the AR test" which has to be much less beneficial than having a discussion with someone about the book orally or through a Reading Journal.
I am not sure what is meant about whole class reading? I think it means all the class will read along in same story. Like my year in junior high when my teacher read all about the Hounds of the Baskervilles and The Hobbit. It's like I had to listen & work on genres out of my interests. I hated it so much. I can understand 1st and 2nd grade reading out of same basal stories to learn certain vowel sounds or just for classroom management. I think all kids reading different books at some time would be hard to manage in 1st grade unless you really planned out peer readers or adults to help. I know many teachers plan that free reading time but some manage it way better than others. I have worked with a lot of teachers and I have only seen one who walks around discussing books with kids as they are reading. I think during that time teachers should be circling the room stopping and conferencing constantly. Of course, I am more thinking gen ed. because most of my kids need someone to read with or they are just fake reading.
In my high school reading class I do teach different genres. We talk about what the parameters are for each genre. I do not require my students to read a set number of books from each genre; their English teacher does. Each of the books we read as a class are from a different genre. I think this helps to expose students to genres that they might not otherwise be open to choosing for themselves.
ReplyDeleteSeveral others have touched on the main problem with reading logs and that is that kids can so easily fake them. The author has overcome this problem by using conferences in conjunction with the reading logs. Sitting down and having conversations with students about what they are reading will reveal whether or not they are really reading and "getting" what they read.
That is a great idea to talk about the parameters of each genre. That way when they discuss it in their English class they are prepared. You also have a good idea by exposing students to the different genres by what you read in class. Exposure is so important, especially for our kids.
DeleteI mostly present narratives and non-fiction when working on my language goals. I do read poetry when having students practice articulation sounds found in the poetry.
ReplyDeleteThe problem I have personally seen or dealt with concerning reading logs is that students may not be honest or they are lost quite frequently. I feel students need to read in a variety of settings, not just whole group. Some students do not pay attention during whole group or they may be shy and do not work up to their potential. I work with students who fit into those categories daily. Most of the students we, as special educators, work with do better in small groups or one-on-one. Personally, I know my children got so burnt out with reading due to AR as a grade. My children lost interest in reading after second grade and did not regain the passion for it until high school when they could pick the books they wanted to read outside of class assignments.
Most of my books also fall into the fiction or non-fiction category also as I teach them. I have never thought of teaching genre's. We do not read any poetry in my room because all of the 7th graders do a poetry book during the 3rd weeks.
DeleteI do not teach different genres in my class. I recommend what they like to read and if they answer I don't know then I suggest many different genres and have them choose.
ReplyDeleteI find it difficult to get my oldest son to read anything that isn't fantasy with dragons etc.
I hate reading logs. I do like the journal idea. tell me what you read and lets discuss it. AR is a miserable conception. My son enjoys reading the same books but once you take an AR test some think you can't reread the book because you can test on it again. On the other hand my boys at on point it was a competition to see who could get the most points.
Whole class reading- It can get some kids to read who never do or it can frustrate kids that enjoy reading to read a book slow.
I have never thought about teaching different genre's of reading but after reading this chapter I went through my the books in my room that we read every year and organized them but genre's. The only genre's that are not read in my class are science fiction and poetry. I did not realize that I did a pretty good job of covering most of them, however I do not teach them as genre's. This chapter gave me some really good ideas for next school year. I plan on teaching genre's using the author's genre notes, my students each have a writing journal that I provide at the beginning of every school year. I will group the books my class reads by genre's and we will discuss that particular genre and read a book(s) from that genre. I like how the author teaches all of the genre's and has her students read books from each one. I think this is a great way for kids to discover what type of book they like to read. Often in middle school they still do not have a clue as to what type of books they like! This will definitely help!
ReplyDeleteI really do not like AR but it is not going away, at least not that I have heard. So I try to help my students as much as I can. Most of the books we read in my class are AR books. After reading a book I will get on the AR web site and have my class take a practice quiz under my name or if I already have the questions and answers written down I will go over all of that before they take the AR quiz. I try to help them as much as possible but it is not the focus of my reading class! I think AR has taken the fun out of reading for alot of kids and I can't imagine that is what the creators of AR wanted.
Reply to Carol:
ReplyDeleteI agree that I disliked AR very much when I was teaching in higher grade levels; however, I do see some excitement in the little kids at 1st & 2nd grade. A teacher actually brought 2 of my students in to me to tell me how they read and passed their first AR tests today. The kids were so excited! You could see how it boosted their confidence.
Reply to Krista:
ReplyDeleteI actually let my own son return a book last week; in fact I insisted because he was whining about it & how he didn't like it. That made him happy that he had that "right."
When I taught a regular ed. Classroom I would always try and display books that went along with our social studies and science themes. I had a counter that I would get books from different genres to keep on display that students could go and get during free time or quiet reading time to look through and read themselves. We used these books to do research or to learn more on the vocabulary that we were learning. I usually tried to have a book that I read aloud to them after lunch every day that went along with our theme.
ReplyDeleteProblems with read aloud, book reports, and reading for points is that it doesn’t meet the needs of all your readers. Interests are different along with reading levels and then you have students who struggle to write let alone read. Just like AR there are good points and then there are the negativities that go along with it!
I know I don't need to beat a dead horse, but I walked into a school last fall and walked down the hall. Periodically there were signs posted that said "By September 15, you must have 15 points toward your AR goal", "by November 15, you must have 30 points toward your AR goal". Big intimidating signs! I swear, you tell me I "must" do anything and then I want to go the other way fast. My own children would not look at books for content or interest but would look at point values. Ughhhh!
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