In order to promote literature, and celebrate our favorite books, our fifth graders write and publish book reviews. We begin by exploring various online book reviews to increase our knowledge of reviews. The students research various reviews and record "What They Notice About Powerful Book Reviews...". As a class, we then use our research to create a "Powerful Book Reviews" anchor chart. The characteristics listed on the chart help us design a rubric which we use to assess the reviews.
Then, the magic begins! The students write, publish and design attractive and appealing book reviews. We then link our book reviews to our grade level website so they can be shared with family, friends and other readers. The students really feel proud of their work. More importantly, they enjoy reading other student's book reviews and learning about great books. We are able to foster a love of reading through our book reviews, which is our ultimate goal.
Be sure to CHECK OUT our BOOK REVIEWS on our grade level website! Sherwood Elementary 5th Grade Website
Showing posts with label books. Show all posts
Showing posts with label books. Show all posts
Saturday, February 11, 2012
Wednesday, November 30, 2011
Reluctant Readers: Book Stacks
As reading teachers, we are often faced with the reluctant reader. We often struggle with how to turn our reluctant readers into “TRUE” readers who enjoy literature and get joy out of reading. Recently, I have found a tactic that seems to be successful for me time and time again. I like to call it “Book Stacks”. With this tactic, which I stumbled upon while reading The Book Whisperer, I gather up a collection of books (3-5) for my reluctant readers based upon their interests. I use the reading interest inventories they created at the start of school year, along with the information I have gathered on them as a reader, in order to pull together a stack of books to promote literacy. Then, I place the books on their desk and share with them that I gathered up some books that I thought they might be interested in reading. Depending upon the student, I sometimes take a moment and share a little about each book with them and then I walk away to give them time to review the books. Other times, I simply tell them I was thinking about them I thought they might be interested in these books. I tend to mix it up based upon their personalities and their needs. Either way, I have found the “Book Stacks” to be highly beneficial. Often, the students select a book the very first time I provide them with a “Book Stack”. They then come back and ask for more. Other times, I provide the “Book Stack” two or three times, but within a few tries it takes and they are HOOKED. In addition, “Book Stacks” help to build a stronger rapport with my students. It’s a WIN WIN!
Tuesday, November 29, 2011
Using Reading Interest Inventories to Foster Reading
Many books, and authors, mention using an interest inventory to assist us with this process. In the past, I have used inventories to collect data and information on my students, but it was not until recently that I figured out exactly how to utilize these inventories to truly promote reading throughout the school year in my classroom.
At the start of the school, my students all created a personalized book cover (see image below). The students decorated the cover of the book with various authors, books and illustrations that represent their “HISTORY” as a reader and their passions towards reading. Inside the book cover the students completed a reading interest inventory.
Once the personalized book covers were complete I then used the covers as a catalyst for discussion at our first individualized reading conference. I took notes, asked questions and listened. I was also able to immediately visit our classroom library with them to recommend a variety of books they may be interested in reading throughout the school year based off of what I learned. It was really a powerful and IMPORTANT conference. Following the conference, I placed their book cover into a plastic sleeve to keep in my data binder for the year in order to refer to when applicable.
Using the inventories in a more purposeful, and long term, manner has truly helped me get to know my students so that I am able more able to promote reading.
At the start of the school, my students all created a personalized book cover (see image below). The students decorated the cover of the book with various authors, books and illustrations that represent their “HISTORY” as a reader and their passions towards reading. Inside the book cover the students completed a reading interest inventory.
Once the personalized book covers were complete I then used the covers as a catalyst for discussion at our first individualized reading conference. I took notes, asked questions and listened. I was also able to immediately visit our classroom library with them to recommend a variety of books they may be interested in reading throughout the school year based off of what I learned. It was really a powerful and IMPORTANT conference. Following the conference, I placed their book cover into a plastic sleeve to keep in my data binder for the year in order to refer to when applicable.
Using the inventories in a more purposeful, and long term, manner has truly helped me get to know my students so that I am able more able to promote reading.
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