Archives For Silent Sustained Reading -SSR

The advertisement for the 55th Annual Mark Twain Library Labor Day Weekend Book Fair read,

“A large collection of Art books, Environment & Nature, Baseball books, many handsome sets and thousands of CHILDREN’s books..”

I want to make a correction to this advertisement.
There are 300 less children’s books at this book sale because there are 300 books in my car.
By next week those 300 books will be distributed into classroom libraries in grade 4-10 for independent reading.

The Mark Twain Library Book Sale in Redding, Connecticut, claims to be “the oldest – and one of the largest – in New England:”

The history of the sale begins with its namesake, Mark Twain in 1908. When Twain (Samuel Clemens) moved to Redding in 1907, he had more books than would fit in his new home so he donated over a thousand to start the Library. When Twain passed away in 1910, his daughter Clara donated more books for sale, and 107 years later, the Book Fair is still one of the library’s principal fundraisers.

This oldest book sale is also one of the best run in the state.

The sale is held in easily accessible Redding Heritage Community Center. As one entered, volunteers provided maps that detail the book table layout, from mystery selections to travel guides to a table marked ephemera.

The fiction tables in the adult section were organized by author (which made fast finding for copies of Cormac McCarthy’s The Road). Of course, having the hardcovers and trade paperbacks grouped together could be part of a sociological study in recent popular reading trends as evidenced by multiple copies of the The Stieg Larsson Trilogy/Girl with the Dragon Tattoo series (the fascination apparently over). There were wide aisles to accommodate the “book sale bump”- a result of patrons trying to read titles while carrying overloaded bags or boxes.

The volunteer help was outstanding; students (middle-high school aged) manned tables to tally books or straighten shelves. Rather than shy away, they approached shoppers with retail-like patter, “Would you like a box to place your holdings?” They checked book prices book-by-book and reloaded bags once they finished counting. Their adult supervisors handled several cashier’s tables. Outside, there were boy scouts who sold baked goods and (predictably) asked if patrons needed help carrying books to cars.

This book sale was one smooth operation.

My finds?

Capturing interest from STAR WARS films

Capturing interest from STAR WARS films

One large box filled with a variety (40+) of Star Wars related books. I am anticipating renewed interest with the December (18th, 2015) release of The Force Awakens.
10 neatly stacked copies of Jeanette Walls’s powerful memoir of her homeless parents in The Glass Castle for a Grade 12 English course.
5 copies of Under the Same Sky ( 2005) by Cynthia DeFelice which deals with migrant Mexican workers on an upstate New York farm; ideal for a small book group or lit circle. (Good story; horrible book cover).
Multiple copies of books from R.L. Stein’s Goosebumps series and from Rick Rioden’s Percy Jackson series.

IMG_0697

Selection of high interest titles

Final price for 300 good quality, high interest books for independent reading libraries in grades 4 through 10?

$313.00.

Thank you, Mark Twain Library Book Sale Library volunteers. As your founder stated, “We believe that out of the public school grows the greatness of a nation.” (see post)

I know that greatness of a nation starts and continues with the practice of reading.
Your efforts will be felt in many public school classrooms in Connecticut not so far away.

 

The Southport Pequot Library in Southport, Connecticut, hosts a summer book sale every July under large tents that cover most of the lawn and in the library’s auditorium. Browsing for books under this acreage, one can only imagine “Where did all these books come from?”

The most logical conclusion I can come to is that Southport residents must do nothing all day but read.

They must read a book a day…maybe more.

I tried as hard as I could to lessen the load of titles on the young adult tables, but the six boxes (approximately 250 books) I hauled out from the sale barely made a dent. These books will go into classroom libraries for independent reading (silent sustained reading -SSR), literature circles, book clubs, etc. The premise of bringing these books to the classroom is to make sure that students at all grade levels have access to books at any given moment during the school day.

In under two hours, I filled six boxes with plenty of favorites (grades 5-10) from authors Gary Paulson, Meg Cabot, Ann Brashares, Jerry Spinelli, Laurie Halse Anderson, and Rick Riordan. I also grabbed selections of book series that fall into the “popular culture categories” such Goosebumps (RL Stine) , Captain Underpants (Dav Pilkey), Ranger’s Apprentice (John Flanagan), and Alex Rider (Alex Horowitz).

These are not the books that teachers will “teach” but they are the books students will read; the difference is described in an earlier post.

There was a box of a dozen copies of The Boy Who Harnessed the Wind by William Kamkwamba and Bryan Mealer. I picked up 10 clean copies of this best seller as a reading choice for students groups who prefer non-fiction. This is the story of a young boy in Malawi (Africa) who developed a contraption that would provide his village with electricity and running water:

With a small pile of once-forgotten science textbooks; some scrap metal, tractor parts, and bicycle halves; and an armory of curiosity and determination, he embarked on a daring plan to forget an unlikely contraption and small miracle that would change the lives around him. (The Boy Who Harnessed the Wind)

There is increased attention to incorporate informational texts such as this book because of the design of the  Common Core State Standards in Literacy which suggest that by 12th grade, 70% of a reader’s diet should be non-fiction. The copies I have are enough for a small group(s) to read in literature circles or book clubs.

I also collected copies of Cormac McCarthy’s The Road for the American Literature classes (grade 10). This apocalyptic novel is worth including in a curriculum because of McCarthy’s style and message. In an earlier post I describe how The Road was the first book I collected for use in the classroom; its integration into curriculum was very successful. Copies of the book with its distinctive black cover and bold lettering were easily found among the 10 or 12 tables of donated fiction….as if there had been a massive book club after-party.

Screenshot 2015-07-26 14.16.55There were large crowds attending the Southport Pequot Library’s annual sale on Saturday, and the long lines of patrons waiting patiently to check out at the volunteer cashier tables might cause one to wonder if the sale has become a victim of its own success?

On the other hand, as they slowly snaked past the tables of nature books and cookbooks, patrons continued to browse and added even more purchases to the piles in their arms or bags. No one complained as there was always something to read.

Overflow of books or marketing geniuses??…those long lines on a Saturday afternoon could just be another successful marketing technique by the Friends of the Pequot Library.

While they are not wrapped in shiny paper with frills and bows, the piles of donated used books on the tables of the local area library book sales this summer are presents.

It does not matter that these presents are “re-purposed” or “re-gifted”…these books will be presents to students to encourage reading. It’s Christmas in July for filling the classroom libraries!

red boxFor this special kind of “Christmas shopping”, I have been to three Connecticut library books sales: the New Milford Public Library, the C.H. Booth Library in Newtown, and the Westport Public Library. These large book sales have the titles that students want to read, because the books have been donated by students who have already read them. These gently used donated books have already been field-tested.

Choosing books that student want to read is different than selecting books that students should read. Educators believe that students should read selections from the literary canon, for example, those written by Shakespeare, Steinbeck, and the Brontë sisters. Students should read titles such as The Crucible, To Kill a Mockingbird, and The Odyssey. These selections from the literary canon are often assigned in middle or high school classes.

But many students do not want to read these pieces of classic literature for pleasure. They want to read a title from the Diary of a Wimpy Kid or The Hunger Games series. The key difference between reading for pleasure and assigned reading is recognizing that students have similar guilty pleasures as adults in reading popular culture,

Students want to read titles such as the Dork Diaries;  Angus, Thongs and Full-Frontal Snogging; I’d Tell You I Love You, But Then I’d Have to Kill You; Hatchet; or The Perks of Being a Wallflower. These are the titles they look for in their independent reading choices. So, I looked for these titles at the three book sales, and I found copies of all of them.

The titles students want to read can build vocabulary and fluency for the classic literature they are assigned in school. Reading books by John Green (Looking for Alaska, The Fault in our Stars), Anthony Horowitz (Point Blank, Scorpio) or Sarah Dessen (Dreamland, This Lullaby, The Truth About Forever) gives students the chance to practice reading for pleasure. I looked for these titles, and I found copies of all of them as well.

Reading for pleasure for today’s teen reader means wandering in some very dark worlds as students are particularly drawn bleak futures as depicted in the Divergent series (dystopian world) or Delirium series (dystopian world) or the Chaos Walking series (finding yourself in a dystopian world).  Again, I found copies of all of these titles.

Student readers of fantasy, a genre sadly overlooked in most school offerings, cannot get enough of Rick Riordan’s retelling of Greek Mythology (The Lightning Thief, The Last Olympian) or his newer Egyptian series (The Red Pyramid). I found multiple copies from both series.

When students are offered the titles they want to read, they can practice reading the way marathoners train for races or musicians rehearse for performances. Practicing reading in school with Silent Sustained Reading (SSR) or for homework improves their reading pace, their reading accuracy, and helps students develop a reading routine.

It does not matter if reading practice for pleasure includes some titles from the often maligned series from Captain Underpants (intermediate grades) or Twilight (high school grade). The elements of story (protagonist, antagonist, conflict, rising action, and resolution) are in each. Not to mention Stephanie Meyer’s borrowing passages from Wuthering Heights to accessorize her vampire-filled trilogy.

There is good reading practice in the R.L. Stine collections from Goosebumps to Fear Street, and there is good reading practice in Fruit Baskets (Manga) or Calvin and Hobbs comic books or in the  Darwin Awards series. And, yes, I purchased many copies of each.

Titles with movie tie-in such as the Star Wars series, World War Z, or the original Jurassic Park are always popular, and students check to see how accurately the film matches the text. YA Chick lit from Meg Cabot (The Princess Diaries) orAnn Brashares (The Sisterhood of the Traveling Pants) appeal to a particular female demographic while novels written by Nicholas Evans and Jodi Picoult can take that same group well into adulthood. I found copies of all of these.

What I did not find were those popular Minecraft books, but those will come in book sales next summer as more and more students engage in the game platform. Note: In 2016 expect a Minecraft wave near you!

All together, shopping at the three book sales yielded book as “presents” that will be spread out over 50 classroom libraries. These popular books will encourage students to practice reading in and out of school  to build up their reading stamina, for school and for life.

The Friends of the Library website lists all the book sales in Connecticut, and there are plenty of opportunities year-round to increase libraries that are geared for reading pleasure. Our students will be life-long readers if they develop the solid reading habits.green box

So far, this has been A Very Merry Book Sale season! Happy Holidays!

Forgive the boasting, but the survey results for our a silent sustained reading program for 7th and 8th grade students in our school district are in..,and the teachers are feeling very proud.

573 students answered a 12 question survey about their experience this year for SSR, but let’s start with the most important response:

71.4% responded that SSR “made me a better reader this year.”Screenshot 2015-06-18 21.32.12

A better reader! That admission from students ages 11-14 is an achievement that can leave the faculty smiling proudly over the summer. And speaking about summer, the same students answered positively that they believe that they would read over the summer: 69% responded that they plan to read  (28% definitely; 41% sometimes).

Our SSR program was embraced by several teachers and up and running well by November. The classroom libraries were stocked with a combination of traditional and high interest materials. That meant 20 minutes a day of the block schedule (92 minutes) was dedicated to reading independently. By January even more classrooms were on board, and by April, all classrooms were practicing reading for pleasure, teachers included.

Those teachers who hesitated at first were slowly converted, and more than one commented, “I think I am a better reader as well!”

These same 573 students took many standardized tests this year generating scores that determine each student’s reading ability against a standard. But those test scores do not measure a student’s self-assessment of their reading.

Our June 2015 survey does.

Our June survey asked 12 questions about reading, and every response showed growth in attitudes that we recorded from our September 2014  survey. That beginning of the year survey was used as a benchmark to measure student attitudes towards reading.

Compare the responses from September to June when asked student if they thought reading was “fun”:

7th & 8th grade students Usually Sometimes Rarely
September  22% 48% 25%
June 32% 54% 14%

In one school year, 10% of the student population changed their attitudes towards reading…all in a positive direction.

The survey also recorded what students look for in selecting their own reading materials:

length of the book 26.9%
cover of the book 46.2%
the book is part of a series I like 61.8%
a friend recommended the book 48.2%
a teacher recommended the book 31.1%
a parent or another adult recommended the book 22.2%
a movie is connected to this book 24.4%

The survey also asked how many books students were reading a month:

at least 1 32.1%
1-2 books 14.8%
3-4 books 17.1%
4 or more books 12%

Do the math. 184 students (32%) read at least one book a month. That means students who read one book a month for eight months (8) of the school year collectively read 1472 books…and that just the total of books read by 1/3 of the class.

Combine our findings with those of the Scholastic Publishing company in their survey 2014  “Kids and Family Reading Report”

Scholastic is one of the publishers that has a presence in schools through book fair sales, and they released three key findings about reading in school:

#1: One third of children ages 6–17 (33%) say their class has a designated time during the school day to read a book of choice independently, but only 17% do this every or almost every school day.

#2: Half of children ages 6–17 who read independently as a class or school (52%) say it’s one of their favorite parts of the day or wish it would happen more often.

#3: Sixty-one percent of children ages 6–17 who live in the lowest-income households say they read books for fun mostly in school, or the same amount in school and at home, while only 32% of children ages 6–17 who live the highest-income homes say the same.

The most interesting statistics for our teachers  in our survey was that students believe their parents are connected to their independent reading. Along with the information that 22% of students look for suggestions from parents in selecting reading materials, they also indicated how critical the role of parents and family is (over 50%) when they share what they read by checking all that applied:

I share what I read with:

Friends 56.9%
Family (parents, relatives) 53.1%
Teacher 33%
Other 13.4%
 Next year’s plan? Focus on this parent connection, flood the classrooms with more books, and read, read, read.
Beyond the survey, there is one more piece of evidence. These final images display the lists of the favorite books the students read this year from Mr. Robert’s class. He was one of the early embracers of SSR, and his results speak for themselves:

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The Hollywood Academy released the 2015 nominations this past week, and their choices for best picture, best actor, and best director lit a firestorm on social media about the lack of diversity in their choices.Oscar

Some of the heated discussions called into question the make-up of the Academy, which according to a  2014 Los Angeles Times article is:

  • 93 percent white
  • 76 percent male
  • Average age of 63

The percentages that make up the homogenized Academy bear a striking resemblance to the make-up in the canon of literature traditionally taught in high school English classrooms, a list of works dominated by white male writers. There are numerous reasons as to why the literature is singular in gender and race: politics, economics, culture, and textbooks play a part. The most probable explanation on why the traditional canon endures, however, may be as simple as teachers teaching the books they were taught.

Even the average age of the dead white male writers in the canon is the same as those in the Academy. A sampling of traditionally assigned authors at the time of their deaths (offered in no particular order) is the average age as the members in the Academy=63 years: John Milton (72), Percy Bysshe Shelley (30), F. Scott Fitzgerald (44), Dylan Thomas (39), Arthur Miller (90), William Shakespeare (52), John Keats (27) Ernest Hemingway (62), William Faulkner (65), John Steinbeck (66) William Blake (70), George Orwell (47), and TS Eliot (77).

My observation that older white male literature dominates the curriculum is nothing new, and while there are there are glimmers of diversity, authorship bears little resemblance to readership. Occasionally, Richard Wright, Langston Hughes, and August Wilson pop up to address racial diversity, while the inclusion of Mary Shelley, Harper Lee, Jane Austen and the Bronte sisters are worthwhile contributions to gender equity.

At the same time, there is a growing body of popular young adult literature from authors representing diversity such as Jacquelyn Woodson, Sharon Draper, Pam Muñoz Ryan, Gary Soto, and Sherman Alexie.  In a manner akin to film audiences, students have been voting for these book choices with their pocketbooks or checking out library books. They are selecting materials (novels, graphic novels, animé, pop culture, biography) that they want to read.

As readers, students look for characters like themselves, who have problems like themselves, even if the settings of the stories are in the ancient past or distant future. If a student never builds empathy with a character because all the assigned reading comes from the canon, then the canon is disconnected from personal experience and useless for that student. If creating life long readers is the goal, curriculum developers must pay attention to student interests and the trends in the popular reading lists. Continuing the disconnect between the traditional canon in school and what students choose does little to build credibility.

That same kind of disconnect is seen in the nominations submitted by the Academy. Their choices show a wide gulf of opinion between critics and audiences, between the selected films and popular films at the box office. National Public Radio (NPR) film critic Bob Mondello noted the low audience numbers for many of the 2015 nominated films:

MONDELLO:  If you total up all of the grosses for all of the best picture nominees this year, you come up to about 200 million, which is roughly what a picture like “Teenage Mutant Ninja Turtles” makes all by itself so that you’re talking about very few eyeballs were on those pictures.

Mondello’s noting the difference in box office is striking in comparison to the the top three box office films to three of the nominated films for best picture:

TOP GROSSING:
1 Guardians of the Galaxy – $333,145,154
2 The Hunger Games: Mockingjay – Part 1 $330,643,639
3 Captain America: The Winter Soldier – $259,766,572

NOMINATED FOR BEST PICTURE:
94 Birdman  $26,725,993
95 The Theory of Everything $26,317,946
100. Boyhood  $24,357,447

Mondello further suggests that Academy has not supported its own self interest in making nominations:

And the idea here is that you’re not going to watch the Oscar telecast unless you have a horse in the race….And I think what they’re hoping is that the next six weeks up until the show, these movies will be seen by a lot more people. If they aren’t – and they only have 38 days to do this – then you’re going to have the lowest rated Oscars telecast in the history of the Oscars.

Encouraging people to attend the films nominated by the Academy will be a challenge, and the success of the Oscars this year will be determined by audience choice. The deaf ear of the Academy this year may make them more open to diversity in future years. In contrast, a deaf ear from curriculum developers who continue to assign literature from the canon because “it has always been taught” may result in student audiences disconnected and less interested in reading anything at all.

Hoping to bridge this disconnect are organizations such as the Children’s Book Council (CBC )Diversity Committee whose mission statement is:

We endeavor to encourage diversity of race, gender, geographical origin, sexual orientation, and class among both the creators of and the topics addressed by kid lit. We strive for a more diverse range of employees working within the industry, of authors and illustrators creating inspiring content, and of characters depicted in children’s and young adult books.

The organization We Need Diverse Books is also committed to expanding diversity in literature and in the video below, the popular YA writer Jon Green (The Fault in Our Stars, Paper Towns, Looking for Alaska) makes a compelling case for including other, newer voices into the literary canon that is taught in classrooms.

Unlike the choices made by this year’s Academy, the choices in English classroom should represent diversity in authorship, in genre, in character, and in topics because the readership is diverse. NPR’s Bob Mondello’s metaphor about engaging an audience for the Oscar show this year could be a metaphor for creating life long readers. Unless students “have a horse in the race” in what they read, they will not value the choices made for them.

I have seen how the monthly Scholastic Publishing Company book flyer can set student readers’ hearts aflutter. scholastic-flyersScholastic’s marketing through classroom book clubs gives them direct access to all levels of student readers, and when a school hosts a Scholastic book fair, students can browse books or products with book title tie-ins. Moreover, Scholastic offers resources to teachers including lesson plans, discussion guides, and leveled reading programs.

So when Scholastic releases a report titled Kids and Family Reading Report, they speak with authority.

The Fall 2014 report was based on a survey given in conjunction with the UK international marketing firm YouGov. The objective was to “explore family attitudes and behaviors around reading books for fun.”

The key findings of this research, were based on a nationally representative sample of 2,558 parents and children including 1,026 parents of children ages 6–17.

In this survey, there were questions about parental reading habits, ages for reading aloud, and the use of e-readers.

Given my interest in providing time in school for reading, I was particularly interested in what the survey had to say about dedicated time and developing readers.

There were three key finding about reading in school:

#1: One third of children ages 6–17 (33%) say their class has a designated time during the school day to read a book of choice independently, but only 17% do this every or almost every school day.

Scheduling time for independent reading is important, but making sure that time is sacrosanct conveys to students the critical importance of reading.  Making sure independent reading time is respected also demonstrates that schools value the ninety-one percent of children ages 6–17 in the survey who stated that “my favorite books are the ones that I have picked out myself.”

#2: Half of children ages 6–17 who read independently as a class or school (52%) say it’s one of their favorite parts of the day or wish it would happen more often.

The 52% is a combined percentage of boys and girls, with 61% of girls agreeing in contrast to the lower percentage of 41% of boys agreeing (see data below). However, it is distressing to see a drop of 9% in reading for fun since 2010.

Screenshot 2015-01-11 20.39.11

 

#3 School plays a bigger role in reading books for fun among children in lower-income homes. 61% percent of children ages 6–17 from the lowest-income homes say they read for fun mostly in school or equally at school and at home, while 32% of kids ages 6–17 from the highest-income homes say the same.

There was no one reason for the difference why twice as many low-income students read for fun during dedicated time in school, however, time and access to books are the most obvious possibilities.  How students have access to independent books was factored into this survey with libraries as being the most important resource. Although Scholastic was not directly named, school book fairs, book clubs, and bookstores were judged to be among the leading sources for children ages 6–17 to find books to read for fun.

Finally, the survey suggests the most important allies schools have in promoting reading are parents who want their children to choose books:

  • Three-quarters of parents with children ages 6–17 (75%) agree “I wish my child would read more books for fun.”

So while this Scholastic survey could be considered self-serving, (after all, they are interested in selling more books) the data does support the importance of time for independent choice reading in schools. The survey highlights the power of enlisting parents in putting independent reading programs in place in school. Ultimately, the results of Scholastic’s survey supports those classroom teachers who recognize the value of independent choice and inviolable time to read.

So, pass out those book flyers, browse the book sale, get those students to the library, and put up the sign:

“We Have Time to Read for Fun!”

The advertisement on Book Sale Finder for the Wilton Public Library Book Sale  in Wilton, CT, read,All books on sale for this sale… not just Children and Teens.”

The reason for the clarification? This annual end of summer book sale usually offers the best selections of donated books for children and teens in the area.

This past weekend’s sale  (9/19-21) did not disappoint.

In the space of an hour, I collected over 200 books suited for students in grades 5-10. High interest titles such as Angus, Thongs and Perfect Snogging for the older students, selections from the Lunch Lady graphic novel series (“serving justice, and serving…..lunch!”) for the younger students. My shopping spree was fueled by the knowledge that Sunday was the 1/2 price day. Hardcovers were $1.50; paperbacks were as little as $.25. At these prices, who could resist picking up multiple copies of Chicken Soup for the Teenaged Soul or duplicate selections from Margaret Peterson’s Haddix series?

All books are headed to the independent reading classroom libraries in the intermediate, middle, and high schools in West Haven. In particular, the SSR (silent sustained reading) in grades 7 & 8 is a reading initiative that is now possible because of the new 90 minute block schedule. Teachers explained the SSR program to parents during the Open House last week and encouraged attending parents to discuss reading for fun with their children.

My industrious selecting caught the attention of several of the volunteers who provided the extra bags and boxes I needed. These Friends of the Wilton Library were genuinely delighted that I was removing a large portion of their inventory.
“These books will be enjoyed again,” from one.
“You are exactly who we want to come to these sales,” from another, “these will be books for classrooms!”
“You got so many of the better titles,” from a third who seemed to know YA literature as she perused my selections.

Like good professional salespeople, they continued to affirm the choices I made as they counted….and counted, and counted. The sum total? $150.00!

This event was advertised as an “Awesome Autumn Book Sale” and yes, it was awesome! This is the first day of autumn, and this autumn I can confidently predict there will be a multiple floods…multiple classroom book floods!

Thank you, Friends of the Wilton Public Library!

The 7th and 8th grade teachers who administered our own  “How I Feel about Reading Survey” to teams of students have collected some contradictory data. The survey is based on questions suggested by Kelly Gallagher in his book Readicide. In this book, Gallagher uses the term “readicide” to define “the systematic killing of the love of reading, often exacerbated by the inane, mind-numbing practices found in schools.”

The student body is divided into four teams at each grade level, and each team has taken the survey these first few days of school. Each team’s survey provides a snapshot for  a group of students and their attitude towards reading.

The results are contradictory. Take for example the results on 8th grade team in student responses to two prompts: I think being a good reader is important for success in life juxtaposed with the results from I read everyday and look forward to my reading time.

Screenshot 2014-09-04 22.19.16

Yes, students agree that reading is important, but the data shows they do not feel that the practice is important enough to do every day. Moreover, most students do not think reading if pleasurable with over 50% voting they “rarely” look forward to reading. This results from these questions were repeated throughout the grades 7 & 8, team by team.

This data suggests Gallagher’s diagnosis that students could be suffering from “readicide”, an unfortunate consequence of education’s current culture of assessment. The requirements to assess student learning often means employing reading practices that include worksheets, quizzes, or tests; none of these are “fun.”

To counter this, teachers at the middle school are implementing an ambitious independent reading program- 20 minutes a day in a block period- where students are encouraged to read whatever they want from classroom libraries. There are no quizzes. There are no tests. There are no worksheets.  The students will have time built into their day to read, but most important, the students get to choose what they want to read. They can choose from the school book collections or bring in their own book. They will talk about their books with each other, and teachers will visit and conference with them to listen about the books they choose.

In fighting the toxic effects of “readicide”, teachers already have the data that gives them an ace up their collective sleeves…most students have admitted that reading is important for success in life. Guaranteeing that success will be the goal of the 7th and 8th grade teachers who will be working this year to change that high percentage of students who are “rarely” looking forward to reading to a higher percentage of students who “usually” looking forward to reading. Hopefully, teachers can add an “always looking forward to reading” survey choice as well.

I’m moving.moving_van

This blog is moving with me.

This Used Books in Class blog will now be headquartered in West Haven, Connecticut, as I have taken a position as the Language Arts, Social Studies, Library Media and Testing Coordinator for their public school system. West Haven is a shoreline community with six elementary schools, one intermediate school, one middle school, and a high school that houses a student population four times my previous school.

I am very excited about this opportunity.

One of my first responsibilities will be helping teachers at the middle school (grades 7 & 8)  develop an independent reading program for their extended English/Language Arts period. To make the reading program a success, the teachers plan to offer student choice in reading and that means the classroom libraries need to be expanded.

photo 3

Six bags full for $180 !

Building or expanding a classroom library can be expensive, but by seeking out gently used books, the expense can be minimized to as little as $.50/book. One simply needs to know where to look….and the best place to look for gently used quality books for any age is at the Grandmother of all Connecticut Book Sales, the Labor Day Book Sale that benefits the Mark Twain Public Library in Redding, Connecticut.

photo 1Some library book sales in Connecticut have a few tables or sections of a room devoted to books for children or teen readers. In contrast, the Mark Twain Library Book Fair has an entire room with literary treasures galore for young readers. I had hardly scanned the first tables when the neatly arranged copies of Rick Riordan books caught my eye. All three copies of the Red Pyramid filled the bottom of my bag, followed by novels from his Percy Jackson series, including the elusive The Last Olympian. I turned around to find a variety of titles from John A. Flanagan’s Ranger’s Apprentice series, selections from Anthony Horowitz’s Alex Rider series, selections from Margaret Peterson’s Haddix series as well as copies from Suzanne Collins’ The Hunger Games trilogy.

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Boxes of Young Adult (YA) novels & non-fiction from the Mark Twain Library Book Sale; $.50-3.50 each!

Once I collected books from YA series, I looked for individual titles by writers who are always popular: Gary Paulsen’s Hatchet and Brian’s Winter, Mike Lupica’s Heat and Travel Team; Jerry Spinelli’s Maniac Mcgee, Milkweed, Stargirl; and a plethora of princess stories from Meg Cabot. If there was a book that was a hit with middle school readers, this book sale had it…in triplicate. Finding multiple copies was helpful, since multiple classrooms will be accessing these books during the same independent reading periods. For this reason, I had no problem justifying the purchase of seven copies of Louis Sacher’s Holes or Wendelin Van Draanen’s Flipped.

There were several student volunteers tabulating my haul, and I would ask them every now and then, “Did you ever read that book?” or “Do you think a student would like to read this book?” They would nod enthusiastically. Chicken Soup for the Teenage Soul got a soulful look from one of the tabulators, who explained, “Some stories in this are just so…sad. I felt better reading them.” They approved of my selections.

I was soon packed up with six bags full of young adult novels and non-fiction for $180, and I was helped to my car by a boy scout (literally…he was in uniform!).

Tomorrow, I plan deliver this first load of books to the teachers, creating the “book flood” in their classrooms. The Mark Twain Library Book volunteers who so capably load the tables, organize the donations, and make the whole experience a “destination” for readers of all ages must be credited with helping more than their own library. Their hard work has made an expansion of classroom libraries possible. A wonderful effort from a library named for the American writer who once said that, “out of the public school grows the greatness of a nation.”

Now, let us see how these expanded classroom libraries help grow the students of West Haven!

“I find people confusing.” 

That particular quote is spoken by Christopher John Francis Boone, the 15-year-old narrator of The Curious Incident of the Dog in the Night-Time, who describes himself as “a mathematician with some behavioral difficulties.” Christopher lives in Swindon, England, and his behavioral difficulties are more along the lines of Asberger’s or high functioning autism or savant syndrome. This diagnosis explains his attitude towards his peers, 

“All the other children at my school are stupid. Except I’m not meant to call them stupid, even though this is what they are.” 

Or his obsession with truth:

“Metaphors are lies.” 

Or his appreciation for math:

“Prime numbers are what is left when you have taken all the patterns away. I think prime numbers are like life. They are very logical but you could never work out the rules, even if you spent all your time thinking about them.”

Christopher’s observations are also what make him interesting to our students who read the novel in literature circles in grade 10. Students at this age connect with the author, Mark Haddon, and his belief that the novel is not about a character with Asperger’s Syndrome, but rather,

“…a novel about difference, about being an outsider, about seeing the world in a surprising and revealing way. It’s as much a novel about us as it is about Christopher.”

CIDNT coverWe have well over 100 copies of The Curious Incident of the Dog in the NightTime in our book room. They are a collection of books purchased at book sales ($1-$3 a copy) throughout the state of Connecticut for the past five years. These copies are most likely the discards from book club members who, 10 years after its original publication date (2003), donated their used copies. The only problem in locating  copies of the text at a book sale is determining on which genre table the copies will be shelved. The novel is classified as a mystery, but it is also considered a young adult novel or trade fiction, and was published in England simultaneously in separate editions for adults and children.

Fortunately, I can see that iconic bright red cover from a distance, the same one with the dog cut-out onto the shiny black cover underneath. When I distribute the texts, no matter how I threaten to make sure the book comes back in pristine condition, there are students who will trace and retrace that cutout until the die-cut shape of the dog becomes the shape of a blob.

The students read the novel independently first, usually during a unit on Shakespeare’s Macbeth, before coming together in literature circles. I would like to think that the character of Christopher would enjoy being paired with Shakespeare’s murder and intrigue since he is uncovering a sinister killing of a neighborhood dog. Students are given time in class to read the novel as SSR, and the literature circles begin once the play is concluded. The students are organized into smaller groups, where they work together to choose a “big idea” that can be found in the novel. The “big idea” can center on large concept words such as bravery, fear, change, determination, trust, or belief. Once a big idea is selected for the day, each group has several tasks to complete, with each member of the group completing one task. The students receive one grade for the completion of these assignments, and disputes are resolved through peer review feedback sheets. The roles for the literature circles are fairly traditional:

  • Group leader/discussion director/writer: leads the discussion and writes the response that answers the question with contributions from the other members.
  • Notes taker/quote maker: keeps notes during the discussion, finds, and writes the passages that support the group’s conclusions about the big idea.
  • Artist: draws a series of cartoons or a particularly important scene that represents the big idea.
  • Poet: creates a found poem of at least 20 lines that supports the group’s conclusions.
  • OrganizerGets the paper, plans the poster, keeping everyone on task and contributing to the overall success of the assignment!

Because we are a BYOD school, we have on occasion also included some “digital” tasks where group members can use a software platform to create an Animoto or a Voice Thread as a way to illustrate the big idea.

The literature circles usually meet four or five times covering different sections of the book depending on the big idea selected. At the end of each meeting, students their findings to the class with each member explaining the contributions from his or her role.  The rubric is centered on Common Core State Standards that require the inclusion of evidence to support a position. For an exemplary rating, a group will produce the following:

POSITION: clearly addressed task, purpose, and audience

  • One page that answers question about the big idea
  • Found quotes in novel to support a group’s position; wrote them on the chart paper
  •  a cartoon or illustrated scene that supports big idea
  • Creation of a “found” poem of at least 20 lines, using words from the novel.

COMPOSITION:

  • Response answers the question; it has a thesis, and at least two quotations for support.
  • Poster displays the quotations you have found; they are written carefully & cited.
  • Art work is neat and colorful and expresses the big idea
  • The poem is of required length and is expressive and creative.

STANDARDS of the DISCIPLINE

  • Response has no more than two errors in mechanics, spelling, capitalization.
  • Quotations are blended.
  • Quotes have no misspellings, etc.

As they read, many students become curious about Aspergers and autism, so we have incorporated video supplemental materials including a speech on the inspiration for the novel by Mark Haddon; a film on autism activist Temple Gradin; and a quick 6 minute video on another savant Stephen Wiltshire: The Human Camera.

Sometimes, if time allows, we have included mysteries from Christopher’s idol, Sir Arthur Conan Doyle. For the honors students, we have added the text of the Sherlock Holmes mystery “The Hound of the Baskervilles” for independent reading (audio text) . On other occasions we have used adaptations of Sherlock Holmes mysteries in short audio texts (Story Nory site).

While the addition of The Curious Incident of the Dog in the Night-Time has richly enhanced our curriculum of World Literature, the price was not expensive, roughly $250 for the entire set of books. This contemporary novel by a British writer allows us to connect the reading to other fiction (mysteries) and informational texts including speeches and documentaries. In the beginning of the novel, Christopher explains,

“In a murder mystery novel someone has to work out who the murderer is and then catch them. It is a puzzle. If it is a good puzzle you can sometimes work out the answer before the end of the book.”

By the end of the novel Christopher comments on the mystery as a “good puzzle” saying, “I solved the mystery…and I was brave and I wrote a book and that means I can do anything.” That assessment is a powerful reason to share Haddon’s novel with students…if they can draw from a character like Christopher the inspiration that they too can do anything.