Literacy Programs

In 2012, teachers in my middle school expressed that they needed funds to support purchasing books for their classroom libraries. They felt that students would be more motivated to read if they could select new titles for their classroom shelves. In answer to this need, I partnered with Barnes and Noble to host a book fair and fundraiser.

Logistically, patrons could show a ticket at checkout and a portion of the sale would go to the school. However, what made this event special was that, in order to increase business at the store on book fair day, over 100 students and staff members worked together to host interactive events for shoppers.

We called the fair “Share your Story,” and each event related to student interest and literacy. Students hosted events like writing greeting cards, performing reader’s theater plays, live blogging, recreating scenes from the school musical Grease, line dancing, holding a Scholastic Bowl tournament, playing strategy games, and conducting science experiments. All together, we ran four stations and each station had a new event or activity every hour.

The book fair ran from open to close, and during those twelve business hours, nearly every club, sport, and activity at our school was represented. The kids raised more money than anyone expected and their teachers all received Barnes and Noble gift cards to use on classroom library books; however our greatest success was the way the school came together as a community to shared personal interests and talents with each other while working towards a common goal: literacy.

During the 2014-2015 school year, my teammate and I noticed that our students had a lot to say about social awareness. We wanted to give their ideas a platform while strengthening research, writing, presenting, time-management, and communication skills. We decided to challenge our kids to author and present a TED-like talk. The result was some of the most authentic, student-driven learning I've seen in the classroom.

Our students each researched TED in terms of philosophy but also as a model of effective communication. Then, each student selected a topic and we used a writing workshop model to help students move their original idea for a TED Talk through the writing process.

We wanted our students to share their ideas with a live audience, so we hosted an evening event during the last week of school. Each student had a hand in event planning and execution, including invitations, promo posters, setting up a performance space, audio/visual effects, programs, and of course, performing.

Our student-led event was attended by parents, teachers, and community members, and our speakers were able to share their ideas while encouraging social change.

At both the elementary and middle school levels, I decided to spark the motivation to read independently over the summer by hosting a student-led book swap in June. This was effective for two reasons. First, students endorsed books to each other during the process of the swap, and second, every single student left the swap with a new book relating to their personal interests.

I ran the swap by visiting local libraries and second-hand book stores to ask for book donations. I also asked students and teachers to bring in books that they no longer wanted to keep from home. Soon, I have a collection of several hundred titles.

My students worked together to prepare for the event by sorting books into categories that they generated, making labels for each category, and organizing the books on tables for easy browsing. Then, on the day of the swap, I handed out tickets to each student. After browsing the books together, students could redeem each ticket for a book.

To help students develop a love of reading, I run a school club called Books to Blockbusters. We begin by selecting a book that would soon be on the big screen and then read it, book club style. Our discussions included how we thought sections of the book would translate on screen and what we predicted filmmakers will leave out, along with discussing the characters, conflicts, connections, and themes in the novel.

We then made t-shirts representing our book and finally went to see the movie all together.

Books to Blockbusters titles have included: I am Number Four, Hunger Games, Divergent, and Fault in our Stars.

Sometimes it’s challenging to get students to branch out from their favorite authors, genres, or series. I decided to help students discover new options for themselves by partnering with Barnes and Noble for a scavenger hunt.

I worked with the children's literature specialist at Barnes and Noble. Using reading profiles filled out by my students as a guide, we built a scavenger hunt that would lead students to new independent reading options that aligned with their reading interests.

I met my students and their families at the store one evening and guided them through the hunt. Then, each student had the chance to share their new book with the group. All students left with new books to read and a wish-list of titles for the future.

In an effort to increase reading motivation in middle school boys, I worked with my literacy coach to hold a “guys read” event. We asked all of the male teachers in our building to attend an after school event as a guest speaker. Each teacher ran a station where they talked to groups of boys about what they read independently and linked that to a personal experience or hobby. One teacher used his love of nature to show the boys that he reads trail guides and taught his groups how to tie various knots. Another teacher showed his group that he reads the newspaper and shared some comics. This event started many conversations about reading that lasted well beyond the day of the event.

One of my goals is to involve the community in developing a culture of literacy at school. When I worked at the elementary level, I worked with our LMC director to chair the Harvest Story Festival, Reading Garden Story Festival, and Story Tellers Reading Festival. I invited district and community leaders to come to school to read their favorite picture book to a few classes of students. Each guest also shared why they believed reading is important personally and in regard to their career. Some of our Story Fest guests included the Crystal Lake police and fire chiefs, an animal control officer, school board members, the mayor, political representatives, the high school basketball team, our superintendent, store managers, curriculum directors, and retired employees of District 47.

In honor of Valentine's Day, my morning class decided to select 30 new books to add to our classroom library. We ordered the books, all based on student recommendations and research on Common Sense Media, and then students wrapped them in Valentine's paper.

On the wrapping paper, students wrote clues about the book inside. They set up all of the books on a display in the LMC. Then, they made a short video of themselves giving a book talk for the title they wrapped.

My afternoon class got to visit the display in the LMC and go on a "blind date with a book." They each selected a new independent book simply based on the clues written on the paper. Once they picked one and opened it, they found a note from the student who wrapped it complete with a link to their book talk video.

My students watched the videos on their iPads and then dug into their new books! The purpose of the activity was to inspire students to read independently and to connect with other students over reading.

Each year in my fourth-grade classroom, we celebrated the end of our poetry unit with a coffee house style poetry, music, and art slam. Students had the option to present their work, display their work, and/or read the works of others. We practiced being an engaged audience and giving specific and sincere feedback.