June 18 - morning

June 18 - Morning

Choosing Good Literature
Children's reading habits have undergone great change, most of which are a direct result of television in their lives. They are used to receiving information faster na dmore superficially than the pace of a well-written book would give them. Junior novels get well into the plot in the first page and a half. Descriptions of setting, circumsatnes an the like are kept to a minimum and much plot and character development is done through dialog. The quality of the paper, the printing, and the illustrations have never been better.
No other aspect of the literature-based reading program is more important that the reading list on which it is based. For many studnets, it is their initiation in to the world or literature -- books whose writing styles, themes, plots, character development, settings, accuracy, and integrity can stir the imagination and emotions of the reader. This list should meet the educational needs of hte students, include a well-balanced selection of many types of literature, and accommodate a range of interest and ability level. No one list should be adoted. It is vital to keep in a living, growing, and changing list so that there is never a definitive list. Also, since each grade level will have students with a wide span of reading levels, there is no such thing as a "sixth grade book" or an "eighth grade book."
Library media specialists have a greater knowledge of children's literature than many classroom teachers. They have teacher certification and are fully versed in curriculum development and learning theory. Also they generally keep abreast of the most recent titles on the market and can alert faculty to new and promising titles and those that should be avoided in spite of how well they are promoted. This can save a great deal of time, effort, and money in the long run.

Reading to Students
Although often thougth of as a practice only appropriate for primary-grade students, reading aloud is an excellent activity for fostering a love of books among students of all ages. Even adults enjoy being read to as is evidenced by the popularity of taped books. Reading aloud also develops background knowledge, vocabulary, and literary knowledge.
Read-alouds should be an integral part of the classroom program. At least 20 minutes a day should be set aside for reading aloud, and it should be held at a regularly scheduled time. Interesting, high-quality literature, both fiction and nonfiction, should be read, and the text should be related to a theme, genre, or author that the class is studyiing. If students are studying the depression, novels such as Paperboy or Treasures in the Dust would personalize and deepen their understanding of this era.
Before reading a book to students, read it aloud for practice. Also note any elements that might pose problems for students. A read-aloud should be accompanied by prereading and postreading discussions.
Selecting Books for Read-Alouds
Chose books to readaloud that you believe will appeal to your students. Select books that you enjoy reading. Your enthusiasm for the book will enrich your reading and discussion. Try to select books that relate to a topic that is being studied or an author or genre that is being read. Pick books that are worth the special attention that you will be giving them.
In addition to books, read magazine and newspaper articles as part of your read-aloud program.
Introducing the Read-Aloud Selection
Hold the book up. Discuss the title and what the selection might be about. Also make a personal conncetion between the theme or content and the students' lives. For instance, before reading Incredible Journey, ask students to tell about a time when their pet ran away or was lost.
Set a purpose for listening. In a narrative, students might listen to find out what happens to the main character. In an informational text, students might listen to find out what it is like to live and work in space.
During Reading
Hold the book so students can see the illustrations as you read. Make your reading dramatic, but not overly so. Use your voice to portray emotions elicited by the selection. Use different voices for different charactres. Fore informational text, use your vioce to highlight the most important information. A you reaad, briefly clarify unfamiliar words or concepts. At appropriate stopping points in the selection, ask students to predict what will happen next. Or have students offer a personal response to what has happened so far.
After Reading
In discussing the selection, start with a purpose question. Ask personal response questions so that students can create connections between their lives and the selection. Ask questions that help students make connections between the selection and another book or a topic that that the class is studying.

Types of Books
A stong collection of alphabet books is of tremendous value to middle school students in fostering their creative writing skills, teaching search skills, organization techniques, layout and design priniciples,and respect to the work that goes into the making of a "simple" book.
Stories without words are excellent means for getting students to give their interpretations and then make comparisons.
Easy picture dictionaries are invaluable for not only ESL students or all ages but are also for thosse studying foreign language to use as vocabulary drills or self-tests.
Adventure books or survival stories lend themselves to discussion aboaut how one might cope under various conditions, such as a different climate, another time period, or another part of the world.
Biographies of people who lived at a particular time or in a given place may convey a better, more rounded picture that an encyclopedia article. This type of narrative history or the historical novel tells how people felt about things and provides a true understanding and learning of what people ate, wore, and made.

Creating an Attractive Classroom Library
An attractive classroom library is a first step in fostering reading. Bissett (1969) found that reading increased 80 percent when the class had a library. Attractive classroom libraries embody certain features. First of all, the library should be the focal point of the classroom. It should beckon students to come read. The library should be set off from the rest of the classroom so that students can go there and be away from the hubbub of the classroom.
The library should hve five or more books for each students. Books should reflect the interests and abilities, with plenty of books for the poorest readers. They have the greatest need for extra reading, but gnerally have the fewest materials available. In the library include both fictin and nonfiction, newspapers and magazines, as well as books. Along with classics, include series books, how-to books, and jokes an driddles. As much as possible, involve students in the selection process. This will provide you with information about their reading intersts and help you obtain books that are appealing to them.
Display books in as attractive a fashion as possible. Covers are designed to attract readrs, so display some of the books with the covers facing outward.
Arrange for comfortable seating. Rocking chairs, overstuffed chairs, pillows on the floor, and a rug invite readers to stay a while and read.
Organize the library in such a way that students can most readily find the books they want. Books may be arranged in traditional ways, or they may be arranged by genre, or even reading level. A section know as Quick Reads might contain books that are easy to read.
Change the display of books periodically. Adding new books to the collection sparks interst. Consider trading books with another teacher.

Early Middle School books about ethnicity
The Sign of the Beaver
Indian in the Cupboard
Return of the Indian
Journey to Jo'burg
Frederick Douglass Fights for Freedom
Zeely
Freedom Train: the Story of Harriet Tubman
The Night Journey (Jews in Russia)
Today's Special Z.A.P. and Zoe (Greek Americans)
In the Year of the Boar and Jackie Robinson (Chinese Americans)
Wheel on the School (Netherlands)

Inspirational books for Early Middle School
Baby by Patricia McLachlan
Because of Winn Dixie by Kate DeCamillo
Love That Dog by Sharon Creech
Running Out of Time by Haddix

Historical Fiction for Early Middle School
Witch of Blackbird Pond (Colonial period)
My Brother Sam is Dead ( Revolutionary War)
Johnny Tremain ( Revolutionary War)
Sarah Bishop ( Revolutionary War)
Slave Dancer (19th century)
Island of the Blue Dolphins (19th century)
The Adventures of Tom Sawyer (19th century)
April Morning (19th century)
Sounder (first half of 20th century)
The Summer of My German Soldier (first half of 20th century)
The Upstairs Room (first half of 20th century)

Librarian Recommended Books for Middle School Students
Homeless Bird by Gloria Whelan (themes: India - vocabulary; economy; embroidery; culture including schooling, religion, prearranged marriage, widows, food, languages)
Frindle by Andrew Clements (taking initiative, word study)
Out of the Dust by Karen Hesse (themes: social studies - dust bowl; death and forgiveness; poetry)
The Westing Game by Ellen Raskin
Poppy by Avi (themes: bullies, death, bravery) This book lends itself to student created diaramas.
Chasing Redbird by Sharon Creech (themes: expressions/sayings, learning to be on your own, jealousy, death)

This site began in March 1998 and was created by Janet Luch. It was last updated on June 16, 2006 .
Email to studyplans@yahoo.com.