Archive for the ‘Reluctant Reader? Read About One Middle Grade Teacher’s Solution’ Category

This year, I have a few students who don’t love to read. They and their parents have been honest about this. Of course, when a nine or ten-year-old tells me they don’t like to read, I wonder “How is that possible?” For those of us who love to read, or find it easy, it seems impossible. It’s not; if reading is difficult for you, it becomes a chore. For parents, it becomes an argument with your kids because you know they need to be reading, but it’s hard to make them. Over the years, the students in my class that haven’t enjoyed reading are not being denied the opportunity to read. They have access to books, loving parents (who enjoy reading and model it), they live in print-rich environments, and have capable oral language skills. So, it is not for any of these reasons, necessarily, that they have become reluctant readers.

Engaging students in conversation is a very simple and easy way to learn more about them. They like conversing with their teacher; telling stories and sharing information. I asked two of my reluctant readers ten questions on Friday.

1. Did you like reading when you started the school year?

2. Why or why not?

3. Do you like reading now, at least more than you did? Why or why not?

4. What makes you not like a book?

5. What makes you like a book?

6. Do you think reading is important?

7. Why or why not?

8. What makes you stop reading a book?

9. What makes you not want to put a book down?

10. Do you have any particular books you enjoy?

I asked this of one boy and one girl who I knew had some reading struggles but in the past month have increased their time spent reading considerably.

The answers were surprisingly similar. Obviously, the sample size is small and the conditions are not “test worthy” but I found the results made me wonder “Are they really reluctant?”

1. They both admitted to not liking reading in September. It wasn’t something they wanted to do when they had free time.

2. Answers ranged from it wasn’t fun to it was boring.

3. In the last month, they have both started to enjoy reading and said it was because they’d found books that they liked and enjoyed.

4. A book disengages them when the story isn’t good or it’s hard to follow. If they aren’t interested in the topic, they don’t want to read it.

5. Much like myself, one of the first things that draw them is the cover. Then the story and what’s inside. Are there graphics? Is it fast-paced? Is it funny?

6/7. They both agreed that reading is important because you learn things and need to do it for school. Sadly, neither of them said that it’s important because it can transport you to a new world or because it can change the way you look at someone or something. Or because it is important to do things you enjoy. We’ll get there.

8. A boring plot line and a lot of words are enough to make them silent stare rather than silent read.

9. They both found books that appealed to them individually, which revealed a bit about who they are. The boy loves hockey and has recently discovered books like Rink Rats. The girl is a curious sort (though she’ll admit to the term ‘snoopy’) and has begun reading through Carolyn Keen’s graphic novel version of Nancy Drew. She has read seven in the last two months. This is proof that we read what appeals to us as people; what compels us personally.

10. As mentioned, books on hockey, mysteries, and graphic novels are on the list. Books that are long can be intimidating. A series, such as Nancy Drew, keep them hooked because they know there’s more on a character they’ve already connected with.

It’s not exactly a research-based understanding of what makes kids turn away from or toward reading, but it gave me valuable information. I don’t want to overwhelm them. I gauge their reactions and am honest about it being okay to not have a book appeal to you. I share my own reading struggles (I read painfully slowly) and tell them what makes me want to read. I know, now, that I’ve opened a doorway and we need to go through it now, while they’re engaged.

How does this transfer to reading the science textbook and getting valuable information? If they’re reading for their enjoyment, they’re reading! They’re practising and decoding and comprehending. This is powerful and will eventually transfer. In addition, the skills we learn as readers (to question, predict and connect) will hopefully transfer too. Once they are not stalled at the actual process of reading, they are free to move forward, enjoy, and learn.

Today was the end of the Book Fair at our school. I love the Book Fair (perhaps a little too much). I love walking in and just browsing the tables, running my hand over the covers (I’m sure the librarian loves that), reading the backs of the novels, flipping through the picture books, and seeing all of the different books, just sitting there, waiting to be chosen.

I had already made several purchases this week and had promised myself I would not buy any more. Luckily, I was able to keep that promise because at the end of every book fair, one student wins $25.00 worth of books for their family and $25.00 worth of books for their classroom. That student was in my class this year.

I’m sure it was mostly amusing to the students to see how excited I was over the books, but it was genuine, so it’s okay. Winning something always feels good; winning books felt great. I took two students with me and we chose a ‘boy book’, a ‘girl book’ and a ‘class book’. Truthfully, I think all three books will be enjoyed, regardless of gender. It was very gratifying to have students pick out books they thought we’d all like. Was it just the cover that appealed? Was it the synopsis? The author? In the end, I think it was a combination. An inviting cover always gets your attention. A good summary of what the book is about will make you want to know more.

We chose Line Change by W.C. Mack, The Genius Files by Dan Gutman and Breadcrumbs by Anne Ursu. Having two students help me choose made me realize how much they are learning about each other. It’s one thing for me to know them and find ways to help them achieve success, but it was very powerful for me to realize that they know their classmates as well. They chose Line Change because they know a couple of the boys are reluctant readers but love hockey. They chose Breadcrumbs because they thought we might all enjoy it as a teacher read aloud. We also started learning about fables and morals in fairytales today so it was very fitting (Breadcrumbs starts with Hazel and Jack, best friends, who meet some trouble in the woods. It is based on a Hans Christian Anderson story). The Genius Files was a rather amusing pick; it does sound like a funny story but really, they chose it because the main characters are named Pepsi and Coke. I may have a slight addiction to Diet Pepsi that my students like to tease me about. They decided it was a must have for our class. I guess they know their teacher pretty well too.

Back in the class, we excitedly shared our choices. The student who actually won, shared his $25.00 with his brother. This boy had fun picking out his book, even though reading might not be his top choice activity because he was caught up in the class excitement. Both he and his younger brother chose a novel and some fun scholastic trinkets.

So, because of my natural enthusiasm for 1) winning anything and 2)  reading, the students had the opportunity to get caught up in the simple pleasure of books. They took part in adding to our classroom library after considering our class needs. As most of the class had to stay behind while we visited the Book Fair, I left with the expectation that I would return to a quiet room. A bit surprisingly (they’re ten-year-olds), I did! They were quiet, and patiently, waiting to find out what we bought. I know that on Monday, when the students who were away today return, they will relive that enthusiasm and want to share our new books.

It’s good for kids to see us enjoy something and be excited. Having it be related to reading is a bonus.

Still searching for “my” reluctant reader this year…but I have a plan

Unbelievably, we are already six weeks into another school year. I enjoyed writing Journey of a Reluctant Reader last year, but like to switch things up. I am still looking for “my” reluctant reader this year, but so far, seem to have a very enthusiastic class when it comes to reading (even if I happen to be teaching at the time).

After a great workshop by Cindy Strickland last summer, I used Reading and Writing Bingo in my classroom last year. I used it term by term and the students had a goal to work toward. This year, I am focusing on the Reading Bingo as a preemptive strike against anyone showing signs of becoming a reluctant reader. Each of the Bingo squares has a specific reading goal that, when met, will introduce the students to different types of writing, different authors, and different genres. For example, some of the goals include reading a novel by Andrew Clements (that you have not read before), or reading a book of poetry by Shel Silverstein. The goal is to expose the kids to new styles and authors that they may not have tried otherwise.

And yes, my preemptive strike involves bribes. We all work a little harder with incentives and I see nothing wrong with showing appreciation for hard work in different ways. So for one Bingo line (which is necessary for their reading marks for each term) they receive a small prize from the prize bin. For an X, they receive a “get out of one assignment free” card. For a 7, they get a Scholastic book. What surprised me, and pleased me, was that when I asked the kids what they thought would be an awesome reward if anyone got a Blackout, they didn’t say Slurpees or movie days. Instead, they suggested that if they get a Blackout, they get three more of the prizes they already received. So if a student does get a Blackout, they basically get 2 prize bin items, 2 get out of one assignment cards, and 2 books from Scholastic.

I’ll see how this works this year and maybe do it again, or maybe not. What I love is that the kids (and I know there’s at least one reluctant reader there, even if they’re quiet about it) are already excited about reading. They know they have to read, most of them love to read, but those that need a little nudge will be more inclined to do so, even if it’s just to achieve the line. Those that are enthusiastic about reading by default, have the added opportunity and challenge of working toward a harder goal, like the Blackout.

My focus this year is getting the kids to understand themselves and their own learning. This will be a great opportunity for me and the students to see what motivates them. We are all motivated by something. Intrinsic motivation is essential and I am in no way suggesting reward for meeting expectations, but I think that extrinsic motivation has its place as well. I’m going to make them read. They know this. I’m going to make them do Math and Science, tests, reports, and research. They will do this because they undersand their jobs as students. But if providing a bit of fun, entertainment, or challenge gets them reading even more, perhaps their journey will be one with less reluctance and more enjoyment.

Looking at a reluctant reader’s experiences with books and reading

Magic Johnson. Albert Einstein. Cher. John Lennon. John F. Kennedy. Hans Christian Anderson. Orlando Bloom. Tom Cruise. Johnny. These people have a few things in common. They have a presence, they made a difference, and, for a variety of reasons, didn’t love to read. For some, Orlando Bloom and Tom Cruise, reading was difficult. Learning Disabilities affect not only a child’s ability to read but their confidence in doing so. Though it may be true for many of these well-known individuals, it is not always a learning disability that affects a child’s desire to read. For Johnny, it was lack of interest, not ability. For others, it’s lack of time or exposure. Though he’s not a basketball player, a singer, or an inventor (as far as I know) Johnny has something in common with all of these people. Though he said at the beginning of the year that he would rather do anything other than read, he made a great effort. He will be remembered by me and by his classmates because, despite his aversion to reading, he stood out in the class. He embraced his own attitude and felt good about himself. He was also open-minded enough to try new books and authors. He had enough presence in our classroom that the other reluctant readers were willing to try as well. That matters.

It’s hard to believe we’re at the end of the road for this school year. This will, in fact, be my final entry about Johnny. I’ve enjoyed watching him unfold as a student and as a reluctant reader. I don’t know that we turned him around entirely. He claims that he still does not love school or reading and would much rather ride his bike. However, with less and less prompting and suggestions each month, Johnny has managed to read more than a half a dozen books since September. Not only that, but two days ago he came to me and showed me his latest library book: Lunch Money. I had no part in him choosing this book. In fact, when I told him that I had some other students who LOVED Andrew Clements, he said, “Well my friend told me it was good so I’m reading a book he liked and he’s reading one I suggested”. And I thought, wow. Johnny and his friend, two hockey boys who like to goof around and have fun, had a conversation at some point that entailed each of them sharing their thoughts on a book and recommending one they enjoyed to each other. To me, that seems like an excellent place to “part ways” on this journey. I say that rather than “conclude” the journey because Johnny is going to wander a different path now, one toward grade six and I am going to get a whole new group in September. But I hope that Johnny’s path will continue to include reading and that he feels good about the reading accomplishments he made this year. I hope that he becomes less and less reluctant over time to pick up a book and fall into it. Even if he doesn’t I hope he thinks back about this year and realizes that his willingness to try regardless was stronger than his reluctance to read. That too, matters.

I’ve realized a few things about reluctance this year: 1 is that it can be subjective; 2 is that it exists in all of us; and 3 is that it can tell us a lot about ourselves, as readers and as individuals.

My reluctant-but-not-really-reluctant reader, Johnny, informed me the other day that he LOVES Gordon Korman. So much so, that he has read a number of Korman’s books. Based on this, he decided to try Titanic. He actually ended up returning the book the next day because he didn’t like it, but it was at this point that I realized his reluctance applies less to reading and more to WHAT he is reading. He’s more than willing to read (or try) Korman books, anything by Sachar, and books recommended by myself or friends. So while he says he doesn’t like to read, I think that really, he doesn’t like wasting time reading books that don’t pull him in. His reluctance is an ever changing thing, based on what he happens to be reading at the time. This led me to realization number 2.

If reluctance applies to what we are reading and not reading itself, then it exists in all of us. My best friend often reminds me, when she’s trying to get me to read a great book, how long I resisted reading Harry Potter. She has read the books more times than I can count and had praised them repeatedly for years. All 7 were out by the time I finally opened the Philosophers Stone. I couldn’t put it down and was very grateful to have 6 more to read when I finished it. But, I had definitely been reluctant. What makes us, and students, so sure that we won’t enjoy something? What makes us want to give some books a chance and not others? I continue to be a reluctant, or perhaps choosey, reader. This same friend had a hard time convincing me to try Hunger Games, which I also loved. However, when it came to book 3 of that series, my reluctance once again surfaced and the reason, I believe, is linked to my third realization.

My reluctance to read Mockingjay, and even my approach to Hunger Games and Catching Fire, reflects aspects of my personality. I think that if we look at what hooks students and what doesn’t, we can get some insight into their personalities as well. While reading Hunger Games, I needed verbal reassurance from my friend that things were going to be okay; that Katniss was going to be okay. I couldn’t truly invest myself in the novel if she wasn’t. Though she was okay, both in this book and the next, I still couldn’t read the third because there was too much sadness for me. There were so many powerful aspects of the books; the characters, the fight for a better world, the relationships, the physical and mental challenges. But in the end, it still involved losing people and making horribly difficult choices. For me, it was too emotional. This relates to who I am as a person and made me realize that the books our students choose, likely relate to who they are as people.

If I take a look at Johnny’s choices this year, I can definitely find links to his personality. Some of the books he has chosen are Lemonade War, Lemonade Crime, Holes ,and Small Steps. Each of these books has a strong male character, humor, struggles and challenges for the male character to overcome and interesting interactions between the characters. In my class, Johnny has the ability to take a ‘lead role’ in classroom activities. The other students enjoy working with him and playing with him. He’s a people person, much like Evan in Lemonade War. He has a good sense of humor, which likely makes it easy for him to relate to books such as these. The strongest link I recognize however, is that each of the male characters in these books feel comfortable with the decisions they make. They know right from wrong and though they don’t always make the best choice, they look for ways to please the people around them because they care.

Over the next little while, I’m going to watch the book selections of my students more closely. I’m going to try to find links between what they choose and what I see in them. Does the choice for fantasy and magic tell me something about them or link to their writing style perhaps? What about the students who choose books about power struggles and facing fears? Do they back away from books, like I do, that pull out too much of themselves or are those the books they seek? It’ll be interesting to track what books some of my other reluctant readers are choosing or avoiding. The more we know about ourselves as readers, the better we can teach our students to get to know themselves through their choices.

We found another book this week and once again, I found myself being thankful for sequels. My reluctant reader, Johnny decided to give Small Steps by Louis Sachar a try this week. Knowing that he loved Holes enough to read it twice made it an easy suggestion. He easily agreed to give it a try. I find that even as an adult, I love books that connect and carry on. When you really love a book, chances are you really love the characters. When you love the characters, you want more. You want to know what happens to them and to their friends. Sequels make this possible. There’s a comfort, for me at least, knowing that even if the end of a book is coming (which always makes me a little sad if I’m really enjoying it) there is another one to follow that will update me on what’s happened to those characters.

Though every series can’t be Harry Potter, which allows us to follow much beloved characters for years, it’s wonderful when there’s at least a second. Lemonade War offered this with Lemonade Crime. Holes is followed by Small Steps. Then there’s other series, such as Ramona, which is followed by many books about her family, adventures, and friends. Series of Unfortunate Events, Fudge, Warriors; there are too many to list.

I think for “reluctant readers”, like Johnny, sequels are a critical component of ‘keeping them hooked’. His willingness to read allows for him to get attached to a character and the sequel keeps him coming back and keeps him reading. Often, it’s what keeps me reading.

So for now, I’m really happy with how Johnny’s journey is going.  He may be reluctant to choose the activity (although this is becoming less true), but he’s reading. In the end, whether it’s sequels, Harry Potter, comic books, or the newspaper, we just want them reading.

We’ll see where Johnny’s journey takes us in the new year.

Maybe reluctant reader is not the term I’m looking for…

I’m beginning to think that reluctant is not the best term to define my reader. While some synonyms of this word, such as wary or opposed, might apply to his overall attitude toward reading, this last week assured me that he is not, as the definition states, unenthusiastic or unwilling.

Many of the kids were very excited by the arrival of Diary of a Wimpy Kid, Cabin Fever this last week. Some had ordered it as far back as September, myself included. I was quietly happy when Johnny asked if he could borrow my copy to read. When I commented about the fact that he was asking to read yet another book, he ammended his request to, “Actually, can I just borrow the book to look at the pictures?” He’s clever.

But so am I. On Friday afternoon, I asked Johnny if he’d like to borrow my copy of Cabin Fever.

Johnny: For the weekend?

Me: Yes, but I haven’t even read it yet. It’s brand new so you have to promise to be extra careful. And you have to promise to return it.

Johnny: Ok.

Me: You have to bring it back Monday. Even if you’re not done.

Johnny: Oh, I can finish it by Monday (he was only a chapter or so into it at this point)

Me: The whole book?

Johnny: I totally can! I bet you I can!

Me: Ok. You want to read the whole book this weekend?

Johnny: I will. I’ll be finished by Monday. I bet you.

Me: Ok. You finish it by Monday and I’ll give you a bonus AR sticker (I give one sticker for every 5 Accelerated Reader points and every 5 stickers gets a prize)

Johnny: Okay!!! It’s on!!

Me: It’s on?

Johnny: Yup~it’s on!!!

Me: Okay then. It’s on like Donkey Kong.

Other students: It’s on like Donkey Kong! It’s on like Donkey Kong! It’s on like Donkey Kong!

This morning, five minutes after walking in, Johnny returned my copy of the book, in perfect condition, telling me that he had, just like he said he would, finished the book. He even offered to tell the class about it, which I may let him do tomorrow.

If you remember my earlier posts about Johnny, you’ll know that he had once said he’d rather sleep, or do anything else, than read. So I can’t help wondering if he realizes that he not only chose to spend his free time reading, committed part of his weekend to the activity, but met a self-issued challenge that may cause him to lose his ‘reluctant’ title. I won’t tell him just yet, that he may gain something far more valuable.

Diary of a Wimpy Kid 6: Cabin Fever at Amazon.com

Diary of a Wimpy Kid 6: Cabin Fever at Amazon.ca

I chose a different approach this year when I found an openly reluctant reader. Normally, I would try to get to know the student, figure out their interests, ask for suggestions from the librarian or do some online research about popular books. This year, instead of approaching my goal of changing Johnny’s mind about reading alone, I’ve included the entire class in the process. Establishing a strong classroom community is essential for academic, social, and behavioral success. By enlisting my class in the goal to change Johnny’s mind, we’ve become stronger as a group. Last week I mentioned that other students were now recommending books for him. While this sense of community and caring for others is exactly what I want in my classroom, I also want to be sure that the students, including Johnny, understand the importance of making that shift from being a reluctant reader to being an avid reader or at least having an open mind and a willingness to try.

Noticing the way the students laugh when Johnny makes comments about not reading, I also want to be sure that this journey doesn’t become a form of amusement. One other concern I’m beginning to have is that the other students, particularly the other less than enthusiastic readers, may use this as an opportunity to blend into the background. If I’m focused on showing the class that Johnny’s mind can be changed, then I might not make a big deal, or even notice, that others are practicing avoidance. So far, I’m hoping this isn’t the case.

Any teacher knows that all students are different and thus, require a different approach. So while it may be entertaining, powerful, and even successful to allow Johnny’s reading journey to be public, I am quietly aware of the other journeys taking place. I wonder if these students notice the subtle push I hope that I am giving when I offer or suggest books in the library or the classroom. Does the classroom awareness of our reluctant reader’s journey make these others want to read more or less or have any impact at all? Are there ingredients I’m missing to help push the others forward in their own journeys? Is knowing their reading level and interests enough? What about those students who want to read more but struggle?

I’m still working on answers to some of these questions. What I do hope, is that those students who aren’t having their journeys made public, recognize that I’m aware of their academic needs as well. I’m hoping that the students are getting the right message from my decision to talk more publicly about Johnny’s journey. That message is that every journey is different and my goal as a teacher is to help each student find the tools and confidence to make their own journey successful and hopefully, enjoyable.

If you ask Johnny if he likes to read, he’ll say no. He’s been honest from the start; reading is not his favored choice of activity. I too have been honest with the class; they know that my goal is for Johnny to love books. Of course, all of my energy is not focussed just on him. In fact, being in the Library with my students is one of my favourite weekly activities. I pour through the shelves with them, asking them about their choices, finding books from my childhood, and reading the summaries of new books that my students might enjoy. The students know that reading is more than just an important skill for me to teach them. I think they really get the idea that, to me, reading is the portal to so many other great things~characters, places, struggles, triumphs, memories, and lessons. They also know that I am just persistant enough to keep harping at them about how powerful books can be in their lives.

So what I’m saying is: they humor me. They let me show them all the books I think they’d like; they even say they’ll try them and return them quietly on their book exchange day. And I adore students for their willingness to please their teacher by trying something new. However, I’m feeing quite triumphant this week because not only has Johnny chosen three novels in the last couple of weeks, but the other students have joined my quest to hook him on books!

Walking by Johnny’s desk today, I noticed a Warriors book, a favourite among many of the students I have taught over the past few years. I tried to hide my excitement as I asked, “What is THIS?”. He laughed and shook his head and said, “I’m just trying it”. His friend, who also took out this book responded, “Ya, we’re reading the kitty books together”. Yet another friend said, “That’s because of me! I told them to read those books so they are. We told them how good they are”. So I realized that two hugely exciting things are happening and I’m not sure which one is better. Johnny is choosing to read, without any prompting on my part and secondly, our sense of community is coming together so well, that they are pushing each other for better things. It’s not just that they’re recommending literature or following through with a peer’s book recommendation. It’s the fact that they care about each other enough to share their interests, to listen to each other, to take advice from one another, and to push each other forward in a positive way.

Today is one of those days where I am so grateful to be a teacher. Some days I get caught up in all of the sadness that exists around us and days like today remind me of all the goodness that is right in front of us. Kids are amazing.

I knew it wouldn’t all be smooth sailing turning Johnny into someone who enjoys reading. Two things are on my side at the moment, however; he’s willing to try and he’s already had one good read that he enjoyed this school year. I will continue to build on these two positives, but he’s made it clear, in actions and words, that he’s in charge of the journey. I think that’s important for us to remember: we can teach them, we can model, we can preach, and we can show them the way, but in the end, the choice is theirs. If they truly don’t want to be readers, do we have the power to change that? At this point, I’m still optimistically going to say YES.

In his school wide write this week, Johnny wrote about setting goals and learning new things. Providing further proof that he is not avoiding reading due to difficulty decoding or comprehending, Johnny’s school wide write was well written, grammatically correct, and properly organized.  When he wrote about some of the things he was willing to try this year, he mentioned that he was “even going to try to like reading”. At this point, I smiled, thinking, “He really does want to try”. Then I read the next sentence, neatly put in brackets: “(like that’s going to happen)”.

So far we know these facts:

• He can read above grade level
• His written output is strong
• He’s got a good sense of humor and a willingness to try
• He’s not going to say he loves reading just to please his teacher

This last fact I know for sure because now that he has finished The Lemonade War (and I was unable to find The Lemonade Crime this weekend) he was reluctant to try something new. He is definitely a student that wants to be sure the read is going to be worth the effort. He told me today that he needed something to read. We took a look at This Can’t be happening at Macdonald Hall by Gordon Korman. I felt confident saying that he would know whether or not he liked it within the first few pages. A few pages later, he gave the book back.I offered him Sideways Stories of Wayside School, by Louis Sachar. This book is below his reading level, but sometimes, we just want to keep the kids reading. Better that he read something entertaining while I find him a more suitable book than to have him not read at all. While we were talking about Louis Sachar, he mentioned that he LOVED the book Holes. A previous teacher had read it to him.  I don’t have a copy in my class but said I would get him one by tomorrow. (I didn’t mention that people who love reading often find enjoyment in re-reading an old favorite.) Though not entirely engaged, he was content to read about the kids at Wayside (an extremely funny book if you’ve never read it) for today.

So the journey continues. Even though I haven’t succeeded in making him LOVE reading yet, I think the fact that there are books he does LOVE, is going to make this easier. Often, not being able to find the right style of book can be very discouraging. I’ll take it as a good sign that I know of a few authors already who have peaked his interest.

Last time, I introduced you to Johnny, my “I’d-rather-do-anything-other-than-read-even-though-I’m-totally-capable” student. He mentioned that he’s not opposed to reading, he just doesn’t care much for it and certainly doesn’t see it as a pastime or escape. Once I found out he was really enjoying having me read Fudge-a-Mania to the class, I knew I had a book for him. The Lemonade War is a book I read with my daughters over the summer. It’s a great read and actually, my very first post for Carolyn’s site was a review of this book. It definitely has humor and it has a great sibling rivalry that leaves you torn between which character to root for in the end.

Johnny knows all about my plans to make him like reading and he’s very receptive. I gave him a short summary and he said he’d try the book. I have to admit, I thought he was just messing with me when he said he’d read several chapters later that day. He was picking up the book when he had time and before I knew it, he told me he was finished. He loved it! He said it was funny and great and part way through he said he couldn’t wait to see what happened. So~success right? That day, when I signed his planner, I said I was so happy he liked it so much and wasn’t reading great? Sadly, he said, “It was a really good book. But I still don’t like reading”. While I did not achieve a quick victory, I do have every reason to be hopeful. My “chosen” student for this year is an above average reader with a very open mind and a good sense of humor. He won’t simply tell me he now loves reading so I’ll leave him. I think he might want to know if I can change his mind. For now, though, I’ll take the small victories. He really, really liked the book. He was excited to have finished it and his Accelerated Reading test confirmed that he also understood it. It’s still early days yet, but at least we started the year off with him enjoying a book. I want more though. I want him to love a book so much he can’t put it down. I want him to read before bed by choice or take a good book on a long car ride. I want him to see what worlds he can open up by finding new authors. However, for now, I’ll accept this small gain. Coincidently, the first book I get him to enjoy? It’s sequel just came out last month! Guess I’ll be purchasing The Lemonade Crime this weekend.

In one of my summer posts, I talked about how I love the challenge of finding that “one” student who is NOT a reader. The student that can read, but would rather not; the one that doesn’t make an effort to engage with the text; the one that feels there are far better ways to spend time than reading. In the second week of September, I found my student. He laughed at the shock on my face when he muttered the words “I don’t like reading”. I decided to tell him that he was my new project and explained to him how I’d like to change his mind. His response? “Good luck” he said. I have plans and ideas, and surprisingly, I’ve already made some head way. So these posts will be a little different; these will be about his journey, and mine, as I try to change his mind about the world of reading. Some of my ideas might work and others might not. I’ll happily take suggestions if you think of something that might further engage him. I thought it would be very informative to track his progress and attitude throughout the year. Obviously, my hope is that his journey will lead him to finding the joy in reading. These posts will be slightly shorter, as I will basically “journal” about my efforts and his responses. When he told me he didn’t like to read, I thought it might be informative, if not entertaining, to see where his journey takes us.

So, the Chosen One? We’ll call him Johnny because obviously I can’t use his real name and Johnny seems to be the go-to name in nursery rhymes, references to school, and in basal readers. To give you a little bit of background, “Johnny” was tested yesterday and is currently reading at a grade level of 7.7 in grade 5. There is nothing, academically, stopping him from reading. Before I had him take the reading test on the computer, I had done my own reading assessment and knew he was at the higher end of the spectrum. He’s a good kid. He can be chatty, but since my last post was on the benefits of oral language, I can’t really complain too much there. What I really like about Johnny is that he knows I’m going to try to change his mind about reading. He won’t try to stop me, but he’ll be honest about how he feels too. He’s got a good sense of humor. When he told me he had started a Christmas List already, I asked if he had books on it. He replied in a deadpan voice, “Yes. That’s my whole list. Just a bunch of books”. Back in week two of school, when I had thought about this project, I had Johnny humor me and I interviewed him.

Me: Why don’t you like to read?

J: It’s boring

Me: But what if the book is really good? Then it’s not boring.

J: Well, then I can read it.

Me: You laugh when I’m reading. Do you like our read aloud book? (We are doing Fudge-a-mania by Judy Blume)

J: Ya. It’s funny.

Me: Do you like funny books? You like humor?

J: Funny books are good. I like that one.

Me: What else do you like to do?

J: Anything

Me: Except read?

J: (laughing- I suspect AT me) Ya.

Me: What if mom said, go to your room and stay there for a while? What would you do to pass time?

J: Go to sleep.

Me: Will you let me try to change your mind about reading?

J: Okay

Me: You know I’ll change your mind right?

J: Okay. Good luck with that.

Hopefully you’ll join me and Johnny as I try to reach my goal.

Read the entire series by Jody