passionately curious

Getting Boys to Read

I used to get concerned about some of my students' reading selections during Reader's Workshop.  I wasn't as worried about the child who wanted to read books that were too difficult (often the ones her best friend was reading) or the child who found security in reading books that were easy because he didn't have to worry about making mistakes.  I was hopeful that with with proper support, instruction, and encouragement, these children would learn to choose appropriate texts, to feel confident in their abilities, and to take greater risks.   Each year, however,  it seemed that a group of boys would discover books like The Adventures of Captain Underpants  or The Day My Butt Went Psycho (yes, that's really the title) and want to spend all their independent reading time with these texts.    I wondered about the value of these books - could they provide opportunities for responding to literature, for practicing comprehension strategies, for making connections?   Because I felt it was so important to give children a choice about what they read, I never discouraged these texts, but tried to guide the boys toward other titles as well - ones about sports, fantasy, adventure, or non-fiction.

It wasn't until author Jon Sciezka visited with the first and second grade classes at my school that my thinking changed.  My kids already loved The True Story of the 3 Little Pigs and The Stinky Cheese Man and Other Fairly Stupid Tales.  Mr. Sciezka connected with the children, especially with the boys, as if he were just another eight year old and he made them feel smart. His sense of humor and silliness appealed to them.  He spoke about things that most adults would consider impolite, disgusting or weird.  At the end of his presentation, he mentioned his new project, Guys Read.  I later realized that my boys, some reluctant readers, were engaged in the texts I was questioning.  They were reading and loving it. Isn't that our ultimate goal - to instill a love for reading, to create life-long readers?  It begins first with knowing how to read,  then having the interest and desire to read more.  From there, children will begin to explore other books/genres and learn to read with meaning and understanding.

Here's an interview with Jon Sciezka.  He used to be a second grade teacher!

Words of Wisdom

Our school year came to an end today.  As always, there's joy in the thoughts of beginning summer - lazy days at the park, splashing at the beach, reading on the porch each morning while my daughter blows bubbles, just spending time with my family.  It's also a time to reflect on the year and how much my students have grown.   They have each become such a part of my daily life and it's a little sad letting them go - but they're ready.  As a final activity, the children worked on Memory Books, repsonding to questions about their favorite second grade fieldtrips and projects, listing the names of their friends, and getting everyone's autograph.  One page asked each student to give advice to the student who will sit in his/her chair next year.  Some children merely copied our class sayings:
Do the best you can and keep going!
Treat others the way you want to be treated.
If you know better, do better.

Other children had advice unique to their own experiences this year.  At least I know that they were listening!

Never be very, very loud.
Always be pretty quiet.
Use your words.
If you can't concentrate, move!
Always listen to the teachers.
Don't kick or punch.
No yelling in the classroom.
Be nice and never mean.

And finally, one that made the entire year meaningful:
Be glad you have these teachers.  They're the best!

Bitter Sweet

As an end-of-the-year field trip, we ventured out on Lake Michigan for an architectural tour. In the fall, we had studied the Great Lakes and thought that this would be a great way to wrap up the year.  Chicago spring weather is unpredictable.  The morning began cool and hazy, most of the lakefront covered in patches of fog.  Luckily, during the boat ride, the clouds parted and a warm sun made its appearance.  Our "tour guide" was a recording that was often difficult to hear or too fast to understand.  Most of the children weren't paying attention anyway.  They were more interested in watching the tall schooner that sailed near us or talking to their friends.  One little girl moved close to me and said, "Ms. Harrison, I can't hear what the man is saying and he's talking too fast.  How am I going to remember 3 facts  to write in my journal tomorrow?"  I told her not to worry about facts, just enjoy the ride.  Surprised and with a smile, she snuggled next to me.  We leaned back, breathed in the fresh air, and enjoyed one of our last moments together as teacher and student.