Reading logs; we’ve all done them at one time or another so this isn’t about shaming. This is about acknowledging the fact that it’s a big lie, a sham. Educators, parents, and students all participate in this lie. We, as educators, assign 20 minutes or pages of reading each night as homework. Students go home, and in general, ignore that aspect of homework. The parents sign off on the reading log, knowing their child DIDN’T read so that there are no consequences at school. Finally, the reading log comes back signed, the teacher is fully aware the child is NOT read at home and ignores that fact because, ‘Hey, the Reading Log is signed.’
Let’s just stop lying! We are doing the child no good by participating and promoting the lie. In fact, we are encouraging them to lie and teaching them ‘How to school’. So now that the first step, acknowledging the problem, is out of the way let’s move on to the next step: solving the problem.
One year at Back To School Night I gave this speech. I first asked parents who had knowingly signed their child’s Reading Log with the full knowledge that no reading occurred. At first, there were many nervous looks. Fortunately, one brave soul raised their hand which led to others admitting to participating in The Great Lie. I then told the room of parents that there would NOT be any Reading Logs. THAT got an applause! It was a relief to those in attendance. One parent even thanked me! What a great way to start the year!
Educators have no control over what happens at home. There are many circumstances that lead to the student not wanting to read at home (or ever). So let’s focus on what we DO have control over; that is our classroom. If we want students practicing and taking a vested interest in reading give students time to read in class. I know, sounds obvious, right? But where to start?
Recently Jen Roberts shared some of her classroom tricks with TLC.Ninja. She strategically monitors her students reading. She gives her students time to read a book of their choice (not their Lexile level or AR level). She can quickly scan the room daily for engagement. She also has them fill out a quick form every 10 days or so to further monitor their progress. She is in control of what happens and can check in with students for any guidance they might need. Check out the Episode for full details.
Another idea is to have students do a Booka Kucha. Marlena Hebern and Jon Corippo have created several Eduprotocols that can be used no matter the topic. Booka Kucha can be given to all students no matter the book they are reading. YOU are in control; YOU are actively monitoring.
Heather Marshall has some fun, quote inspired ideas. One idea is to play Game of Quotes. No matter what book the student is reading, their task is to find a quote that fits a given prompt. For example, students are tasked with finding a quote about “Something you wouldn’t want to overhear in the restroom.” The students look through what they’ve read to find something. Once they have a quote, they announce that they, “Have a quote.” Each student reads their quote (they could easily write them on Socrative or a Padlet) and votes on the best one. She also has her students doing Sketch Quotes. So many great ideas!
These were just a few ideas to help get you away from Reading Logs and into more meaningful engagement between your students and their books. I’d love to hear what you do! (And please don’t say AR!)
This is where I brought in sketchnoting. One complaint I hear over and over from teachers in my school/district is that the kids just don’t listen. I agree. The CELDT scores would also concur. By drawing the story, what they envision, they are forced to use different parts of their brain and listen. At first, a few students liked it but wanted to watch the episode. I explained that there wasn’t anything TO watch. They were not fans of this. However, by the end of the second episode, I didn’t hear any complaints. Some students had no problem drawing. Others listed the events in a note-taking style without any drawings. Others listed events and placed the notes in bubbles.
Mars Patel. I have to beg them not to listen on their own and go ahead. Others have settled on finding other podcasts they can listen to. I am thrilled, and excited, by their response and the possibilities. Next year, I plan to incorporate podcasts into my lessons more often.
To the merchants – be they insurance, savings plans, ‘bookman’, or whoever – 
The end of the school year is upon us. Today someone pointed out that we only have four more weeks of school. That’s not a lot of time. I know many teachers, and students, are in full ‘countdown mode’. Meaning, they are counting down the days until summer. I can’t fault them. The idea of a long vacation sounds wonderful. Time to do all the things that I’ve been putting off: steam cleaning the carpets, revamping lessons, relaxing, training ‘bat dog’ (aka Goldilocks, the 4-month-old puppy). Except, I don’t countdown. I used to, but I don’t anymore.
Yes, I realize I’m waxing on about L and here’s why. L has run our school’s daily news all year – which is a news broadcast. She films, edits, and most recently, been in front of the camera. When I’m having issues with a computer/tablet she’s the first person I consult and she usually has the solution. She uses her phone as if it were a mini computer: downloading Google Classroom, working on assignments at home, using Raz-Kids, and other programs to help her succeed. She has helped her family to download and set up educational apps (on their phones) to help them be connected to Class Dojo and learn a new language. She ‘texts’ me via Google Hangouts (her school account) to ask school-related questions or just tell me that she’ll be out the next day.
Nowa Techie 