Past projects 12
Book Love: Fostering a Reading Life
Funded Aug 30, 2016Whenever I tell someone that I'm an English teacher, they always ask me what books I teach. My first couple years I would respond with the usual answers: To Kill A Mockingbird, Lord of the Flies, Macbeth, etc. These were what I had read as an English student, they were what my colleagues were teaching, and so I figured they were what I should teach too. But the truth is, most students don't enjoy these books. And while I do not disparage their literary value, what value do they have if the kids just read the Sparknotes, and never even crack open the cover themselves? I believe students need to have a balance between full class texts and choice reading so that they can take responsibility for their own learning, and have a vested interest in the content they choose.
One of my favorite parts of my day as a teacher is the first ten minutes of every class, where my students take out their current choice book and simply read for pleasure. My 4th period this year is particularly perfect when it comes to this time. In fact, they are often reading silently before the bell for class even rings. Some days, when time allows, I might give them 15 or 20 minutes to read, and there are always little cheers in the classroom when this happens. These are 16 year olds, cheering in a classroom because they get to read. That puts a smile on my face every time.
Additionally, while students read, I conference with them about their books and about how reading is going for them in general. Some typical questions I might ask include:
"How is your book going? Tell me a little about it."
"Would you say you enjoy reading? Why?"
The most common thing I hear from students during conferences is when I ask them if they like reading, they say, "Only if I like the book." Also, when asked about goals for the year, many students say they would like to "read more." My goal is to help them identify the books that they enjoy, so that they will like reading, and to help them quantify what "more reading" would actually look like. I believe having the best, most engaging books in my classroom for them to checkout is a HUGE part of this process. The new books we added this year, thanks to your donation, are consistently checked out. There is a waiting list for Harry Potter and the Cursed Child. Students are flying through Girl on the Train in time to see the movie. More reluctant leaders are testing out some of the high interest young adult fiction with great success. So far this year, most students report having read more outside of class than they did last year.
I really cannot thank you all enough for your generosity. The work my students do would not be possible without outside support and we are lucky to have you all as supporters of Mrs. Agostino's English class!”
With gratitude,
Mrs. Agostino
High Interest Non Fiction Texts
Funded Mar 9, 2016Whenever I tell someone that I'm an English teacher, they always ask me what books I teach. My first couple years I would respond with the usual answers: To Kill A Mockingbird, Lord of the Flies, Macbeth, etc. This is what I had read as an English student, it is what my colleagues were teaching, and so I figured it was what I should do. But the truth is, most students don't enjoy these books. And while I do not disparage their literary value, what value do they have if the kids just read the Sparknotes and never even crack open the cover themselves? I believe students need to have a balance between full class texts and choice reading, so that they can take responsibility for their own learning and have a vested interest in the content they choose.
One of my favorite projects my sophomores do is the second semester research project. For the entire semester, students work in groups of four and choose a topic to research. The unit is designed to give students choice in what they read and a creative platform of discussion and technology tasks to present what they learn. This can be very difficult for students, who are typically used to being told exactly what to do and how to do it. This project requires students to think through the topic on their own, choose their own books, lead their own discussions, and ultimately write and answer their own research question. This project is not possible without having a wide variety of books on all sorts of different topics. The books you helped purchase for my classroom will have a huge impact on the non-fiction portion of the project, which helps launch the students into their research paper.
Here's what some of my students had to say about it:
"Choice reading is a part of our English program and it allows us to find the joy in reading that is often absent when students are forced to read books chosen by their teachers. Our program allows each of us to explore genres that interest us, in hopes of sparking a lifelong passion for reading. Donors like you make all of this possible by helping us grow our classroom library."
"The biggest point of reading for me is seeing the world in a different perspective. So many authors have different interpretations of the world and so many ideas for the future, it is really intriguing to see how others view it. I also love growing attachments to the characters in the story and often enjoy learning about the antagonists. I have always had a passive view on reading, but I slowly find myself growing more fond of it. Thanks to your donations to our class, I can continue to enjoy reading and grow as a student!"
"Although I have always enjoyed reading, I found myself forgetting about it in the past couple of years, and this program, made possible by your donation, reminded me of how great reading can be. My peers and I very much appreciate your donation and hope that you know how beneficial it is to our school."
I really cannot thank you all enough for your generosity. The work my students do would not be possible without outside support and we are lucky to have you all as supporters of Ms. Harper's English class!”
With gratitude,
Mrs. Agostino