Introducing Books to Students:
When it comes to introducing books to students, I believe that joy plays a key role in motivating students to read and want to continue reading in the future. Books should represent windows and mirrors for students: Windows for students to see into many different experiences and perspectives, and mirrors to relate and see themselves in stories. Gholdy Muhammad’s “Cultivating Genius” presents the Historically Responsive Literacy framework (HRL). The facets of this framework include
- Criticality
- Identity
- Skills:
- Intellect
- (Joy) a continuation of Muhammad’s cultivating joy text
Using these four facets of the framework when reading allows students to not only learn the skills needed for state standards, but also to learn more about themselves and others, to critique the world they live in, to use the knowledge they already have (background knowledge), and to learn connections between core subjects.
In our classroom, we develop reading habits by reading independent reads based on student choice. Each student chooses a book that they would like to read during independent reading time. Once students finish their book, they get to glue a book cover on their “class book shelf.” Once their class bookshelf is filled, the whole class receives a prize. This practice is meant to introduce students to the joy of reading and to develop a consistent reading routine.
Students are provided with a variety of books in the classroom and library, as well as a reading corner to relax comfortably with a good book.
When we read class texts, we cover essential and critical questions to guide us through our unit of study. Paired texts have been chosen from forms such as graphic novel, short story, poetry, plays, speeches, and excerpts from longer texts.
Bridging Thematic Connections, Literary Devices, and Student Identity
For a unit on novels-in-verse, students compared excerpts from three texts: Me(Moth), Long Way Down, and The House on Mango Street.
For each excerpt, students took turns reading, identifying, and analyzing metaphors and similes, and then answered the multiple-choice questions. This activity was completed as a whole class, individually, and with partners.
Whole Class: Students take turns reading aloud, then share their literary device findings and analyses.
Individual: After reading and a brief review of metaphors and similes, students identify literary devices in the text and analyze their meaning.
Partners: Students check in with their partner to review their analyses and prepare for a whole-class discussion on textual meanings and multiple-choice questions.
End of Class Activity: Upon finishing each excerpt, students choose a number from a cup that coincides with a group in the classroom. In this new group, students are prompted with questions to connect their own perspectives and identities with the character’s point of view in the text.
