Another new start… introducing different styles of writing, authors, genres

Posted on October 9th, 2012 by Jody in Reluctant Reader? Read About One Middle Grade Teacher's Solution, Storytime Standouts Shares Early Literacy News and Commentary

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.

Introducing different styles of writing, authors, genres in the middle gradesAnd 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.

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