book selection | There's a Book for That

This is the third post in a ~~three~~ four post series highlighting how to use more nonfiction in the primary/early intermediate classroom. The first two posts can be found here:

Part 1: Everywhere you look . . . let there be nonfiction!

Part 2: The importance of the nonfiction read aloud

The intention with each of these posts is to share a practical “how to” list of how to read more, celebrate more and use more nonfiction picture books in our classrooms. For reference, last year I taught a Grade 2/3/4 class.

Teaching with a passion for nonfiction picture books:

Part 3: Interacting with nonfiction: getting students reading, thinking and talking together

3 A: Generating excitement, making choices and having time to read This post will touch on these questions:

How to generate excitement about nonfiction texts?
What are some ways to get students reading more nonfiction books?

One of the best ways to create a buzz about nonfiction texts is to make authentic connections with the authors, illustrators and photographers that are making the books we love to read! We read a lot of nonfiction titles in my classroom and its is always exciting for the children to be able to communicate with the people behind the books that we have loved and shared together.

I would like to share three of our important connections here.

First, Nic Bishop.

When I had the opportunity (thanks Adam Shaffer) to introduce author and photographer Nic Bishop at this year’s Western Washington’s Children Literature Conference, I knew that my students had to be part of the presentation. We spent time with Nic Bishop books (titles like Butterflies and Moths, Lizards, Spiders, Frogs, and Snakes). I asked the children to explore the books with these questions in mind:

How were these photographs taken?
What skills (besides photography) would the photographer need?
What would be the rewards in this kind of work?
What would be the challenges?

I then made a slide show that showcased some of their answers. The children were thrilled that they had “come with me” to help with the introduction! Here are a few photos that were part of the slide show.

Second, with author Melissa Stewart.

We took forever to read No Monkeys, No Chocolate written by Melissa Stewart and Allen Young (with illustrations by Nicole Wong) We had to stop to talk, to write, to talk some more. So much learning in this book! It was one of our favourite read alouds of the year! A very special thing happened when I tweeted a picture of one child’s picture and writing to Melissa. She shared this on her blog, Celebrate Science. One little boy now has dreams of being an illustrator for nonfiction picture books!

Students were so excited to see a classmate’s work on a real author’s blog! It was such a surprise to see his work up on the big screen!

And third, with author Deborah Heiligman.

Another one of our very favourite read alouds this year was The Boy Who Loved Math: The Improbable Life of Paul Erdos written by Deborah Heiligman and illustrated by LeUyen Pham. I shared all of our learning and connections with Deborah in this post on my classroom blog Curiosity Racers: For the Love of Math It is worth reading to see how very engaged my students were with this book and to figure out just what those cards they are holding are all about!

$Teaching with a Passion for Nonfiction books: Interacting with nonfiction: getting students reading, thinking and talking together There's a Book for That$

Provide time to read nonfiction books

Of course, with many nonfiction books in the room and lots of book talking highlighting nonfiction texts, many students are already reading nonfiction books. To ensure that all students were having the opportunity to be making nonfiction a choice and having guidance in choosing nonfiction texts, we decided to set aside a specific amount of time once a week (we grew it to 20 minutes and some kids read longer) and called it Nonfiction Reading Day. Of course, many children read nonfiction daily. But after a few weeks of honouring nonfiction reading with a special time, more children began choosing nonfiction more often throughout the week.

On Tuesday (the day we chose) I made sure to book talk nonfiction titles and my Teacher Librarian (who is in the room with me for every Reading Workshop)and I help students select nonfiction books that are a good match for them in terms of reading and interest level.

A great way to introduce more titles is also through book sharing circles. I group children into small groups of 6-8 students and have enough for 2-3 books per child. Every few minutes, we pass the books to our left and have a small amount of time to explore the titles just passed to us. At the end, we place all of the books in the center of the circle and students have a chance to share which books would be their first choices to read “next.” These conversations help to further promote the excitement about the books and invariably, many of these books are nabbed as students head off to read.

On Nonfiction Reading Day, we acknowledge that the volume in the room will be noisier than our usual independent reading. It is hard to stay quiet when we read nonfiction because there is just too much that is too tempting to share. Many students also love buddy reading with a nonfiction text. I do specific mini-lessons with some ideas about how to make this go well.

Many days, we gather back to the carpet and sit knee to knee with a partner or a trio and share highlights from our nonfiction reading that day. Students are encouraged to ask questions and share their learning. We have a chart that we have created together in the room with some prompts to help out. A few examples:

Share a favourite illustration or photograph and explain what is significant about it
Read aloud a particularly interesting part and ask your partner if they have any questions about what you read.
Share something new that you learned.
Share a fact that was confirmed for you.
Talk about something you still don’t understand or have further questions about.
Give some reasons why someone might be interested in this title.

Time to read is a huge piece of generating excitement about nonfiction texts. Without this time to self-select titles, explore a variety of texts, talk about what we are reading and actually sustained time to read, our love for nonfiction won’t grow at the rate it does with all of these things in place.

Share the #NFbooklove!

I love to welcome volunteers into my classroom during Reading Workshop. Often, when students get to choose which book to read to a volunteer, they choose a nonfiction text we have shared together! This picture below is very special. My student, who dreams of becoming a doctor is reading Who Says Women Can’t Be Doctors?: The Story of Elizabeth Blackwell written by Tanya Lee Stone and illustrated by Marjorie Priceman to our volunteer who is currently applying to medical schools. I shared highlights of the conversations about this book in my classroom here.

This picture was taken during the last week of school. My student is reading A Little Book of Sloth by Lucy Cooke to a guest visiting our room. She chose this from our Favourite Read Alouds bin. Why so significant? This was the first nonfiction read aloud I shared with my class back in September! Truly a testament to the joy these books bring to us.

Up next? Part 3: Interacting with nonfiction: getting students reading, thinking and talking together – – > 3 B: Reading and working with the texts

Please continue the nonfiction conversation with me. I welcome any questions or feedback in the comments section 🙂

Right now with my little reading group, it is all about adopting their new personas as competent, eager and avid Grade 2 readers. This is serious business because in Grade 1, the picture book was it. And the picture book is still “it,” highly valued in our reading world but we are beginning to branch out. We are exploring non-fiction texts and recognizing that not only do we find answers to questions we have about the world, we also think up more questions for future reading. We are enjoying comics and graphic novels. We are also finding our way around the chapter book. Recognizing that chapter books can range from illustrated early readers (think the Mercy Watson series) to longer more complex novels (like Magic Tree House Merlin Missions) helps us understand that we can approach chapter books anywhere on the continuum.

How are we getting to know chapter books? It’s basically a “Meet and Greet” book sharing circle concept.

I preselect a number of early chapter books that students may or may not know but that will be in the range of appropriate reading and interest levels for the group. This week we looked at a number of books including some Mr. Putter and Tabby titles, Joe and Sparky books, Usborne Young Reading stories (fables, fairytales, etc) the Jack Stalwart series, some Cam Jansen mysteries and some of the Sophie titles written by Lara Bergen.

The students receive three or four books at a time and have two minutes to peruse them. We then pass them on to the next person and receive some new titles to look at. Before we begin the book passing, we discuss how to determine if a book is right for us. We talked about:

Is the cover appealing?
Do we know the author or illustrator and like his/her style?
After reading the summary on the back or inside flap, are we intrigued?
When we flip through the book, does it look good? This is where we need to look at illustrations, chapter length, read a paragraph and see if the reading level seems like a match, etc.
Is it part of a series I have read before and liked?
Is someone in the class recommending it to me?

Some students took this advice to heart and carefully skimmed each book. Others began by eliminating books from a mental “I would read this” list strictly by looking at the covers. “Nope. Nope. Nope. And nope.” I circulated and worked individually with these students. Often I just had to read the back cover and a “definitive nope” changed into a “possible maybe.” I would also read certain passages that were either funny, full of adventure or ended in a cliffhanger to pique interest. It gave me a chance to talk to students about their perceived “boy vs. girl” books. Yes, boys read books with main characters that are girls. Yes, girls are interested in spy books with boy main characters. No, pink on the cover does not mean only girls will like it. These are such important conversations. Books need to feel full of possibilities. The last thing I want is students who are making a limited reading “box” for themselves in terms of book choice at such a young age.

After we had looked at all of the books, we spread the books out in the centre of the circle, grabbed our reading notebooks and noted down three titles that we might want to read in the future. And then it was off to do some quiet reading! We will do these sharing book circles often over the course of the year and students can add to their “want to read” lists. These lists are extremely helpful to refer to when choosing a new book to read.