Today marks the last day of the first week of school. I’m feeling so lucky to be able to work with the same group of students that I had a few years ago as freshmen, now juniors.
One of the best things about looping with students is that the first day doesn’t have to be about rules or the syllabus. They know me, and they know my expectations. We can just GO.
We spent our first day in a circle, reintroducing ourselves to each other, writing a little, reading a little, and answering the silly questions I wrote on index cards and really, just reconnected.
Just a year after they left me, my students are all over the place. Some have continued reading, some have read a single book, some have fake-read assigned novels, some have read absolutely nothing since they left me. (This made me sad. They collectively read 939 choice books just a year ago!)
If your students are anything like mine, they’ll all tell you that they hate reading in the first days of school, EVEN IF THEY READ TEN BOOKS A YEAR AGO. I tell them that they haven’t found the right book, that I can help, and they roll their eyes.
The book pass
Holding book pass is so easy, and a great “first days” activity. I pull good books off of shelves, pile them on a table, and let my students at them. That’s it.
A book pass, believe it or not, usually takes the whole period, and is a great way for
students to explore different novels without the pressure of commitment.
The goal of the book pass is not only to find books that they’ll take out that same day, but also books that they’ll read later. This is also a great way for me to get acquainted with my students by peeking at the books that they are immediately drawn to.
I keep their notes afterwards and reference them when they’re struggling with what to read next. If we have time at the end of the period, we spend the rest of the time reading our newly selected books.
Choosing my titles wisely.
I try to have books of all genres and ability levels available to my students. I know that if my students aren’t feeling successful during just two minutes of reading, I’m going to have a hard time convincing them to try again for longer periods of time.
I also tell students not to limit themselves to the book table…if they’re seeing something interesting on my shelf, they can check that out too!
I keep my (positive and negative) comments to myself.
I bite my tongue so much during this activity. Instead of telling my students how great books are, I encourage them to sell them to each other between each pass. At this point in the year, my input is annoying. I have all year to suggest titles to them (and I will).
No, seriously. I butt out.
This student really struggled with this activity. Within the first thirty seconds with his first two books today, he was bored and disqualifying titles before time was up. At first, I read this as defiance. I wanted to tell him to stick it out for ALL OF the two minutes, but I caught myself. I gave him room to breathe. Hey, I totally put books back within thirty seconds sometimes, too!
I gave him space to read, to abandon, and to explore, and he left my room with a book. Both of us felt successful, and I’m feeling ready to roll after this long weekend.