The motivational quality of comic books constitutes an enticing appeal to reluctant readers that may serve to hook them on reading. If we can get students to read and enjoy reading, strategy instruction will become both meaningful and effective.
In my last post, I discussed how I used to teach literacy to my 5th and 6th graders through genre study… the best thing I ever did in teaching literacy! I also introduced my new Teachers Pay Teachers product, a complete genre study unit for both elementary and secondary teachers!
One of my genre categories in the product is graphic novels and comic books. I was a HUGE fan of comics back in the 60s and 70s…my two favorites were the Archie comics and DC Illustrated Classics (two VERY different comic book genres!). I was already a passionate reader of regular books, so unlike other children, comics weren’t instrumental in me learning to read, but just another genre I loved!
However, for many of today’s children, who grow up surrounded by a plethora of visual media, comics can provide the perfect gateway into reading, as can graphic novels. While teaching my genre units back in the 90s, I did not even remotely think about using comics as a genre (I wish I could go back and yell at myself!), and graphic novels were not common yet. Today’s teachers have a wealth of resources in both of these areas to share with their students!
Back in May of this year, I attended the Denver Pop Culture Con, which is presented by Pop Culture Classroom, whose mission it is to “inspire a love of learning, increase literacy, celebrate diversity and build community through the tools of popular culture and the power of self-expression” (taken from the home page of their website). This organization provides a wealth of resourcesfor teachers who want to introduce the genres of comic books and graphic novels into their classroom, as well as resources on how students can create their own comics!
I attended several sessions led by authors and artists of comics and graphic novels who shared some of the latest and greatest graphic novels out there; so many of them turn events and people in history into a comics format; others include more diversity in their characters. I took plenty of photos of the books they were discussing…check them out below in the slideshow with my descriptions/thoughts!
Back in my literacy coaching/training days (2006=2009), I learned about Comic Life and loved all the ways the teachers in my district were using these! I’m sure Comic Life is bigger and better now, so students can do so much more with this app! Take a peek at the slideshow:
Of course, being a tech geek, I had to try it out as well, so I made a comic about my cat! But see how much fun your students could have both writing and reading through a comics medium?
I plan to have several of my tutoring students explore this genre in the near future, and will share what they read and create. See below for all kinds of resources for you…and thanks for reading my blog!
..when students learn how to recognize and use genres, they are building the background they need to cope with new and unfamiliar texts. – Emily Kissler, ASCD
Growing up, I was a voracious reader, and all the books I read were from many different genres. While raising my own daughters, I encouraged them to also read a wide variety of genres…and when I started teaching, I taught literacy through genres. No state standard, principal, or colleague told me I had to do it that way; it just made sense to me! By organizing my instruction around genres, I was able to meet both the state and district standards in both reading and writing. In addition, I was able to teach such skills and topics as reading strategies, as well as grammar, punctuation, and spelling throughout our work in the genres.
Here were the steps I used 25 years ago to teach each of the genres and how I think it should be done now:
I would first introduce each genre, going over the defining characteristics of the genre. Now, I would have the kids read several short excerpts or passages from the chosen genre and have them come up with common elements for the genre.
Students would then choose novels from the targeted genre, either from my classroom library or with the help of the school media specialist. One change I would make: in addition to their novel, I have them read several short reading passages in each of the genres, perhaps during guided reading groups. One book in the genre is not enough to expose a genre to the students.
For some of the genres, I would have students write a story in that genre. For example, during our historical fiction unit, I combined literacy and social studies by having them choose a period in history, research that period, then write a short fiction story set during that time period. One year we had a “History Fair” where the students created a display board on that time period, gathered or made artifacts and other books, and shared their historical fiction story with parents and other students. Here are a few photos from that event! Now in our technology era, students could now do a multimedia presentation on their historical period!
After our Folk and Fairy Tale unit, I had students write their fractured Cinderella story. We had stories set on ranches where the Cinderella character lost her cowboy boot, and one in a bowling area where she lost her bowling shoe!
If I did not have students write a story in that genre, we would integrate the arts into the genre study…such as creating Medusa masks to go along with our Mythology unit, or performing fractured fairy tale skits! No updates; this stuff is STILL fun!
5. During our poetry genre unit, my students read, discussed and wrote many different types of poems: haikus, narrative, concrete, free verse, cinquain, diamante, etc. Each student then had their poems put together in a booklet. Later, while working with my GT students, I did the same thing but had them create their portfolio in Google Slides.
After retiring from the school district, I started my own tutoring business and still used the genre approach with many of my students. I found that struggling readers, in particular, have not been exposed to many genres and really need that exposure to them before secondary school. I created a Google Doc listing all the genres so the student could keep track of each genre read and answer questions about the genre.
I also have my tutoring students write in some of the genres. Here a few examples of their writing!
I also created a Quizlet so my students can test themselves on all of the reading genres; click HERE to access it!
I love teaching about and through genres so much that I had to put this entire unit together into a Teachers Pay Teachers product. This is a COMPLETE unit that can be accessed in Google Drive for both elementary and secondary teachers! The unit includes:
All balanced literacy elements defined! Stay tuned for more blog posts going more into depth on these elements and how they can be used in content area!
This past week I had the honor of presenting three sessions at the annual conference of the Colorado Council of the International Reading (CCIRA). It so happened that my three sessions were on the same day, so it made for a very LONG day, but in retrospect, it was probably better as that was my entire focus for the day. This post will be the first of several covering the highlights of each of my presentations.
First up, balanced literacy! Depending on where you look, there are many different definitions of balanced literacy. Here are the ones I used in my presentation, and the ones I agree with based on my training and experiences.
In my district literacy training sessions for the Douglas County School District in Colorado, I trained hundreds of teachers on a total of TEN balanced literacy elements! WOW! The number one question I received… “How do you fit all of these into your daily literacy block?” The answer…you DON’T!In order for all of the elements to receive the same amount of attention, teachers MUST use these elements in ALL parts of the day…every content area! This should continue into secondary schools with content area and elective teachers using literacy in their classes as well. The importance of content area literacy cannot be stressed enough!
In this first post, I’m going to define each of these elements for you…some, of course, you will be very familiar with, but others may be new to you.
ALL OF THE ELEMENTS BELOW WILL BE DISCUSSED IN FURTHER BLOG POSTS!
Read Aloud with a Purpose (I Do): This is a separate time from the “sit on the floor in front of the teacher and listen to her/him read a great children’s book”…which IS always important to do in classrooms, especially primary, as it instills a love of reading and introduces genres and authors to kids. However, Read Aloud with a Purpose is used in short increments several times during the school day. It’s defined as:
The teacher chooses a read aloud based on a specific teaching purpose (strategy).
As the teacher reads aloud, she/he “thinks aloud” about the reading and offers explicit instruction on the strategy.
Students then will practice the modeled strategy in guided and independent reading.
Shared Reading (We Do): In shared reading, the text is once again chosen by the teacher for a specific strategy. The students and teacher all look at a projected or enlarged piece of text together and read in unison. If this sounds like choral reading, it’s not, because again, the teacher is using that text for a specific teacher purpose and a lesson comes during or after the choral reading. The bonus is that students are practicing fluency skills and hearing a fluent reader read with them. Shared reading works especially well when the text is a bit more complex than the usual text students read. (Image from this website.)
Guided Reading (We Do): I’m sure readers of this blog have different understandings of what guided reading is…I am using the most common interpretation popularized by Marie Clayand Fountas and Pinell, among others. Guided reading is a time for strategic teaching based on the needs of the students, ones who have been grouped together because they have similar strengths and weaknesses. There is a specific purpose for the lesson each day, and the teacher works with both the entire group, as well as individuals as needed. This is also an excellent time for teachers to observe reading behaviors in their students.
Book Clubs (We Do/You Do): Just as with adult book clubs, these are small groups reading and discussing works of literature that are appropriate for them. I’m torn between “we do” and “you do”. Teachers do have to provide the initial guidelines and structure, but then he/she must be willing to step away and be a part of the book club, as both a participant and observer. This is an excellent opportunity to just enjoy reading and discussion without specific teaching strategies, but the teacher can gain a great deal of information on both students’ reading behaviors, as well as comprehension and vocabulary skills.
Independent Reading (You Do): Most students should now be ready to take the skills and strategies learned in the previous elements and apply them to their own independent reading. The teacher is either observing reading behaviors among his/her students or conductingindividual reading conferences.
Modeled Writing (I Do): This is the teacher’s time to write in front of the students using a specific teaching purpose. The teacher uses a write-aloudto let the students know the process he/she is using. In addition to being a model for good writing, it’s also important that the students see mistakes and frustration from the teacher and how he/she works through that.
Interactive Writing: (We Do): This is sometimes called Shared Writing. The teacher and students negotiate the wording in a planned piece of text and then share the pen to create the writing. Once again, the teacher has a goal and purpose with this element, although often when the students have the pen, many other teaching opportunities may arise. This is an excellent way to create anchor charts of the classroom instead of the teacher creating one or purchasing one. The students have much more ownership and understanding of the chart if they are involved in the creation.
Guided Writing (We Do): Just as in guided reading, the teacher has created groups of students that reflect strengths and weaknesses observed in students or obtained from data. The teacher has a specific teacher purpose and collaborates with the students on creating a piece of writing. Often this writing can be used as a model when the student continues independent writing on their own.
Independent Writing (I Do): The student takes all of the strategies and new learnings from the teacher modeling and group collaborative work and uses them in his/her own writing. The teacher should use this time to do 1-1 writing conferences so he/she can observe the student’s writing behaviors, as well as provide support in difficult areas.
Interactive Editing (We Do:) This is probably the element that you are least familiar with, and it has nothing to do with the type of “editing” done in writing. In this element, the teacher guides students in using higher-level thinking, as well as creativity, in transforming a piece of text into another format, such as a summary, three column notes, a text, message, etc. This is an element that is already used in content areas!
Independent Centers or Independent Work: While the teacher is working in Guided Reading or Writing groups, the students can be engaged in independent work or centers…and the centers do not just have to be literacy-based; they can be based on any content areas!
In future posts, I will share more ideas on how you can use all of these balanced literacy elements in not only reading but in all content areas!
Photo Credits: Featured Image: Pixabay All other photos, unless otherwise noted, from my personal photo files