For Teachers

Motivate Middle-Grade Readers With Phenomena

By on November 6, 2024   /   Common Core & NGSS, Teacher Tips  

As a teacher, I know the importance of getting students interested in a book before they read the first line. When students are motivated to read, it flips the script from a book the teacher is “making me read” to a book “I want to read.” Using a prediction strategy, such as a picture walk (quickly browsing the images in a book), can ramp up student interest.

Yet, have you ever excited students about a book using information not in the book? What if you could share information with your students from outside sources that would activate curiosity and make connections to science or social studies? Count me in for those cross-curricular connections, right?!

Let’s Try the Phenomena Pre-Reading Strategy!

Before we learn about the phenomena pre-reading strategy, take a moment to experience it yourself.

Look at the animated map below. What do you notice? What do you wonder? (If it doesn’t appear in your browser, you can view it here.)

 

Imagine sharing this map with students and having a notice-and-wonder discussion before reading They Are Here! How Invasive Species Are Spoiling Our Ecosystems by Roland Smith.

How could this type of introduction benefit your students?

What is the Phenomena Pre-Reading Strategy?

Engaging with phenomena, like the lionfish map, is a strategy I use to motivate students to want to read and to prepare them to read, a middle grade book–especially nonfiction. According to the Next Generation Science Standards, “Natural phenomena are observable events that occur in the universe and that we can use our science knowledge to explain or predict.” Snowflakes falling, a python eating a deer, and a plant growing toward light are all natural phenomena. Phenomena occur all around us every day, and a science best practice involves asking our students to “notice and wonder” about those phenomena.

Side Note: “phenomenon” is singular and “phenomena” is plural. I hope someday to not have to stop and think for 10 full seconds about which to use in a particular sentence. Today is not that day.

I apply phenomena best practices during English Language Arts (ELA) by sharing a phenomenon related to the core concept in a nonfiction book before we even crack open the cover. The phenomenon could be a photograph, a video, a map, an audio file, or a graph. Then I simply ask: What do you notice? What do you wonder?

We refer to this as a “notice and wonder routine” in science. The less information you give students and the less you lead them with my questions, the better. This is a time for students to call up their background knowledge and to think deeply about what they are seeing and/or hearing. So, I encourage you to stick with: “What do you notice? What do you wonder?”

You can hold a simple discussion, or you can record student ideas on a chart. While students read, they can refer back to the chart and even add to it when the text answers their questions.

Let’s Review a Few Examples!

Here are a few examples of phenomena introductions paired with middle grade nonfiction:

Before reading Who Gives a Poop by Heather Montgomery, enjoy a discussion about this photo:

https://www.waynesword.net/images/scat4b.jpg You’ll have to forgive me. I live with two boys and information about poop is a hit in our house. Oh, and here are the answers in case you’ve never taken a deep dive into poo identification: https://www.waynesword.net/scat.htm

Before Reading Unseen Jungle: The Microbes That Secretly Control Our World by Eleanor Spicer Rice, notice and wonder about these photos: https://telegrafi.com/en/after-seeing-these-pictures%2C-you-won%27t-sleep-without-brushing-your-teeth/amp/ These mysterious pictures may serve the dual purpose of motivating students to read and brush their teeth!

Before reading The Great American Dust Bowl by Don Brown, share dust bowl photos with your students. They will certainly start wondering, “How did this happen?!”

https://infosys.ars.usda.gov/WindErosion/multimedia/dustbowl/dustbowlpics.html

However, you don’t have to limit yourself to phenomena. Sometimes showing students media related to what they are about to read will be enticing. In Total Garbage: A Messy Dive into Trash, Waste, and Our World, Rebecca Donnelly begins by describing a location that is not open to the public: Treasures in the Trash. Conducting a notice and wonder with three photographs of this museum-of-sorts will pique curiosity. And it will certainly provoke deep thoughts about trash when students find out what the images depict.  https://www.mas.org/events/treasures-in-the-trash-group-1/

Plus, there are no photographs in the book, so it is an effective way to demonstrate how conducting research beyond the book can lead to interesting information that enhances the reading experience.

Let’s Discuss Discussions!

If you are used to responding to student ideas with phases like, “Great idea!” or “Hmm…I’m not sure about that one,” I encourage you to take a different approach with phenomena discussions. It is important to facilitate these discussions without judging or favoring specific answers. Your classroom should be a safe space for all students to share their ideas, and you don’t want students to feel that you seek one “correct” answer.

Using Talk Moves, like the following, facilitate open discussion: “Would anyone like to add on to what Angel said?” and “Who has something else they would like to share?” You can find a list of Talk Moves here: https://inquiryproject.terc.edu/shared/pd/Goals_and_Moves.pdf 

If Talk Moves are new to you, don’t be afraid to print the document and keep it by your side as you get used to letting students lead the discussion. And most importantly, don’t answer your students’ wondering questions. Let them read to find out!

Not only does beginning with a phenomenon motivate your students to read, it also provides all students with an equitable experience to build on as they read the text.

So, go ahead, try a phenomenon introduction for your next middle grade read. I think you’ll find it works phenomenally well! (Sorry, I had to!)

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From the Classroom – First Chapter Friday

By on October 28, 2024   /   For Teachers, From the Classroom  

First Chapter Friday listing for Alone by Megan Freeman, showing the book cover and a photo of the author

Welcome to our newest feature – From the Classroom – sharing tips and tricks for integrating a love of middle grade books and authors into your classroom. First up: First Chapter Friday!

First Chapter Friday is a super-easy way to introduce your students to a wide range of books. It can be a weekly feature (like it is in my classroom) or an occasional add-on. All you need is a book with a great hook and 5-10 minutes to read aloud the first chapter.

What is First Chapter Friday?

First Chapter Friday is exactly what it sounds like – read aloud the first chapter of a book… on Fridays. Really, you can choose any day of the week, but it’s hard to pass up the alliteration and rhythm of First Chapter Friday. (On weeks when we miss a Friday, we have taken to also having First Chapter FThursday and First Chapter FWednesday. The week before Thanksgiving is our only First Chapter FTuesday!)

I make a Google Slides page for each First Chapter Friday book we read that features the title, the book cover, and a photograph of the author. The photograph is a key way to remind kids that authors are real, actual people. If an author has many middle grade books I usually make a second slide highlighting those titles, and I might read a blurb or two from those.

My students have a “Books To Read” list in their classroom notebooks, so they can jot down titles and authors that interest them. This is a great way to counteract the “I don’t know what to read” whining. My more industrious students often take their notebooks home and request a bunch of books from the public library to bypass the classroom wait list. Smart!

If you can, it helps to have read the chapter aloud to yourself beforehand. The more fluent and dramatic your read aloud, the more likely you are to hook a range of readers. After you finish the chapter, have an easy way for students to indicate they are interested in the book. In my classroom, everyone just jots their name on a sticky note, and I use a deck of cards with students’ names on them to choose.

List of circles and checkmarks for keeping track of First Chapter Friday books

It helps to have a system to track who has which books, as First Chapter Friday books often stay in demand for weeks and months. I use a simple spreadsheet with student names in one column and book titles in the rest of the columns. Circles indicate who wants to read a book, and I write in the date when I hand out a book.

What Makes a Great First Chapter Friday Book?

First up, you want a book with a great opener. You only get one chapter, so you need to make it count. Some books are more of a slow burn, and while those are often awesome titles, they aren’t the best choice here. Insignificant Events in the Life of a Cactus by Dusti Bowling is a riot right from the start, and Ghost by Jason Reynolds shifts tone mid-chapter and absolutely grips you.

Cliffhangers are another popular choice. Any book that makes your class audibly groan when you read the end of the chapter is a winner for sure! Battle Dragons by Alex London has such a dramatic cliffhanger (err, apartment-balcony hanger) that I usually have to read the first page of chapter two so everyone can catch their breath.

You also want to vary the books that you share: different genres, different formats, different lengths, authors and characters of different backgrounds, beliefs, religions, gender expression, etc. etc. Students who might never pick up a novel-in-verse might after the first few poems of Alone by Megan Freeman or Starfish by Lisa Fipps. I do a whole series on spooky stories around October, which is always a big hit.

First Chapter Friday - Scary Middle Grade. Includes: Scary Stories for Young Foxes, The Peculiar Incident on Shady Street, This Appearing House, and The Jumbies

Give it a go!

Take a look at some of the many books recommended here on the Mixed Up Files. Grab a few favorites, a pack of sticky notes, and start reading! You’ll be amazed how fast it builds up your community of readers.

In the comments, please share your favorite middle grade books with thrilling first chapters!

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MG Novel and Nonfiction Study: Visual, Auditory, and Kinesthetic Strategies

By on September 5, 2024   /   For Teachers  

Writing JournalDo you enjoy maps and diagrams more than directions told to you aloud? Do you love listening to an audiobook while driving, cooking, or gardening? Do your hobbies include crafting, sculpting, building models, woodworking, or jigsaw puzzles?

It’s been theorized that our interests, preferences, and hobbies may point to a “type” or “style” of learning we enjoy. Different theories about learning styles exist; for example, multiple intelligence theory discusses our different “intelligences” (pathways that help us learn) such as logical-mathematical, visual-spatial, and inter- and intrapersonal. And researchers continue to study the possible ways that areas of the brain might be responsible for different styles of learning.  

Another much-discussed learning styles theory is the VAK typology: visual, auditory, kinesthetic. While evidence has not proven that overall learning is greatly impacted by one particular style of gaining knowledge, offering a variety of learning strategies with visual, auditory, and kinesthetic components may promote interest in lessons and activities, including novel and nonfiction study.

The study of charts, graphs, and tables, for example, is generally considered a visual learning technique; taking notes, typing, and flipping flashcards can be ways to get “in touch” with tactile learning options. And individuals who prefer read-aloud time or a lecture may gravitate toward auditory learning techniques.

Teachers, parents, librarians, and homeschoolers of middle graders as well as writers looking for new ways to promote their MG works might consider kicking off the new school year with some reflection on the VAK model and how it relates to a middle grader’s experience with the text in their hands. Since some readers may enjoy different “types” of learning, a varied approach with options for strategies and assessment may be most helpful in promoting interest and engagement.

As with all classroom suggestions, be sure to account for sensitivity considerations for those with individualized learning needs.

Strategies and Activities for Kinesthetic Skills Practice:

  • Use sticky notes to handwrite annotations and reader reactions; peel and stick in place in a class copy of a novel. Trade copies with a partner to flip through their thoughts.
  • Build a model of a setting. What tactile materials might be used, for example, to represent the rocky desert conditions near Alamo Lake in Dusti Bowling’s Across the Desert? What objects could be used to show main character Jolene’s path to rescue Addie and escape from the desert?
  • Copy physical descriptions from the text onto paper, then cut and paste individual descriptive phrases onto a drawn or 3-D model of a key figure, an object, or a setting. Three-dimensional models work well to show different sides of a character and the ways they change throughout the story.
  • Construct prototypes or to-scale models for nonfiction units on inventions, planets, technology, and many other subjects.

Strategies and Activities for Visual Skills Practice:

  • Find, create, study, or model artwork associated with a text, such as select Vermeer works for those reading Blue Balliett’s Chasing Vermeer.
  • Study and compare the cover art for a novel with different editions.
  • Offer texts with some illustrations at the MG level, as well as texts with a typeface that offers a change of pace – think David Walliams’s Demon Dentist with its whole-page boldfaced character reactions, its use of page layout for onomatopoetic effects, and its use of bulleted lists.
  • Read, write, and share graphic novels. Kelly Yang’s Finally Seen may lead to exploration of several published graphic novels as main character Lina becomes a fan.
  • Chart or graph the visual context clues in illustrations from a graphic novel that are not included in the text.

Strategies and Activities for Auditory Skills Practice:

  • Turn dialogue into a script for dramatized oral readings.
  • Incorporate discussions and Socratic seminars for small and large classroom groups.
  • Record an exciting passage of a novel read aloud, using vocal tone, pace, and pauses to represent suspense.
  • Perform a radio show-style scene from the MG work, complete with sound effects and music cues. A spooky tale might work nicely here, or a paranormal adventure like Joe McGee’s The Haunted Mustache.

 

Thanks for reading, and a great school year to all MG readers, writers, teachers, and parents!

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