Standard 2.2 Reading Promotion
Candidates use a variety of strategies to promote leisure reading and model personal enjoyment of reading in order to promote habits of creative expression and lifelong reading. |
Reflection
“Reading should not be presented to children as a chore or duty. It should be offered to them as a precious gift.” - Kate DiCamillo
![Picture](/uploads/5/1/0/1/51013159/chat-n-chew-invitation.png?193)
If you were to ask any of my students, “What is Mrs. Hines’ favorite thing to do?” they would tell you “READING!” I know that I did not become an avid reader by accident; it was a result of the hard work of my teachers and family members who taught me to love reading. SLM501 Children’s Literature and SLM504 Young Adult Literature taught me to create purposeful plans for addressing reading promotion in a library so that I can pass on this same love of reading on to my students.
I learned that these activities can occur on an individual, group, or school-wide basis, depending on the needs of my students. For example, I created a “chat 'n chew book club” for a group of reluctant readers based on teachers’ feedback. I also designed school-wide reading promotion activities, such as a book tournament in which students vote for their favorite books in a bracket modeled off the NCAA’s March Madness tournament.
Ultimately, I strive to promote leisure reading by making reading fun. This includes modeling independent reading, making book trailers, giving my students reading passports to encourage them to explore new genres, and more. I also learned that these programs need to be differentiated for the various grades within a school. For example, fifth graders are fully capable of creating video book recommendations, which younger students can then view independently. I believe that engaging students in fun reading practices and clubs teaches them to have a positive outlook on reading, thus encouraging them to become lifelong readers.
I learned that these activities can occur on an individual, group, or school-wide basis, depending on the needs of my students. For example, I created a “chat 'n chew book club” for a group of reluctant readers based on teachers’ feedback. I also designed school-wide reading promotion activities, such as a book tournament in which students vote for their favorite books in a bracket modeled off the NCAA’s March Madness tournament.
Ultimately, I strive to promote leisure reading by making reading fun. This includes modeling independent reading, making book trailers, giving my students reading passports to encourage them to explore new genres, and more. I also learned that these programs need to be differentiated for the various grades within a school. For example, fifth graders are fully capable of creating video book recommendations, which younger students can then view independently. I believe that engaging students in fun reading practices and clubs teaches them to have a positive outlook on reading, thus encouraging them to become lifelong readers.
![Picture](/uploads/5/1/0/1/51013159/1480778630.png)
I also know that reading teaches students how to express themselves creatively as writers. I support this by displaying student-made books in my library and hosting regular “author’s chairs” in which students share their writing. I also encourage my students to participate in writing competitions each year. Two years ago, one of my fourth graders actually won The State of Maryland International Reading Council’s annual Young Authors Writing Contest, and another won the State of Maryland’s “If I Were Mayor…” contest. While I cannot take credit for their hard work, I am proud that I encouraged them to enter the competitions and express themselves creatively.
I look forward to making reading a central part of my school’s culture once I become a media specialist. I want to continue running book clubs, schoolwide events and reading promotion activities because I believe that making reading and writing fun at an early age teaches students to become lifelong readers.
I look forward to making reading a central part of my school’s culture once I become a media specialist. I want to continue running book clubs, schoolwide events and reading promotion activities because I believe that making reading and writing fun at an early age teaches students to become lifelong readers.