LANGUAGE ARTS

GRADES: 4-8

I used this program for several years while teaching Language Arts. I needed a way to motivate students to practice and retain their weekly spelling words. It worked so well that when I changed grade and subject the students asked me to somehow work it into my new class!

MATERIALS:

• incentive chart
• small chart stickers
• inexpensive prizes
• 1-100 chart

METHOD:

1. Each week students practice their spelling words as they would normally.
2. Each child that earns a score of 100% gets to place a sticker on the chart alongside their name. Each time they have earned five 100s (500) they receive a small prize such as a new pencil, free homework pass, free snack from our snack cart, etc.
3. In addition to keeping track of individual scores, I also mark each 100 earned on a chart labeled 1-100. This is the class chart. When the class can earn one hundred 100s I throw them a pizza party. If a party is earned it usually happens in the third or fourth marking period and the students have a real sense of accomplishment.
4. Students are sparked to not only score well for themselves but also for the class. This has given my lower/struggling students a chance to feel they contributed to the overall goal, even if they scored only one 100. No child is excluded from the party since all had to work to reach the target amount.

Submitted by,

KELLY GRAY
EPPING MIDDLE-HIGH SCHOOL
EPPING, NH
kellygray@iname.com

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THE EVILS OF BOOK REPORTS

GRADES 4-12

This is one of the most controversial lessons I'll ever write...but also one of the most important.

I never give book reports to my students. Never.

There are some basic premises to my position:

• A MAJOR GOAL OF MOST TEACHERS IS TO GET STUDENTS TO ENJOY READING.
• ALMOST EVERY TIME A BOOK IS ASSIGNED, THE STUDENTS ARE REQUIRED TO WRITE A REPORT
• STUDENTS HATE BOOK REPORTS
• STUDENTS ASSOCIATE BOOK REPORTS WITH READING
• STUDENTS DO NOT VOLUNTARILY READ

This may sound simplistic...and it is. But it's also basic psychology--the students associate a negative experience (reports) with an action (reading books), and therefore, hate the action!

Think about it...how often, when you assign a book, do the students immediately inquire whether or not they have to do a report! And when they find out that a report IS required, how excited are they to now read?

So how do we get the students to read? Or, as many teachers may ask, how do we check up on whether or not they are reading? Here are a number of random ideas:

• Require the students to keep a reading book with them at all times, as part of their supplies. They read the book during their free time. When a book is easily accessible, they will naturally read.
• Assign genres of books as usual. However, instead of a report to check up on them, sit down and talk to the student, one-on-one. It's easy--you'll get all of the information you need, and you'll also develop a closer relationship with the student. This one-on-one only has to take a few minutes and can occur over a couple of weeks, during students' work time.
• Participate in book clubs (i.e. Scholastic, Troll). The students are picking their own books, and paying for them, and therefore, are more apt to read them.
• Start a classroom "card catalogue". After each student reads a book, he/she makes a card with a short summary for other students in the class to read. This is an easy way to check on the students reading!
• If you MUST give a project, use a type of book "project"--anything but a "written report". This can be a diorama, book poster, book cover, etc.

I have found that my students continuously read. They are always purchasing book club books, and their parents often relate back to me that the students get upset because they don't have enough time to read (when I give them too much homework). Reading has become a pleasurable experience--not one associated with a dreaded "book report"!

submitted by

DR. SCOTT MANDEL
PACOIMA MIDDLE SCHOOL
LOS ANGELES, CA
mandel@pacificnet.net

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