1 Planning Article

LESSON PLANNING ARTICLE

25 Ideas to Motivate Young Readers

T!e "ol#s at t!e $OO%&IT ' Progra( !ave given )er(ission "or Education *orld to re)rint 25 great ideas "ro( teac!ers && ideas t!at are sure to get #ids across t!e grades e+cited a,out reading The BOOK IT! Reading Incentive Program, sponsored by Pizza Hut, has motivated millions o young readers over the years! That!s "hy "e!re grate u# to the peop#e at BOOK IT! or permitting $ducation %or#d to share "ith you &' teacher(tested ideas origina##y pub#ished in )*+*,
Note- The o##o"ing teacher ideas "ere origina##y pub#ished by the BOOK IT! -ationa# Reading Incentive Program in )*+*, $ducation %or#d and BOOK IT! recognize that some o the teachers credited "ith the ideas above might have retired or changed schoo#s or grades since )*+*, but "e "anted to give u## credit "here credit is due!

NO*. 25 I/EAS 0ROM 25 TERRI0IC TEAC1ERS

Musical $oo#s2 .hairs are p#aced bac/(to(bac/ in a straight #ine, and the teacher p#aces a boo/ under each chair, $very chi#d then sits on a chair, The chi#dren march around the chairs "hen the teacher starts the music, %hen the music stops the chi#dren sit do"n and begin to read the boo/ under their chair, 0 ter a e" minutes, the teacher starts the music again, 0 ter the game, the teacher puts the boo/s in a specia# bo1 mar/ed 23usica# Boo/s2 so that the chi#dren may #ater read the rest o the story, Mary Vandeyander, Jefferson Elementary, Newell, West Virginia, Grade 2 Scavenger 1unt2 Have a 2scavenger hunt2 by dividing the c#ass into teams and giving each team a copy o the same boo/, Have them ind the page numbers o particu#ar ob4ects, events, or peop#e in the boo/, 5ive a re"ard to the "inning team, Lana Downing, Hanson Memorial School, ran!lin, Lo"isiana, Grade # Na(e T!at $oo# $1p#ain to your students ho" important the cover and tit#e are to a story, Then read a boo/ to your students "ithout te##ing them the tit#e or sho"ing them the cover, 0 ter reading the boo/, give the chi#dren a piece o paper to dra" "hat they thin/ the cover and the tit#e o this boo/ shou#d be, 6ina##y, disp#ay the storyboo/ surrounded by the chi#dren!s covers, $hristine Schmidt, %"r Mother of Sorrows School, $incinnati, %hio, Grades &'# Readers "or To(orro32 %e hope to ma/e 2Readers or Tomorro"2 by creating picture boo/s, #aminating them, and giving them as gi ts to ne"borns at the #oca# hospita#, %e "i## inc#ude a #etter to the parents te##ing them the importance o reading to their young chi#dren in order to insti## a #ove or boo/s ear#y, The boo/s "i## be stories "ritten by the students "ith very co#or u# i##ustrations to catch babies! attention, Diane $otton, (i!en School, $harlotte, North $arolina, Grades &')

2 M4ster4 Reader2 $very year I choose t"o or three "ee/s or my 23ystery Reader2 pro4ect, I send home a secret #yer to the parents to see i they "ou#d #i/e to come in and read to us during story time, It can be parents, grandparents, aunts, or unc#es, They pic/ out their o"n story 7usua##y their chi#d!s avorite8 and give me a irst and second choice o dates, I then ma/e up a schedu#e a ter the s#ips are in, This usua##y ta/es a "ee/, and then I send bac/ another secret note to those "ho responded in orming them o their date, The /iddos are surprised and #ove it, I ta/e a picture o each 3ystery Reader reading and send it home "ith the chi#d in a than/ you note, $arol Lee *estifo, *idgefield School, Erie, +ennsyl,ania, Grade & *!ere in t!e *orld5 5ive each student a 9nited :tates or a "or#d map, 7;et students se#ect the one they "ou#d pre er,8 $ach time a student reads a boo/ that re#ates in some "ay to a state or country, he<she may co#or that state or country on the map, The re#ationship may be based on the o##o"ing= 7)8 the author "as born there> 7&8 the setting or the boo/ is there> 7?8 the story began there> 7@8 it is a boo/ te##ing about the state or country, The student "ho co#ors the most states or countries is the "inner and receives a re"ard, such as an ine1pensive at#as or map, (nndora Laflin, -ndian Heights School, .o!omo, -ndiana, Grade / Stor4 *e,s2 0## you need or this game is a ba## o string and a story to share, Have your students sit in a circ#e on the #oor, One o the students gives the beginning sentence o a ami#iar story, Then the student ho#ds onto the end o a ba## o string and ro##s the ba## to another student, "ho "i## give the ne1t part o the story in sentence orm, This is repeated unti# the story has been to#d, :oon you!## have a spider!s "eb in your students! circ#e, 0ny story can be used or variation, or ne" stories can be created "ith each student adding a ne" idea! Marilyn Weiland, (lta Elementary, (lta, -(, Grade & T3o C!aracters Meet2 Pic/ a avorite character rom each o t"o boo/s and "rite a ne" story or p#ay in "hich they meet, Have the members o your c#ass act out the ne" story, (lice M0 $osgro,e, St0 Jose1h School, $"yahoga alls, %hio, Grade 2 Readers6 $INGO2 Brainstorm &' to ?A "ords that dea# "ith boo/s and "rite them on the board, 5ive your students *2 1 )&2 ne"sprint and have them o#d it into nine sBuares, Then have the students "rite nine o the "ords rom the board into each o the sBuares on their sheet, 5ive them corn or candy or mar/ers, Random#y ca## o "ords rom the board, %hen a student has i##ed in a vertica#, horizonta#, or diagona# ro", he<she shou#d ca## out 2BOOK:!2 I give the "inner a paperbac/ boo/, 6or variety, the teacher can p#ay Readers! BI-5O by giving the de inition o "ords rather than the "ords themse#ves, Jean Haegen, Mattawan Elementary, Mattawan, Michigan, Grade / $oo#&*ord Searc!2 .hi#dren #ove to do puzz#es, To he#p generate an interest in boo/ reports, my students ma/e a 2"ord search2 on graph paper using or the "ords a boo/ tit#e, author!s name, main characters, setting, and any /ey "ords or events in the boo/, The puzz#es are mounted on construction paper and i##ustrated "ith penci# s/etches or mar/ers, They can be e1changed "ith c#ass members, I the 2"ord search2 puzz#es are #aminated, they can then be e1changed many times and /ept rom year to year, These ma/e e1ce##ent at(seat activities and motivators to chec/ out a variety o boo/s,

3 Nancy +ar!er, Jefferson School, (r!ansas $ity, .ansas, Grade /

Please Stand 7) 0 un game our c#ass came up "ith is 2%i## the Rea# BOOK IT! Reader P#ease :tand 9p,2 %e choose a 4udge, a #a"yer, three 4urors, and three de endants or each round, $ach de endant ta/es turns coming up to the "itness stand, "hi#e the other t"o de endants "ait outside the c#assroom or "here they cannot hear the others! testimony, The #a"yer as/s Buestions rom a Buestionnaire that one o the de endants has i##ed out on a boo/ he<she has read, 0 ter each de endant has been Buestioned, the three 4urors vote on "hom they ee# rea##y read the boo/ and give their ans"er to the 4udge, The de endants are then as/ed to come bac/ in and sit do"n, The 4udge counts the 4urors! votes and reads a#oud the ta##y, and then as/s, 2%i## the rea# BOOK IT! Reader P#ease :tand 9pC2 This has been a great incentive in my c#assroom, Lisa Lewis, Sacred Heart School, 3erre Ha"te, -ndiana, Grade # %id 8ui92 I #et chi#dren ta/e turns reading one o their BOOK IT! boo/ choices ora##y to the rest o their c#assmates, Prior to this ora# reading, I as/ the reader to prepare t"o or three comprehension Buestions about the boo/, 0 ter the ora# reading, the reader gives a 2Buiz2 to the c#ass, The reader then has the responsibi#ity or grading the papers, 7Kids #ove to p#ay teacher and chec/ papers!8 They cou#d do the grading in c#ass in #ieu o another assignment or at home, $heryl DeHa,en, Wadsworth School, Griffith, -ndiana, Grade 2 Read to t!e Princi)al2 Recognize students! accomp#ishments in reading by se#ecting one or t"o chi#dren dai#y to go to the principa#!s o ice to read to him<her, Be ore starting the program, ma/e a computer banner that says 2I R$0D TO TH$ PRI-.IP0;,2 The chi#dren can co#or the #etters, Hang the banner in the principa#!s o ice and as/ the chi#dren to sign the banner "ith di erent co#ored mar/ers a ter they!ve read their se#ections, The principa# may "ant to give the chi#d a boo/mar/ that is signed by him<her that says 2I R$0D TO TH$ PRI-.IP0;,2 Norma .re"sch, 4e"lah Elementary and Jr0 High, 4e"lah, $olorado, Grade 2 T: vs. Reading2 Begin a TE<Reading .hart or each chi#d, It "ou#d be a "ee/#y chart to /eep a record o time spent reading and time spent "atching TE at home, I tota# reading time e1ceeds tota# TE "atching time, the chi#d earns a treat, The c#ass "ith the most "inners cou#d have a party, Lindy G"y, Maclay School, 3allahassee, lorida, Li5rarian Reading Ti(eline2 $ncouraging gro"th and a sense o accomp#ishment "ith intermediate readers can be attained "ith a persona# reading time#ine, :tudents are as/ed to produce a time#ine o their #ives by naming their avorite boo/s through the years, :tudents can inc#ude persona# pictures, boo/s, boo/ covers, i##ustrations, etc,, to sho" the history o their reading pre erences, The disp#ayed time#ines ma/e e1ce##ent boo/ advertisements, create impromptu boo/ reports and discussions "ith c#assmates, he#p students understand time#ines, and he#p each chi#d to see ho" their reading has matured throughout the years, Janice Haa!e, Leland Elementary, Leland, -llinois, Grade /

4 ;You6re 7nder Arrest ; 3y students in the 'th grade 2/idnap2 or 2arrest2 one o the teachers "hom they had "hen they "ere younger and sentence that teacher to so many minutes o reading a#oud be ore they return to their o"n c#ass, I in orm the teachers that they "i## be 2arrested,2 but the students are not a"are o this, I then stay in the room o the 2arrested2 teacher and read to his<her students, Janice Hamman, Hoo! Elementary, 3roy, %hio, Grade 2 Reading && It6s a Piece o" Ca#e 0 good activity to do Fduring .hi#dren!s Boo/ %ee/G is to ma/e a 2tit#e ca/e,2 Have your recipe visib#e and #et your students he#p add the ingredients, Then, on sma## pieces o paper have each student "rite do"n the tit#e o his<her avorite boo/, 6o#d the tit#e strips severa# times, add to the ca/e batter, and ba/e, $ach student "i## en4oy discovering a tit#e in his<her piece o ca/e, The students might en4oy trying to guess "hose avorite boo/ tit#e they had in their piece o ca/e, I ca## this activity 2Reading (( It!s a Piece o .a/e,2 Linda $arrier, La"rel Hills Elementary, $ollege +ar!, Georgia, Grade & Carnival o" $oo#s2 Our PT0 sponsors a .arniva# o Boo/s, 6ood booths o er the o##o"ing goodies "ith an appropriate boo/ theme= Popcorn (( Popping or Boo/s, Pic/#es (( Pic/#ed 5reen Over Boo/s, .o#d Drin/s (( 0 Toast or Boo/s, and .andy Bags (( I!m :"eet on Boo/s, %e a#so have a Hump(a(Thon booth named 2%e Hump or Boo/s,2 :tudents ta/e up p#edges and 4ump rom @=AA to '=?A, 0## pro it rom the booths goes to"ard purchasing boo/s needed in the schoo#, E"nice Lo1e6, $harles E0 Nash Elementary, ort Worth, 3e7as, +rinci1al $oo#s O)en /oors2 $ach c#assroom "i## agree on a avorite boo/, Then students "i## decorate their doors as giant boo/ covers, The giant boo/(cover door "i## open up to ind the room decorated as a scene or setting rom the boo/, One day during .hi#dren!s Boo/ %ee/, the students "i## come to schoo# dressed as characters rom their chosen boo/, Hudges can se#ect grade(#eve# "inners or a ha##"ay "inner, 0 giant 2Boo/ .a/e2 cou#d be served at #unch to re"ard everyone!s hard "or/, 4eth 4arlow and Donna Lawson, Jane Macon Middle School, 4r"nswic!, Georgia, Grade # Read&a&T!on2 The schoo# cou#d have a day(#ong Read(a(Thon, "ith the centra# o ice tabu#ating the number o boo/s or pages read in the "ho#e schoo#, principa#s and custodian inc#uded, Hour#y resu#ts cou#d be posted on rungs o a #adder reaching to the s/y, Miriam Leon, $roc!ett School, San Marcos, 3e7as, Grade & $oo#s on Ta)e2 Our chi#dren "i## be choosing ive simp#e reading boo/s to tape or chi#dren in the hospita# "ho are too young, too tired, or too sic/ to read on their o"n, The boo/s "i## come rom the chi#dren!s hospita# #ibrary so that they may #isten to the tape and o##o" a#ong "ith the boo/, %e "i## de#iver the tapes during .hi#dren!s Boo/ %ee/, Jamye G0 4ac!"s, New Middletown Elementary, New Middletown, %hio, Grade / $udd4 $oo#s2 $ach si1th grader "i## be assigned a irst grader to intervie", inding out about their ami#y, birthday, riends, pets, and avorite things, 9sing this in ormation, the si1th graders "i## "rite a story, using their irst grader as the main character and the in ormation rom the intervie" as the basis or the story, The stories "i## be pub#ished in

5 boo/ orm by the si1th graders, comp#ete "ith cover and a se"n binding, During .hi#dren!s Boo/ %ee/, the si1th graders "i## present the boo/s to their irst(grade partners and share some reading time "ith them, *honda *0 Mooney, Esther,ille Middle School, Esther,ille, -owa, Grade # $ead 1angers2 I give students a co#ored bead or each boo/ report they turn in, I a#so give them a ribbon on "hich to string these beads, %hen they have read ten boo/s, I give them a shiny bang#e to p#ace bet"een the )Ath and ))th boo/ beads, I give them another bang#e to p#ace bet"een the &Ath and &)st beads, the ?Ath and ?)st beads, etc, These are hung in our "indo", "hich adds a estive air to our room, The students ta/e their chains home at the end o the year, Edith 4"r!e, Gold $anyon Elementary, (1ache J"nction, (ri6ona, Grade / Green Lig!t && Go :tudents "i## read boo/s recommended by their peers, To oster this, have avai#ab#e in the c#assroom red, ye##o", and green inde1 cards, These cards correspond to the co#ors in a stop #ight, 0 student i##s out a green card to te## others to 2go2 or this boo/> ye##o" means caution, the boo/ "as so(so> and red means 2stop,2 do not read this boo/, The ront side o the card has the o##o"ing in ormation "ritten on it (( the tit#e and author o the boo/ and the student!s name, The bac/ side o the card has the o##o"ing in ormation "ritten on it and shou#d be i##ed in according to the co#or card chosen= 0 green card shou#d read 2I rea##y #i/ed this boo/ because, ,,,2 0 ye##o" card shou#d read, 2This boo/ "as so(so becauseI,2 0 red card shou#d read, 2I did not #i/e this boo/ because, ,,,2 Have hanging in the c#assroom a bur#ap banner covered "ith si##y, comica# buttons, such as 2%ho -eeds :/oo#C2 0 ter a student i##s in an inde1 card and stap#es it to the bu##etin board, he<she can "ear a button or the day, .athleen Doherty, $hrista Mc("lliffe School, 3inley +ar!, -llinois, Grade / ;Picture; $oo#s2 Ta/e a picture o each student ho#ding his<her avorite boo/ and attach a short summary o the student te##ing in his<her o"n "ords "hy this boo/ is so specia#, ;aminate and disp#ay, :tudents can read about c#assmates! se#ections and e1pand their /no"#edge o e1citing boo/s to read, Marcelle J0 Smith, Gamewell Elementary, Lenoir, North $arolina, Grade &

I0 YO7 0O7N/ T1IS STORY TO $E :AL7A$LE 222

Te## the teachers in your schoo# about it! Or you might have your principa# inc#ude mention o the story his<her "ee/#y bu##etin, That "ay, a## teachers cou#d chec/ out the story and the $ducation %or#d site during their ree period, 0rtic#e by 5ary Hop/ins $ducation %or#d $ditor in .hie .opyright J &AA), &AA& $ducation %or#d 9pdated K<&@<&AA&