The Dr. Seuss Reading Lounge

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“The more that you read, the more that you will know. The more that you learn, the more places you will go”. – Dr. Seuss

Dr. Seuss was selected as the theme for our second reading lounge. Our team of first grade teachers and parents really did a great job putting this all together. Again, Ikea of West Sacramento helped with the design and donated all of the furniture. OSH donated the paint and supplies.

For this lounge, we had a special “reveal” for kids on live TV. This room was covered up and students did not have access to it for a couple of weeks. We wanted the first time kids saw the room to be recorded on live TV. Good Day Sacramento, a local morning show, came out and featured this reading lounge. They recorded a few segments and one was the actual “reveal” of the lounge to students. For some reason, we could not locate that clip. If you are curious to know how the kids reacted to seeing this lounge for the first time, it could be described as “shocked and excited”.  We do have the introductory segment. Check it out here.

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How to make a reading lounge (Part II)

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Besides space, what else do you need when putting together a reading lounge? You need resources and a lot of elbow grease. Our plan was to remove everything from the pods, paint the walls, and put in new furniture so kids can read and lounge. Here is a list of things on our original list.

  1. Paint rooms: Paint, rollers, tape, rags, brushes, pans, extension poles
  2. Furnish rooms: Furniture, rugs, bookcases, room decor.
  3. Books, books, and more books!

Early in the process, we met with IKEA of West Sacramento and they jumped on board with the idea of making reading lounges. They donated their time in helping design 4 of the 8 lounges. Each lounge had its own book theme and our design specialist and school staff did a great job collaborating on what these rooms would eventually look like. IKEA also committed to furnishing the first two reading lounges! Our first room would be the Hatchet Room in the 5th grade pod. Hatchet is a novel written by Gary Paulsen. It is a survival story about a teenager lost in the Canadian wilderness after a plane crash. Here are some of the design ideas:

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Orchard Supply Hardware of Antelope has always been a great neighbor. They will do anything for neighborhood schools so when we let them know of our project, they donated all the paint and painting materials and supplies. Here’s a picture of Missy from Orchard Supply Harward and one of our 5th grade teachers, Karina Almanza. After several hours of mixing paint and gathering supplies, we were on our way to transforming the pod!

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After clearing out the room, our 5th grade teachers started painting the walls! This process took them much of a Saturday morning. Who spends their Saturday morning at school painting? Our teachers do!

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After the walls were painted, IKEA delivered the furniture! Have you ever put IKEA furniture together?! There’s a skill set required and we were lucky to have some parents and friends help out. These 2 guys spent an afternoon putting together a bookcase, chairs, tables, and a sofa. There’s some serious elbow grease involved!

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In the meantime, each reading lounge needed books and teachers were putting in orders to fill the bookcases. We can’t have reading lounges without awesome books for kids to read! Working with Scholastic Books, we have spent the last few months processing new books for the reading lounges. In the end, we will have added about 7,000 new books to our school using state and federal funds. We had to inventory and tag each book. Each reading lounge had its own color label on each book- this way, we would be able to keep track of lost books and determine where they belonged. Luckily, we had a lot of students volunteer to help tag books during their recesses and lunch breaks.

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We are putting on the finishing touches to the Hatchet Reading Lounge…to be continued!

 

 

How to make a reading lounge…(part I)

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Steven Layne planted the seed a couple years ago. A group of us Barrett Ranchers went to a reading conference in Sacramento and heard him talk about the importance of developing lifelong readers. Not only did he talk about engaging students in reading books but he captivated an audience full of educators by engaging us in a read-a-loud of one of his own children’s books. After the conference, I got everyone his book, Igniting a Passion for Reading, and we started a small committee to do just that. We named it the “Spark the Fire” committee and our main focus was to come up with fun ideas to get kids excited about reading and books. One of these ideas, the reading lounge, was born from one of our earlier brainstorming sessions.

In Dr. Layne’s book, he talks about the idea of creating reading lounges in schools. It makes sense if we want kids to read more that we get them great books to read and create a space that allows them to engage in books. Dr. Layne warns in his book that there are systemic roadblocks (or excuses) to creating reading lounges in schools. The first roadblock is that there is no extra space. While we didn’t have extra classroom space, we did have shared pod areas that were used for small group work and storage. We have 8 of these pod rooms on campus and each of these connect with three classrooms. Space was not an issue for us. If we didn’t have the pod rooms, we would have looked at the computer lab (which is quickly becoming obsolete with the use of Chromebook carts in the classroom). Here is a photograph of a pod:

img_6407The second roadblock that Dr. Layne warns us about is the excuse of not having any money. In fact, at the reading conference a few years ago, he told every attendee that the principal always has money somewhere. I remember this exact moment because all of my teachers turned back at me with some raised eyebrows! Yes, we have some money but we didn’t have enough. When we make reading a priority, we will find the money.

Our idea was to convert all 8 pod rooms into reading lounges. The vision? The reading lounges would foster literacy, offer a quiet and safe space, create a sense of eagerness and imagination, and associate reading with leisure and pleasure. Each reading lounge would have a theme based on a book or author. One classroom articulated their vision of what their reading lounge would look like based on Aaron Becker’s Journey, Quest, Return trilogy:

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“My students imagined an enchanted space with lanterns, little white lights and a huge magic carpet that they could sit or lay down upon to read.  Painted on the walls would be a red hot air balloon, a beautifully exotic bird with purple feathers and two large trees, each one featuring a magic door at the trunk’s base.  These two magic doors, one being red & one being purple, would symbolize their secret passage into the fantastical world of books!”- Ms. B., 2nd grade teacher

Of course, we needed the furniture, paint, hardware, supplies, and books. Did I mention books? We had some money but not enough money. This is where the community comes in….(to be continued).

 

Pinkalicious reminds us to build background knowledge

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Above is a picture of two pages from a favorite series of books- Pinkalicious. The other night I was reading this story with my daughter and we came upon the part of the story in which Pinkalicious tries to convince her family to buy a fake Christmas tree (a pink one, of course). She brings out an air freshener in response to her brother’s statement that he likes the smell of real pine trees. I thought it was funny and clever of Pinkalicious.

My daughter was confused.

I realized that she didn’t know what an air freshener was- especially the ones that Pinkalicious was holding up. We don’t have them in the house or car.

It was then that I realized that her lack of background knowledge caused her to miss an important part of the story and it reminded me of how important it is for students to have a good background of general knowledge to have good reading comprehension. It makes sense in this case and this idea is backed by reading research. Better readers have a good foundation of general knowledge (Alexander, Kulikowich, & Schulze, 1994; Hirsch, 2003; Shapiro, 2004). They know more about the world and can make more connections as they read.

If a student has no idea what snow is, then reading a story about igloos and Eskimos will be hard to understand. If a student is familiar with snow- has played in it, knows what it feels like, knows how cold it is- then they will have a deeper understanding of a story about an Eskimo making an igloo to live in.

How can parents help students build background knowledge? Parents can make an effort to give children lots of rich experiences. This does not necessarily require lots of money. Activities such as taking a hike around a lake, visiting the library, or going to the beach can provide students with rich experiences. It is also very important to talk about these experiences with your child. Children should have a general knowledge of lots of things in the world around them. Parents can also access technology. While it doesn’t replace an actual visit to an actual museum, parents can explore the Smithsonian through an interactive website- visiting virtual exhibits and having important discussions with their children. If your child is learning about penguins, do a search and watch some YouTube videos on penguins. The more students know about the world, the more connections they will make when they read. When they make connections, they can understand more and think critically about what they read.

Character is just as important as academics

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A school’s main priority is to educate students and provide them with the academic skills necessary to be successful in our society. It is equally important for schools to help produce good citizens of society. In other words, character is just as important as academics.

People with education, money and power sometimes lose their moral compass. Politicians, business and religious leaders, and celebrities have all had their share of disgrace- just look in today’s newspaper.

If we have straight A students who do not understand the values of honesty and fairness and grow up to cheat others, we have failed. If our students are accepted into the best colleges but don’t care about anything other than themselves, we have failed. Theodore Roosevelt once said, “Character, in the long run, is the decisive factor in the life of an individual and of nations alike”.

At our school, we focused on character traits every month so our students can understand what it means to be a person of good character. Respect, responsibility, trustworthiness, citizenship, caring, and fairness were all traits we celebrated this year. I want to thank the families who took our lessons home and helped their children understand that being successful in life is more than getting good grades. Good character cannot be only learned at school.

Our success as a community and nation depends on our ability to educate young people who are intelligent and compassionate citizens of the world. I believe that this will happen. However, the task is big and it will take all of us working together to be successful.

The Importance of Working Hard

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Dear parents,

This may be shocking to you but you will rarely hear me say to a student, “You are so smart and talented!” What? The principal admits that he doesn’t give praise to students for their intellectual abilities? It’s true. I believe that talent and natural ability are over-rated. Some people may be born with a little talent in some areas but I believe that most success comes from lots of practice and hard work.

In fact, scientific research tells us that most successful people are the hardest workers who have put in at least 10,000 hours of purposeful practice into their craft (see the Malcolm Gladwell’s work). The coach of the NBA basketball team, Oklahoma City Thunder, Scott Brooks, went to my high school. People said that he was too small to play in the NBA but he worked hard and persevered. Legend has it that he would sneak into the East Union High School gym and spend 3-4 hours every night just dribbling the basketball from one end of the court to the other. He dedicated himself to mastering the details. When others said that he couldn’t make it, he worked harder. He made it to the NBA and learned the game inside and out. He studied the game so much that he eventually became a head coach in the NBA. A few years ago, he was voted Coach of the Year in the NBA. He took one of the worst teams and made it one of the best teams. He once said that his teams are good not because they have the most talent but because the players understand what it means to work hard and be dedicated to getting better.

What does this mean to our students? Students need to learn to practice until mastery. From the multiplication facts to the scientific process, students need to put in the time and effort to learn and master these academic concepts. Giving up is not an option. Research shows that students who are praised for working hard and putting forth outstanding effort are more likely to not give up when they are challenged. They are more likely to achieve more as they understand that success comes from working hard, not some talent that they are born with. So parents, the next time your child does well in school, instead of praising them for how smart they are, praise them for their effort and say, “You are such a hard worker! You must have studied and practiced a lot!”

Don H. Vu, Ed.D