Inquiry Blog Post 1: Fostering reading cultures in schools.

 As a classroom teacher, I have taught Kindergarten for the last 6 years with the philosophy of exposing students to as much literature as possible. Firstly, I teach students what they can do when they pick up a book since Kindergarten is their first experience in school. I model this behaviour and later encourage the students to do it themselves. I demonstrate how to look at a cover to learn what the book might be about and whether it might be interesting to them, then I teach them to look at the pictures on the page to help them figure out the storyline, and I show them how to read from front to back. Research suggests that the more exposed children are, the more successful they will be; not only in literacy but in other academic areas. I start the day with a book, I welcome my class back from lunch with a book and I end the day with a book. When I read a book to my class I try to be as animated as possible to draw the students’ attention. When I read, I model reading behaviour out loud so students can learn to do this themselves. Since they are in Kindergarten, I focus on teaching the first two reading strategies from Adrianne Gear’s Reading Power. Before we start a book I have students use the picture on the cover to predict what the book might be about, then I encourage them to make a symbol with their hands to show me when they have a connection to the literature. Usually, we share those connections to deepen and further engage them in the book. As we read I model asking questions (e.g. I wonder why they’re going that way? Or what’s going to happen next? Or I’m worried, what are they going to do next?) and I encourage them to ask questions to confirm meaning and understanding. After I read aloud after lunch I give students the opportunity to pick books and read to themselves or with a buddy. I try to emphasize the excitement of “getting cozy with a book”, using props (e.g. glasses, reading to stuffies, blankets for forts or cuddling with) and finding a nice spot to relax and enjoy the literature.

Reading a in a fort with Bear One and Bear Two.

Reading with funky glasses.

Since this fall will be my first year as a Teacher Librarian, I think implementing a strategy that is simple yet productive will be ideal considering the newness of the circumstances. Ideally giving students the chance to read will give them a chance to practice the skills they have learned in class. A program that I think would work school wide and bring together the school community is called Drop Everything And Read (DEAR).

I would also like to provide more information to students and parents on how they can promote literacy at home that is consistent with what we are doing at school. 

Lastly I would like students to take advantage of the tools and resources in our library website. We have so many resources that don’t get used because they’re not advertised correctly. Our school library has various online magazines, Tumble Books and ebooks for students to dive into. I would like to make stickers and bookmarks with login information that students can put on their agendas. I think that the simplicity of having the information they need to access it will increase the likelihood that they will use the resource. References James Whiteside Elementary School, Online Catalogue. https://search.follettsoftware.com/metasearch/ui/9149

Elementary Literacy Tips: ABCs of Literacy for Parents. Edmonton Public Schools, August 2015. https://epsb.ca/media/epsb/ourdistrict/topicsofinterest/literacy/elementary/tipsheet_ABCs.pdf

Drop Everything and Read, 2018. https://youtu.be/eAfI5LzkWHw Power Reading Gear, 2019. https://www.readingpowergear.com/reading-power Frey, Susan (July 8, 2015) https://edsource.org/2015/study-says-reading-aloud-to-children-more-than-talking-builds-literacy/82045. EdSource.