Reading Interest Survey

Reading Interest Survey

            I am currently teaching first grade and work with students that range on many different reading levels. Students in first grade are beginning readers. According to chapter two, “Books for beginning readers should connect to children’s interests, experiences, and reading abilities to support them in their initial reading experiences” (Lynch Brown et al., 2014, p. 17). My district requires us to use the Scholastic Reading Program during guided reading. This gives the students a reading interest survey to fill out before they begin reading in my classroom. It allows me to learn about my students’ interests.

            In the beginning of the school year, I like to quickly survey my class by having students who like to read stand on one side of the room, and students that do not like to read stand on the other side of the room. It is surprising to me that students who do not even know how to read yet already have a predetermined idea that they don’t like to read. This year, I have a lot of students who like to read and only a handful that do not. I noticed that many of the students who do not like to read are boys.

            For this assignment, I chose to work with my student Johnny.* Johnny filled out the survey from blackboard, “My Feelings About Reading.” Based on his answers, he does not like to read, he does not read at home, he doesn’t think that reading is fun, reading is hard for him, he does not like to read long stories, and he thinks that reading is boring. On a positive note, Johnny likes picture books, he likes someone to read to him, and he has enjoyed the books we read in school. I have also gathered additional information from the reading interest survey from Scholastic. Based on this survey, Johnny likes to read about bugs, reptiles, football, famous people, transportation, and volcanoes. I know that Johnny plays football for the recreation center and loves the New York Giants. He gets excited about football and is very interested to learn more about it.

            The books that I have chosen for Johnny are mostly read alouds because he tested on a level A, which means that he is a struggling reader. Johnny also expressed that he likes someone to read to him. Considering that Johnny does not read at home, I have added a book that his parents can read to him before he goes to sleep.  I have also found a book that Johnny will be able to independently read because it is a repetitive and predictable book with familiar words that is on his reading level. Chapter two states, “easy-to-read books and predictable books make use of familiar words, word and sentence patterns, illustration clues, and rhyme to make the text easier to read” (Lynch Brown et al., 2014, p. 17). If Johnny reads books that are on his reading level, he won’t think that reading is too hard for him.

            Here are some books that I recommend for Johnny to read based on the reading interest surveys he has completed:    

Arnold, T. (2008). Hooray for fly guy! New York: Scholastic. 

Barton, B. (2001). My car. New York: Greenwillow Books.

Cronin, D., & Bliss, H. (2003). Diary of a worm. New York: Joanna Cotler Books.

Dahl, M., & Forshay, C. (2004). Goodnight football: Capstone Young Readers.

Manning, P., & Manning, E. (2009). Family huddle. New York: Scholastic Press.

Orloff, K., & Catrow, D. (2004). I wanna iguana. New York: Putnam.

Schreiber, A. (2008). Volcanoes! Washington, D.C.: National Geographic.

Lynch-Brown, C., Short, K., & Tomlinson, C. (2014). Essentials of children's literature. Upper      

     Saddle River, NJ: Pearson Education. 

Chapter 1

Chapter 1 
Learning about Story and Literature 

The word “literature” best reflects the meaning of chapter 1.

            Chapter 1 is about the value of literature.  Literature teaches what it means to be human. It allows the reader to experience life, and to think in new ways about their own life experiences, understandings, and emotions. Literature allows the reader to relate on a more personal level with the events and characters in the story. Many times, Elementary schools focus on how to “use” children’s books to teach something else and forget the value of literature. Lynch – Brown, Short & Tomlinson (2014) state, “we are often so focused on using literature for other purposes that we lose sight of literature as having value in and of itself for children’s lives as well as serving the purpose of enhancing their academic learning” (p.6).  It is important to remember that both aspects of literature are important.

            As a first grade teacher, I try to find books that I know my students can relate to. For example, on the first day of school I read the book “First Day Jitters” because I know they can all relate to feeling nervous and having to meet new friends and entering a new school. After reading the book, my students realize that they are not the only student in the class that feels that way. It helps them understand their own emotions and experiences through the characters in the story. 

"Quality in writing and illustration"

            Books that are “high-quality” offer readers enjoyment and stay in our memories. These books have the ability to stay interesting and remain meaningful for many years because of the imaginative use of language, images, and the artistic style. These books have valuable insights on what it means to be human and are engaging. On the other hand, books that are focused on the child as a consumer represent books that are low quality because they are used as advertisements. However, I have noticed that these are the books that my students are most interested in. I don’t want my students to read “low quality” books but I do want them to read books that they enjoy! I think these "low quality" books can be a starting point for some students to help them realize that reading is enjoyable and also help them realize what they like to read about. 

Lynch- Brown, Short & Tomlinson (2014) state, “this report also noted that the greatest gains in vocabulary, fluency, and comprehension came from independent reading by children” (p.8). I found this to be interesting because there is not enough independent reading time in school.  We are focused more on reading aloud and teaching students strategies as they read, than allowing the students to independently read. My daily schedule does not include scheduled independent reading time. I assign independent reading as homework, but if I do not model it in school then how can I expect my students to do it for homework? It is also hard to hold students accountable for independent reading. This year, I plan on “sneaking in” independent reading time as part of my morning routine because I want to improve my students’ vocabulary, fluency, and comprehension. I also want them to love to read as much as I do!

Lynch-Brown, C., Short, K., & Tomlinson, C. (2014). Essentials of children's literature. Upper   

     Saddle River, NJ: Pearson Education.