“Got Any Good Books?”
Ruth Scroggins
Growing Independence and Fluency

Rationale:  To learn to read fluently, it is helpful for one to read fluently and avidly.  This lesson will help children achieve this by sparking their interests and inwardly motivating them to read books that they like, hopefully resulting in easier and more fluent reading of anything.

Materials:  Grade level or A.R. (Accelerated Reader) reading lists, poster board, construction paper, crayons, markers, tape, glue and glitter.  Your grade level or A.R. levels book lists.  Book talks on the selection of books to begin your class. You Are Special by Max Lucado or another book of your choice to use as an example.

1. Arrange, ahead of time, with cooperating teachers of the same grade level a reading program.  This program will consist of each class being provided with chosen selections from the reading list (of your school, A.R., etc.).  Each student will choose a book of his or her own to read.  After the students have read the books over an allotted time, they will be instructed to make an advertisement for their book.  The children will be sent to different classrooms so that each room will be provided with book talks or “advertisements” on new books.
2. Give children several book talks on grade-level books chosen for your class to begin with.  Let each student choose a book to read.
3. Explain the lesson.  “Today we are going to each pick a book we want to read from some choices that I give you.”  Give the book talks and allow children to pick their book, reminding them that although several children can read the same book, every book still needs to be chosen. “You will need to read carefully the book that you choose, because when you are done you will make an advertisement for it.  Do you know what an advertisement is?”  Allow children to discuss while guiding them to a suitable definition.  “I am going to read You Are Special by Max Lucado.  I want to be sure to put the title on my poster, big enough for everyone to read.  What else do you think I might need to put on the advertisement?”  Let children discuss and possibly wait to read the book until after a little discussion to show them how essential it will be for them to read the book carefully.  Tell the children that they will be expected to advertise the book to other classes to try to convince other students to read them.
4. Allow time for the students to read in class and to also work on their advertisements in class.  This will not only allow them reading time, but will also allow the students to share ideas and their own excitement about the books they have read.
5. Share the advertisements with other classes and begin the process again with your class’ book list being provided by the class that visits your room.

The posters will be graded as “book reports” to assess the students’ progress.

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