I prefer to give Book Projects rather than Book Reports
The basis of my practice:
A major goal of mine is to get my students to enjoy reading.
In the upper grades, almost every time a book is assigned, the students will be required to write a report.
Students hate book reports – I did.
Students associate book reports with reading.
I do not want my students to associate a negative experience (written book reports) with an action (reading books), and therefore, hate the action!
So how do I get the students to read and how do I check up on whether or not they are reading?
Here are a number of practices I employ in my room:
When a book is easily accessible, students have a natural tendency to read. Thus, I require my students to keep a reading book with them at all times, as part of their supplies. They are allowed to read the book anytime when they have ‘free time’.
DEAR: Here we Drop Everything And Read … No matter what we’re doing … We Drop everything, drop to the floor, relax, and READ! :-)
I provide a BINGO sheet of different genres. As the students complete a genre they fill out the BINGO sheet. Once a BINGO sheet is filled, the student receives a treasure from the treasure box or Castle Cash, as desired.
Book Talks: Students share their thoughts and feelings about the book with me and with their peers. The one-on-one time with each student is priceless – It takes only a few minutes and helps to build and develop a closer relationship between the student and me.
We have a classroom "Card Catalogue". After each student reads a book, he/she makes a card with a short summary for other students in the class to read. This is an easy way for me to check on a student’s reading and gives him/her a chance to share their thoughts and feelings about the book they read with the class.
Most often, I give a book project – not a ‘written book report’. Book projects are varied and most students have enjoyed doing them throughout the years I have been teaching.
Independent Reading Book Projects
Mrs. Walker 2009-2010
Students tire of responding to novels in the same ways. They want new ways to think about a work of literature and new ways to dig into it. By creating ‘non-traditional’ projects, students are encouraged to think analytically about the characters, events, and themes they've explored in ways that expand their critical thinking.
General Information:
All book reports are assigned at the beginning of each month. Because these are long-term projects, students will be reminded to pace themselves accordingly. A few guidelines to keep in mind:
Reminders will be included in our weekly newsletters.
A checklist will be given to the students each month to assist them.
A rubric (scoring sheet) may be sent home, if desired. It describes my expectations for each book project.
Parents are encouraged to edit their child's book project before he or she hands it in.
Students are given time to read books in class.
Students are also given time to begin their projects in class.
Project Due Date
Genre
Project*
Fri. Oct. 17
Biography or Autobiography
Character Traits Poster
Fri. Dec. 12
Historical Fiction
Sandwich Book Project
Fri. Feb. 13
Fables, Fairy Tales & Tall Tales
Student’s Choice from Teacher List
Mon. April 20
Any genre but above ones
Book Reporting Bingo
Wed, May 29
Expository / Research
State Report Due
*Book Report forms and directions for projects will be handed out at the beginning of each quarter/assignment.
Book Report Topics May Change Throughout the Year
Book Reports: The Reader and Writer Ace A fabulous website designed for the Christian school. Beverly Schmitt offers great insights into many subject areas while at the same time integrating God and His Word into all aspects. This link from within her website will help students while reading and writing his/her book report. She includes forms that are designed to assist the young scholars to use these skills.
Mrs. Walker's 4th Grade Website Hershey Christian School P.O. Box 378 Hershey, PA 17033
