Anyone who has visited, been educated, or taught in a 7-12 school knows about the unique environment composed of twelve- through eighteen-year-old students, not to mention the pedagogical diversity among the middle through secondary educators. Shared facilities not only guarantee hormone hysteria but also create scheduling shockwaves. One not-so-apparent environmental conflict takes place in the shared school library. Sign-up sheets and research required for high school classes can often limit the time and space for the young adolescent users of the facility.
With the aid of a knowledgeable librarian, eager administrators, flexible teachers, and some well-defined funds, the middle grades at Heritage Hills have a vested interest in the creation of exciting and rewarding reading programs.
The entire 7-12 school had previously established silent reading time for approximately one-half hour weekly, had closed-library days for middle grades orientation and research, and had a library which was constantly updating and was receptive to purchasing new titles. However, the lack of real reading among adolescents was apparent. Promoting independent reading among young adolescents became top priority. Establishing a plan based on research, guidance from reading authorities, and plain old intuition benchmarked the beginning of a beautiful reading relationship in the entire school.
Through visitations from reading specialist Dr. Penny Gaither, middle-level teachers were led in discussions and idea-sparking concerning the use of read-alouds and literacy techniques in every type of classroom setting. For example, math teachers were exposed to picture books and excerpts which enable students to grasp concepts and interrelate studies. Parents were also given the opportunity to learn and discuss reading instrumentation. The premises that students must be surrounded by books, given time to read, encouraged to choose, and allowed to share were instilled in the middle-level faculty and the public.
As a collector of books I hope someday to read, I took my classroom book collection for granted. Every teacher should have such a display. Along with the librarian and some high school educators, every middle-level teacher purchased enough books to create his or her own classroom library--me included. It was like Christmas! The excitement was uncontainable!
Before purchasing, some of the teachers had students list favorite authors, others surveyed students and/or the librarian and language arts teachers, while some just selected instinctively and with variety in mind. All books were stamped and color-coded with tape identifying the classroom to which they belonged. Throughout the process, teachers became "owners" of reading in their individual classrooms. A collective phenomenal transformation was occurring.
Another informational aspect of the reading promotion project was school visitations. Ambassador-students, administrators, and teachers experienced successful reading programs at other schools. The Owen Valley Middle School staff shared their inspirational Read-N-Feeds, student-operated bookshop, and "advertising" techniques. Throughout these visits, teachers were encouraged to experiment and expand through reading.
Teachers now take the initiative with reading in their classrooms. There is an abundance of book talk among the middle-level and secondary faculties. In fact, on occasion a middle school teacher can be found explaining the use of a picture book for curriculum activities to high school teachers in the shared library. Advisory programs have been enriched through excerpt readings from selections such as Chicken Soup for the Soul. Other teachers in all subject areas have added read-alouds to their weekly routines, shared excerpts from their own favorite selections, enabled students to share their books with peers during class time, and hosted contests to further promote reading at the middle evel. Additional literacy programs, such as Rosewater and Young Hoosier Book Award collections, Accelerated Reader, Electronic Bookshelf, and book fairs, have presented opportunities for teachers to make books available and rewarding for their students as well.
Before-and-after surveys to parents and students prove what is apparent at Heritage Hills--that seventh and eighth graders, their teachers, and their parents are reading more and loving it. At a summer institute held by the corporation for teachers, reading was the issue. All 70 participating staff members read Montana 1948 and shared their impressions in a group discussion.
Encouraged by our progress, we will be incorporating more and more into our reading program. The 1997-98 school year promises to be filled with new and improved literacy experiences. High school teachers are becoming aware and involved thanks to our efforts. The young adolescents in our school are learning, teaching, and reaping the benefits of treasuring books.