A Reading Star is Born

Beginning readers make their "reading debut" and step into the spotlight with confidence

Learning to read is a major milestone, like taking your first step or speaking your first word. It should be an event to celebrate.

As days in the classroom become more and more consumed by the terrors of testing, I wondered if the joys of learning to read and becoming literate would be left behind. I was determined to make the entrance into the world of reading a magical experience and something my first graders would never forget.

The debut of the reading debut. With the encouragement of my principal, I enlisted the help of the children's librarian at our public library, the community relations coordinator at the nearby Barnes and Noble and the children's book buyer at our local independent book store. Together, we set up "reading debuts" in these three places. The program for each debut took about 75 minutes. If any children were unable to attend the after-school event, I scheduled a reading debut for them in our school library, with the principal, the librarian and our entire class present to cheer and clap, making a reading debut possible for every child.

How to get started. At a writer's conference I found local authors who were willing to take part in these events. Each year, I invite two authors - one at each bookstore. For the third debut, which was held at the public library, the children's librarian talked about library services, library cards and the summer reading program. Since this was the final debut for the year, refreshments were a welcome add-on. Authors whom I've been able to get to participate in my reading debut program are Frank Murphy, Betty Tatum, Susan Katz, Peter Catalanotto, Linda Oatman High and Kay Winters.

Early in the year, I send home a note describing the three events and ask the parent to choose, with the child, the date of his or her debut. Parents and children are encouraged to attend each event and most do. As a result of the parental feedback, a fourth debut is scheduled at the school library if necessary.

For each event, I planned on approximately seven readers. About a month before my students debuted, 1 presented books tailored to each child's needs and abilities and helped each student choose a book that he or she loved. Then we began to practice.

Since Kay Winters was the author coming to the February debut, some students chose her books. Austin wanted to read Tiger Trail (Simon & Schuster, 2000) while Shawna selected Abe Lincoln: The Boy Who Loved Books (Simon & Schuster, 2003). Rachel giggled her way through The Wide-Mouthed Frog by Keith Faulkner (Carlton Books, 1997) while Jessica chose Olivia by Ian Falconer (Atheneum, 2000). Some choices were well above the reading level of the child when he or she began, but the desire to read well before an audience was so powerful that, by debut day, I was sure the words would flow with expression.

Practice, practice. As we practiced for the upcoming reading debuts, I modeled good readaloud strategies. The kids learned from mini-lessons and daily exposure how to read with expression, how to stop at periods and how to pause for audience reaction.

I also began having shared reading during morning snack (about 15 minutes a day) - a child read one page, I read the next. I worked with each child to read the book he or she had chosen and listed any sight vocabulary words he or she needed to learn. To build phonemic awareness, I plucked and sorted words with common vowel patterns from the text.

The children read with me during silent reading times and they sometimes practiced reading with their third grade buddies to learn how to show the pictures. Students were asked to keep the title of their book a secret so it would be a surprise to family members.

Finally, the great day arrived! Even though it was raining, we drew a huge crowd. The seven readers sat in a row to the side of the stage, each of their chairs sporting a bobbing balloon. On stage, a single chair waited.

Showtime! I introduced the program and told the audience all about the day's momentous occasion and how reading can change a child's life. When 1 introduced the first participant, she walked to the stage with confidence, read the title of the book she had chosen, named the author and then showed the audience the cover. The reading debut began.

After the first few reading debuts, I was so pleased to find that our audience was enchanted. Parents, siblings, grandparents, neighbors, other classmates and their parents were there to cheer on the reading stars. Once, when a store announcement interrupted the program, the young reader paused with great poise and then continued her story.

Welcome to the world of reading. As each child finished, I presented him or her with a carnation, a new book and a certificate. "Welcome to the world of reading," I said to each child after the applause had died down.

To complete their big day, the kids heard our guest author, Kay Winters, speak about the writing process and her books. This was followed by a book signing.

Is the reading debut a memorable moment? You bet!

My seven students sat on that bookstore stage decorated with balloons, held on to carnations, talked with their first "real" author and got a book signed in front of an audience including their teacher, principal, classmates, parents and other family members. They'll never forget that day! What was also great was that the kids who were part of the audience knew their moment in the spotlight was coming. What a powerful motivator! My students celebrated their own accomplishments and one another's growth. This bonding through reading and performing enriched our classroom spirit and sense of community.

Thanks to the reading debuts, I knew why I had decided to become a teacher. I saw learning come to life and watched my students learn the power of words. I hope for the same for you and your students.

Marji Ackerman is a first grade teacher in the East Penn School District in Emmaus, PA. She's working on a MS in library science at Kutztown University.

Copyright Early Years, Inc. Aug/Sep 2004
Provided by ProQuest Information and Learning Company. All rights Reserved