1. Reading Genres Melissa Lange 3 rd Grade Hall-Woodward Elementary

2. Background AR is a large component of the reading program at my school. Some teachers push their students to take as many test as possible (even if the book is too easy.) AR is a large component of the reading program at my school. Some teachers push their students to take as many test as possible (even if the book is too easy.) I wanted my students to experience reading different genres of books at their reading level instead of the usual Arthur or Little Critter. I wanted my students to experience reading different genres of books at their reading level instead of the usual Arthur or Little Critter.

3. Research Question How are the student's choices of books during SSR affected by the introduction of different genres? How are the student's choices of books during SSR affected by the introduction of different genres?

4. Participants 6 participants 6 participants 3 students reading at grade level 3 students reading at grade level -2 Hispanic (1 male and 1 female) -2 Hispanic (1 male and 1 female) -1 African American (male) -1 African American (male) 3 students reading below grade level 3 students reading below grade level -2 Hispanic (1 male and 1 female) -2 Hispanic (1 male and 1 female) -1 African American (female) -1 African American (female)

5. Introduction to Genres “ Genre of the Day” “ Genre of the Day” -Provided descriptions of each genre used -Whole group discussions of each genre -Read aloud books from each genre -Provided examples of the genre -Constructed a reading center that consisted of books from various genres

6. Interventions/Instruction A new genre was introduced daily A new genre was introduced daily Students had the opportunity to share and discuss a new book/genre they enjoyed with a friend. Students had the opportunity to share and discuss a new book/genre they enjoyed with a friend. The students completed a self assessment of the stories that they read. Each student wrote their name, date, title, and genre on a post-it note. They also determined if they loved it, liked it, or didn’t enjoy the book. Each post-it was placed on a poster board that was created for the study. The students completed a self assessment of the stories that they read. Each student wrote their name, date, title, and genre on a post-it note. They also determined if they loved it, liked it, or didn’t enjoy the book. Each post-it was placed on a poster board that was created for the study.

7. Data Collected Pre and Post Reading Inventory Pre and Post Reading Inventory AR test records AR test records Observational Notes during SSR time (3-5 times a week) Observational Notes during SSR time (3-5 times a week) Student Interviews Student Interviews

8. Data Analysis I compared the pre and post reading interest inventory of each participate to see if there were any changes in their answers. I compared the pre and post reading interest inventory of each participate to see if there were any changes in their answers. I looked at their AR scores at the beginning of the project and at the end of the project to see if there was significant grow from the beginning of the school year. I looked at their AR scores at the beginning of the project and at the end of the project to see if there was significant grow from the beginning of the school year. I tallied the genres they read during SSR time and put the results in pie graphs. I tallied the genres they read during SSR time and put the results in pie graphs.

9. Results- Notes Collected Below Grade Level Reader Africa tried to read different genres, but they were too hard for her. She enjoyed looking at the pictures. Africa tried to read different genres, but they were too hard for her. She enjoyed looking at the pictures.

10. Results- Notes Collected Below Grade Level Reader Fred made an attempt to try a couple of different genres, but went back to fantasies because most other genres were too hard. Fred made an attempt to try a couple of different genres, but went back to fantasies because most other genres were too hard.

11. Results- Notes Collected Below Grade Level Reader Michelle enjoyed reading different genres and was able to comprehend most of them, but majority of her reading was in the fantasy genre. Michelle enjoyed reading different genres and was able to comprehend most of them, but majority of her reading was in the fantasy genre.

12. Results- Notes Collected At Grade Level Reader Axel enjoyed learning about and reading different genres. It surprised him that he liked Fairy Tales. Axel enjoyed learning about and reading different genres. It surprised him that he liked Fairy Tales.

13. Results- Notes Collected At Grade Level Reader Jacqueline loved reading the different genres. She was always excited when a new genre was introduced. Jacqueline loved reading the different genres. She was always excited when a new genre was introduced.

14. Results- Notes Collected At Grade Level Reader Kahiem read a variety of different genres. He made an attempt to try most of them. Kahiem read a variety of different genres. He made an attempt to try most of them.

15. Results- AR

16. Results- Reading Interest Inventory The student’s interest in other genres expanded. The students still enjoyed the things that they usually read, but each students selected additional genres on the post interest inventory survey. The students were at different reading levels, but their interest in different genres grew. The student’s interest in other genres expanded. The students still enjoyed the things that they usually read, but each students selected additional genres on the post interest inventory survey. The students were at different reading levels, but their interest in different genres grew.

17. Results- Interviews What is your favorite genre? Why? What is your favorite genre? Why? Axel: Fantasy because almost all books are fantasy and they are fun to read. Jacqueline: Mysteries because it is an adventure through the book and I like to figure out the mystery. Kahiem: Science Fiction because they go outer space and cool stuff in them. Fred: Fantasy because they are fun. Michelle: Fairy Tales because they are interesting. Africa: Fairy Tales because they are cute.

18. Interview What are your favorite things about your favorite genre? What are your favorite things about your favorite genre? Axel: Fantasies have new words that I do not know. Jacqueline: Mysteries are good to read and it is going to be my favorite the rest of the year. Kahiem: Things in Science Fiction can not happen in real life. Fred: I enjoy Clifford and Arthur. Michelle: In Fairy Tales the characters use magic to pretend to be other people. Africa: Fairy Tales have fairy godmothers.

19. Interview What did you like and dislike about learning about different genres? What did you like and dislike about learning about different genres? Axel: There were books I have never read before. There were hard words I couldn’t figure out. Jacqueline: I learned about new genres that I didn’t know about before. Some of the genres were hard to read. Kahiem: There were cool book I wanted to read. There was nothing he disliked. Fred: They helped me know the answers. There was nothing he disliked. Michelle: I liked learning about different genres. There was nothing she disliked. Africa: They were fun to learn about. There was nothing she disliked.

20. Research Says… Children’s problems with reading of various text are often caused by the form and structure of the text rather than the content (Littlefair, 1991). Children’s problems with reading of various text are often caused by the form and structure of the text rather than the content (Littlefair, 1991). An important aspect of children’s literacy development is to provide social and cultural content purposes (Hiles & Smith, 2000). An important aspect of children’s literacy development is to provide social and cultural content purposes (Hiles & Smith, 2000).

21. Discussion Discussion The majority of my class enjoyed learning about new genres. The majority of my class enjoyed learning about new genres. During the middle of my research, we started team teaching which made it more difficult. During the middle of my research, we started team teaching which made it more difficult. The students reading at grade level were more motivated to read or at least attempt to read different genres than the students reading below grade level. The students reading at grade level were more motivated to read or at least attempt to read different genres than the students reading below grade level. It is hard to find most genres written for my below grade level readers, so they got frustrated and resorted to what they were comfortable with. It is hard to find most genres written for my below grade level readers, so they got frustrated and resorted to what they were comfortable with.

22. Future Direction I am going to continue to challenge my students through the school year and encourage them to read different genres. I am going to continue to challenge my students through the school year and encourage them to read different genres. I plan on doing this next year, but at a slower pace. I plan on doing this next year, but at a slower pace.

23. References Hiles, J., & Smith, B. (2000). Genre development in first grade:a multi-task investigation. Illinois Reading Council Journal, 15(2), 34-48. Hiles, J., & Smith, B. (2000). Genre development in first grade:a multi-task investigation. Illinois Reading Council Journal, 15(2), 34-48. Littlefair, A. (1991). Reading all typed of writing: the importance of genre and register for reading development. Milton Keynes: Open University Press. Littlefair, A. (1991). Reading all typed of writing: the importance of genre and register for reading development. Milton Keynes: Open University Press.