Below are examples of classroom displays that celebrate reading and encourage students to take an active role in our reading community.
| Reader's Choice | |
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Each month I choose a picture book for my students to review. As each student reads the book, they move their picture below the “Thumbs Up” sign or below the “Thumbs Down” sign according to their personal evaluation of the book. (The wall that I use for this display is magnetic.) I also use a separate basket to hold the multiple copies of the chosen book so that students can easily acquire the book when copies become available. It is fun for students to observe the display throughout the month as they keep track of their classmates’ votes for thumbs up or thumbs down. I am careful to choose a book that is at most students' independent reading level.
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| Read Across America | |
| I post a large, detailed map of the United States on a bulletin board near my classroom library. Next to the map is a map key with each student’s name with a different color or style of push pin next to it. The different push pins represent each student’s reading travels throughout the year. Every time a student reads the name of a city, state, or famous landmark in their book, they pinpoint the geographic location on the map with their designated push pin. Below the map is an organizer with plastic drawers. Each student has their own drawer filled with push pins of their designated color or style. Both fiction and nonfiction texts work perfectly for this activity. It is also a great way to integrate reading with social studies.
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| Book Recommendation Boards | |
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| Students suggest books for their classmates to read by posting their favorite books on our book recommendation board. | When students want to recommend a book to a specific person they think would enjoy the book, they use the Peer Recommendation board. |
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Read more about the Book Recommendation Boards
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| Thick Question Bulletin Board | |
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When students
are involved in
reading partnerships,
they must write
"thick questions"
to bring to their meetings. To help students practice writing thick
questions, I also include them in my daily read-aloud. Each day
after I read a chapter aloud from a class novel, I invite my students to
write a thick question on an index card and add it to the card holder on
our "Thick Questions" bulletin board. I pick one thick question to
ask the class before I begin reading from the novel the following day and
lead a brief class discussion. Read More About Thick Questions Read More about Reading Partnerships
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| Theme Charts | |
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Every time we read a book together, we discuss the book's theme. As we come across common themes, we add them to our cupboards and post copies under the thematic categories.
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| Reading Status Board | |
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To keep track of my readers during the independent reading component of Reading Workshop, they move their picture on the Reading Status Board to indicate what they are doing. I will also move students' pictures if I want to conference with them or if I want to meet with a specific guided reading group.
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| Writing Status Board | |
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To keep track of my writers during the
independent writing component of
Writing Workshop,
they move their picture on the Writing Status Board to indicate what stage
they are at in their writing.
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