What is each child’s “One Book?” Reading with David Bouchard – CILO

“A Teacher affects eternity. She can never tell where her influence stops”
-Henry Brooks Adams

I had the distinct pleasure and honor of once again meeting with David Bouchard, an amazing Canadian author, yesterday at our principal’s meeting. David is a huge literacy advocate, but did not read a book until he was 27 years old. He was a teacher, principal, and author. He worked with a Learning Disability (Dyslexia) and could not read or read music.

David shared much of his thinking around reading. I have paraphrased his message and my own thinking below but I think his outlook and thinking has been huge in setting up schools to be able to set up our students for success. He has been given the Order of Canada and now has just had a school named after him. He was a teacher and principal, and is now an accomplished author and literacy advocate.

The ticket to freedom for our kids is through reading… Reading is not a science, it is a humanity. Kids will read when they are ready, and we have to help them to think and wonder and see the purpose in reading. It is about “Stories,” not “books.” They need to talk to grandma, grandpa, mom, dad, aunt, uncle, etc. When they run out of stories, go to our Learning Commons and find more that they want to read!

David shared that he feels schools are not for kids, they are for kids who can read. We need to help each and every one crack the code and find their purpose in reading.

What is “The One Book” for each of our kids? If you have not found that book for them, WHY NOT? We have the power! They will do anything for us! EACH and EVERY one of us is some kids hero…

Why is reading so important?

  1. Reading is the key to success.
  2. Reading is our passport to freedom.
  3. Reading builds self-esteem.

Kids Need 3 Things…

  1. Time… There is too much testing and it is too early. Let’s spend real time doing real learning. Kids need time!
  2. A Hero… They need to see US reading! Do kids see us reading? Is reading truly important to us? We need to but on our hero pants and role model…
  3. Books… Books that are accessible and inclusive, and that are personally given and recommended, creating that emotional connection!

What is your “One Book?” Mine was “Tales of a Fourth Grade Nothing” which I was introduced to in grade 5. Now… There are just so many!

Work hard,  learn tons!


8 Responses to What is each child’s “One Book?” Reading with David Bouchard – CILO

  1. Lisa T. says:

    The Grade 5 team planned out some exciting and engaging activities about how to introduce the United Empire Loyalists and how art will be incorporated into the lesson. Students will watch an introductory video and discuss both sides of the issue occurring at that time. The class will discuss and organize the main events and that are written out on 6 sentence strips.
    Pictures will then be displayed of people during this time and students will discuss what emotions were possibly being felt during this time and reasons why. Students will then create puppets of characters from this time period and act out one of the main events from the sentence strips created.

  2. Harjyote, Krystle, and Jen says:

    Grade 2
    During CILO this week the grade 2 team worked on creating a skeleton for our upcoming boat project. The hope is that this will help give the students some direction while they add details to the rubric so that they may take ownership of it, and it will be a focus while they build and test their boats.
    We also looked at a new way to introduce writing interesting story beginnings through a Smartboard activity. This will allow the students to learn about, question, and create their own interesting beginnings on a variety of topics. This will then be added to their ability to create detailed paragraphs of settings, characters and important objects.

  3. Derek worked with the grade 3 team this afternoon discussing documentation of student learning and assessment. We looked at ideas for documenting the learning process versus only sharing final products, and how to share that process within and outside of the classroom. Printing of digital photographs demonstrating students at work and student writing through journals as a reflective self assessment activity would greatly enhance student learning and being able to show off the work they are undertaking.

    Time was also spent looking at resourcing strategically for 2013-14 in best interest of enhancing student learning outcomes. Thinking around RAM and staffing was shared with staff and feedback was sought to help guide planning and budgeting.

  4. Heather says:

    The Kindergarten team spent our CILO time today reflecting on all of our experiences having our student teacher, Jackie Melon, with us over the past three weeks. The great thing about having an aspiring teacher in your classroom is that it really makes you take a critical look at your own practice and calls into question your own motivation and inspiration. We talked a great deal about the importance of planning engaging and meaningful work tasks with multiple entry points, so that all learners can find their place. We talked about the critical role of innovation in our classroom, and how we try to push the boundaries of what is expected of Kindergarten students on a daily basis. For example, this week our students conducted formal research about Earth Day in a team and created posters about what they learned to share with their peers. To us, this is innovation; challenging the status quo and creating opportunities for our students to try new things, acquire new skills, and show the world that just because we are in Kindergarten doesn’t mean that we are incapable to deep, meaningful thinking!

  5. Grade Six says:

    There is some crazy learning happening in Grade 6! The Grade 6 team had to take some CILO time this afternoon to teach ourselves the concepts we are discovering with our students in Air and Aerodynamics. We went back and looked at how the students had responded to the experiments and activities that we had planned during our last CILO time. The students have been very engaged and have managed to understand complex concepts that even their teachers have struggled to comprehend. After our work today we are confident that the next round of hands on demonstrations will have the students literally rising out of their seats!

  6. Lisa & Emily says:

    The Grade 4 Team met with Mike to discuss how to support our students in filming and editing their videos on waste issues discovered at Keeler. We talked about some of the positives and areas for growth that we have seen so far, and developed a plan of action to address them. Also, we spent some time learning how to use the iMovie application on the iPad, as that will be the tool we use for editing videos, and we wanted to be prepared to help our students.

    After, we spent some time planning our Social Units on Mavericks and Stories and History of Alberta. We discussed which historical figures students will explore, and how we could develop a rubric to determine if they are, in fact, mavericks. We thought that students might also determine which pillars of the Circle of Courage each figure might be worthy of, after they have done their research. Time was also spent looking at some of the events that took place in our past that made Alberta what it is today. We hope to create a timeline around our classroom, with help from the students, as they investigate each event and reflect on Alberta’s celebrations and challenges.

  7. Bent says:

    The music team looked at tone chimes and how to use them in the music classroom. We talked about using them to create different moods, what sounds pleasant together and why and to create rhythms. As well we looked at songs we could play as a class.

  8. Grade 1 team says:

    Our grade 1 team is connecting our current science unit (building things) with our social studies unit. Our creative piece will be to design a tepee from certain materials. Students will be presented with questions such as:
    – What materials will work best for coverings of the Tepee’s?
    – How will we join the covering to the poles?
    – What parts of the Tepee need to be extremely strong and stable?
    Students will be tested on their ability to build a portable home that can stand by itself with a door that can be opened.
    Prior to constructing their Tepee’s, students will be presented with a bulls eye rubric that will outline the expectations of a successful build.
    Students will also reflect on how the construction of homes in the past (Tepee’s) compare to homes in the present.

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