What's a Genre and Why Do So Many Teachers Assign Them?

     Genre is simply a word that means "type" or "kind".  Students are usually introduced to the concept of genre through their reading instruction when they start to realize that what they are reading is not always the same.  At first, it may be as simple as determining that there is fiction (made-up stories) and nonfiction (information).  As students become more adept at reading, they begin to break these large groups into smaller classes.  Fiction comes in many forms: historical fiction, fantasy, mystery, science fiction and realistic fiction, to name a few.  Nonfiction can be divided as well, either by subject (math, science, history) or by form (biography, autobiography, essay).  Each type provides the reader with something unique, and each type requires slightly different skills from the reader.
      Many teachers here at Meadowview Intermediate assign students to read one book from a certain genre each month as part of their independent reading program.  In the fourth grade, this is done so each student tries each genre.  By the end of the year, students should have enough experience to know which genres they like best and should be better able to choose books independently.  In the fifth grade, students are usually given at least two options for the genre they are assigned to read each month, so they can gain additional practice and experience while still being allowed some level of choice.
     The overall goal behind assigning genres is to develop life-long readers.  If, at some point in their reading development, we can get students into a series or a genre they enjoy, the chances of their continuing development in reading increase dramatically.  Hopefully, by continuing to expose them to all the possibilities, we can help all students make this very important step in their reading development.

What's Up in 2011

     The new year always forces me to look forward and realize that our current school year is almost half over!  There is so much left to be done, to be taught and to be learned, to read and to experience.  It is enough to raise my anxiety level!  That's what makes it the perfect time of year to change a few things about instruction in the LMC.
     Starting the second week of January, we will move to a more project-based approach to learning through the LMC.  I will be working directly with classroom teachers to create, schedule, and complete projects that support the classroom goals while allowing students to use research and technology to learn and communicate.  An example of this would be a project with Mr. Pederson where students will use LMC resources and the web to learn about the life and discoveries of important scientists.  They will then share this information through podcasts and PowerPoints.  To accomplish this, Mr. Pederson has scheduled time in the LMC and the labs for a number of consecutive days and will use his weekly LMC time for book checkout.  This way, the students will maximize their learning and research with both Mr. Pederson and me to assist but will not lose any time for exploring their own interests through their independent reading.  I hope to complete at least one such project with each class before spring.
     This means that the beginning schedule of weekly lessons will be compacted and changed.  Students will still come to the LMC weekly to exchange books but will not have a lesson planned and taught by me at that time.  If I am available at that time, I will share authors and series with them in an effort to motivate more independent reading.  Instruction in research and technology will occur through the projects.  This approach will actually result in more time with me and in the LMC and the labs than a weekly lesson provides.  The end result, we believe, will be students who are more independent and capable in their use of the LMC and its resources.