If teachers want to create their own LEAF program, they can start by creating the reading tree, which is only limited by their imaginations. Once a location for the tree is determined, all that is needed is butcher paper, scissors, and a stapler. To make the tree, use butcher paper and twist and scrunch it to make it look like a tree trunk. Attach the base of the trunk to the wall. Decide where branches should be added and attach the butcher paper to the center of the trunk. Twist and scrunch the branches to add texture. Determine the placement of the branches along the wall and affix them as well. Create depth by adding layers of grass, sky, and clouds behind the tree. If the LEAF program becomes a permanent fixture, painting a tree on the wall could be an option. Leaves can be used that are made from an online template, designed by a creative volunteer, or pressed from a die cut.
As stated above, students earn leaves by reading books and completing journal entries with specified information. We thought of a variety of ways leaf colors could be represented, including: (1) based on Lexile level (see figure 1); (2) by month, so the students could see the monthly volume of books read; or (3) by genre, so students could see the variety of books they have read. We created two trees to share among five classrooms and chose to try leaf color by Lexile for one and leaf color by month for the other.
Sometimes one of the toughest teaching challenges is to represent reading as a fundamental key component to our students. We have to provide "positive experiences with literature in school to foster a desire to spend time with books" (Layne, 2009, p. 13). One way to promote reading for the student is to create an extrinsic reward that has the potential to become an intrinsic motivator for them. The goal is to promote self-generated motivation that "happens within the child" (Lyons, 2003, p. 77). Sometimes the best success comes from when students do not realize they are learning. Growing a reading tree in the classroom may help inspire students to become lifelong readers and learners. We must send the message to our students that reading is anything but boring. For with reading comes literacy; and with literacy comes a knowledge that will be ever present. So, tell students to grab a book, earn a leaf, and grow their roots in reading!
References
Dobler, E. (2013). Authentic reasons for close
reading: How to motivate students to take another look. Reading Today, 30(6), 13-15.
Fox, M. (2008). Reading magic: Why reading
aloud to our children will change their lives forever. Orlando, FL: Harcourt, Inc.
Gunning, T. G. (2004). Creating literacy
instruction for all children in grades pre-k to 4. Boston, MA: Allyn & Bacon.
Layne, S. L. (2009). Igniting a passion for
reading: Successful strategies for building lifetime readers. Portland, ME: Stenhouse Publishers.
Lyons, C. A. (2003). Teaching struggling
readers. Portsmouth, NH: Heinemann.
Routman, R. (2003). Reading essentials: The
specifics you need to teach reading well. Portsmouth, NH: Heinemann.
Schiefele, U., Schaffner, E., Moller, J., &
Wigfield, A. (2012). Dimensions of reading motivation and their relation to reading behavior and competence. Reading Research Quarterly, 47(4), 427-463.
Weiner, H. S. (1990). Any child can write: An
at-home guide to enhancing your child's elementary education. NY: Oxford University Press.
Leaf Color
Lexile Level
Yellow
Grade level equivalent
Orange
Red
Light Green
Dark Green
Purple
</=300
301-499
600-799
800-999
>/=1000
500-599
2nd
3rd
4th
6th
5th
7th
Figure 1: Example of leaf colors based on 4th grade Lexile levels.
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