Parents, it begins and ends with YOU. Read here for what your family can do at home to promote reading.
My ULTIMATE Reading Goal...
"Independent reading is not merely the ability to decode a text with minimal errors. Nor is it simply the ability to answer correctly the teacher's questions. Independent reading is the ability to read a text on one's own with deep engagement, with attention to what might sway the reader's judgment or acceptance one way or the other. Independent readers are not only able to read without depending on the teacher to help them make sense of the text, but also are able to stand independent of the text itself, choosing on their own, with evidence from the text to justify the decision, to agree or disagree, to accept the author's vision and thinking or reject it" (Beers & Probst, 6)
My goal is to create READERS. Readers who think. Readers who write.
"The purpose of schools ought to be to create intellectual communities where students are encouraged to be risk takers, to be curious, to be willing to try and fail, and to be more interested in asking questions than providing answers... School ought to be a place where you go to develop a passion for learning - for a lifetime of learning. ... Part of reaching that goal is helping students become independent, engaged readers - readers who will, for a lifetime, want to turn to books to learn more about themselves, others, and the world around them." (Beers & Probst, 24, 62-63). And did you know... "The single factor most strongly associated with reading achievement - more than socioeconomic status or any instructional approach - is independent reading." - Stephen Krashen, The Power of Reading.
What our reading and writing lessons will typically look like...
"...dialogic conversation [give and take discussion in the classroom] increases engagement and improves achievement more than monologic talk [where a teacher lectures, explains, and imparts as students nod and are expected to accept]" (Beers & Probst, 29). Our class will more than likely be messy, and at times it can get loud. We want students analyzing, synthesizing, evaluating, applying, speculating, inferring, and confirming.... Engagement and achievement increase when it's the students talking, and I am the facilitator. When students see me not giving "right" answers, they become even more determined to learn, or form (and perhaps change) an opinion.
Our class discussion structure has students reread short pieces three to five times, has them generate their own questions, asks them to collaborate in speculating about possible answers, gives me an opportunity to propose my own questions into the conversation, allows me to lead at times without taking responsibility entirely out of the hands of the students, and invites students to do a personal and private summing up of the passage and their discussion of it in writing. As Chris Tovani says, "Research is clear. Whoever does the reading, writing, and talking in schools is the one getting smarter."
"Independent reading is not merely the ability to decode a text with minimal errors. Nor is it simply the ability to answer correctly the teacher's questions. Independent reading is the ability to read a text on one's own with deep engagement, with attention to what might sway the reader's judgment or acceptance one way or the other. Independent readers are not only able to read without depending on the teacher to help them make sense of the text, but also are able to stand independent of the text itself, choosing on their own, with evidence from the text to justify the decision, to agree or disagree, to accept the author's vision and thinking or reject it" (Beers & Probst, 6)
My goal is to create READERS. Readers who think. Readers who write.
"The purpose of schools ought to be to create intellectual communities where students are encouraged to be risk takers, to be curious, to be willing to try and fail, and to be more interested in asking questions than providing answers... School ought to be a place where you go to develop a passion for learning - for a lifetime of learning. ... Part of reaching that goal is helping students become independent, engaged readers - readers who will, for a lifetime, want to turn to books to learn more about themselves, others, and the world around them." (Beers & Probst, 24, 62-63). And did you know... "The single factor most strongly associated with reading achievement - more than socioeconomic status or any instructional approach - is independent reading." - Stephen Krashen, The Power of Reading.
What our reading and writing lessons will typically look like...
"...dialogic conversation [give and take discussion in the classroom] increases engagement and improves achievement more than monologic talk [where a teacher lectures, explains, and imparts as students nod and are expected to accept]" (Beers & Probst, 29). Our class will more than likely be messy, and at times it can get loud. We want students analyzing, synthesizing, evaluating, applying, speculating, inferring, and confirming.... Engagement and achievement increase when it's the students talking, and I am the facilitator. When students see me not giving "right" answers, they become even more determined to learn, or form (and perhaps change) an opinion.
Our class discussion structure has students reread short pieces three to five times, has them generate their own questions, asks them to collaborate in speculating about possible answers, gives me an opportunity to propose my own questions into the conversation, allows me to lead at times without taking responsibility entirely out of the hands of the students, and invites students to do a personal and private summing up of the passage and their discussion of it in writing. As Chris Tovani says, "Research is clear. Whoever does the reading, writing, and talking in schools is the one getting smarter."
Will we cover the Common Core Standards?
You bet. According to the CCSS, successful students... * demonstrate independence. * build strong content knowledge. * comprehend as well as critique. * value evidence. The Common Core wants teachers to "ensure that all students have daily opportunities to read texts of their choice on their own during and outside of the school day." Each day we are in school, we'll be working on the above goals. Our only homework most days - to read for 20 minutes - is to build stamina for reading. This will help students read what they are assigned to read in future years. I view parents as partners in this endeavor. Censoring... I will not censor what students are reading in class. If they are reading, they will become better readers, and more critical thinkers. They will be better at communicating with others, more empathetic towards others, and they can learn how to learn through characters' mistakes so they themselves don't have to make the same ones. Volume matters. If they are writing about what they read, they will become better writers and learn to think more deeply about what they read. More information here: ALA's Freedom to Read Statement Parent perspective here: I Don't Censor the Books My Children Read... |
Resources for Parents:
Why Video Feedback Is Powerful - https://www.kqed.org/mindshift/51254/how-giving-students-feedback-through-video-instead-of-text-can-foster-better-understanding The Joy and Power of Reading - http://www.scholastic.com/worldofpossible/sites/default/files/Research_Compendium_0.pdf Scholastic - http://www.scholastic.com/parents/ Reading Is Fundamental - http://www.rif.org/us/literacy-resources.htm Reading Aloud At Home - http://www2.readaloud.org/importance?gclid=CLem3Nvi-70CFQQT7Aodk34AcQ Ways to Support Your Child's Writing Life at Home - https://twowritingteachers.org/2016/11/18/ways-for-caregivers-to-support-childrens-writing/ 20-Minute Challenge - http://blogs.scholastic.com/education_pulse/2014/10/open-a-world-of-possible-with-independent-reading-the-20-minute-challenge.html#.VFbWJYvF9kL Audio Books ARE Real Books - https://wvls.org/audio-books-are-real-books-how-audio-promotes-literacy/ |
Further Reading:
Web articles - Four Reasons You Should Read the Books Your Kids Are Reading
How Do You Get Students to Read for Pleasure
Beers, K., & Probst, R. (2017) Disrupting Thinking: Why how we read matters. Scholastic
Beers, K., & Probst, R. (2013). Notice & Note: Strategies for close reading. Portsmouth, NH: Heinemann
Black, P. & Wiliam, D. (Nov 6, 2001) Inside the Black Box: Raising Standards Through Classroom Assessment.
Casa-Todd, J. (2017). Social LEADia: Moving students from digital citizenship to digital leadership. San Diego, CA: DBC Inc
Cockrum, T. (2013). Flipping Your English Class to Reach All Learners: Strategies and lesson plans. Routledge
Gallagher, K. (2015). In the Best Interest of Students: Staying true to what works in the ELA Classroom. ME: Stenhouse
Gallagher, K. & Kittle, P. (2018). 180 Days: Two teachers and the quest to engage and empower adolescents. Portsmouth, NH: Heineman
Haiken, M. (2018). Personalized Reading: Digital strategies and tools to support all learners. ISTE
Hirsch, J. (2017). The Feedback Fix: Dump the past, embrace the future, and lead the way to change. London: Rowman & Littlefield
Keene, E.O. (2012). Talk About Understanding: Rethinking classroom talk to enhance comprehension. Portsmouth, NH: Heinemann
Kittle, P. (2013). Book Love: Developing depth, stamina, and passion in adolescent readers. Portsmouth, NH: Heinemann
Krashen, S. (2004). The Power of Reading: Insights from the research. Santa Barbara, CA: Libraries Unlimited
McGee, P. (2017). Feedback that Moves Writers Forward. Corwin Press
Miller, D. (2009). The Book Whisperer: Awakening the inner reader in every child. San Francisco, CA: Jossey-Bass
Miller, D. (2013). Reading in the Wild: The Book Whisperer's keys to cultivating lifelong reading habits. San Francisco, CA: Jossey-Bass
Palmer, E. (2011). Well Spoken: Teaching speaking to all students. Portland, ME: Stenhouse
Sztabnik, B. (2015). The Best Lesson Series: Literature. Sound Beach, NY: Talks with Teachers Media
Tovani, C. (2000). I Read It, but I Don't Get It: Comprehension strategies for adolescent readers. Portland, ME: Stenhouse
Web articles - Four Reasons You Should Read the Books Your Kids Are Reading
How Do You Get Students to Read for Pleasure
Beers, K., & Probst, R. (2017) Disrupting Thinking: Why how we read matters. Scholastic
Beers, K., & Probst, R. (2013). Notice & Note: Strategies for close reading. Portsmouth, NH: Heinemann
Black, P. & Wiliam, D. (Nov 6, 2001) Inside the Black Box: Raising Standards Through Classroom Assessment.
Casa-Todd, J. (2017). Social LEADia: Moving students from digital citizenship to digital leadership. San Diego, CA: DBC Inc
Cockrum, T. (2013). Flipping Your English Class to Reach All Learners: Strategies and lesson plans. Routledge
Gallagher, K. (2015). In the Best Interest of Students: Staying true to what works in the ELA Classroom. ME: Stenhouse
Gallagher, K. & Kittle, P. (2018). 180 Days: Two teachers and the quest to engage and empower adolescents. Portsmouth, NH: Heineman
Haiken, M. (2018). Personalized Reading: Digital strategies and tools to support all learners. ISTE
Hirsch, J. (2017). The Feedback Fix: Dump the past, embrace the future, and lead the way to change. London: Rowman & Littlefield
Keene, E.O. (2012). Talk About Understanding: Rethinking classroom talk to enhance comprehension. Portsmouth, NH: Heinemann
Kittle, P. (2013). Book Love: Developing depth, stamina, and passion in adolescent readers. Portsmouth, NH: Heinemann
Krashen, S. (2004). The Power of Reading: Insights from the research. Santa Barbara, CA: Libraries Unlimited
McGee, P. (2017). Feedback that Moves Writers Forward. Corwin Press
Miller, D. (2009). The Book Whisperer: Awakening the inner reader in every child. San Francisco, CA: Jossey-Bass
Miller, D. (2013). Reading in the Wild: The Book Whisperer's keys to cultivating lifelong reading habits. San Francisco, CA: Jossey-Bass
Palmer, E. (2011). Well Spoken: Teaching speaking to all students. Portland, ME: Stenhouse
Sztabnik, B. (2015). The Best Lesson Series: Literature. Sound Beach, NY: Talks with Teachers Media
Tovani, C. (2000). I Read It, but I Don't Get It: Comprehension strategies for adolescent readers. Portland, ME: Stenhouse
Be sure to check out the complete infographic describing the future of learning here - from Ian Jukes, "What the Future of Learning Might Look Like," on the 21st Century Fluency blog.
The Power of Reading - with Dr. Stephen Krashen
What does independent reading look like? What are we doing?
Students are...
|
Teachers are...
|
To read about actual lessons we try in class...Consider subscribing to my professional blog - My Own Genius Hour. Another resource is The Best Lesson Series: Literature, in which I've written a chapter about a science fiction unit we've created for 7th graders.
We tried reading a picture book a day in 2015-2016. It didn't quite work out...Jillian Heise, a 7th grade teacher in Wisconsin, has graciously shared her resources online, and I've added to them to come up with picture books galore. You can be a part of it by signing up here to read to us!
Here is the rationale for WHY picture books! --->
November, 2015 Update: I couldn't keep up with it. I'd be at the local library for two hours each weekend trying to find five books for each week that would have some sort of connection to our lessons, and not take up 20 minutes of our day. It was TOUGH! I'll continue to find picture books when I can, and keep trying to integrate them, but I cannot keep up with the pace of one each day right now.
|
To read about reasons WHY we do what we do in ELA... pick up Shift This! |