Balancing academic reading goals and students' lifelong reading habits

Balancing Academic Reading and StudentsBalancing Academic Reading and StudentsBalancing Academic Reading and StudentsBalancing Academic Reading and Students’’’’ Lifelong Reading HabitsLifelong Reading HabitsLifelong Reading HabitsLifelong Reading Habits [email protected]@[email protected]@gmail.com Donalyn MillerDonalyn MillerDonalyn MillerDonalyn Miller

#1 #1 #1 #1 Carve out more reading time.Carve out more reading time.Carve out more reading time.Carve out more reading time.

o Set aside time to read in class. o Eliminate bell ringers and fast finisher activities. o Recapture wasted instructional time and wait time. Creating a Workshop ScheduleCreating a Workshop ScheduleCreating a Workshop ScheduleCreating a Workshop Schedule How much time do I have? Which components am I required to include? Which components would I like to include? What can I change to carve out more time for independent reading? Rule of Thirds: 1/3 independent reading, 1/3 direct instruction and guided practice, 1/3 independent practice

Reading Conference RecapReading Conference RecapReading Conference RecapReading Conference Recap “Golden Gate Bridge” method Focus on one skill or concept. Keep records. Each person in the conference walks away with something to do. It’s about the reader, not about the book.It’s about the reader, not about the book.It’s about the reader, not about the book.It’s about the reader, not about the book.

#2 #2 #2 #2 Surround children with reading role Surround children with reading role Surround children with reading role Surround children with reading role

models.models.models.models.

o Evaluate your reading experiences. o Commit to reading more. o Bring your reading life into the classroom.

“You can’t teach what you don’t know any more than you

can come back from where you ain’t been.” ~ Will Rogers

Book RecommendationsBook RecommendationsBook RecommendationsBook Recommendations __________________________________

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#3 #3 #3 #3 Increase access and exposure to books.Increase access and exposure to books.Increase access and exposure to books.Increase access and exposure to books.

o Create classroom libraries. o Visit the school library on a regular basis. o Introduce authors and books through read alouds. o Provide frequent opportunities for students to preview, select, and share books. “Learners who lose the ability to make decisions are

disempowered.” ~ Brian Cambourne

#4 #4 #4 #4 Validate students’ reading choices.Validate students’ reading choices.Validate students’ reading choices.Validate students’ reading choices. Wild Readers’ Wild Readers’ Wild Readers’ Wild Readers’ PreferencesPreferencesPreferencesPreferences o Read deeply from one author or one genre. o Read books that are too easy or too challenging. o Prefer fiction to nonfiction and vice versa. o Follow series. o Read graphic novels or comics, magazines, and Internet content. o Reread favorite books.

40 Bo40 Bo40 Bo40 Book Requirementok Requirementok Requirementok Requirement Poetry (anthologies): 4 Traditional Literature: 3 Realistic Fiction: 5 Historical Fiction: 4 Fantasy: 4 Science Fiction: 2 Informational: 4 Biographies, Autobiographies, Memoirs: 2 Graphic Novels: 1 Chapter Book Free Choice: 11

Designing Designing Designing Designing Book RequirementsBook RequirementsBook RequirementsBook Requirements What genres or texts do your grade level standards and/or scope and sequence require you to teach? What are the units or texts you want to teach? What types of books are available for your students? What do your students like to read? “We shouldn't teach great books; we should teach a love

of reading.” ~ B. F. Skinner


#5 #5 #5 #5 Reconsider whole class novel unitsReconsider whole class novel unitsReconsider whole class novel unitsReconsider whole class novel units....

Whole Class Novel BenefitsWhole Class Novel BenefitsWhole Class Novel BenefitsWhole Class Novel Benefits

Provides a common text for instructional purposes and

reference.

Assures that students read at least a few books.

Exposes students to works with cultural, historical, or

literary significance.

Builds community.

Whole Class Novel ConcernsWhole Class Novel ConcernsWhole Class Novel ConcernsWhole Class Novel Concerns

No single text can meet the reading levels or interests of

the wide range of readers in a classroom.

Novel units take too long. Students cannot read enough to

develop strong literacy skills.

Extensions and fun activities reduce authentic reading,

writing, and thinking. Streamline Whole Class NovelsStreamline Whole Class NovelsStreamline Whole Class NovelsStreamline Whole Class Novels o Shorten the amount of time you spend reading one book. o Strip units of activities like projects and vocabulary work. o Alternate whole class novel units with independent reading units.

o Use read alouds and shared reading, particularly with difficult text. o Provide students time to read in class and receive support from you. ReposReposReposReposition Instruction around Independent ition Instruction around Independent ition Instruction around Independent ition Instruction around Independent ReadingReadingReadingReading o Design instruction around genres, themes, literary elements, or comprehension strategies, not specific books. o Create guiding questions or independent practice that can be used with any book. o Use common texts like short stories, articles, and the first chapters of books for modeling and teaching. o Ask students to apply what they have learned to their independent books. o Select books from a range of reading levels.


“…students are not reading more or better as a result of

the whole-class novel. Instead, students are reading less

and are less motivated, less engaged, and less likely to

read in the future.”

~ Douglas Fisher and Gay Ivey, "Farewell to Farewell to

Arms: De-Emphasizing the Whole Class Novel"

Inside Inside Inside Inside Readers’ NotebooksReaders’ NotebooksReaders’ NotebooksReaders’ Notebooks What do we keep in a reader’s notebook?What do we keep in a reader’s notebook?What do we keep in a reader’s notebook?What do we keep in a reader’s notebook? o What do I want to know about my students’ reading o What learning do I want my students to record?

“Reading Brain”“Reading Brain”“Reading Brain”“Reading Brain”

o Genre Requirements GraphGenre Requirements GraphGenre Requirements GraphGenre Requirements Graph o Reading ListReading ListReading ListReading List o Books to Read List o Status of the ClassStatus of the ClassStatus of the ClassStatus of the Class o Reading Responses o Mini-Lesson Notes/ Practice o Reading Response Project Notes/ Research/ Drafts

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__________________________________ Additional ReadingAdditional ReadingAdditional ReadingAdditional Reading

Allen, P. (2009). Conferring: The keystone of reader's workshop. Portland, ME: Stenhouse.

Gallagher, K. (2009). Readicide: How schools are killing reading and what you can do about it. Portland, ME: Stenhouse.

Lesesne, T. (2010). Reading ladders: Leading students from where they are to where we'd like them to be. Portsmouth, NH: Heinemann.

Newkirk, T. (2009). Holding on to good ideas in a time of bad ones: Six literacy principles worth fighting for. Portsmouth, NH: Heinemann.

Thompson, T. (2008). Adventures in graphica: Using comics and graphic novels to teach comprehension, 2-6. Portland, ME: Stenhouse.

Balancing academic reading goals and students' lifelong reading habits

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