I'm intrigued by the research on what "good readers" do. The term "good reader" implicates that there must be a "bad reader." Shame on you, bad readers.
I polled my seniors last year to determine what it is that good readers do. I simply wanted to know, who did they think was a good reader and what made them good. They overwhelmingly replied that I was, in fact, the best reader they know.
Well, of course!
However, their reasoning varied. Many of them thought I was a good reader because the words sounded nice when they left my mouth during read-alouds. The power and beauty of the written word lured them under my spell.
Others thought that I was a good reader because I read all the time. If I read all the time, then I must be good at it, right?
Still others thought that I was a good reader because I was able to talk about what I was reading in depth and with breath. They enjoyed discussing favorite books with me because I was always willing to talk and share and recommend new titles.
So who is right? Am I indeed a good reader? I know that I am confident in my reading, but am I constantly making connections and predicting and asking questions? These are, after all, what "good readers" do. All the research says so. Am I a bad reader because these things are not in my consciousness?
When we are teaching our students "what good readers do", are we indeed implying that they must not be good readers? Does one have to constantly connect and predict in order to be a good reader? Teachers who want to promote reading need to promote authentic reading. If you don't do it in real life, then why ask your students to do it?
Wednesday, January 31, 2007
Tuesday, January 30, 2007
I won't read and you can't make me!
How many times have you wanted to share a great book with a student simply to be met with pure obstinance? The fate of the entire world may hinge on the consumption of the text, but it isn't enough to convince our most reluctant readers to pick it up.
Many of our students become more and more reluctant to read as they move through school. Studies have timed their reluctance with the 4th grade--just after the beginning of their career in standardized testing. The tests are here to stay, it seems, but do we have to let them give up on reading?
Teachers can lure students back into the world of the written word. It isn't easy, but it isn't impossible either. Teenagers, in particular, simply need to be enticed or seduced, if you will.
One of the most important factors in creating a literacy-rich secondary classroom is teacher modeling. Students need to see what a literate adult looks like. So very often, they go home to an empty house with siblings that need to be kept and fed and homework that needs to be completed. There is a shortage of adults in their lives that read for the pleasure of reading. Teachers can pick up this slack in the lives of their students. Teachers can show students what book-loving adults look like. And honestly, its a great time to catch up on the reading that you don't have time to do!
A second factor in enticing students to read is student choice of reading materials. We need to surround our students with young adult books that are relevant to their lives. The novel that turned you into a reader may not help your 16-year-old students. But there are books out there that will fascinate them. When dealing with a self-confessed reluctant reader this year, I brought in the 50 cent autobiography. He was hooked in 5 minutes. And he learned to trust my taste. From there, I was able to give him authors that I adore--Walter Dean Myers, Sharon Draper, etc. Surrounding your reluctant readers with high-interest young adult novels is key to building a trusting relationship.
The last key to building your reading program is non-assessment. If you truly want to bring students back to the love of reading, then you have to give them time to read without holding them accountable for what they are reading. There is no need to test their comprehension--they won't stick with the same book if they don't get it. You know who is reading and who is not, so trust yourself. If you want to turn students back onto the love of reading, then you have to give them time to enjoy it.
Bringing teenagers back around to the joy of the written word might be a daunting task, but it isn't an impossible one. Many times, a reluctant reader just needs the right book to make that difference in their life. Offer those oh-so-seductive young adult books and then offer the time to read them. Add in a dose of teacher-modeling and you'll love the end product!
Many of our students become more and more reluctant to read as they move through school. Studies have timed their reluctance with the 4th grade--just after the beginning of their career in standardized testing. The tests are here to stay, it seems, but do we have to let them give up on reading?
Teachers can lure students back into the world of the written word. It isn't easy, but it isn't impossible either. Teenagers, in particular, simply need to be enticed or seduced, if you will.
One of the most important factors in creating a literacy-rich secondary classroom is teacher modeling. Students need to see what a literate adult looks like. So very often, they go home to an empty house with siblings that need to be kept and fed and homework that needs to be completed. There is a shortage of adults in their lives that read for the pleasure of reading. Teachers can pick up this slack in the lives of their students. Teachers can show students what book-loving adults look like. And honestly, its a great time to catch up on the reading that you don't have time to do!
A second factor in enticing students to read is student choice of reading materials. We need to surround our students with young adult books that are relevant to their lives. The novel that turned you into a reader may not help your 16-year-old students. But there are books out there that will fascinate them. When dealing with a self-confessed reluctant reader this year, I brought in the 50 cent autobiography. He was hooked in 5 minutes. And he learned to trust my taste. From there, I was able to give him authors that I adore--Walter Dean Myers, Sharon Draper, etc. Surrounding your reluctant readers with high-interest young adult novels is key to building a trusting relationship.
The last key to building your reading program is non-assessment. If you truly want to bring students back to the love of reading, then you have to give them time to read without holding them accountable for what they are reading. There is no need to test their comprehension--they won't stick with the same book if they don't get it. You know who is reading and who is not, so trust yourself. If you want to turn students back onto the love of reading, then you have to give them time to enjoy it.
Bringing teenagers back around to the joy of the written word might be a daunting task, but it isn't an impossible one. Many times, a reluctant reader just needs the right book to make that difference in their life. Offer those oh-so-seductive young adult books and then offer the time to read them. Add in a dose of teacher-modeling and you'll love the end product!
Saturday, January 27, 2007
Finding Success in a Book Pass
A book pass is an easy way to allow students to preview several titles in a short amount of time. You can make this as structured or as lenient as you like. The only ingredient that you can't work without, is, of course, the books.
The first time I tried a book pass was with a group of high school seniors. The pass was a way to allow them to select their book club choices. The titles were interesting and each book had a hook within the first few pages. As we passed the books around, the students completed the book pass worksheet and rated each title on a four-star rating basis. We were very organized and timely with our passing. Everyone found a title they enjoyed and I was able to promote reading in my senior English classroom.
This year, I was not so organized in my book pass, yet I found success in much the same way. I introduced content area young adult literature into our human growth & development curriculum. I threw the 7 titles into the small cooperative learning groups and let them have at it. I initiated a few passes, but pretty soon everyone was engrossed in their own novel. If they weren't hooked immediately, they switched it up themselves. By the end of the 20 minutes, each student was engaged in SSR with his/her new title.
I have found that most teachers are reluctant to try book passes in their classrooms. The fear of the unknown convinces them that their big, bad seniors aren't going to tolerate this alternative means to picking out new books. Recently, a self-contained special education teacher took the plunge to try to book pass with his students. Not only did they not run out in revolt, they actually found titles that they enjoyed! He realized that he didn't have enough copies of some of the more popular books for the students that wanted them. That's a good problem to have in the high school level.
This young teacher went to the edge and realized that he can fly. He found success with the book pass--all he needed were the books and the will to implement a change in literacy attitudes in his classroom.
The first time I tried a book pass was with a group of high school seniors. The pass was a way to allow them to select their book club choices. The titles were interesting and each book had a hook within the first few pages. As we passed the books around, the students completed the book pass worksheet and rated each title on a four-star rating basis. We were very organized and timely with our passing. Everyone found a title they enjoyed and I was able to promote reading in my senior English classroom.
This year, I was not so organized in my book pass, yet I found success in much the same way. I introduced content area young adult literature into our human growth & development curriculum. I threw the 7 titles into the small cooperative learning groups and let them have at it. I initiated a few passes, but pretty soon everyone was engrossed in their own novel. If they weren't hooked immediately, they switched it up themselves. By the end of the 20 minutes, each student was engaged in SSR with his/her new title.
I have found that most teachers are reluctant to try book passes in their classrooms. The fear of the unknown convinces them that their big, bad seniors aren't going to tolerate this alternative means to picking out new books. Recently, a self-contained special education teacher took the plunge to try to book pass with his students. Not only did they not run out in revolt, they actually found titles that they enjoyed! He realized that he didn't have enough copies of some of the more popular books for the students that wanted them. That's a good problem to have in the high school level.
This young teacher went to the edge and realized that he can fly. He found success with the book pass--all he needed were the books and the will to implement a change in literacy attitudes in his classroom.
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