Balancing academic reading goals and students' lifelong reading habits
Upcoming SlideShare
Loading in...5
×

Like this? Share it with your network

Share

Balancing academic reading goals and students' lifelong reading habits

  • 3,006 views
Uploaded on

Literacy for All Workshop Presentation handout 2011

Literacy for All Workshop Presentation handout 2011

More in: Education , Technology
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Be the first to comment
No Downloads

Views

Total Views
3,006
On Slideshare
3,005
From Embeds
1
Number of Embeds
1

Actions

Shares
Downloads
126
Comments
0
Likes
4

Embeds 1

http://bluestockingthinking.blogspot.com 1

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
    No notes for slide

Transcript

  • 1. Balancing Academic Reading and Students’ Lifelong Reading Habits Students’ moc.liamg@rerepsihwkoobeht relliM nylanoD#1 Carve out more reading time. #2 Surround children with reading role models. o .ssalc ni daer ot emit edisa teS o .secneirepxe gnidaer ruoy etaulavE o rehsinif tsaf dna sregnir lleb etanimilE .seitivitca o .erom gnidaer ot timmoC o dna emit lanoitcurtsni detsaw erutpaceR o eht otni efil gnidaer ruoy gnirB .emit tiaw .moorssalceludehcS pohskroW a gnitaerC?evah I od emit hcum woH “You can’t teach what you don’t know any more than you?edulcni ot deriuqer I ma stnenopmoc hcihW can come back from where you ain’t been.” ~ Will Rogers?edulcni ot ekil I dluow stnenopmoc hcihWrof emit erom tuo evrac ot egnahc I nac tahW Book Recommendations?gnidaer tnednepedni __________________________________3/1 ,gnidaer tnednepedni 3/1 :sdrihT fo eluR __________________________________3/1 ,ecitcarp dediug dna noitcurtsni tcerid __________________________________ecitcarp tnednepedni __________________________________Reading Conference Recap __________________________________dohtem ”egdirB etaG nedloG“ __________________________________.tpecnoc ro lliks eno no sucoF __________________________________.sdrocer peeK __________________________________ __________________________________htiw yawa sklaw ecnerefnoc eht ni nosrep hcaE.od ot gnihtemos __________________________________ __________________________________It’s about the reader, not about the book.
  • 2. .skoob etirovaf daereR o of reading.” ~ B. F. Skinner .tnetnoc tenretnI dna ,senizagam “We shouldnt teach great books; we should teach a love ,scimoc ro slevon cihparg daeR o .seires wolloF o .asrev ?daer ot ekil stneduts ruoy od tahW eciv dna noitcifnon ot noitcif referP o ?stneduts .gnignellahc ruoy rof elbaliava era skoob fo sepyt tahW oot ro ysae oot era taht skoob daeR o .erneg ?hcaet ot tnaw uoy stxet ro stinu eht era tahW eno ro rohtua eno morf ylpeed daeR o ?hcaet ot uoy secnereferP ’sredaeR dliW eriuqer ecneuqes dna epocs ro/dna sdradnats level edarg ruoy od stxet ro serneg tahW #4 Validate students’ reading choices. Designing Book Requirements disempowered.” ~ Brian Cambourne 1 1 : e ci o h C e e r F k o o B r et p a h C “ Learners who lose the ability to make decisions are 1 : s l e v o N ci h p a r G .skoob 2 : s r i o m e M , s ei h p a r g o i b ot u A , s ei h p a r g oi B erahs dna ,tceles ,weiverp ot stneduts 4 :l a n o it a m r o f nI rof seitinutroppo tneuqerf edivorP o 2 : n oit ci F e c n ei c S .sduola daer 4 : y s at n a F hguorht skoob dna srohtua ecudortnI o 4 : n oit ci F l a c i r ot si H 5 : n oit ci F cit sil a e R .sisab raluger a no yrarbil loohcs eht tisiV o 3 : e r ut a r eti L l a n o iti d a r T 4 :) s ei g o l o ht n a( y r t e o P .seirarbil moorssalc etaerC o 40 Book Requirement Book #3 Increase access and exposure to books.relliM nylanoDmoc.liamg@rerepsihwkoobehtBalancing Academic Reading and Students’ Lifelong Reading Habits Students’
  • 3. .stinu gnidaer tnednepedni htiw .slevel gnidaer stinu levon ssalc elohw etanretlA o fo egnar a morf skoob tceleS o .krow yralubacov dna stcejorp .skoob ekil seitivitca fo stinu pirtS otnednepedni rieht ot denrael evah .koob eno gnidaer dneps yeht tahw ylppa ot stneduts ksA o uoy emit fo tnuoma eht netrohS o .gnihcaet dna slevoN ssalC elohW enilmaertS gniledom rof skoob fo sretpahc tsrif eht dna ,selcitra ,seirots trohs ekil stxet nommoc esU o writing, and thinking. Extensions and fun activities reduce authentic reading, .koob yna htiw desu develop strong literacy skills. eb nac taht ecitcarp tnednepedni Novel units take too long. Students cannot read enough to ro snoitseuq gnidiug etaerC o the wide range of readers in a classroom. .skoob cificeps No single text can meet the reading levels or interests of ton ,seigetarts noisneherpmoc Whole Class Novel Concerns ro ,stnemele yraretil ,semeht,serneg dnuora noitcurtsni ngiseD o Builds community. gnidaeR tnednepednI dnuora noitcurtsnI noitisopeR tnednepednI dnuora noitcurtsnI noitisopeR tnednepednI dnuora noitcurtsnI noitisopeR tnednepednI dnuora noitcurtsnI noitisopeR literary significance. Exposes students to works with cultural, historical, or .uoy Assures that students read at least a few books. morf troppus eviecer dna ssalc ni daer ot emit stneduts edivorP o reference. Provides a common text for instructional purposes and .txet Whole Class Novel Benefitstluciffid htiw ylralucitrap ,gnidaer derahs dna sduola daer esU o #5 Reconsider whole class novel units. units.relliM nylanoDmoc.liamg@rerepsihwkoobehtBalancing Academic Reading and Students’ Lifelong Reading Habits Students’
  • 4. Balancing Academic Reading and Students’ Lifelong Reading Habits Students’ moc.liamg@rerepsihwkoobeht relliM nylanoD“…students are not reading more or better as a result of Questionsthe whole-class novel. Instead, students are reading less __________________________________and are less motivated, less engaged, and less likely toread in the future.” __________________________________~ Douglas Fisher and Gay Ivey, "Farewell to Farewell to __________________________________Arms: De-Emphasizing the Whole Class Novel" __________________________________ __________________________________ __________________________________Inside Readers’ Notebooks __________________________________ __________________________________ __________________________________?koobeton s’redaer a ni peek ew od tahW o ym tuoba wonk ot tnaw I od tahW __________________________________ gnidaer ’stneduts __________________________________ o ot stneduts ym tnaw I od gninrael tahW __________________________________ __________________________________ ?drocer __________________________________“Reading Brain” Additional Reading o hparG stnemeriuqeR erneG hparG stnemeriuqeR erneG hparG stnemeriuqeR erneG hparG stnemeriuqeR erneG o tsiL gnidaeR Allen, P. (2009). Conferring: The keystone of readers workshop. Portland, ME: Stenhouse. o tsiL daeR ot skooB Gallagher, K. (2009). Readicide: How schools are killing o ssalC eht fo sutatS reading and what you can do about it. Portland, ME: Stenhouse. o sesnopseR gnidaeR Lesesne, T. (2010). Reading ladders: Leading students o ecitcarP /setoN nosseL-iniM from where they are to where wed like them to be. Portsmouth, NH: Heinemann. o /setoN tcejorP esnopseR gnidaeR Newkirk, T. (2009). Holding on to good ideas in a time of stfarD /hcraeseR 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.