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Creating a classroom where readers flourish

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This handout supports the 2013 Creating a Classroom Where Readers Flourish workshop and includes key points and resources.

This handout supports the 2013 Creating a Classroom Where Readers Flourish workshop and includes key points and resources.


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  • 1. Creating a Classroom Where Readers Flourish Donalyn Miller www.slideshare.net/donalynm My Wild Reader _______________________________________ _______________________________________ _______________________________________ _______________________________________ _______________________________________ _______________________________________ _______________________________________ _______________________________________ “Reading is the only out-of-school activity for 16- year-olds that is linked to getting a managerial or professional job in later life.” –University of Oxford, 2011 Core Idea #1 Carve out more reading time. o Set aside time to read in class o Rule of Thirds 1/3 independent reading, conferring, and small groups 1/3 direct instruction and guided practice 1/3 independent practice o Eliminate bell ringers and fast finisher activities o Teach students how to capitalize on the “edge” times. o Plan for home and vacation reading time. Reading Conference Recap “Golden Gate Bridge” method. Focus on one skill or concept. Keep records. Each person in the conference walks away with a goal. It’s about the reader, not about the book. Core Idea #2 Build reading communities. “Children read more when they see other people reading.” –Stephen Krashen Who is in your reading community? _______________________________________ _______________________________________ _______________________________________ _______________________________________ _______________________________________
  • 2. Creating a Classroom Where Readers Flourish Donalyn Miller www.slideshare.net/donalynm Benefits of Reading Communities o Increase how much you read. o Foster connections with other readers. o Challenge you to stretch. o Improve your enjoyment and appreciation for what you read. o Suggest titles for additional reading. o Encourage mindfulness about what you read and share. o Inspire you to write. Community-Building Books _______________________________________ _______________________________________ _______________________________________ _______________________________________ Your Role as Lead Reader 56% of unenthusiastic readers did not have a teacher who shared a love of reading, while 64% of enthusiastic readers did have such a teacher. -- Nathanson, Pruslow and Levitt (2008) o Evaluate your reading experiences o Commit to reading more. o Find reading mentors. My Epicenter Readers John Schumacher @mrschureads Watch. Connect. Read. Blog Goodreads Teri Lesesne @professornana Professor Nana blog www.slideshare.net/professornana The Nerdy Book Club blog o Bring your reading life into the classroom. o Be honest with your students about struggle. Core Idea #3 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.
  • 3. Creating a Classroom Where Readers Flourish Donalyn Miller www.slideshare.net/donalynm Five authors every child in grade ______ should know _______________________________________ _______________________________________ _______________________________________ _______________________________________ _______________________________________ o Provide frequent opportunities for students to preview, select, and share books. Core Idea #4 Value students’ reading choices. What is one hot title or genre your students are reading right now? _______________________________________ _______________________________________ _______________________________________ How is this choice moving students forward as readers? _______________________________________ _______________________________________ _______________________________________ _______________________________________ Wild Readers’ Preferences o Read deeply from one author or genre. o Read books within a wide range of difficulty. o Prefer fiction to nonfiction and vice versa. o Follow series. o Read graphic novels, comics, Internet content or other “light reading” material. o Reread favorites. 40 Book Requirement Poetry (anthologies) 4 Traditional Literature 3 Realistic Fiction 5 Historical Fiction 3 Fantasy/ Sci-Fi 3 Informational 8 BAM 2 Graphic Novels 2 Free Choice 10 Determining Book Requirements o What genres or texts do your grade level standards or scope and sequence require you to teach? o What are the genres or texts you want to teach?
  • 4. Creating a Classroom Where Readers Flourish Donalyn Miller www.slideshare.net/donalynm o What types of books are available for your students? o What do your students like to read? o How can your expectations allow students maximum choice? “Learners who lose the ability to make choices are disempowered.” –Brian Cambourne Inside Reader’s Notebooks What do we keep in reader’s notebooks? What do I want to know about my students’ reading? What thinking do I want my students to record? “Reading Brain” o Genre Requirements Graph o Reading List o Books to Read List o Status of the Class o Reading Responses o Mini-Lessons Notes/ Practice o Reading Response Project Notes/ Research/ Drafts Questions _______________________________________ _______________________________________ _______________________________________ _______________________________________ _______________________________________ _______________________________________ _______________________________________ _______________________________________ Additional Reading Gallagher, K. (2009). Readicide: How schools are killing reading and what you can do about it. Portland, ME: Stenhouse. Kittle, P. (2012) Book love: Developing depth, stamina, and passion in adolescent readers. Portsmouth, NH: Heinemann. 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. Portland, ME: Stenhouse.