NCTE 2017 "The Book Love Elective: Reading for Pleasure at the High School Level"
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Austin Hall's Roundtable for the "Freed Reading: Book Love Grant Winners on Using Classroom Libraries to Promote Student Joy, Growth, and Independence" NCTE 2017 session.
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NCTE 2017 "The Book Love Elective: Reading for Pleasure at the High School Level"
- 1. The Book Love Elective: Reading for Pleasure at the High School Level Austin Hall English Teacher Dowling Catholic High School West Des Moines, IA ahall@dowlingcatholic.org @teachguybrarian (Twitter) www.teacherguybrarian.com
- 2. The Beginning MA:TESS program at the University of Northern Iowa • IWP Level 1 – Summer 2011 • Penny Kittle • Book Love – Read in 2013 • The Book Love Foundation Grant & professional literature on reading instruction • 2016 Book Love Foundation Grant recipient
- 4. Creating the Elective • 2014-15 • Continued to build classroom library • Proposed idea for the senior elective Reading for Pleasure • Approved by administration • Began developing curriculum and read widely • 2015-16 • Taught 6 sections (3 per semester) • Rebranded class as Strategic Reading • 2016-17 • Taught 10 sections (5 per semester) in 2nd year of course • 200+ students enrolled • 2017-18 • Teaching 8 sections (4 per semester)
- 5. Course Overview • Semester-long course • 3 classes per week (M = 45 min., T/W & TH/F = 90 min.) • 5 major pillars of the class • Time • Choice • Response (Oral and Written) • Community • Predictable Rituals • Assessments • Absolutely ZERO reading checks, quizzes, tests, etc. • Final Exam consists of a Semester Project and Formal Written Reflection
- 6. First Few Class Periods • Setting the Tone • This is NOT a “fluff” class • Building Independence • The uncharted territory of choice • Establishing Routines • Routine is key
- 8. Setting High Expectations • STRETCH GOAL of 15 books read in the semester • In addition to this number, students are to challenge themselves by reading books across the following genres: Realistic Fiction Historical Fiction Fantasy Science Fiction Biography/Autobiography/Memoir Nonfiction Poetry Classics Graphic Novels • This is a modification of the of the 40-book requirement Donalyn Miller introduced in The Book Whisperer
- 9. Day 1 Reading Survey Adapted from “Student Beginning of the Year Survey” © Pernille Ripp 2015 www.pernillesripp.com
- 11. Set Reading Rate – calculate weekly page goal
- 12. Classroom Library “Locations” vs. Genre
- 13. Classroom Library “Locations” vs. Genre • Students learn to differentiate genres (corresponds directly to nine genres they are trying to read throughout the semester • In this short, 20-30 minute activity, students are exposed to 36 different books they may want to read
- 14. Booksource Classroom Organizer checkout system
- 19. Booktalks
- 21. Reading Recording Sheet Total pages read that week / weekly goal = weekly points out of 10 possible
- 22. Reading Conferences (1st recorded & saved)
- 23. Mini-lessons • Understand Reading Preferences and Create a Reading Identity • Who am I as a reader? • Consider Author’s Craft and Develop Close Reading Skills • What are the moves that the authors I read are making? • Expand Reading Horizons • How might I challenge myself as a reader?
- 24. Understanding Reading Preferences and Creating a Reading Identity • The Reading Zone • Making Time for Reading • Abandoning Books • Rereading Books • Psycholinguistic Reading Theory
- 25. Considering Author’s Craft & Close Reading • Notice & Note Signposts • Fiction • Nonfiction • Poetry • Book Spine Poems • Blackout Poetry
- 26. Expanding Reading Horizons • Major Book Awards • Banned Books Week • Speed Dating with Books
- 27. The Semester Project • Final Exam Grade • ~2/3 Presentation • ~1/3 Final Reflection • Presentation • Propose topic and have time to work throughout semester • 5-8 minutes long, last 1 ½ weeks of class • Focus on 3+ books read, with connected element (topic, theme, author, genre, etc.) • Analysis of reading growth – beginning vs. end of semester • Final Reflection • 10 writing prompts (including listening to audio file of 1st conference) • Comprehensive self-evaluation for students • Responses provide invaluable data for the teacher • Utilizes 3 Strands of the ELA Class • Reading • Writing • Public Speaking/Presenting
- 28. Feedback on Semester Project Proposals
- 29. Semester Project = Topic/Theme + Reading Journey
- 30. Semester Project = Topic/Theme + Reading Journey
- 31. Assessments • No reading checks, quizzes, tests, etc. • Reliance on discussion • Small/large group • Online resources: Google Classroom, Google docs, Padlet, Todaysmeet, etc. • Conferences and weekly reading • I talk with every student for 3-5 min. every 2-3 weeks, depending on size of class • Written responses • Informal – response/reflection entries in notebook • Formal – Letter-Essay, Book Reviews, etc. • Emphasis on goal-setting and reflection • Projects • Reading Ladder • Book Talks
- 32. Letter-Essay
- 33. Book Review
- 34. Reading Ladder
- 36. What Else Takes Place? • Articles, Blog Posts, TED Talks, etc. on Reading • Guest Book Talks from Faculty/Staff • Author Correspondence • Reading – LOTS of Reading
- 37. POINTS OF PRIDE
- 40. Class Impacts and Matters to Students
- 41. Supported by Data (Spring 2017)
- 42. Colleagues Across Departments Notice Students Reading
- 43. Reading Lives that Extend Beyond Graduation Book Recs via Facebook Messenger It’s never too late to turn a student on to reading
- 44. Reading Lives that Extend Beyond Graduation Evidence my students are still reading. Display at one of my seniors’ grad parties
- 45. Reading Lives that Extend Beyond Graduation Former student (now in college) emailing about summer reads
- 47. From authors...
- 48. …to preservice and practicum teachers...
- 49. Christmas/New Year’s card I sent to family and friends Bookmark I gave to seniors at their Grad Parties …to the important people in our lives.
- 51. In Closing… • Questions or comments? • Contact: • Email: ahall@dowlingcatholic.org • Website: www.teacherguybrarian.com • Twitter: @teachguybrarian