The Book Love Elective: Taking the Relationship to the Next Level (with cleaned up/updated slides)
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**NOTE -- Ignore the tinyurl link on slide 1.** Austin Hall's Session for Day One of nErDcampMI 2018 on Strategic Reading, his reading workshop based, senior elective course. This version has been modified so that no slides have content that is hidden/obstructed from view.
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The Book Love Elective: Taking the Relationship to the Next Level (with cleaned up/updated slides)
- 1. The Book Love Elective: Taking the Relationship to the Next Level Austin Hall English Teacher Dowling Catholic High School West Des Moines, IA ahall@dowlingcatholic.org @teachguybrarian (Twitter) www.teacherguybrarian.com nErDcampMI 2018https://tinyurl.com/yaq6ee49
- 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 • Taught 8 sections (4 per semester) Became most popular senior elective in the dept.
- 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. One of my Fall 2017 students being interviewed on the local Top 40 radio station. Maybe if these adults had become readers in school they’d understand…
- 9. 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: • This is a modification of the of the 40-book requirement Donalyn Miller introduced in The Book Whisperer Realistic Fiction Historical Fiction Fantasy Science Fiction Biography / Autobiography / Memoir Nonfiction Poetry Classics Graphic Novels
- 10. Day 1 Reading Survey Adapted from “Student Beginning of the Year Survey” © Pernille Ripp 2015 www.pernillesripp .com
- 12. Set Reading Rate – calculate weekly page goal
- 13. Classroom Library “Locations” vs. Genre
- 14. Classroom Library “Locations” vs. Genre
- 15. 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
- 16. 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
- 17. Booksource Classroom Organizer checkout system
- 18. Booksource Classroom Organizer checkout system
- 23. Book Talks
- 25. Reading Recording Sheet Total pages read that week / weekly goal = weekly points out of 10 possible
- 26. Reading Conferences (1st recorded & saved)
- 27. 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?
- 28. Understanding Reading Preferences and Creating a Reading Identity • The Reading Zone
- 29. Understanding Reading Preferences and Creating a Reading Identity • The Reading Zone • Making Time for Reading
- 30. Understanding Reading Preferences and Creating a Reading Identity • The Reading Zone • Making Time for Reading • Abandoning Books
- 31. Understanding Reading Preferences and Creating a Reading Identity • The Reading Zone • Making Time for Reading • Abandoning Books
- 32. Understanding Reading Preferences and Creating a Reading Identity • The Reading Zone • Making Time for Reading • Abandoning Books • Rereading Books
- 33. Understanding Reading Preferences and Creating a Reading Identity • The Reading Zone • Making Time for Reading • Abandoning Books • Rereading Books • Psycholinguistic Reading Theory
- 34. Considering Author’s Craft & Close Reading • Notice & Note Signposts • Fiction • Nonfiction • Poetry • Book Spine Poems • Blackout Poetry
- 35. Expanding Reading Horizons • Major Book Awards
- 36. Expanding Reading Horizons • Major Book Awards • Banned Books Week
- 37. Expanding Reading Horizons • Major Book Awards • Banned Books Week
- 38. Expanding Reading Horizons • Major Book Awards • Banned Books Week • Speed Dating with Books
- 39. Expanding Reading Horizons • Major Book Awards • Banned Books Week • Speed Dating with Books
- 40. 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
- 41. Semester Project = Topic/Theme + Reading Journey
- 42. Other Assessments • No reading checks, quizzes, tests, etc. • Reliance on discussion • Small/large group • Online resources: Google Classroom, Google docs, Padlet, Flipgrid, 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
- 43. Letter-Essay
- 44. Book Review
- 45. Reading Ladder
- 47. POINTS OF PRIDE
- 48. Dear Reader Letters – Recs for Others
- 51. Relationships Beyond the Classroom
- 52. Supported by Data SPRING 2018 SEMESTER BOOKS READ PAGES READ TOTAL 783 265,243 AVERAGE 9.1 3,606
- 53. Supported by Data SPRING 2018 SEMESTER BOOKS READ PAGES READ TOTAL 783 265,243 AVERAGE 9.1 3,606
- 54. Spreading the Book Love Christmas/New Year’s card I sent to family and friends Bookmark I gave to seniors at their Grad Parties
- 55. WHAT IS THE NEXT LEVEL?
- 56. Additions & Tweaks for 2018-2019 Book Clubs Podcasts Reworking Semester Project Presentation Schedule More writing opportunities - notebooks 180 Days - style collaboration More Flipgrid Feedback from Students
- 57. Tips for Creating a Book Love Elective Be sure you can support it Infuse workshop method into your class(es) Document student growth Propose to Dept. Head / Admin Supply Evidence - Speak the language of Admin KEEP AT IT -TIME -CHOICE -Share your reading life w/ students -CONFER -BOOK TALKS!
- 59. In Closing… • Questions or comments? • Contact: • Email: ahall@dowlingcatholic.org • Website: www.teacherguybrarian.com • Twitter: @teachguybrarian