Effective reading teachers are teachers who read. Donalyn Miller (2012) “Resolve to edge in a little reading every day, if it is but a single sentence. If you gain fifteen minutes a day, it will make itself felt at the end of the year.” Horace Mann (1796 - 1859) “Where do I find the time for not reading so many books?” Karl Kraus (1874 - 1936)
Standard II for the preparation of school librarians requires a thorough knowledge of books and reading and how to motivate students. AASL Standards. Students who score higher on "tests tend to come from schools which have more library resource staff and more books, periodicals and videos, and where the instructional role of the teacher-librarian and involvement in cooperative program planning and teaching is more prominent." Keith Curry Lance, et. al. The Impact of School Library Media Centers on Academic Achievement.
I begin, as always, with my OWN community and consider how to create this for my students.
Some communities are temporary. We band together for a purpose or a task. When it is complete, we move on to other communities. Some communities are more permanent. We band together because we share a common interest or purpose. We remain a community.
We get to know one another, to understand one another, to communicate with one another in different forms and forums. “We read to know we are not alone.” C.S. Lewis
Getting to know one another Understanding our background as readers Learning how to communicate
• What did we read?• What do we read?• What might we read (if we had the time)?• What is our experience with reading?
Earliest memories of reading (home) Memories of reading as a child (home and school), positive and negative Reading as a tween and teen Adult reading Titles, authors, events, etc.
Access to books Models of reading Being read aloud to Owning books Talking about books with others Choice Social interactions with other readers Access to libraries
Can be snapshots Can be longer frames Can serve as records of reading
Retirement, when I can read all I want, what I want, where I want, when I want Reading for committee work (sometimes with my ears) combined with reading for job and reading for pleasure. Reading for the job combined with reading for pleasure (lots of overlap) Reading for the job and the dissertation (no time for pleasure right now) Reading what my kids are reading (school year) and pool books (summer time reading) Reading for my English classes (no time for much pleasure reading) Reading the classics with pleasure reading on the edges/fringe Reading for pleasure plus a few assigned classics read via Cliff Notes Series reading (Drew, Cherry Ames, Sue Barton) “Learning to read” meant counting # of paragraphs until it was my turn then reading ahead Being read aloud to, access to books and libraries
“Children should spend less time completing workbooksand skill sheets...there is little evidence that theseactivities are related to reading achievement.” Becoming a Nation of Readers: The Report of the Commission onReading, Richard C. Anderson, Elfrieda H. Hiebert, Judith A. Scott, and Ian A.G. Wilkinson