Subjects Matter
(Page 184) “…to grow the community of lifelong learners around our schools, part of every school day must be devoted to independent reading. Period.”
I think we’ve established in class the importance of having students read every day at school, and some of y’all are having your students read even on non-SSR days. While all classes are supposed to be participating in SSR on Mondays, Tuesdays, and Thursdays, I have heard through the grapevine that there are a few teachers who are not doing it. What do you think it will take to convince the faculty who are not a part of this study group daily reading really will improve student learning and make students more successful in all of their classes?
For those of you who do SSR in your classes outside of the school-wide variety: What do you do while the students are reading? In this chapter the authors suggest having conferences with students about their reading, but I always had difficulty keeping students focused on their own reading if I wasn’t doing the same. I found my students to be most engrossed in their books if I was reading along with them. This also gave me the time to read lots of YA literature and be able to make recommendations. Has anyone tried the conference thing with success?
For those of you who do SSR in your classes outside of the school-wide variety: What do you do while the students are reading? In this chapter the authors suggest having conferences with students about their reading, but I always had difficulty keeping students focused on their own reading if I wasn’t doing the same. I found my students to be most engrossed in their books if I was reading along with them. This also gave me the time to read lots of YA literature and be able to make recommendations. Has anyone tried the conference thing with success?
When Kids Can’t Read
I love how Beers gives all of the features struggling readers like to find in books. Perhaps if my teachers had known this when I was in high school, I would have read some books. There always seemed like there were a million words on a page of those classics and there was practically no margin! I think students have been given so many books that carry no interest for them for so long that they tend to lump all books into one category: boring. The world of YA lit has exploded over the last several years and the choices are endless. I’m amazed at how much the section has grown at Barnes and Noble; it has doubled in size over the past few years. I think we also need to remember that just because a kid (or adult) doesn’t read a book doesn’t mean he’s not a reader. There are so many other types of material out there. How many of us know people who never pick up a book but read the newspaper every day religiously? How many of us read magazines? It’s important to recognize different types of reading. Does it really matter if a kid doesn’t read a novel if he reads tons of other informational text?
I love how Beers gives all of the features struggling readers like to find in books. Perhaps if my teachers had known this when I was in high school, I would have read some books. There always seemed like there were a million words on a page of those classics and there was practically no margin! I think students have been given so many books that carry no interest for them for so long that they tend to lump all books into one category: boring. The world of YA lit has exploded over the last several years and the choices are endless. I’m amazed at how much the section has grown at Barnes and Noble; it has doubled in size over the past few years. I think we also need to remember that just because a kid (or adult) doesn’t read a book doesn’t mean he’s not a reader. There are so many other types of material out there. How many of us know people who never pick up a book but read the newspaper every day religiously? How many of us read magazines? It’s important to recognize different types of reading. Does it really matter if a kid doesn’t read a novel if he reads tons of other informational text?
11 comments:
“What do you think it will take to convince the faculty who are not a part of this study group daily reading really will improve student learning and make students more successful in all of their classes?”
I honestly do not think that people can be convinced to do anything that they do not wish to do. The trick is to structure things so that folks want to do what they are supposed to do. Generally, people don’t believe what they can’t see with their own eyes. (Obvious exceptions such as number of stars in the sky, laws of physics, etc. don’t count!) Some folks just don’t understand HOW daily reading will improve student learning and therefore assume that it can’t. Sometimes, I think that the only way to “convince” people to do something they don’t want to do is to ‘force’ them to do it. In the case of silent reading during SSR time, I kind of think that the folks in charge might need to force the issue. Maybe even walk around the building and look into all the classrooms during SSR to see that everyone is doing it. I am generally not a fan of micro-management, but if folks are told by the boss to do something, the boss may need to ensure that it gets done! We won’t ever have proof of whether or not it works (actually improves standardized test scores and/or improves class grades) unless everyone actually does it for an entire year so that we can get concrete data. Once we have the concrete data, then we can make informed decisions based on evidence. Folks might be more willing to do something if they can SEE proof that it works in their own school. “Research shows” is not true proof; statistics can be manipulated and sometimes folks are skeptical of claims made by “research”.
“The world of YA lit has exploded over the last several years and the choices are endless.”
I know that this is true as I try to find books for reluctant readers to read. After reading this chapter, I even went to the ALA website and looked at their booklists. The problem with almost all of them is that they have 8 or 9 pages of only the current year’s releases. I can’t keep up with all of the current releases. I wish they had lists of ‘enduring favorites’ that I can suggest or give to kids. I would love to see lists of favorite books from the past five years or so. I realize that kids don’t like ‘dated’ realistic fiction, but there has got to be a compromise somewhere! This chapter did remind me of the importance of talking with the media specialist more often to find suggestions for books for particular students to read. The text features listed for books that reluctant readers enjoy are really true. I have had kids say many of the same things over the years, although not quite as eloquently as Beers says them. And the story about the mother who took her son to the library in lieu of the field trip brought tears to me eyes. I loved her!
Sorry I wrote so much – I’m obviously avoiding housework!
I appreciated both of these chapters. Last year I had my students read independently EVERY day for about 15-20 minutes. There were even some days where the kids would be so engaged that I’d tack on an extra bit of time. I have to admit that I’ve had more difficulty devoting this much time to independent reading on a daily basis (other than through the schoolwide SSR). I have to remind myself, though, that with forty-five minute classes, it’s OK to just do independent reading (or Reading Zone, as we call them) days once or twice a week. And while I’m being honest, I have to admit that I did a better job with these independent reading days at the beginning of this year. I was encouraged, though, when Daniels and Zemelman suggested, “Use Reading Workshop at least once a week when first getting started, to make sure students are familiar and comfortable with the process. Then later, you may vary the frequency of Workshop according to need and the amount of time you have.” I have continued to do Reading Zone (Workshop) days, but this chapter helped me to remember how important these days really are. Because I’m so paranoid about certain things (like test scores), I find myself easily feeling like I’m not getting anything done on those reading days, but I have to remind myself of the same advice I give my students every week. Since the beginning of the year I have told them over and over (a million times--hyperbole) that the best way to prepare for the End of Course Exam is to read each and every day. I tell them that even though they don’t know it, they will become better readers, and they’ll be able to tackle all nine of the reading passages on the test much more easily.
Diane, you asked if anyone has used conferencing. I started off at the beginning of this year conferencing with students on our Reading Zone days. I even had a notebook with a page for each student on which I jotted down quick notes about what they were reading, what they thought, etc. However, however, just like you, I found that my students truly do engage in reading best when I am reading, too. When I held conferences, there were always those few that continued to whisper, be distracted, etc…and I’m sure that has to do with my classroom management and the ways it can improve. However, when I’m reading, they’re almost always quiet, they settle down, and they get into whatever it is they’ve selected. I wish I could say that every one of my students is always engaged in SSR, but I have to also say that I am much more pleased with the independent reading in my classes this year than I was last year!
Kylene Beers’ book is always so useful, too. I love all of the points she makes about helping students select books. Book talks and read alouds are some of my absolute favorite ways to hook students. I also loved the idea for a “Good Books” Box. I think I’ll start one of these in my classroom with my books. And I’ll allow my students to put the books in the box. I think I’ll also have them put a sticky note on the outside of the book with a brief comment as to why it’s a good book. I really like this!
Good chapters. Great ideas. Excellent motivation for me!
From day one, I knew most of my students would be extremely reluctant readers, so I made SSR an every day thing. At first it was books, magazines, newspapers, their choice. As time went on, I'd try to sneak in a day here or there during SSR when I could catch up on my work ( I justified it in my mind as my planning period since I don't have one). The kids noticed. They'd ask why I'm not reading. They'd goof off or fall asleep since I wasn't walking around with book in hand checking on them. So eventually I went back to daily reading too. When I let it be their choice, I also noticed that they'd read the same thing day in and day out for weeks or a month at a time. So even though we're technically not supposed to, I use this time for reading aloud with YA books. I still have my sleepers, but I've also found that those who are awake are much more engaged. Although the suggestions may be simple daily things, I really found them to be refreshing reminders of things I can and should be doing.
In subject matters, I really liked the idea of giving kids mini lessons on how to ask for help, what to do if you need help and the teacher is busy, & keeping students on task during reading time.My students and I both would benefit from having the contract before reading! A few things I do to make sure my students are engaged include asking opinions as to what's currently happening or have them fill out a "mini-quiz" at the end and this way when the book ends, they have notes and questions and answers to study for the whole book test. I've also had the students act out and make comic strips about what they read and listened to that day.
I try my hardest to read during SSR on Monday, Tuesday, and Thursday. The most difficult thing for me is keeping the 3 kids who can't ever seem to stop whispering, making noises, making faces, and other distracting gestures. I love to read. I always bring a book, but it seems as if I have to stop every few seconds to give the evil eye to someone in my classroom. I can't always catch who in particular is causing the noises and distractions so I have a hard time disciplining those few students. They are too sneaky. I have walked around the room a few times and this sometimes aleviates the distractions. However, it is extremely hard to walk and read for me. I guess I can't do the whole 2 things at once thing. Any suggestions?
Wow! I never realized that these kids don't like the same books as me. I really don't remember wha tI was reading at their age. I know I WAS reading but I don't really know exactly WHAT I was reading. I do go for the longer novels with complicated plots and characters. Those are the features that attract me the most. I want a novel to take more than 30 min to an hour to complete. I want to get lost in the plot. I need to read YA novels once again so I will know what exactly it is my students enjoy reading. I know when I was reading First Part Last, my students were intrigued. They really liked the idea that I was reading a book they had read themselves. If they saw me reading other YA novels, then they would be more inclined to read the same novels or ask for recommendations.
I agree that finding the right book is very important. I know when I was in high school you were assigned the classics to read and I hated most of them. I think it is important to give students some flexibility to be able to read things they would enjoy. I do agree with that they most likely would like books that are not long, easy to read and understand, and has some visuals.
This chapter offered some good suggestions on how to sell books to students. I thought these were great and I wish I had these suggestions when I taught.
I liked the idea of the Independent Reading Workshop. The example the book gave for the chemistry class was good. I liked the schedule he had set up. It was structured and I think students work better if they know they have only a certain amount time to get the assignment done. It is also good that they have guidelines and they know what is expected of them. I think this would work well in a science class. Students most of the time hate reading articles that deal with science. This way it is kept short and they have an assignment to focus on as they read. When I was teaching science I wish I had known about this strategy.
I’m constantly faced with the dilemma of students saying, “I don’t like to read.” Several of the students actually refuse to read period, this is very frustrating to hear and watch them waste their time and not improve upon a life skill that is essential in all aspects. On a more positive note, I have observed some of my students who once refused to read are now reading and that is encouraging.
In reading these chapters and discovering some newer techniques for example: (1) asking reluctant readers—if you had to read what you would like to read, and not stopping when the students say, “I dun no.” The chapter suggests making a list with them of things they would like in a book. (2) Outlining important text features for reluctant readers-- (pg.285), “When Kids Can’t Read”. (3) Following the many suggestions to be able to sell the books to students to encourage reluctant readers to give a book a try, such as creating book jacket bulletin boards, and creating a good books box, (pgs.291-296, “When Kids Can’t Read). (4) Reading the examples in the section, What Reading Workshops Looks Like (pg.185, “Subjects Matter”) – have been extremely useful as a guide to follow and (5) having the suggestions listed on conducting different mini lessons (pgs.188-190, “Subjects Matter”). All of these suggestions and ideas have given me greater insight that I can pass on to my students. I am encouraged to continue motivating and persuading my students to not only do their best but to understand the importance of reading and its application in obtaining a better life.
You're always going to have your "nay sayers" when it comes to trying to create change. I like SSR and I read while my students read. I have a TP class during the time and I was shocked how much they loved to read. My problem is I can't get them to stop reading their books when the bell sounds. Some teachers have said they can not get students to rad during SSR and that the students put their heads down and sleep, actually it was only 2 teachers who said that during our dept. meeting, the rest of us said we didn't have a problem and that we enjoyed the time. I even have students that come to my desk during SSR and ask me what a word means or to explain a phrase or passage to them; that is the part I enjoy; to know that they are learning and that they are curious. I have two students who read either the newspaper or a National Geo. They both can't wait to share with the others the tidbits of information they have learned.
As far as ideas in the chapter on students reading, I have in the past offered extra credit to students who read books on Presidents, events, etc and tell how they relate to history and give a written and oral report on the book and or article. I've gotten out of the habit of doing that because it took up so much of my time. Good ideas though in the chapter.
I was like Amanda in that it never occurred to me that my students wouldn't enjoy the same things I do. I mean, I'm always surprised when someone tells me they'd rather read a biography or a historical book about some war or something. So I guess I should have realized that my students wouldn't be interested in a novel with twisted characters or complicated motives.
With that in mind, I think one of the reasons I've had the trouble I have with my students when it comes to reading is that they don't have access to something they actually want to read. It might be helpful if teachers who had SSR might do a reading survey to get an idea of what sort of materials to stock up on. I know this is a logistical nightmare, but I personally have had the experience of saving coke points for a temporary subscription to Sports Illustrated only to have a class that it primarily girls and not one of them is interested in SI.
Also, I can't remember who I was talking to, but one of the biggest frustrations with SSR is really the time of it. If there are no interruptions, it's nice to have the time right after lunch to settle. However, it's so rare that the time goes uninterrupted...
Just some thoughts.
First of all, I think in order to convince the faculty that daily reading is important to a student's learning we perhaps should have some sort of inservice/meeting to show them concrete proof that students benefit from as much reading as possible. At the same time, when the time is given to students to read and they don't use the time to read, and we have no ability to reprimand them for not participating in SSR, I can see why some teachers may be reluctant to participate in SSR. For example, I have ENG IV CWP after lunch and in the beginning it was very difficult to get them to participate in SSR. After having participated in 9 and 1/2 weeks of IR on our own and encouraging them to do their IR novel reading during SSR, many more of my seniors now participate in SSR. However, those who refuse to read, I encourage to write because I know that may also benefit them.
I also agree with you about conferencing with students during IR time. If I talk with a student during IR time for any reason many students than feel they can talk as well and nothing is accomplished. During IR time, I read my own IR book. I require students to finish an IR book every 4 and 1/2 weeks. I also read an IR book during the period of time that they are required to finish a book.
These chapters made me feel kind of bad! I don't do nearly as much with individual reading as I should. This is disheartening to me, as an English teacher. I often feel so compelled to keep up with the units I have to cover, that I lose focus of the importance of individual reading and SSR.
I do read and require my students to read during the school-wide SSR time, but other than that, my students may get 4-5 hours of silent reading time during the semester of my class.
I think that I now have more knowledge about how to help students select books, especially YA novels, that will be high interest to them. I think that it's important to help students develop an interest in reading. I try to do this by modeling through SSR, but I feel like I need to intensify my support by giving students more time to read novels of their own choice.
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