Thanks so much to all who responded. We now have a better idea of where
to start.
Joy Doggett, LMS
Vinita High School
Vinita, OK
doggetja@vinitahornets.com
Original Query:
We are revamping our reading program to include a reading class for all
students who are reading below grade level.
This is in addition to their normal English classes. I would like to
hear from other schools that have a similar class in place as to how
they structure the class, i.e., how grades are assigned, types of
projects done, etc. Our class periods are 70 minutes, so there will be
plenty of time for independent reading. I'm of the opinion that the
class needs to be light, for lack of a better word, and that it should
not be a class where material is analyzed to pieces. My concern is that
if it isn't handled correctly it might further turn off the already
reluctant reader. Any thoughts and suggestions would be greatly
appreciated!
The Responses:
Over the years, I've seen this done 2 ways:
At first, they had an "English Lab," taught by a certified English
teacher and staffed during all periods. Students were to follow a
curriculum of reading and writing, planned and taught by the English
teacher. The class was required but ungraded. It didn't work very
well, and I watched several promising young teachers give up and expire.
More recently, they had a pair of certified Reading teachers take over.
The class was still required and ungraded. Each of the teachers spent
half her time "pushing into" social studies or science classes and the
other half in her Reading Lab (between them, all periods were covered).
They taught comprehension strategies similar to those recommended by
Cris Tovani, I Read it but I Don't Get It, using the text material from
their push-in classes. They planned with the subject area teachers,
offering preparatory strategies and review strategies for the whole
class but receiving the neediest of the unclassified students for extra
help in their labs. The Reading teachers also worked with their
students on any other reading/writing projects, including the scary
English papers. "Extra" time was devoted to sitting in cushy chairs
(used) and reading self-selected books from the trade book collection in
the Reading lab--shelved according to difficulty. The catalog of the
Reading lab was built on our library software, and Reading students knew
how to spot the reading level in the library books, too. They became
some of our most eager library borrowers. Most of the Reading Lab
students were very appreciative of the Reading teachers' help.
Hope this helps--
====================
I'm a former English Language Arts/developmental reading teacher who
teaches an elective course called Reading Strategies. Most of my
students are considered to be "at-risk." My class periods are only 40
minutes long, so my students do sustained silent reading two or three
periods a week. The remainder of the periods are spent with me
demonstrating reading strategies through think-alouds. Students practice
the strategies until they gain some independence and are able to do
their own think-alouds for the class. My classes are small so I also do
a lot of one-on-one conferencing: get students talking about their books
and ask key questions to determine their comprehension of the text. Then
I reinforce an appropriate strategy we have covered in class.
The strategies include:
schema (text to self, text to text, and text to world relationships)
visualization (both art and graphic organizers)
questioning stratgegies
monitor
repair
That said, the key for me is to get students reading. The class meets in
the library. Books are self-selected, including books from the new
graphic novels collection. There's lots of time for sharing reading with
other students. I read my own book during sustained silent reading time,
talk about my reactions to the book, and read significant passages aloud.
I invite students who are not in the class to do book talks or share an
experience with reading (e.g., talk about the book that turned them on
to reading). I also invite teachers who are avid readers to share what
they are currently reading. These kids need to see that people read for
pleasure. The goal is to show that reading is a social activity.
Assessments include:
1. learning logs or journals where they write about text to self, text
to world, and text to text relationships (I read the journals and write
responses back. Usually I pose a question that I ask them to answer in a
follow up entry.)
2. think-alouds that demonstrate that they can apply a reading strategy
3. observational notes from one-on-one conferences (I use a check-list
to note skills demonstrated.)
4. rubrics
I've done presentations on using this approach to motivate at-risk teens
at AASL conferences. Attached are some of my hand-outs.
Hope these ramblings help. This is not for the school looking for the
quick fix. But it does create life-long readers and improvements in
reading comprehension. Let me know if you have any questions or comments.
I have some professional books I can recommend if you are interested
====================
I would be very interested in any suggestions you get for a reading
program. Our former librarian (recently passed away from cancer) had a
big hand in creating a "library" time for the 5 classes of ESL and lower
level readers. Unfortunately she conducted this program virtually alone
and we will be starting from scratch this year. Our very new librarian
(this is her first library position) is also an English teacher and
completing her library media teacher credential, so we are off to a good
start. I'm leaning towards book talks and individual student interviews
to acertain their interests. This way we can build a collection and
borrow from the public library for the twice weekly sessions in the
library. Thanks for your help!
====================
Hi:
We do an Accelerated Reading program for our 10th graders. We use
Reading Enterprise by Renaissance Learning out of Wisconsin. They
provide a computerized test that can test reading comprehension and
vocabulary. We reguire the students to read selected books are varied
reading levels, and take the test. Students are required to read 7
books per quarter. They spend 45 minutes a day doing quiet reading. If
they do poorly on a book, they must select another. They can read as
many books as they desire but to get an "A" they must successfully
complete 7 books. The vocabulary can be further enhancement because
the voc is tested also. There is a wide selection of books, many you
already have in your library and the neat thing is that they can not
watch a video and successfully pass the test. You can set the pass
level as low or as high as you want(60% 0r 70% or higher). They earn
points as well and incentatives can be given. You can motivate by
challenging students to accumulate a high number of points and have the
principal promise to do something and if the points are reached, the
promise is kept ;-) . (It works on the elementary level). If students
failed the test, they are encouraged to read another book. The program
will not allow them to take the test over again unless the administrator
allows it. There is much documentation from the company about their
success rate and a highly motivational program for teachers who become
involved in the program. I teach history ( I am a media specialist but
have been in the classroom for the last 6 years) and I find others ways
of writing and require all outside reading to be test based. I now know
who does their outside reading vs those who are good at bluffing their
way to an A. I find it is a good assesment tool. If the book is not on
their database, and you have read the book, there is a feature in which
you can write your own comprehension test. Test are multiple choice and
you can select 5, 10, or 20 questions. Check them out. You can get
their number through the 800 directory. Good luck.
====================
How about turning it into a reading/technology class. Have kids read a
book and create a podcast booktalk about the book and critique for their
peers.I am hoping to start something like thisin the HS that I am going to.
====================
My high school tried a similar concept. Unfortunately, the teachers of
this reading class were PE and/or Health teachers, not English
teachers. The class was a joke, in my opinion--nothing more than a
glorified adolescent babysitting service. I do remember the textbook
used was called /Be a Better Reader/. I hope your school is more
successful than mine was.
====================
We use Read 180, part of the Scholastic Reading Counts! (That
exclamation mark is in the title; it's not my addition:) program. We
like it. It's a reading intervention program. It's very expensive.
====================
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