This presentation outlines a Wide Reading Program and details its introduction to English classes in the middle years of schooling. Some challenges encountered in the introduction and establishment of this program are also discussed. The evolution of formats for collection and presentation of evidence based data are also outlined

1. ASLA XXII Conference
Saint Ignatius’ College, Riverview
Introducing and Establishing
a
Wide Reading Program
in
The Middle Years of Schooling
Nerelie Teese
Teacher Librarian
Rosstrevor Middle School
Brighton Grammar School

2. Wide Reading Program Experiences
The Southport School, Qld; BSHS, Ipswich Qld
Echuca College, Vic; BGS, Melbourne, Vic

3. Definition of Terms
� Middle Years of Schooling:
Years 7 & 8 (at Rosstrevor)
� Wide Reading:
Student selected reading, not from
a prescribed list
� Wide Reading Program:
A platform or scaffold supporting regular Library
based reading time/lessons in all English classes

4. The Wide Reading Program
� Regular English class ‘Reading Time’ in the Library,
weekly/fortnightly (depending on timetable)
� Students set reading goal for the term
� Students record reading details
� Students are accountable
� Students are responsible
� Students are successful

5. Wide Reading Record
Reading Record
Term One, Semester One
This Term, I plan on reading _______ books
Date Title Author Comments / Response

6. Feedback & Reporting:
an evolutionary process
� 2008 (Semester 1) Initial Word Document Report emailed to
teachers
� Pros: a ‘running record’ of student progress and achievement
with room for observational comments; student generated
data; evidence based data
� Cons: time consuming, clumsy due to cumulative nature, not
‘user friendly’ for teachers; printing hard copies used too much
paper; retrieving extracts (if required) also difficult

7. Evaluation of
2008 Wide Reading Program
� A great trial for the Wide Reading Program and a
definite learning experience for me
� Positive feedback from teachers and students (and
parents) about the program
� This is a challenging project in a school that does
not have an established reading culture
� Teacher participation and commitment is essential
for the program to be successful

8. Flick & Tick Chart
Example of TL report to teachers
Student Date Reading Record Borrowed Reading
name Details
Goal Set
Yes No Yes No
Freddy Flintoff * 01/04/09 X X 0
Ricky Ponting* 01/04/09 X X 6
Dicky Bird* 01/04/09 X X 6

9. � Pros: much faster to compile; student progress
recorded on one page; more ‘user friendly’;
individual comments still able to be included, i.e.
outstanding readers, overdue books, etc
� Cons: still a lengthy document due to its
cumulative nature; time consuming but useful for
teachers

10. 2009 Preparing for the
Wide Reading Program
� 2009 introductory year in my new school
� Observed existing Library reading
lessons/program
� Identified many avoidance strategies of reluctant
readers
� Discussions with Head of English and Middle
School Principal

11. 2010 Trial of
Wide Reading Program
� Just as in my previous school, not all
teachers/classes participated
� Not all classes attended scheduled Library
sessions
� Some teachers/classes ‘dropped out’
� Celebrated the successes

12. 2011 Wide Reading Program
Included in English Curriculum
� New year, new Head of English, new start for
program
� Wide Reading Program information given to
English teachers
� Introductory lessons & Book Talks for classes

13. 2011 Changes
Increased Wide Reading Classes
6 X Year 7 6 X Year 8
Streamline Reporting Procedures
Compiling information Presenting information
New Format

14. 2011 Semester 1 Teacher Reports
Student Reading Goal Set Reading Details Borrowed Comments
Term 1 Term2 Term 1 Term 2 Term 1 Term 2
� Inside cover of class folder of record books
� Allows for ‘Quick & Easy’ recording and viewing of student
progress
� Transparent - accessible to students, teachers, parents &
Admin – if required

15. 2011 Wide Reading Program
Semester 2:
� Refine existing practices
� Reinvigorate teachers and students
� Continue with passion

16. The dynamic school day
This can and will impact on the Wide Reading Program

17. Introductory Steps
� The Wide Reading Program must have
administrative support
� Discussions with English HOD, Key Teachers
(subject or year level) and Principal
� Attend English faculty or year level meetings to
outline and explain teacher participation

18. The keys to success (a) teachers
The Key to a Successful Wide Reading
Lesson is really very simple: teachers must
read with their students.

19. The keys to success (b) students
Passionately introduce ‘reading for pleasure’
Encourage and develop keen readers
Support reluctant readers with –
the perfect book:

20. Where to from here?