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NCTE 2017 "The Book Love Elective: Reading for Pleasure at the High School Level"

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NCTE 2017 "The Book Love Elective: Reading for Pleasure at the High School Level"

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Austin Hall's Roundtable for the "Freed Reading: Book Love Grant Winners on Using Classroom Libraries to Promote Student Joy, Growth, and Independence" NCTE 2017 session.

Austin Hall's Roundtable for the "Freed Reading: Book Love Grant Winners on Using Classroom Libraries to Promote Student Joy, Growth, and Independence" NCTE 2017 session.

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NCTE 2017 "The Book Love Elective: Reading for Pleasure at the High School Level"

  1. 1. The Book Love Elective: Reading for Pleasure at the High School Level Austin Hall English Teacher Dowling Catholic High School West Des Moines, IA ahall@dowlingcatholic.org @teachguybrarian (Twitter) www.teacherguybrarian.com
  2. 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
  3. 3. 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 • Teaching 8 sections (4 per semester)
  4. 4. 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
  5. 5. 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
  6. 6. SETTING THE TONE
  7. 7. 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: Realistic Fiction Historical Fiction Fantasy Science Fiction Biography/Autobiography/Memoir Nonfiction Poetry Classics Graphic Novels • This is a modification of the of the 40-book requirement Donalyn Miller introduced in The Book Whisperer
  8. 8. Day 1 Reading Survey Adapted from “Student Beginning of the Year Survey” © Pernille Ripp 2015 www.pernillesripp.com
  9. 9. BUILDING INDEPENDENCE
  10. 10. Set Reading Rate – calculate weekly page goal
  11. 11. Classroom Library “Locations” vs. Genre
  12. 12. 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
  13. 13. Booksource Classroom Organizer checkout system
  14. 14. Organizational Reading Tools
  15. 15. Organizational Reading Tools
  16. 16. Personalized Reading Goals
  17. 17. ESTABLISHING ROUTINES
  18. 18. Booktalks
  19. 19. Reading Recording Sheet
  20. 20. Reading Recording Sheet Total pages read that week / weekly goal = weekly points out of 10 possible
  21. 21. Reading Conferences (1st recorded & saved)
  22. 22. 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?
  23. 23. Understanding Reading Preferences and Creating a Reading Identity • The Reading Zone • Making Time for Reading • Abandoning Books • Rereading Books • Psycholinguistic Reading Theory
  24. 24. Considering Author’s Craft & Close Reading • Notice & Note Signposts • Fiction • Nonfiction • Poetry • Book Spine Poems • Blackout Poetry
  25. 25. Expanding Reading Horizons • Major Book Awards • Banned Books Week • Speed Dating with Books
  26. 26. 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
  27. 27. Feedback on Semester Project Proposals
  28. 28. Semester Project = Topic/Theme + Reading Journey
  29. 29. Semester Project = Topic/Theme + Reading Journey
  30. 30. Assessments • No reading checks, quizzes, tests, etc. • Reliance on discussion • Small/large group • Online resources: Google Classroom, Google docs, Padlet, Todaysmeet, 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
  31. 31. Letter-Essay
  32. 32. Book Review
  33. 33. Reading Ladder
  34. 34. Student Booktalks
  35. 35. What Else Takes Place? • Articles, Blog Posts, TED Talks, etc. on Reading • Guest Book Talks from Faculty/Staff • Author Correspondence • Reading – LOTS of Reading
  36. 36. POINTS OF PRIDE
  37. 37. Culture of Reading
  38. 38. Relationships the Extend Beyond Classroom
  39. 39. Class Impacts and Matters to Students
  40. 40. Supported by Data (Spring 2017)
  41. 41. Colleagues Across Departments Notice Students Reading
  42. 42. Reading Lives that Extend Beyond Graduation Book Recs via Facebook Messenger It’s never too late to turn a student on to reading
  43. 43. Reading Lives that Extend Beyond Graduation Evidence my students are still reading. Display at one of my seniors’ grad parties
  44. 44. Reading Lives that Extend Beyond Graduation Former student (now in college) emailing about summer reads
  45. 45. SPREADING THE #BOOKLOVE
  46. 46. From authors...
  47. 47. …to preservice and practicum teachers...
  48. 48. Christmas/New Year’s card I sent to family and friends Bookmark I gave to seniors at their Grad Parties …to the important people in our lives.
  49. 49. Essential Reading https://pernillesripp.com/ http://yaloveblog.com/
  50. 50. In Closing… • Questions or comments? • Contact: • Email: ahall@dowlingcatholic.org • Website: www.teacherguybrarian.com • Twitter: @teachguybrarian

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