Austin Hall's Session for Day One of nErDcampMI 2018 on Strategic Reading, his reading workshop based, senior elective course.

1. The Book Love Elective:
Taking the Relationship to
the Next Level
Austin Hall
English Teacher
Dowling Catholic High School
West Des Moines, IA
ahall@dowlingcatholic.org
@teachguybrarian (Twitter)
www.teacherguybrarian.com
nErDcampMI 2018

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

4. 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
• Taught 8 sections (4 per semester)
Became
most
popular
senior
elective in
the dept.

5. 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

6. 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

7. SETTING THE
TONE

8. One of my Fall 2017 students being interviewed on
the local Top 40 radio station. Maybe if these adults
had become readers in school they’d understand…

9. 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:
• This is a modification of the of the 40-book requirement
Donalyn Miller introduced in The Book Whisperer
Realistic Fiction Historical Fiction Fantasy
Science Fiction Biography /
Autobiography / Memoir
Nonfiction
Poetry Classics Graphic Novels

10. Day 1
Reading
Survey
Adapted from
“Student
Beginning of the
Year Survey” ©
Pernille Ripp 2015
www.pernillesripp
.com

11. BUILDING
INDEPENDENCE

12. Set Reading Rate – calculate weekly page goal

13. Classroom Library “Locations” vs. Genre

14. 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

15. Booksource Classroom Organizer checkout system

16. Organizational Reading Tools

17. Organizational Reading Tools

18. Personalized
Reading Goals

19. ESTABLISHING
ROUTINES

20. Book Talks

21. Reading Recording Sheet

22. Reading Recording Sheet
Total pages read that week /
weekly goal =
weekly points out of 10
possible

23. Reading Conferences (1st recorded & saved)

24. 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?

25. Understanding Reading Preferences and
Creating a Reading Identity
• The Reading Zone
• Making Time for Reading
• Abandoning Books
• Rereading Books
• Psycholinguistic Reading
Theory

26. Considering Author’s Craft &
Close Reading
• Notice & Note Signposts
• Fiction
• Nonfiction
• Poetry
• Book Spine Poems
• Blackout Poetry

27. Expanding Reading Horizons
• Major Book Awards
• Banned Books Week
• Speed Dating with Books

28. 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

29. Semester Project = Topic/Theme + Reading Journey

30. Other Assessments
• No reading checks, quizzes, tests, etc.
• Reliance on discussion
• Small/large group
• Online resources: Google Classroom, Google docs, Padlet,
Flipgrid, 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. Letter-Essay

32. Book Review

33. Reading Ladder

34. Student Book Talks

35. POINTS OF
PRIDE

36. Dear Reader Letters – Recs for Others

37. Culture of
Reading

38. Relationships Beyond the Classroom

39. Supported by Data SPRING 2018 SEMESTER
BOOKS READ PAGES READ
TOTAL 783 265,243
AVERAGE 9.1 3,606

40. Spreading the Book Love
Christmas/New
Year’s card I sent to
family and friends
Bookmark I gave to seniors
at their Grad Parties

41. WHAT IS THE
NEXT LEVEL?

42. Additions & Tweaks for 2018-2019
Book Clubs Podcasts Reworking Semester
Project Presentation
Schedule
More writing
opportunities -
notebooks
180 Days - style
collaboration
More Flipgrid Feedback from
Students

43. Tips for Creating a Book Love Elective
Be sure you can
support it
Infuse workshop
method into
your class(es)
Document
student growth
Propose to
Dept. Head /
Admin
Supply Evidence
- Speak the
language of
Admin
KEEP AT IT
-TIME
-CHOICE
-Share your
reading life w/
students
-CONFER
-BOOK TALKS!

44. Essential Reading
https://pernillesripp.com/
http://yaloveblog.com/

45. In Closing…
• Questions or comments?
• Contact:
• Email: ahall@dowlingcatholic.org
• Website: www.teacherguybrarian.com
• Twitter: @teachguybrarian