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Getting Students Interested in Reading Independently !

Getting Students Interested in Reading Independently ! . Genevieve Sherman Deborah Will. Why Independence?. For years we have wondered how to incorporate educational standards, curriculum, and student interest in order to create an environment where students learn to love to read.

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Getting Students Interested in Reading Independently !

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  1. Getting Students Interested in Reading Independently! Genevieve Sherman Deborah Will

  2. Why Independence? • For years we have wondered how to incorporate educational standards, curriculum, and student interest in order to create an environment where students learn to love to read. • After years of research, training, and error, we have done it. • This presentation will outline how to incorporate student autonomy with state standards to create a blissful environment!

  3. The video that re-sparked the interest… • Why don't students read? • Inspiration: • In the Middle, by Nancie Atwell • Deeper Reading, by Kelly Gallagher

  4. How to get started… Let go… It gets easier • Success = organize up front and let go… • Let the students read…

  5. If they aren’t readers They don’t know… • how to pick a book • when to switch • what they like • where to find good books • …except for Tears of a Tiger

  6. Your librarian is your BFF Don’t do it by your self(ie) Book talks… Introduce students to many books Different genres Different authors Different reading levels

  7. Step One: Book Talks Purpose: • To introduce students to as many books as possible • If no librarian, then start with books you know • Have students book talk at the end to build your own foundation

  8. Step Two: Organization They all win at BINGO! BINGO Make copies of all of the reading guides Make two copies for each student for BINGO BINGO acts as your guide

  9. For each of the BINGO squares… • Each square represents a reading guide • Except for writing and conference squares • Samples in the packets • We can email them to you • shermang@zbths.org • willd@zbths.org

  10. B = Bloom’s Creator Bloom’s Creator: Good readers do not only read the words on a page, they mentally interact with the characters and situations. Blooms taxonomy pushes students to create different scenarios in order to think more deeply about the situation in the book. Here are some starters for creation. Choose one and write a paragraph about it. What could be combined to improve/change… Suppose you could ____ what would you do… How would you test… Can you formulate a theory for… Can you predict the outcome if… How would you estimate the results for… What facts can you compile… Can you construct a model that would change… Can you think of an original way for the…. • How would you improve… • What would happen if… • Can you elaborate on the reason… • Can you propose an alternative… • Can you invent… • How would you adapt _____ to create a different… • How could you change/modify the plot/plan…

  11. I = Character Playlist

  12. N = Conference with Teacher MY FAVORITE! • 1-2 days a week (class size) • 5 minutes • Possible topics: • Read me your favorite passage. • What is going on so far? • How do you like it? • What page are you on? • Do you read at home?

  13. G = Tap Creativity Possiblilites RAFT Found Poetry Illustrator Book Cover Bookmark

  14. O = Writing Fridays = Computer Lab Topics: Write a… different ending script letter to the author letter to another student comparison of this book to a different book • Each writing should take one class period • Extra credit for emailing a live author! • Have students exchange writings

  15. How does it look? • Monday = silent reading – while you model silent reading (delightful!) • Tuesday = same • Wednesday = begin student conferences in a quiet corner • Thursday = finish any remaining conferences • Friday = writing day

  16. Physical Organization • Binder for teacher • Folders for students • Folders for worksheets

  17. Questions? • shermang@zbths.org • willd@zbths.org

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