DISCUSSION : DO YOU AGREE OR DISAGREE?

2. “There’s no such thing as a kid who hates reading. There are kids who love reading, and kids who are reading the wrong books.” – James Patterson DISCUSSION: DO YOU AGREE OR DISAGREE?

3. “I know what is most important: students need to be reading and writing more than they need to be listening to me talking.” – Penny Kittle

4. Old-School Reading So, how should it be set up?

5. “Independent reading allows students to build stamina so they can read [The Great] Gatsby. Pretending to read it is far more damaging.” – Penny Kittle DISCUSSION: Have you ever faked reading? How?

6. STAMINA: The ability to sustain prolonged physical or mental effort *synonyms  endurance; strength

7. “We need to balance pleasure with challenge, increasing volume for all readers… as they choose books, set goals, and develop a reading habit.” – Penny Kittle

8. “My measurement of success is how students talk… as self-engaged, curious readers.” – Penny Kittle

9. “The way forward is to make people see themselves as participants in a community that views reading as a significant and enjoyable activity.” – Penny Kittle

12. “Read at a comfortable pace for two hours or more each week outside of school.” “The goal is to increase students’ reading stamina to work toward the college expectation of at least 200 pages a week, no matter how many hours it takes them.” – Penny Kittle

13. Get a Post-It Note. • Write your name (first &last) • Write the title of your book • Read for 10 minutes • Record # of pages you read

14. Take the number of pages read and multiply by six to calculate how many pages you can comfortably read in that book in one hour. *pages read x 6 = _______ Example: Keisha read 10 pages in ten minutes… *10 x 6 = 60 pages per hour

15. Doubling the “per hour” results will give you the expected-pages-per-week. Use this number to estimate how long it takes to finish a book. *60 x 2 = 120 pages per week “I also explain that increasing stamina means they may only read for ten minutes at first but should gradually increase to an hour or more in one sitting.”

17. CLASS STRUCTURE Semester Breakdown 50% Independent Reading *Reading In-class ---daily *Reading Logs ---weekly *Reading Conferences ---monthly *Written Response ---daily (Writer’s Notebooks) *Book Talk ---1 per semester 25% Annotating Mentor Texts and improving writing 25% Whole-class/Group novel study

18. Daily Reading & Writing Workshop • 1. Welcome/Agenda review (3-5 mins) • 2. Book Talk (3-5 mins) • 3. Independent reading and teacher conferences (10-15 mins) • *write down vocabulary for research as you read • *must use teacher’s resources if not your own book • 4. Writer’s Notebook work (10-15 mins) • *Read, write, and revise in response to poetry or other text • *Practice reading strategies with a short text • *Sentence/Grammar Study • *Reading and writing response to mentor text • *Class conference on drafting original writing piece • 5. Writing Workshop/ Whole-class novel discussions (30-40 mins) • 6. Closure—reflection, exit slips, etc. (5-10 mins)

20. “Scribble. That’s what I tell all the writer’s I meet. Don’t sit down to write a book, just start to scribble.” – Frank McCourt, author of Angela’s Ashes

21. Annotating the Textis a critical step in reading analysis, as it provides documented evidence of a person’s engagement with a written text. (First impressions may be forgotten or dismissed if not written down.)

22. Some suggestions to help you with your annotating: • Vocabulary—identify & define • Make connections to your life. • Make connections—other parts of the book/works • Visual connections—include artwork or drawings • Rewrite, paraphrase, or summarize a part of the text • Note the historical context of situations described • Note an explanation of the text for clarity • Note an analysis of what is happening in the text • Research the Internet to see what others are saying • Find some literary criticism on author/text