We know that two keys to lifelong reading are planning and goal setting. Reading plans may take the form of a bedside book stack, a shelfie, a wishlist, or a virtual to be read list, or a collection of holds in the Overdrive app used by the public library. Anasia has maybe seven books on hold. She is number twelve in line for The Unbecoming of Mara Dyer (Michelle Hodkin's Mara Dyer series is getting a lot of action in my class this semester!).
Reading plans and reading goals walk hand in hand. If you have a stack of books or a list of titles you want to read next, you have goals.
We are early in our fourth quarter and we are reflecting on where we have been as readers and looking to where we want to go next.
The remaining students, the majority, are off and reading and have been since Dec/Jan. I can barely keep them feed. Their reading appetites are well developed and they are hungry for books. Even though, students self-report reading anywhere from eight to eighty titles this year, some weeks they seem to read less than others. So I asked them what gets in the way of reading?
Students know. They talked about it at their tables and wrote about it on a quick sheet I gave them. The sheet is half-sized so that students can glue it into their reading journals. I asked students to: set reading goals, assess themselves as readers using our independent reading learning progression (formerly known as a learning scale) and to discuss what gets in the way of pleasure reading.
|Independent reading learning progression; entry level begins at the bottom of the page.|
Marks show my use of the progression for whole-class reflection and to share my big picture assessment of the group .
|By the Numbers: Books Read by Table and Class Period. Two to four students sit at each table.|
We talk about many of the books they read but not all of them and likely not more than once per book. My goal is to speak with each reader at least once a week. Students can confer more if they need to, but it is impractical and unrealistic of me to think I can see every student multiple times as they read a single book. My readers read too fast for that. Do yours?
For that student and many others in my tenth grade Pre-International Baccalaureate classes, homework, tests and the sheer volume of content knowledge that must be learned, keeps students from reading for pleasure. These students take chemistry, pre-calculus, German or Spanish, Advanced Placement psychology, Advanced Placement World History as well as debate, computer networking, information technology or a host of other electives.
I get it.
I remember my own pleasure reading taking a back seat to course requirements, but I am reader. I always found a way to read. I know my readers do too.
Link up your slice on Tuesdays all year. Thanks, Stacey, Tara, Dana, Betsy, Anna and Beth.