Discovering what reluctant readers read

1.  Discovering what reluctant readers read • How do students choose reading material? • What reading material do students choose? • What class readings do students like? • How can teachers promote class readings?

2. Imagine you’re in a library… • What factors contribute to your book choice?

3. Don’t judge a book by…

4. its cover- 28%

5. 18% Thickness of the book • 13% Title of the book • 15% Paperback format • 11% Book flap summary • 5% First chapter • 5% Subject of the book • 2% Other

6. What should teachers take into account when it comes to teaching and engaging students? • Genre/predictions • Choice • Small Groups • Student/teacher relationships

7. Student Opinion: GENRE/PREDICTIONS • “I enjoyed reading And Then There Were None because in class we would discuss who could possibly be the killer or who would die next. Everyone has their own opinion and it was interesting to hear.” • “Mysteries are interesting because it keeps you wondering and usually surprises you at the end.” • “When students predict they set a purpose for reading and anticipate what they will read. When students make and review their predictions they must interact with the text. Predictions help readers make connections between their prior knowledge and the new information being learned.” –Comprehension Shouldn’t Be Silent

8. Class activity: GENRE/PREDICTION • While reading Romeo and Juliet, we asked the students to predict what could possibly go wrong with Friar Laurence’s plan. • This helped the students realize what all was intended to happen in Friar Laurence’s plan and make them think about what was going to happen next.

9. Student Opinion: CHOICE • “I like when we get to pick our own books.”

10. Research: CHOICE • “Students want teachers who care about what students want to read, who ask for book suggestions, and who read books recommended by students.” – Reading Don’t Fix No Chevys • In their research they quote a student who said, “You need to start with where I am right now instead of where you would like to be.”

11. A choice novel unit! 1. How did you choose the book you are currently reading for English class?  What made you think you would like the book? 2. How do you choose what you read for fun?  What do you read? 3. What books do you think would be good and appropriate to add to the ninth grade choice novel unit?

12. 1. How did you choose the book you are currently reading for English class?  What made you think you would like the book? • Physical properties of the book • Content of the book • Beyond the book

13. Physical Properties of the Book • Many students wrote that the back of the book was the first place they referenced. • Others admitted to cover art being a top factor, “It was shiny and looked cool.” • “It was short.”

14. Content of the book • Make it relatable! • “Because it talked about rejection and I thought I could relate to it.” • “I thought I might have something in common with the book because it said the girl does karate and I do tae kwan do.” • “More books about life and what teenagers go through.” • “I chose it because it was about sports, because I play baseball.”

15. Beyond the book • “Ms. Patti suggested it. I read the first few pages and I thought I’d like it.” • “Twilight or other books popular in the media. Things that students will be very interested in.” • “Because it was a classic” and “widely liked.”

16. When students have a choice: • Charlie Bone Series • And Then There Were None • Pendrogan Series • The Inkheart Trilogy • Twilight Series • The Giver • To Kill A Mockingbird • My Side of the Mountain • Harry Potter Series • Nicholas Sparks’ Books

17. How do they choose their personal reading material? • “I’m really interested in sports so I like to know whats going on in those sports.” • “Books that I like to read, anything interesting, military books/wars/battle etc. My whole family has been in the military.”  • “-magazines-dirt wheels, four wheeler magazine/because it is interesting and fun to read because I like four wheelers and dirt bikes and it can teach you things.”

18. What do they read after school? • Homework • Facebook • Other websites/blogs • Book of their choosing • Music

19. The 9th Grade Curriculum Fan Favorites! • Romeo and Juliet • The Outsiders • Short stories

20. Student Opinion: SMALL GROUPS • “From discussing the story, I gained more knowledge of the events like if someone else found something interesting that I didn’t think much about at the time, then we can discuss the significance of the event and what each person thinks it means, which give you a different outlook.” • “because I have learned more than what I did before about the Scarlet Ibis from listening to my group members.” • “I would rather work alone, because I don’t like depending on other people.”

21. Research: SMALL GROUPS • “Learning occurs in social situations where expertise is shared between people.” – Reading Don’t Fix No Chevys

22. Research: STUDENT/TEACHER RELATIONSHIP • “If a teacher really wanted to encourage me to read more, she should talk to me about what I’d like to see in a book. Teachers should know more about what I might want to read instead of always thinking they know better than me about what makes for a good book.” A student response in Teaching Reading in High School English Classes

23. Connecting literature to their lives • Earlier this year one of my students asked me how reading Antigone would help him since he wants to be a farmer when he grows up.

24. Connecting literature: Writing • “Creating opportunities for students to read and write about their lives- to reflect on their neighborhoods, their families, and the innocence of the past- through literature and poetry; to try on different voices, such as mimicking Holden Caulfield; to think and write about ethical dilemmas, is essential for students to be able to forge their own identities. Self expression is what makes us human Reflecting on that expression helps us understand our humanity.” -Teaching Reading in High School English Classes

25. Writing: Class work • “I would like to be friends with Cherry. Even though she is a Soc she doesn’t act like one. She is very fun and down to earth. She acts more like a greaser. I think she is just a cool person. Also she stands up for what she believes.” • “I would like Cherry because she is a cheerleader too.”

26. Connecting literature: Discussion • “To discuss the significance of what’s in the text, and how they( students) feel about it. Through the text, these young men and women are also having an important discussion with one another” Strategic Reading 147

27. Discussion: In-class • Culture • Rape • Family problems • Child abuse

28. In Review: What motivates students to read? • Genre/predictions • Choice • Small Groups • Student/teacher relationships • Connect literature to their lives • Writing • Discussing

29. Read on!Inquire on!Questions?