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Independent Reading READER’S CHOICE WORKSHOP (Week 4, 3 Weeks)

Independent Reading READER’S CHOICE WORKSHOP (Week 4, 3 Weeks). Some teachers struggle with this unit. New /Affective elements: Different instructional model Text choice (how do we control that?!) Teaching students how to choose books that suit them Expecting student-set reading goals

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Independent Reading READER’S CHOICE WORKSHOP (Week 4, 3 Weeks)

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  1. Independent ReadingREADER’S CHOICE WORKSHOP (Week 4, 3 Weeks)

  2. Some teachers struggle with this unit • New /Affective elements: • Different instructional model • Text choice (how do we control that?!) • Teaching students how to choose books that suit them • Expecting student-set reading goals • Discussing one’s “reading identity” • Seeing value in contemporary lit

  3. ~ from the Unit AbstractWHAT IS AN INDEPENDENT READING UNIT? p. 3“…Students choose texts that match their interests and readability levels…" August 30, 2009 By MOTOKO RICH JONESBORO, Ga. — For years Lorrie McNeill loved teaching “To Kill a Mockingbird,” the Harper Lee classic that many Americans regard as a literary rite of passage. But last fall, for the first time in 15 years, Ms. McNeill, 42, did not assign “Mockingbird” — or any novel. Instead she turned over all the decisions about which books to read to the students in her seventh- and eighth-grade English classes at Jonesboro Middle School in this south Atlanta suburb. Among their choices: James Patterson‘s adrenaline-fueled “Maximum Ride” books, plenty of young-adult chick-lit on. • THE FUTURE OF READING • A New Assignment: Pick Books You Like

  4. NancieAtwell’s response to the backlash from the NYT article:

  5. Penny Kittle is an important voice for student choice in high school

  6. ~ from the Unit AbstractWHAT IS AN INDEPENDENT READING UNIT? p. 3“The primary focus…is the growth students make as readers, which shifts focus away from content (I disagree). • “Typical” literature instruction AND student selected reading both include teaching • Central idea • Theme • Inference • Textual evidence • Genres (fiction & nonfict) • Summary writing • Research • Information synthesis • Comparison

  7. ~ from the Unit AbstractWHAT IS AN INDEPENDENT READING UNIT? p. 3“As a result, preservation of uninterrupted reading time during class periodsis essential (I agree).” 30-35 MIN/DAY

  8. ~ from the Unit AbstractWHAT IS AN INDEPENDENT READING UNIT? p. 3“This requires teachers keep mini-lessons and conferring to an absolute minimum (partially agree).”

  9. ~ from TEACHER DECISIONS FOR UNIT IMPLEMENTATION p. 4“…Teachers are encouraged to gather their own classroom library that reflects a range of reading levels and student interests…” • Ideas for beginning your own library: • * FB, friend, relative requests • * buying 2nd hand • * Donors Choose <www.donorschoose.org> • * yard sales, rummage sales, etc.

  10. ~ from UNIT ORGANIZATION p. 4“The primary purpose of this unit is for students to read a significant number of pages in and out of school daily.” * Vertical alignment extends from grade 6 with the expectation that students understand the repertoire of decisions taught in previous grades >> Refer to the Learning Progressions as needed.

  11. The Teaching Sessions in Independent Reading • A session can easily last more than one day. • Break a session into multiple mini-lessons (usually by Teaching Point). • You might add sessions/mini-lessons to the unit if your students need additional instruction. • During reading time, it is essential that you roam and confer with students (see Kittle and Tovani)

  12. Teaching Point 1.1: Readers acknowledge who they are as readers and as part of a reading community. They set goals for their reading. • 1. Teacher Model: • Show Jessica Wise’s TED TALK • Share personal examples: • how a particular book changed your views • describe your own preferences • what don’t you read? • what do you want to read? -- model setting a goal

  13. Teaching Point 1.1 Continued… • 2. Active engagement: partner discussion • Reading identity • Possible goals • 3. Independent Practice • Pre-unit performance task • Teaching Points 1.2 and 2.1 JIGSAW: Each participant today choses a section of the unit and presents the highlights to the group. Teaching Points 3.1 and 3.2 Teaching Point 4 Teaching Points 5.1, 5.2, 5.3 Teaching Point 6

  14. Summative Assessment • The Unit’s Assessment: Write a reflective essay: • How does having a reading life change my life? • How have my experiences in this unit changed the way I see a topic or ideas or the world? • Share your essay with a partner or the class. • My Assessment Create a Prezi: • Conduct research on an topic of interest from your novel • Teach yourself how to use Prezi. • Create a Prezi that presents information from research and evaluates how well your novel’s author treated the issue in the novel. • Present to small groups.

  15. We did independent reading all semester, so the Prezi presentation was part of the final exam Sample topics: • Gang membership • Child abduction • Poverty • Prenuptial agreements • One child policy • Wicca • Romantic attraction • Self mutilation • The Civil Rights Movement • Teen suicide This is not exam behavior!

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