Increase Reading Volume: Practical Strategies That Boost Students’ Achievement and Passion for Reading , livre ebook

National Council of Teachers of English (NCTE) - Laura Robb

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123 pages

English

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Description

By fourth or fifth grade, many striving readers have lost their self-confidence and the belief that, with hard work, they can reach a goal. Whether these students were on a computer reading program, in a grade-level basal program, or listening to a required novel, they weren’t reading. Research by Allington, Krashen, Howard, Miller, and Ripp points to the need for students to read wonderful books to develop reading skill and expertise. Voluminous reading is an intervention.

This book will suggest ways to organize instruction so students in ELA classes and across the curriculum read voluminously every day. It will explain that there is no program that is the magic bullet for creating schools full of readers. The magic bullet is having skilled teachers who are ongoing learners and class libraries in all subjects, book rooms for storing instructional genre units, and alternate texts on topics studied in content subjects.

Sujets

Reading Skills

Disciplines

Language Arts

Subjects

Teaching

EDUCATION

Sciences de l'éducation

Idioma inglés

Level

Subject

School

English

Elementary

Anglais

Informations

Publié par	National Council of Teachers of English (NCTE)
Date de parution	07 octobre 2022
Nombre de lectures	0
EAN13	9780814151976
Langue	English

Informations légales : prix de location à la page 0,1500€. Cette information est donnée uniquement à titre indicatif conformément à la législation en vigueur.

Extrait

NCTE Editorial Board

Steven Bickmore
Catherine Compton-Lilly
Deborah Dean
Antero Garcia
Bruce McComiskey
Jennifer Ochoa
Staci M. Perryman-Clark
Anne Elrod Whitney
Kurt Austin, Chair, ex officio
Emily Kirkpatrick, ex officio

Staff Editors: Kurt Austin and Cynthia Gomez
Manuscript Editor: Michael Ryan
Interior Design: Jenny Jensen Greenleaf
Cover Design: Pat Mayer
ISBN 978-0-8141-5195-2 (paperback); ISBN 978-0-8141-5197-6 (ebook)
©2022 by the National Council of Teachers of English.
All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, or any information storage and retrieval system, without permission from the copyright holder. Printed in the United States of America.
It is the policy of NCTE in its journals and other publications to provide a forum for the open discussion of ideas concerning the content and the teaching of English and the language arts. Publicity accorded to any particular point of view does not imply endorsement by the Executive Committee, the Board of Directors, or the membership at large, except in announcements of policy, where such endorsement is clearly specified.
NCTE provides equal employment opportunity to all staff members and applicants for employment without regard to race, color, religion, sex, national origin, age, physical, mental or perceived handicap/disability, sexual orientation including gender identity or expression, ancestry, genetic information, marital status, military status, unfavorable discharge from military service, pregnancy, citizenship status, personal appearance, matriculation or political affiliation, or any other protected status under applicable federal, state, and local laws.
Every effort has been made to provide current URLs and email addresses, but, because of the rapidly changing nature of the web, some sites and addresses may no longer be accessible.
Library of Congress Control Number: 2022948418

With love for my grandson, Lucas, who loves to read and has a rich, personal reading life. Through our conversations about books, you have opened my mind to new topics and genres and increased my curiosity—and for that, I am eternally grateful!
Contents

FOREWORD
J IM B URKE
PREFACE: MY READING TEACHER LIFE TURNS UPSIDE DOWN
ACKNOWLEDGMENTS
CHAPTER 1    Engagement Leads to Volume in Reading
CHAPTER 2    Teaching with Intentionality
CHAPTER 3    The Importance of Independent Reading
CHAPTER 4    Extending the Reach of Partner and Small-Group Collaborations
CHAPTER 5    Increase Reading Volume: Instructional Reading Unit Libraries
CHAPTER 6    Core Collections—Core Text and Related Contemporary Texts
CHAPTER 7    Suggestions for Getting Started and Moving Forward
APPENDIXES
WORKS CITED
INDEX
AUTHOR
Foreword
JIM BURKE , Middle College High School, San Mateo, CA
Author of The English Teacher's Companion and editor of Uncharted Territory, 2nd ed.

L ast year, I decided to subscribe to MasterClass, the series of high-quality seminars featuring the Great Ones who have distinguished themselves as chefs, designers, writers, leaders, and much more. Imagine the pleasure and practical value of listening to a series of short talks by Malcolm Gladwell about how to write great nonfiction or Salman Rushdie on how stories work. Imagine the insights and intelligence about diplomacy that the MasterClass taught by Madeleine Albright and Condoleezza Rice offers to those who make a little time each day to sit down, listen to, and learn from such masters of their craft.
This is what it was like for me to read this book by Laura Robb.
Over the course of my teaching career, few things have been as steady as the challenge to help my high school students become confident, willing, independent readers who can find their own books (or other texts) and maintain the attentional stamina and engagement needed to enjoy reading or, when necessary, persevere through those texts that may not be fun but are important to be able to make sense of within the larger context of their learning.
To these challenges, which are certainly enough on their own, we would have to add the challenge of helping students develop and maintain an identity of themselves as readers, as the sort of people who can and do read for a range of purposes, including for pleasure. These challenges have been real and persistent whether I was teaching freshman “remedial English,” as it was called when I first began teaching over thirty years ago, seniors in AP English literature, or my current students at Middle College High School, located on a two-year college campus where they are in my high school English class for one hour before running across campus to attend a college philosophy, biology, or psychology class where the volume and complexity of the reading demands are intense.
As I read Laura's book, I felt like she was responding in 2022, guided by her vast experience, wisdom, and the latest research, to questions I have grappled with since I began teaching in 1989. For while I may have made progress when it comes to teaching and engaging my students as readers, the truth is that we are competing in what some describe as an “attention economy,” that attention being a very limited resource for which the competition is fierce.
Throughout this book you are holding, we learn a remarkable number and range of strategies to help secondary students improve their stamina and become more engaged, independent readers, thanks to Laura's many suggestions in these areas. What stays with me after reading this book, however, is that you cannot turn a page without learning what it means to be a fully engaged teacher of reading, for on each page you learn not only what Laura does to engage readers or teach students how to find books they will want to read, but you learn how she does it, how she thinks about such interactions between students and their teachers, between students and each other, between readers and the texts they read. It is in these ways that this book is a MasterClass with one of the most thoughtful, passionate, and dedicated teacher-leaders in our profession. As a teacher of reading (and how to write about and discuss it in class or individual conferences), Laura Robb embodies Henry James's admonition that we should strive to be “one on whom nothing is lost” when it comes to reading and how to teach it.
This is a book that is not only filled with what Laura has learned throughout her long and distinguished career but is packed with all that the changes in our society and schools have forced us to learn to do and consider if our classes are to be culturally responsive, equitable, and engaging to everyone. We all know that we should be having students write about and discuss different types of texts, but most of us struggle to know what that looks like and how to implement such practices in ways that make the intended difference. In this brief but substantive book, Laura Robb, as her work has done for years, reminds us that to be a teacher of reading, to instill in our students a love of reading, to cultivate an environment that embraces literacy in our classrooms, cannot happen in isolation nor by accident. It requires intentionality and the support of administrators and other leaders, for as Laura writes here, “positive changes are more likely to occur in a school where the principal and other administrators continually build trusting relationships among staff, encourage teacher leadership and feedback, and set aside time to have ongoing conversations” about literacy in general as the connection to privilege, racism, and deficit models (19).
Fundamental to this mission of individual and institutional change in literacy is Laura's own example, both to us and to her students, of how reading shapes both her personal and professional life. This connection and commitment is evident when she writes:

Yes, it's important to read and know the literature that relates to the content you teach; that's a given. But it's also important for you to carve out time to develop your own reading life, for doing this enables you to talk to students about recent books you enjoyed. It also enlarges your understanding of the value of volume in reading: building vocabulary, improving recall and comprehension, and developing a clearer understanding of a specific text structure. The more you connect to yourself as a reader, the better able you are to make connections with and for students. For example, when [one of my students] Oscar told me during a conference, “When I read on my own, I like graphic novels; I can stick with it and get into the story.”
I was able to reply, “You know, I like to read magazines and mysteries on my own because even if I'm tired, I can read them. It's okay to read books that are pure fun.”
Oscar looked befuddled at first, and then said, “Yeah. I'm… I'm reading… ”
“That's what counts,” I told him.
And Oscar grinned.
A personal reading life enables you to experience the power of visualizing as a path to understanding, the need to talk to someone about a book resonating with you, and that sometimes, reading can be challenging work. Your enthusiasm for and engagement in reading can rub off on students as they choose books they want to and can read, ensuring they will be engaged. (13–14)

Though this book is short, it is built on a solid foundation of established and current research, combined with Laura's own experiences in the classroom, where she continues to work with kids of all backgrounds and grade levels.
Returning to the MasterClass series of seminars I mentioned at the beginning, I appreciate the way I can choose to read and use this gem of a book to help me think about what to teach with a particular text, how to teach it, how I might have students write about, discuss, or respond to it, and how I might go a