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Thank you so much to everyone for their responses to this question. I had many requests for a HIT. Following is my original post, the responses I received, and some resources (related past LM_NET threads and web links) I found useful on reading strategies. By the way, the number one recommended reference was Stephen Krashen's _The Power of Reading_ Michelle Walker ---------------------------- ORIGINAL POST: Our school has formed a Reading Committee just to deal with the issue of improving reading skills. We are looking for strategies, programs, ideas, professional development topics, etc. A little background: We have a very motivated committee, a staff used to trying new techniques, and a staff development program that gives us two-three hours of staff development time EVERY Friday. We have a block schedule with ~100 minute periods. The majority of our students come from homes where the primary language spoken is Spanish. We are working with two consultants to help us develop strategies, but I know you all have a wealth of information to share, and I'm hoping you'll take a little time to do so. FYI- We are NOT considering AR, RC, or other automated reading programs. We will most definitely be implementing some type of program that allows more SSR time with reading materials of the students' choice. We're not sure if we should set a specific time every day where no matter what class they are in, they DEAR; if we should give the first 10-15 minutes of every class to DEAR, or if we just have SSR in English class for a longer period of time. Would love your thoughts on this. With SSR, is it best to just allow fiction reading, or should students be allowed to bring magazines, newspapers, or non-fiction? I would love to hear how other schools are using SSR, DEAR, or other strategies to improve reading at the high school level. By the way--There is a pot of money left from a school-to-work grant that is sunsetting this year. Originally the $ was to go to new technology, but the tide has turned and it now looks as if we'll use most of this money for reading materials -- both in the library and in classrooms - --------------------------------------------------------------------- --------------------------------------------------------------------- RESPONSES My opinion on SSR is that nonfiction is alright. Studies have shown that boys become better readers when they are allowed to read nonfiction books instead of being forced to read fiction. -------------------------------------------------- One of our areas identified for NCA accreditation was reading. We have implemented SSR at the high school level this year. We do ten minutes, 2x weekly, first hour, in ALL classes. We have also encouraged teachers, parapros, administration and support staff to read during this time. We decided against newspapers strictly because of the noise factor in turning, folding the pages. As a general rule we require a book to be read, although some allowances have been made for spec ed. Our concern with the magazines was that students would spend their time looking at pictures, reading advertisements/catalogues instead of actually reading. Thank you so much for your reply. Just curious: does the 10 minutes reading time work well for you? We're debating time limits, and I was concerned that it might not be quite enough time for sittings. Seems like it takes me a few minutes just to settle in, reconnect with where I left off in my reading and take off again. Do you seem satisfied with the 10 minute time period? -Michelle That has been some of the criticism. We have left it flexible to work with the individual teacher/class style. Our English teachers have actually been the most resistant simply because they already do so much reading. Some classes the students enjoy the break from the subject and look forward to the break. A government teacher has her students do choice reading (from a list) one day a week already, so we count that as their ssr. Other teachers may choose to do 20 minutes one day a week instead of 10 2x. There has been some grumbling, but I have had three students tell me they have never used the library before and that they enjoyed the books. Some other anecdotal feedback has been that students who are reading for pleasure (not assigned English books) are more likely to then pick up their books when they are finished with their class assignments. Other students do strictly read only the ten minutes, never enjoy it, and give negative feedback. But the research points to time spent reading! Hope this helps. I would love to know how it goes if you implement something like this. It would be great to compare notes. Sorry I didn't include this in my last e-mail. There is an article in the Educational Leadership Journal (10/01) by Steve Gardner titled "Ten Minutes a Day for Silent Reading". You may find this helpful. Rachelle ------------------------------------------------ Below are some of the titles I selected for our professional collection. Many are available through NCTE. Our school has concentrated on content area literacy throughout the curriculum. All teachers were trained on strategies such as reciprocal reading and literature circles. The highlighted titles are the most useful for staff development. Reading for Understanding is the most comprehensive. If you would like to talk with any of our staff let me know. Call Number Information 1. 371.39'5 D Daniels, Harvey, 1947- Literature circles : voice and choice in the student-centered classroom. York, Me. : Stenhouse Publishers, c1994. A teacher's guide to literature circles, discussing what they are, offering advice on how to start literature circles in primary through college classrooms, and providing information on management problems, variations, and relating the reading groups to other areas of study. 2. 372.64 S Samway, Katharine Davies and Gail Whang. Literature study circles in a multicultural classroom/. U.S.A.: Stenhouse, 1996. 3. 428.007 R When they don't all speak English : integrating the ESL student into the regular classroom. Urbana, Ill. : National Council of Teachers of English, c1989. Provides principles about language learners and language learning for teachers of K-12 students. 4. PL 371.73 KIN Kinsella, Kate Reading in the content areas : Strategies for reading success - level C. Upper Saddle River, New Jersey : Globe Fearon, Inc., c2000. 5. PL 373.1 CAL Strategic teaching and learning : standards-based instruction to promote content literacy in grades four through twelve. Sacramento, CA : California Department of Education, c 2000. 6. PL 373.1829 DES DeStigter, Todd, 1961- Reflections of a citizen teacher : literacy, democracy, and the forgotten students of Addison High. Urbana, Ill. : National Council of Teachers of English, c2001. 7. PL 375 CA California Reading Association. What good teachers do to help literacy happen : by California reading association. 8. PL 428.0071 JAG Jago, Carol, 1951- Beyond standards : excellence in the high school English classroom. Portsmouth, NH : Boynton/Cook, c2001. Describes strategies English teachers can use to foster excellent student performance at the high school level, and shares examples from the author's own experiences in the classroom. 9. PL 428.4 ALL Allen, Janet, 1950- It's never too late : leading adolescents to lifelong literacy. Portsmouth, NH : Heinemann, c1995. Chronicles the teaching experiences of Janet Allen, and gives suggestions for helping students who are considered "at risk" learn to like school and take an active role in creating their own curriculum. 10. PL 428.4 ERI Teaching reading in high school English classes. Urbana, IL : National Council of Teachers of English, c2001. Contains ten essays that offer suggestions to teachers on how to teach reading in high school English classes, addressing the varying needs for reading instruction among high school students. 11. PL 428.4 REA Readence, John E., 1947- Content area literacy : an integrated approach. Dubuque, Iowa : Kendall/Hunt Pub., c2001. 12. PL 428.4 SCH Reading for understanding : a guide to improving reading in middle and high school classrooms. San Francisco : Jossey-Bass Publishers, c1999. Describes a reading apprenticeship approach for getting middle and high school students interested in reading and improving their comprehension, focusing on academic literacy. 13. VC 372.4 DAN Daniels, Harvey Looking into literature circles. Portland, ME : Stenhouse Publishers, c2001. ----------------------------------------------- There is a book called Reading for Understanding which has an entire curriculum . It is by Ruth Schoenbach, Cynthia Greenleaf et al. I highly recommend it. It is presently used in California. The ISBN is 0787950459 ------------------------------------------------- We had a DEAR program one year, but we didn't have 100% teacher buy-in. (At times I'm not sure it was more than the language arts department teachers! Grrr!!) We had books and magazines available in all classrooms including PE. During the summer before the program was instituted, I was given authorization by my principal to hit thrift stores and used book stores for books. (I needed the authorization, so the district would reimburse me.) If you have any thrift stores or used book stores in your area or within driving distance (I drove to the Phoenix area which is 45-60 minutes away), it will be well worth someone's time. Check with your staff and see if you have someone who frequents these kinds of stores-- most likely a reading or language arts teacher. This will help whatever monies you have go much further, and you don't feel so bad when the books walk off, which they will do! As I said the program didn't fly here, but next year the school's focus is on reading. We are instituting a reading elective for students who is reading level is 2 or more grade levels below. We will have over 1/3 of our students in these classes. As a result we have dropped several electives and this has caused much heartburn for certain staff members. Additionally some teachers will be teaching different subjects next year, etc., etc. I am glad that you are at a school where there is "a staff used to trying new techniques, and a staff development program that gives us two-three hours of staff development time EVERY Friday." Count your blessings! ----------------------------------------------------- I don't know how your school is set up, but my daughter is a senior in high school and she walks to the elementary campus to read aloud as a reading buddy with little ones. She has read one on one with children, and also to an entire classroom. They both benefit and it provides the sr. high kids with the idea of reading aloud to children so perhaps they will continue when they have their own children. My daughter is an excellent reader, she does this as part of her community volunteer work. I've had 6th graders read aloud to my first graders when I taught first grade. Although my students were reading on a first grade level, their listening comprehension was around 7th grade (Jim Trelease's Read Aloud Handbook). The little ones LOVE the big kids coming and reading, the big kids get strokes and reading practice (they could use chapter books also) and everyone benefits. We also have a school in our community where community leaders adopt an elementary classroom and come read 30 minutes every Wednesday. The teacher provides the books. One man has read Hank the Cowdog, others have read Junie B. Jones, Ramona the Pest, James and the Giant Peach, and other favorites. The kids really enjoy that program and look forward to their special reader. This is just a drop in your bucket, and maybe not at all feasible, but it helps the lower level kids get in a little extra practice and inspires the younger ones. Jim Trelease's Read Aloud Handbook and video would be excellent for your staff development. -------------------------------------------------------- Look at the IRA site on the Web. What grade level? Check for Barbara Taylor's work, also Michael and Bonnie Graves with scaffolding. The Handbook of Reading Research should help, as will things from the NAtional Council of Teachers of English. The journal Reading Research Quarterly and The Reading Teacher also have suggestions. A college librry should have both. -------------------------------------------------------- Sorry you're not considering RC. It really helped turn our kids into readers. We did other things too. The first year of our big reading push we had a word a day on the pa and a book a day. All teachers wrote the word for the day on their boards and English teachers worked with the words. Each department had a week or two of words and teachers read them and sentences over the pa. Last year we had a full year contest for the school to read a million pages. Kicked off with an assembly and finished with a whole school picnic. We used some of our grant money to pay teachers for hours to contact businesses to provide prizes and incentives. We printed the businesses names on banners and put up on gym walls during bb season. We also listed names in parent newsletter. This year we added ssr once a week and we bought some interesting books for each classroom--3 per room. All with short, fun stuff for kids who might finish a book or forget one. Also reading 1 book outside of class was added as a requirement for all English classes. We are not doing all the prize stuff this year, but are awarding book store gift certificates to the top reader in each class and putting up a plaque outside the library with top 2 readers and pages read for each school year. SSR is really better every day. There is a good book on research on SSR in secondary settings available from Amazon. If you can't find the title write me back and I'll check in my catalog. ---------------------------------------------------- Michelle - When I have read research articles in which the author asked middle grade students what would make them read they said two things: 1. Time in the school day to read. Their schedules are so hectic that they may be unable to read once they leave school. 2. They liked the teacher reading to them. They did not like round robin reading or listening to other students read. Students also need access to books - and many of them - on lots of topics that interest them (this is very important). Hope this helps in some small way. Congrats on being able to spend tech money on reading. Yes, I also believe that the tide is turning. ----------------------------------------------------- Another LM_Netter put me in touch with an LMT in southern Indiana where they have a very successful, award-winning reading program. They have built in an extra 20 minutes into their first period, and that 20 minutes is devoted to SSR. All teachers are expected to be reading during this time, and the principal reads in different locations and classrooms. Every classroom has a classroom library (funds came from a state grant). They cite Stephen Krashen's Power of Reading as the reference they've based their practices on. They also have book clubs for both teachers and students. ---------------------------------------------------- ---------------------------------------------------- ADDITIONAL RESOURCES: Southwest Educational Development Laboratory (SSR & DEAR as well as many other programs and reading strategies examined. http://www.sedl.org/cgi-bin/mysql/buildingreading.cgi?showrecord=6&l=description LM_NET HITs Sustained Silent Reading at High School Level http://ericir.syr.edu/Virtual/Listserv_Archives/LM_NET-pre2000/1997/Apr_1997/msg01169.html http://ericir.syr.edu/Virtual/Listserv_Archives/LM_NET-pre2000/1997/Apr_1997/msg01257.html http://ericir.syr.edu/plweb-cgi/fastweb?getdoc+listservs+LM_NET+92618+62+wAAA+DEAR http://ericir.syr.edu/Virtual/Listserv_Archives/LM_NET-pre2000/1999/Mar_1999/msg00688.html http://ericir.syr.edu/Virtual/Listserv_Archives/LM_NET-pre2000/1999/Mar_1999/msg00659.html Strategic Reading Course http://www.csos.jhu.edu/tdhs/pdf/SR_Awareness%20Brochure.pdf Department of Education Link to Reading Resources http://www.ed.gov/offices/OVAE/HS/reading.html "Improving the Reading Skills of Adolescents." Educational Leadership http://www.ascd.org/readingroom/edlead/9910/holloway.html Michelle Walker, Librarian / Technology Coordinator Hamilton Union High School Hamilton Union Elementary School P.O. Box 488 / Hwy 32 & Canal Street Hamilton City, CA 95951 (530) 826-3261 mwalker@glenn-co.k12.ca.us http://www.glenn-co.k12.ca.us/ham-hs/library.html =-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-==-=-=- All LM_NET postings are protected by copyright law. To change your LM_NET status, e-mail to: listserv@listserv.syr.edu In the message write EITHER: 1) SIGNOFF LM_NET 2) SET LM_NET NOMAIL 3) SET LM_NET MAIL 4) SET LM_NET DIGEST * Allow for confirmation. LM_NET Help & Information: http://ericir.syr.edu/lm_net/ Archive: http://askeric.org/Virtual/Listserv_Archives/LM_NET.shtml LM_NET Select/EL-Announce: http://www.cuenet.com/archive/el-announce/ LM_NET Supporters: http://ericir.syr.edu/lm_net/ven.html =-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=--=-=-=-=-