+ Using Young Adult Literature as a Teaching Tool Lauren Bonsall Beth Bozes Renee Erich Katie Fonash Session Six April 30, 2010

+ 5 Strategies to Get Reluctant Readers to Pick Up a Book and Keep Reading! Time Immersion Free Choice ResponseExpectations

+ Time Providing students time to read is an essential component of student reading success and building a community of readers. The books you are reading and the discussion of those books should motivate and feed the instruction and learning in class. The amount of time spent making transitions and and completing warm-ups can be channeled into reading time. If we don't make time for students to read in school, then how can we expect them to find time for it in their life outside the classroom?

+ Time Activity List the last five books you have read. How long did it take you to read these books? How can your answers to these questions impact your thinking on how students in your class read or find time to read? Spend a few minutes thinking back to your week at school. How much time did students in your classroom have to read independently? Brainstorming with the colleagues at your table, how can you maximize and incorporate time for reading in the classroom during the week?

+ Immersion Students should be surrounded by books of all genres and levels by having regular access to a classroom library and school library. Books, the reading of books, and discussions about books need to be at the core of your classroom. Create a reading community for your students. Model effective reading habits and read when your students read. Immerse yourself in the books that the students are reading. Ask for their recommendations and show them that you value their choices and interest. Students need to be shown that reading can happen just about anywhere and at any time. While a ‘perfect’ reading spot might be ideal, it is not necessary. Students can read at lunch, on the bus, waiting in line etc.

+ Immersion Activity If you do not already have a classroom library, brainstorm some ways in which you could begin to build a classroom library. Brainstorm ways in which you can increase or maximize the time your class spends in the library. Brainstorm ways in which you can create a stress-free reading environment in your classroom.

+ Free Choice Students need options and freedom when selecting books No piece of text meets the needs of all readers

+ Free Choice Activity Take a minute to write down the types of materials and genres you like to read. After making your own list, compare it with those at your table. What implications do theses different interests have for your own students? How can you encourage students to choose reading material that interests them? How can you incorporate free choice into what you already teach? How does it fit into your current curriculum?

+ Response Students need natural ways to respond to the books they are reading This can include non-threatening feedback on progress in reading using methods such as conferences, written projects, and discussions Students can be conferencing and journaling throughout the reading process so the teacher is aware of each student’s pace Students should have a variety of options to share their book opinions and reviews with classmates

+ Response Activity Traditionally, teachers have assigned book reports for students to demonstrate that they have read a particular book. With your group, create a list of alternative activities students could complete to demonstrate conceptual understanding. Using the paper at your table, create template pages for a reader’s notebook. What items are essential for you to include? Share these ideas with your group. Brainstorm ideas with your group about how to include reader conferences within your classroom time constraints.

+ Expectations Students need to know teachers expect them to be contributors to reading in the classroom Teachers need to provide structure and routine for reluctant readers Just as you set behavioral expectations or expectations for how you want a term paper written, you need to have expectations for reading

+ Expectations Activity With the teachers seated at your table, list your current expectations for reading in the classroom. How are these expectations currently communicated with your students? How is independent reading worked into your current curriculum? Do you already have an established routine for sharing thoughts and ideas about reading? With your team, compile a “Top 5 Expectations for Reading” list that can be implemented in all reading classrooms across grade levels for consistency minute break--

+ How Can Your Librarian Help You Perform book talks for your class Recommend appropriate books based on student interests Assist with starting a classroom library Provide additional class time in the library Compile book reviews and new release lists Spend time with classes to review how to find books of interest

+ Popular Websites for Additional Ideas

+ Sample Book Talks Thank you for coming today!  You may spend the remainder of the session browsing through the popular series and titles we have compiled.  Additionally, you may continue your brainstorming with colleagues about how to inspire reluctant readers in your classroom. Question and Answer Time

+ Works Cited Atwell, Nancie. In the Middle: New Understandings About Writing, Reading, and Learning. Portsmouth, NH: Boynton/Cook, Atwell, Nancie. The Reading Zone: How to Help Kids Become Skilled, Passionate, Habitual, Critical Readers. Bright idea. New York: Scholastic, Benjamin, Amy. Differentiated Instruction: A Guide for Middle and High School Teachers. Larchmont, NY: Eye On Education, Gordon, Carol, and Ya-Ling Lu. "Effects of Free Choice on Student Learning." School Libraries Worldwide 14.1 (2008). Krashen, Stephen. The Power of Reading, Second Edition: Insights from the Research. Heinemann, Leonhardt, Mary. 99 Ways to Get Kids to Love Reading, and 100 Books They'll Love. New York: Three Rivers Press, Miller, Donalyn. The Book Whisperer: Awakening the Inner Reader in Every Child. San Francisco, Calif: Jossey-Bass, 2009.