1. Awakening the Reader Within Ways to consider it’s effectiveness in our schools

2. Who is the program appropriate for? Jefferson H.S.: 1200 students 75% of students come from non English speaking homes Majority are not born in the USA.

3. Possible implementations for the program: Pick and choose elements of Academic Literacy. Metacognition Student Empowerment Impact across the disciplines Target the low lexile students. Esp. those who have ‘slipped between the cracks’ and not provided IEPs or additional support for being many grades behind in reading. Practice the “Best Practices” that are outlined.

4. Elements of Academic Literacy Metacognition. Build on information from Chapter 2. The goal should be to have students become more aware of ‘How we read and how we read more effectively.” Think Alouds/Talking to the Text. (They work for any subject. It’s also about the delivery.) Provided opportunities for students to consider their thinking in every subject.

5. Metacognition cont. Reading is a process that they should be able to apply across the disciplines. Empower them with the strategies. If they own it, they’ll become more fluent readers. Analogous to a General Contractor.

6. Metacognition final. When students learn to use reading as a ‘problem solving process’ the improvements should manifest in other disciplines outside of the English classroom.

7. Exhibit 3.1 Emphasized Sustained Silent Reading 20-30 minutes. Opportunity to examine and explore reading based on personal interest. Lots of ways to express understanding and interpretation than essay writing or testing. Applicable to other disciplines. (Creating a “Influential Science,” “A Good Historian,” “Why People Read” chart.) The Curriculum

8. Exhibit 3.2 General Model looks like: Warm-up (5 minutes) Mini-lesson (10-15 minutes) Reading/Writing Practice Sharing out HW. Not much new, but the format was consistent. There is the repeated refrain of establishing routines and expectations for the class which the above model provides.

9. Awakening the reader within. English specific: Share stories. (Not subject specific) Get over the “It’s boring” hump. Engage students with the time in their life when reading was fun and enjoyable. If we share our vulnerability, they will take more risks. Share Favorite Books, or not. (All disciplines.) Have students generate lists that can guide other students. Be they “Good Books” or “Strategies for …” “How to deal with…”

10. Personal Reading History Maps. Have students reflect on their personal experiences with reading (reading can be substituted with any subject). They can create timelines. (Thinking of Music, I was inspired by Hatt’s idea of creating a ‘soundtrack’ of one’s life.” Having them use artifacts from their life to begin their understanding of themselves with the subject area is also a wonderful idea. Library Visits Some do, some should, it’s there, let’s use it.