Independent Reading

[Jaimee Mirsky]

I have been trying to integrate more opportunities for Independent Reading selections in my  English classes. I teach seniors with a wide range of skill levels.  I am looking for ideas on how to monitor student reading along the way, and also for final assessments. In the past I have tried blogging for monitoring reading, and I think that idea has potential, but it definitely was not entirely successful. I'd love to hear what others have tried. Thanks.

[Brenda Larabee]

Currently my students are engaged in independent reading once a week at the senior level.  At the end of class, they fill out an exit log that asks them to document the date, title of book, beginning page, ending page, and a twitter-sized (140 characters or less) summary of the day's reading.  After four weeks these are handed in for credit.  As far as monitoring, I read along with them and check in on their mannerisms (are they turning pages, reading voraciously, nodding off, fiddling) and grade them accordingly with documentation of the amount of time off-task.  (Noting that there are still flaws in this system, it has been the most successful for these students.)

[Jaimee Mirsky]

Thanks so much for your response. I have a few classes that are populated with "reluctant readers" and this approach is definitely worth a try!

[Jen B]

So maybe my 6th graders are a bit of a stretch from your high school seniors, but . . . ")

I hand students three sticky notes (we have a bucket 'o these in the room that students can access any time) on their way into our Lit. Lounge (room @ school with bean bag chairs and funky lamps; room is just for reading), and I have them complete at least three annotations. Their 'ticket' out of the Lit. Lounge is to show me those annotations (really quickly, but a quick glance seems to work). As we go, I may 'call on' students to speak to the annotations when they write about their reading. (Ex: choose one of your annotations. Recreate it. What is the text to which it refers? Why is this annotation meaningful?) I may ask students to recreate an annotation and 'speak to it' as a quiz question. We've worked with creating annotations, and I'm working on taking those annotations and using them to say something; to use those annotations as springboards for strong writing about a text. We'll see how this goes . . . ")

 

More: When we're in the Lit. Lounge, I like for students to see me read and annotate, as well. So I make sure to bring a stack of books (re: teaching--methods) and annotate along the way. And I totally love to laugh our loud or 'raspberry' something that makes me aggravated so kids hear/see me interacting with the texts.I consider this 'passion,' not 'crazy.' ")

 

I just came across an activity here somewhere (in the Gallery) that Ryan created (if memory serves) called Reading With Your Pen Pallette. Awesome. I was going to try it. Maybe it will be of use to you . . . And if not, well, then, you'll find something. ") Best,

[Jaimee Mirsky]

Hi Jen,

I like  your post-it note idea (they are my favorite 20th c. invention!) I've tried that with magazine reading in our media center lounge, and it worked pretty well. I like your twist of having them write about their annotations.

Thanks so much.

Jaimee