Continuous improvement is a natural part of the 21st century classroom.
In her search for establishing fair expectations in her classroom, Ellen
asked for input from fellow MiddleWeb readers. The resulting conversation
revisited not only the amount students should read but even what constitutes
a fair homework policy concerning reading outside of the classroom.
I am trying to figure out how much to have my kids read for homework.
Last year I had my kids read 2 hours each week. This year I was thinking
of trying to make the experience more meaningful and accountable (I got
way too many forged log sheets...sigh).
I teach 6th grade, and I am wondering if requiring students to read a book
on their level (I will be testing each child individually to get a reading
level, and we have a list of 20,000 books that are leveled for them to choose
from) every two weeks. Additionally, each child would record how much they
read each evening while keeping a journal on the month's focus skill (ex:
September will be summarizing). Finally, the kids could choose from a project
list a project to demonstrate their understanding of the book. (I got the
idea from a website that has 100 different ways for kids to respond to books.)
I am wondering if I am requiring too much, too little, or just enough. Many
are reluctant readers, but if they are reading on their comfort levels,
I think they'll be okay. I will not be assigning any other homework.
What do you think? I feel so isolated sometimes trying to figure out what
is "right" for my kids. I'd like to hear what the rest of you
have done in your classrooms so I can adjust what I'm doing.
Thanks a bunch!
-Ellen
-------------------------------------
Jean shared her own classroom expectations.
For seventh graders, I expect about 1/2 hour per night. I know that
they don't read each and every night, but if they manage to for 4 out of
7 nights, that would be your two hours. I do give some other homework though.
Some of mine are reluctant readers, but they by and large have decent skills.
Some are avid readers and probably laugh at how little I expect.
-Jean
-------------------------------------
Charles suggested that regular reading times ultimately builds endurance
so those students can read for longer lengths of time.
Our district Reading Development policy is 20 minutes a night five nights
a week. I started at twenty and increased it periodically and got up to
45 minutes a night five nights a week by the end of the year. My department
chair worked out that one of the biggest problems the kids had was reading
for long periods of time so we did what we could to build endurance. This
was one way.
Have you started already? I started working on my classroom officially today
and got a lot done. My sound system is also hooked up which makes me especially
happy.
-Charles
----------------------------------------------------------------------
Avis agreed with Jean.
Like Jean, I think a half-hour a night is sufficient. If they would
like to read more... great!
(These are 6th graders!)
-Avis
----------------------------------------------------------------------
Lori explained various ways that meaningful reading is implemented in
her classroom.
I require reading by pages, not minutes. I assign as standing homework
15 pages of reading each night-Monday through Friday-if they need to catch
up they may read on Saturday and Sunday but the log only has 5 days on it.
It is a DoDDS requirement that the students read 25 books in a year. I require
two a month for 20 books plus the ones we read in class making up the other
five. One of the two the students read a month must be an Accelerated Reader
and they need to take the test AND pass. If they do not pass they can't
take it again but I can see they took it. IF they do not pass I recommend
their second book also be an AR book so they get the test points.
-Lori
----------------------------------------------------------------------
Joanne expressed her desire to move beyond the traditional book report.
What a great question Ellen and great responses. I have been struggling
with this exact question and never thought to ask the listserv.
Please share the URL. I know we've had sites given in the past, but a reminder
is always great. I REALLY want to get away from a standard book report format.
I always loved reading, but always hated writing book reports!
I really want to go with Lori's DoDDs requirement of two books a month.
I believe I will start with that, and if we have a particularly busy homework
month, lighten down to one book. I also have to remember I will have approximately
150 students to monitor and grade on each book. And we don't have AR at
my school. I have ambivalent feelings about AR, but at least it can verify
if the child actually read the book.
-Joanne
-------------------------------
Ellen shared a site that provides ideas for responding to books.
http://english.unitecnology.ac.nz/resources/resources/books.html
I am picking and choosing among all the suggestions there; some I don't
like, some I am modifying. I just needed some ideas beyond the ol' copy
the back of the book cover I did (though I LOVED reading as a child...).
-Ellen
----------------------------------------------------------------------
Brenda directed readers towards considering the perspective of a mom
of a reluctant reader. She shared her own personal experiences with MiddleWeb
readers.
I'm going to throw in a different perspective here about home reading
programs.
As a mom of a Grade 6 reluctant reader, enforcing half an hour every night
of "recreational" reading would be a handful. My son had some
difficulties in math last year and therefore already had work he needed
to do in the evening in that subject (either review or catch-up). Add to
that the odd Science project, a LA assignment from time to time AND a half-hour
of Recreational reading...the evening was not a fun or happy time for us.
Believe me, it didn't encourage his love of reading.
I always wonder about the kids that don't have a parent helping the process
along at home...or a single mom who has several other children with homework
needs. How do they do it, or are they the kids that just don't do it and
come to accept the feelings of not measuring up with the kids who have read
40 books because they are keen or have a parent plodding them from behind?
Consequently, I bring this parent perspective into my classroom. I consider
that even though I may only assign a half hour of anything (be it reading,
or a report to finish off or studying for an upcoming test) my students
have other teachers who may also be assigning only half an hour. I also
consider the fact that not all kids are operating on the same playing field.
How can I make sure that home circumstances don't make reading a just guilty
memory for these kids? Is there a way to implement more recreational reading
time into my classroom program or can I slip it into my core subjects (like
Science, or S.S.) so that reading practice happens in spite of the varying
circumstances the kids are in. Just some thoughts from John's Mom:
Brenda
----------------------------------------------------------------------
Brenda's comments prompted Joanne think about how she might approach
reading with reluctant readers.
Sigh, back to the drawing board for me. I greatly appreciate your perspective
as a reluctant reader's mom. I somehow lucked out and got two voracious
readers, so my perspective is skewed in that direction. It is an important
reminder to me that not all kids love reading and the last thing we want
to do is make them resent it even more. What to do? What to do? One thing
I know I am going to incorporate is allowing articles from sources like
Smithsonian or National Geographic, or even Field and Stream to count towards
their reading requirement. If a student can convince me that a Skateboarding
magazine or a popular culture magazine like Rolling Stone (any ideas, anyone??)
has high quality articles, I may consider those as qualifying, also.
-Joanne
----------------------------------------------------------------------
Mary Anne provided details of how her school will increase the amount
of time students spend with books.
AR does not verify that the kids have read the book! Don't kid yourself!
However, one of our goals this year is increasing the amount of time that
kids spend with books. We are actually starting by trying to get kids exposed
to more/different types of reading. This morning I will do a lesson on "reading"
a painting. Teachers are going through picture books, and cutting articles
out of the newspaper. We have written a grant and are trying to get different
types of text into the classrooms including magazines like National Geographic
and Astronomy, manuals, the non-fiction "for dummies" series of
books.
I taught at an elementary school that required kids to read every night.
Teachers then, totaled the hours read and classes were awarded prizes based
on numbers. I have real ambivalent feelings about programs like this. It
seems that those students who read, read longer and those who don't--don't.
My AP swears by AR. I don't. I think kids need to have good quality text
to get excited about. If we immerse them, give them reason to read, find
a topic they want to know about (even if it is what makeup does to your
skin) they will pick up a book!
Mary Anne
----------------------------------------------------------------------
LeeAnne outlined a program she follows in her class.
I require 900 points in the first quarter, 1000 in the second, 1200
in the third and 1500 in the fourth. Fiction books are 1 point per page,
nonfiction and the classics are 2 points, and they get fewer than a point
a page if they are reading way below their reading level. I also added a
project list this year. Projects range from 5 to 50 points depending on
the difficulty. I am also having the students keep a log--for each time
they read they fill out a summary type sheet or they can write a dialog
journal if they have something they want me to respond to specifically and
they can alternate between the summary sheet and dialog journal.
-LeeAnn
----------------------------------------------------------------------
Deb challenged MiddleWeb readers to consider the homework their students
receive from other teachers and how a combination of the two may overload
students.
I consider that even though I may only assign a half-hour of anything
(be it reading, or a report to finish off or studying for an upcoming test)
my students have other teachers who may also be assigning only half an hour.
As we strive to meet our students' needs and engage their families in meaningful
ways, I wonder if we should try to collaborate within our teaching teams
to ensure homework that is worthwhile rather than mechanical.
The same goes for testing, and project deadlines. At my school some folks
insisted upon testing every Friday and assigning projects that were due
just before grades closed. The result was lots of kids gave up, while others
got totally stressed out. Maybe we need to look at what we're asking them
to do and why? Do we assign homework because we're going to build on it
the next day or because our District and our culture expect it? Would it
be better to assign homework weekly and allow some student/family discretion
about how and when to complete it? Would this add to the problem or show
a reasonable way through?
Just some thoughts...I guess Brenda struck a nerve even though my parental
homework duties are a distant memory.
-Deb
----------------------------------------------------------------------
LeeAnn provided an explanation of how she kept up with what her students
were reading.
I keep a tally card the size of an index card in a file box for each
student. When they finish a book they can either follow my format for a
written report or they can put their card in the "Finished" box
on my desk. One day a week the class period is solely used for independent
reading and I use that day to have the kids that are ready bring their book
up to my desk and briefly tell me about it and I may ask them a few questions.
-LeeAnn
----------------------------------------------------------------------
Independent reading content takes many forms. LeeAnn explained her reasoning
for allowing unconventional reading forms in her program.
I figure that I do enough of choosing what they read in the classroom
and I accept nearly anything they want to turn in for independent reading.
I've had kids turn in the little booklets that help them master their video
games for reading points.
-LeeAnn
----------------------------------------------------------------------
Deb expressed her belief that reading practices should permeate all parts
of school life, not just in reading classes.
I agree that we need to surround our kids with text, all kinds, and
all levels of difficulty. I think we need to model reading ourselves, and
that the whole school, not just reading classes, needs to stop and read
for at least 15 minutes each day! In addition, I'd say we should have a
place where kids can read before school, if they choose to do so. I always
had a few students who came in every morning to read, write or chat. Lots
of parents work early shifts and it's a perfect time for some kids to focus
and read in class.
-Deb
----------------------------------------------------------------------
Bill pointed readers to some thought provoking reading research posted
by author Stephen Krashen.
This fits with Stephen Krashen's research too. One learns to read, builds
vocabulary, and acquires grammar by reading - and by reading anything. Though
focused more on second language acquisition, his points about input being
input and reading being reading seem to apply to first language learners
too. Allowing readers to choose their own books can also begin to build
a love of reading if that's not already there. My sister-in-law, who teaches
7th/8th grade English in Brattleboro, Vermont, is given money every year
to tour tag sales and buy up books to create a free-reading library in her
classroom, and the idea works.
Take care, Bill
----------------------------------------------------------------------
Bill reflected on what may constitute a fair amount of daily homework.
Though not a reading teacher, I too am trying to work out how much homework
to give. My school's standard policy is 20 minutes per class per evening,
which doesn't seem like much until you realize that that still adds up to
approximately two hours per evening for each student. Some of these kids
spend so much time on the bus that they only have about 4 1/2 hours per
day, which are not, devoted to school as it is.
In my case, if I prepare the nights' homework more carefully in class, and
try to avoid homework when they have soccer/field hockey games (athletic
participation is mandatory in my school), I should be able to keep things
a little more manageable for them and still be able to help them learn a
good deal.
We'll see how things really go when they come back in a couple of weeks!
Take care, Bill
----------------------------------------------------------------------
Lise provided an insightful parental view of homework.
As a mom of a Grade 6 reluctant reader, enforcing half an hour every
night of "recreational" reading would be a handful.
My son also was a reluctant reader. I also know how difficult it was for
some kids who have reading issues. I read aloud with my son. We'd take turns
or I'd read to him for a half-hour. I encouraged the parents of my students
to do the same. There were some nights that what with math and other projects
something had to give. I refused to make homework a battle. I sent a note
to school with my son explaining that we didn't get to finish all the homework
and would do so asap. Fortunately, my son has this as an accommodation written
into his IEP.
The most enlightening thing for me was when my special needs son was in
my 6th grade class. I had the opportunity to give homework and then go home
and help him with it. I became much more sympathetic to parents as a result.
I still give homework, but I really hope that what I give is meaningful
not only to kids but also to their families. I am also willing to make accommodations
for struggling kids. I know there are students who don't get the support
they need at home. I will try to find outside help for them, (Big Brothers/Sisters,
volunteer tutors.) but my response to them that often homework is about
self-discipline and doing well in school is their ticket to a successful
future.
-Lise
--------------------------------
Carol articulated her schools' homework policy.
Our school's policy is 30 minutes a night for 2 or 3 subjects a night,
Monday through Thursday. Each subject has certain nights for homework to
help balance it out. A team can change the nights to meet needs. Weekends
are used for catch up or long term projects. Many language arts teachers
assign reading logs as long-term projects.
Math is the only subject that is scheduled for homework 4 nights a week.
I tell my parents and students to expect 30 minutes of homework a night
in math/algebra if they are at grade level and that it may take them longer
if they are behind in their math skills. I also ask them to let me know
if they are routinely spending more than 30 minutes a night on their math
homework. Then, I can work with the child and/or parents to help overcome
the difficulties. This year I have modified how I assign homework. I have
two levels of homework. All students must complete level 1. These are the
basic problems to help them learn the concept, a couple of math reasoning
problems, and a couple of review problems. Students that finish only level
1 problems receive 4 out of 5 points (80%). Level 2 problems are more difficult.
They usually use larger numbers, multiple steps, or a little trick. They
are the problems that my lower to average students skipped last year before
I went to this system. Students that finish level 1 and level 2 problems
receive 5 out of 5 points (100%). I have more students returning with homework
and they like having control. When we go over the homework the next day,
I scaffold the students through 1 or 2 of the level 2 problems. My goal
is to have most students choosing to complete level 2.
We are only in our 3rd week of school but it seems like this tactic is working.
On our last quiz, 32 students received As, Bs, or Cs. 1 student failed and
when she retook the quiz she earned a C.
Carol
----------------------------------------------------------------------
Karen told how she makes students accountable by giving weekly homework
quizzes.
I assign homework everyday but it is due weekly. Some of my students
will do homework as assigned and others will save it up to do all at once.
On the due date, I give out answers (but no work) to all assigned problems
(I am a math teacher) and we go over any problems that a student got wrong.
Students must fix any incorrect problems and SHOW ALL THEIR WORK. I then
give students a homework quiz of about 5 representative problems from that
week's homework. They may staple their homework to the homework quiz or
copy it to the quiz. I also give a mini-quiz consisting of similar problems
to those assigned that week.
This system has been very successful. It gives students flexibility as to
when they do their homework, it allows me to grade homework not just check
to see if it was done and it eliminates late homework. Good luck with your
reading homework dilemma.
-Karen
----------------------------------------------------------------------
Anne reminded MiddleWeb readers about the importance of implementing
opportunities for students to share what they have read with peers.
As a documenter for the Clark Foundation, I was a "fly on the wall"
in many classrooms around the country and sat through endless all-school
reading times. From the back of the room, this seemed to be a useless exercise
for many students. They were not engaged in what they were reading, but
were good pretenders. I would think the same occurred with assignments for
reading at home. The only times I felt silent reading, at school or at home,
worked was when students shared their reading with peers--in book circles,
book clubs, or reports to the class (including projects based on their reading).
I found many teachers who believed Accelerated Reader used up valuable time
because it does not allow students to elaborate on their reading by sharing
it with others.
-Anne
-------------------------------------------------------------
John followed Anne's comment with a related observation:
As some of you know, I was also a writer on the Clark Foundation middle
grades reform work. Anne and I were often partners. I, too, have sat in
the back of many classrooms and watched kids fake it during all-school reading
times.
SO HERE'S MY QUESTION: why do it, unless you do it as Anne describes, where
the reading is a shared experience with other students, or processed in
some way?
At the very least, I think it would be wise for schools that do all-school
reading to invite some trusted visitors to play the "fly on the wall"
role during some silent reading sessions and offer constructive feedback
to a school team that has an interest in making these programs a good use
of precious time.
John
-------------------------------------------------------------
Ivone observed how required reading might be counter-productive for
some students.
I would like to comment on this very interesting topic. My son is a
voracious reader when the subject interests him. He is a 3rd grader who
reads at a high 5th-early 6th. However his summer reading book hasn't been
touched. On accelerated reader last year he never earned enough points to
earn his pizza coupon- not one all year. Homework is a battle almost every
night. If he was asked to read for 1/2 hour a night, I know he would stop
reading. As a teacher I think reading at home is a great and necessary practice.
As a mom, I cringe at times and my son is not even in middle school. I guess
the point I am trying to make is that not only reluctant readers will have
a tough time with the requirement. My questions:
Do you give kids a list of books to choose from??? If you don't give them
a list how do you know they are reading appropriate books (so they can do
projects, etc) and not just 100 "Goosebump" books?
-Ivone
------------------------------------------------------
Lori responded to Ivone's comments.
Goosebumps are perfectly fine for over half of the books my students
have to read, their "choice" books are just that, their choice.
I do make recommendations like Harry Potter, CS Lewis' Chronicles of Narnia,
JRR Tolkein's Series beginning with The Hobbit, I have all 60 of the Goosebumps
books in my room as well as a good number of the animorphs and Young Jedi
series. I can find sports books, you name it for kids who like a particular
genre. I even have some great books that are non-fiction.
-Lori
----------------------------------------------------------------------
Avis offered a suggestion designed for the reluctant reader.
To kind of get him started reading... are there any magazines with appropriate
articles he could read... or any one you could team him with to read articles?
They could do Lit Circles?
-Avis
----------------------------------------------------------------------
Examining one's reading program can be a challenging exercise. Brenda
shared some of the new learning she discovered along the way.
I would like to share two articles (about turning students onto reading)
that prompted a major paradigm shift for me three years ago (the URLs are
at the bottom of this email). After reading "What Can We Learn From
Oprah's Book Club?" and "Reflections on the 'New' Book Stores",
I went on the rethink several of my personal scared cows.
Two areas in particular took on a new look- my home reading program and
my homework policy. That summer I spent a lot of time rethinking the "why"
behind what I did and who exactly were the benefactors from my efforts (the
kids who already loved reading or the ones who were disinterested). Instead
of having a list of possible projects for students to do after reading their
quota of books, I periodically handed out a project as an LA assignment
that would be done to a large degree in class so I could observe their process.
Most of the book projects that students had turned in the past had been
done at home. Since all I saw was the end product I never really knew if
it was partial student work (or mom/dad's ideas/editing etc.) or totally
the student's work. I started to make use of simple book logs so that I
could check student progress.
Once a week I instigated an extended time of reading, modeled after the
new, trendy bookstores that have noticed that food and beverages have changed
the way many adults think about bookstores. I called our reading period
CHAPTERS (after one of our Canadian trendy book chains) and during that
period we read (on the floor, on the couch, at our desks...whatever), had
a snack (a cookie, hot chocolate, tea whatever...) complete with light jazz
music in the background. Sometimes we had visitors that shared what they
were reading or read something to the class (parents, a local author, the
principal, the janitor). One Valentines Day, our CHAPTERS time was called
"Death by Chocolate". We listened to an old radio drama (Suspense
Theatre!) and ate brownies. The purpose? To give them a taste of how pleasurable
an experience reading times (and literature) can be. Who benefited? Everyone
(me too!), but my target was the "iffy" reader. The kids LOVED
this extended CHAPTERS period. The atmosphere in the room was enviable...
A few times during the year I handed out a reading grid (a paper with twenty
blank boxes on it). Each box was worth 20 minutes of reading. They could
read what they wanted. Usually I'd assign a book assignment sometime during
this period. I gave the kids a certain amount of time to complete it (say,
5-5 1/2 weeks). The kids were to have their parent initial the box when
they'd read twenty minutes. The grid went home with a letter so parents
knew about it (the kid's got it signed and brought it back to me so I knew
parents had seen the letter). If I was unsure that the signatures were legitimate,
I called home. I would sign their grids for our CHAPTERS periods. This helped
the reluctant readers along abit.
It appears that some school districts mandate a home reading program even
down to the number of books and accompanying activities. This certainly
would restrict the less structured approach that I endorse above. Here are
the two articles I mentioned above:
http://www.trelease-on-reading.com/whatsnu_3.html
http://www.trelease-on-reading.com/whatsnu_4.html
Brenda
-------------------------------------------
For anyone involved in making sure homework gets done in the evening,
this humorous perspective on a timeless institution will strike a chord!
Funny but true. Student Homework Policy: Here is an explanation of
the school homework policy: Students should not spend more than 90 minutes
per night. This time should be budgeted in the following manner:
15 minutes looking for assignment 11 minutes calling a friend for the assignment
23 minutes explaining why the teacher is mean and just does not like children
8 minutes in the bathroom 10 minutes getting a snack 7 minutes checking
the TV Guide 6 minutes telling parents that the teacher never explained
the assignment 10 minutes sitting at the kitchen table waiting for Mom or
Dad to do the assignment
LONG TERM ASSIGNMENTS These are given the night before they are due. This
explains the name "long-term". It is a long-term commitment to
time that begins at 9:30PM and ends at 11:50PM - or later. It is important
that the whole family is involved in the project. It is imperative that
at least one family member races to Walmart/KMart for poster board, and
that at least one family member end up in tears (does not have to be the
student).
One parent needs to stay up and complete the project. The other parent
needs to call the school and leave a message that the student is out sick.
It is not necessary to have the student's name on the assignment.
-Brenda
---------------------------------------------------------------
LeeAnn asked for further clarification on her CHAPTERS period.
I remember when you explained CHAPTERS before. I printed off your description,
I loved it so much. How long is the extended period that you give? I use
one day a week in my lit classes for independent reading. My class periods
are 55 minutes long. Aside from checking off when they have read for 20
minutes, what else do you do to assure they are not "fake reading"?
I am hoping to deal with that problem in my reading classes this year by
having them fill out a reading log where they have to summarize as well
as make some connections. They may also keep a dialogue journal in place
of the log on the days that they want me to respond to something. Then I
am giving them points on their log towards the final requirement.
Also, didn't you mention that for the hot chocolate you had each student
bring in his or her own mug? I am trying to figure out logistics of taking
some of your ideas and making them fit in my departmentalized situation.
p;
LeeAnn
----------------------------------------------------------------------
Brenda addressed LeeAnn's questions.
I usually use one period (43 minutes) although I try to have the hot
water ready, mugs and hot chocolate ready before that. If you ever have
double periods, that would be a good time to do CHAPTERS because you wouldn't
feel rushed and could cut it off when they started to get restless. The
student that brought the snack (donuts, cookies, or fruit) would pass it
out- sometimes I help. Some weeks we'll just have the snack or sometimes
just the hot chocolate. I also have an old 30-cup coffee urn that I've thought
of making the hot chocolate in before school starts. I could make it and
it could just sit until we needed it. There would be less muss and fuss
if I did this.
The kids REALLY like doing CHAPTERS and the understanding is that we will
continue doing it as long as something productive is happening. Even the
most reluctant reader gets going. If the eating starts to take predominance
over the main purpose, which is reading, we discuss this. Sometimes towards
the end of the class I will ask students to share something about what they
are reading. At the beginning of the year I teach them how to share and
we practice. Teaching the other kids how to ask something about their book
would be worthwhile as well. Knowing they may be called upon to share builds
some accountability into the CHAPTERS time.
-Brenda
----------------------------------------------------------------
Sharon posed a practical question about CHAPTERS.
I have a logistics question. Who washed the mugs? Were names put on
them?
-Sharon
----------------------------------------------------------------------
Brenda responded.
That's a good question, Sharon, because once I forgot to get the kids
to wash the cups and there I was at 5:00 PM, washing 25 mugs with hard chocolate
dried on them! Believe me, I never forgot again! It was the kid's job (I
sent two or three to do it) and believe it or not they argued who got to
do it (who knows why!?).
The year I bought the mugs, there were only two colors so there really was
no point in naming them. The next two years the kids brought their own from
home and they were all so different that they had no trouble identifying
theirs. You certainly could write their name on the cups though.
Brenda
--------------------------------------------
One more question concerning the logistics of CHAPTERS from Sharon.
Thanks for the response. One last cup question...Do you have a sink in your
room?
-Sharon
-------------------------------------------
Brenda sorted the sink issue out.
No I don't. We use the staff room's sink (its just two doors down from
me). p;
Brenda
---------------------------------------------------------------------
The reality of classroom size and restrictions that accompany time restrictions
can sometimes interfere with what a teacher would like to do with their
program. Joanne articulated these sentiments.
How fantastic Chapters sounds. Exactly the kind of thing I'd love to
start. However, I am faced with five classes of Language Arts (and one class
of character building/study skills) a day with an average of 30 students
per class. Add to that there is NO room for a reading corner, although I
LOVE the rain gutter book display shelves idea found at
http://www.trelease-on-reading.com/whats_nu_raingutters.html
I have exactly 45 minutes per day to teach each class literature, grammar,
spelling, vocabulary, reading comprehension and writing skills. California
State standards say 8th graders should have two periods (90 minutes) per
day for Language Arts. For numerous reasons, not least of which are personnel
issues and electives, our district has opted to keep us at the 45-minute
time frame for L.A. I hear all these GREAT ideas and I want to incorporate
them, but the reality is we don't have the time or the space.
Hm, have I just joined the REAL world of teaching? Good-bye rose-colored
glasses!
p;Joanne
-------------------------------------------
Avis provided some further thoughts about "rain-gutter" bookshelves.
When we moved to the portable they went with me. I also had our custodian
put one under each white board, maybe for magazines or Carboed books on
display. I had three left and a 3rd grade came and bought them from me.
I charged her $10 for the brackets and 3 shelves. Really displays the books
well!
Avis
----------------------------------------
Elaine asked for further information concerning "rain-gutter"
bookshelves.
Can someone describe the rain gutter bookshelves more fully? Sounds
like a space saver. Can other teachers such as science teachers use them?
Thanks! p;
Elaine
----------------------------------------
Avis responded to Elaine's questions.
I went to our local hardware store and bought four brown plastic gutters.
They also sell the brackets to hold them up. They will cut them any way
you want, so I had them cut them in half.
You need a solid wall to have your custodian mount them, what ours did is
to measure where I wanted them put and they had to drill holes for the bolts
to hold them in place.
I would not place anything like text books in the shelves, but magazines,
paper backs, newspapers, etc work great.
The brackets are white so they look pretty classy. In the site that was
sent through... did it show the principal who had put them in his office?
-Avis
---------------------------------------------
Deb responded to comments by Brenda, John and Anne.
Brenda seems to have hit the nail on the head. Those of us that love
to read, do it because of the pleasure we experience from doing so. If reading
were a source of confusion and frustration, we'd avoid it too!
John Norton & Anne Lewis wrote that lots of kids fake it during SSR.
This made me want to rethink SSR vs. shared approaches, but also made me
think about "I Read It, But I Don't Get It" and the whole lack
of comprehension issue. Perhaps we need to focus more on the quality of
the reading experience, including the making of meaning and less on the
quantity of text that's covered.
-Deb
----------------------------------------------------------------------
Naomi reminded readers of insights gained from reading "Mosaic
of Thought" and "I Read It But I Don't Get It".
John and Anne bring up an important point in relation to the benefit
of silent reading, especially when it is independent, without sharing and
feedback.
As I have been reading the discussions, I think back to our reading of
"Mosaic of Thought". I remembered the ideas of teaching students
to become proficient readers with book choice (both individual and in small
groups) strategy lessons, time to practice (read), conferencing (so we know
how kids are doing and support them in what they need) and sharing. Under
these circumstances students do read and they enjoy it and then they become
better readers.
While many kids will do at home reading, it is usually the very students
we are concerned about that do not read at home. And we have to remember
Chris Tovani's concept of "Fake Reading" from the book, "I
Read It, But I Don't Get It."
-Naomi
----------------------------------------------------------------------
Kelly shared various ways to keep up to date on student reading progress.
For the 2 students I have right now who are near their grade level in
reading, I have been assigning 1/2 hour per night, plus writing to me about
their book in a journal, and keeping a list of vocabulary words from their
book (10 per week). These are all things I got from In the Middle. I check
on their progress by writing down which page they are on everyday when we
have silent reading time.
Thanks to everyone for the literacy resources! Every idea is useful and
gives me something to explore.
-Kelly
------------------------------------------------
Valerie expressed the frustrations of dealing with unsupportive parents
and reluctant readers.
I would also like to add the fact that there are some and in some areas
many parents who don't care about the nightly reading and won't encourage
their student to complete the reading. I am at my wit's end about this situation
and of course many of the students are poor readers and they don't read
during ussr during class. I am racking my brain and attempting to pick the
listserve's brains for suggestions. Also I am looking for help related to
looping articles, books, and personal stories. Is anyone family with the
family plan or concept for grouping middle school students? Thanks all
-Valerie
-----------------------------
Naomi offered a dual perspective on homework.
I have lots of experience with Homework, from the point of view of an
educator and as a parent.
As a parent I have seen one of my children do so many of the same type
of math example incorrectly, that it was almost impossible to re-teach.
I have seen an avid reader stop reading, so that mindless, time-consuming
work could be completed. I have also seen quality long-term research reports
worked on at home, while being monitored at school (sections due and checked
by the teacher).
As a teacher I gave weekly homework. I taught humanities (English and Social
Studies) and gave homework that had short readings, writing and activities
that students could complete on their own, but were meaningful and important
to the curriculum. I kept a careful record of work completed, and made sure
that all students completed the work, even if it was late. My attitude was,
if I gave it for homework, it was important for you to do. And it never
was busy work. I kept kids in after school to complete the work, with parental
permission, if work was very overdue. After a few months of follow through,
kids got the point and did the work.
-Naomi
----------------------------------------------------------------------
Lori elaborated on her home reading/homework policy.
I only see the students 2 or 3 times a week-3 at the most. I give reading
homework every night-15 pages-normally takes about 20 minutes-we have a
requirement for each student to have read 25 books by the end of the school
year. If they have to do 20 minutes of reading, usually they do not have
much coming out of Language Arts unless they did not finish in class or
are behind in the reading. When I send something home I try to keep it below
an average of 40 minutes so I do not go over an hour total for my class.
The only straying I do from this is the week we do modules after reading
the book in class and the students have projects to do connecting the reading
to other things like The Outsiders to Gang related activities or Child neglect
and abuse. Those usually take a little longer than an hour to complete 100
points worth of projects. I also coordinate with my team so we do not give
over the limits set for our students (9 hours a week tops). Most of the
"time" comes from Language and Math-5-6 hours of it. This year
I an working on book groups and thus less homework than I typically give-grammar
however takes lots of repetition and I cannot figure out any other way to
get the repetition in except teaching the concept and having them practice
at home similar to the Math requirements.
-Lori
-------------------------------------
Chris, a middle school principal, finished this discussion string off
by challenging readers to remember what the primary purpose of our reading
programs is.
We have a morning reading program that starts off our day. Students
and teachers develop individualized contracts for how much and what they
will read each marking period. As principal, I've asked teachers to keep
in mind that the purpose of our reading program is to help students develop
the habit of lifelong reading. It isn't primarily about teaching students
the mechanics of reading. What's important is that the students read and
then somehow process what they are reading with someone else, much as they
might discuss a movie, television show, or a song.
-Chris
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