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Reading Goalz

George Thomas Open book test. Get the point? CC BY-NC-ND 2.0

When I wrote this article about individualized approaches to reading instruction, I learned that an effective way to get students reading is to have them set “volume goals” for the number of pages they will read each week.

In Book Love: Developing Depth, Stamina, and Passion in Adolescent Readers, Kittle explains that reading should be taught a little more like math. In other words, out with selecting a novel for an entire class — reading is a complex a skill that needs to be practiced, over and over again, requiring individualized choice and pacing for each student.

Reading does not come as easily to me as it once did. I’m not sure why; I used to spend hours buried in classics like Moby Dick, Anna Karenina, or Madame Bovary.

I’m told that my grandmother realized I could read when I started dictating birdfeeder instructions to her at age four.

I am blessed to have what Kittle calls “a reading memory,” in other words, positive associations of pleasure with reading, such that I will go to great lengths to maintain “a reading life” as an adult.

This year, I challenged myself to read #52booksin52 weeks. I have since amended that goal to #40booksin2020, but let me tell you — I highly recommend setting a “volume goal”! It is so much fun and it shoots so much energy into your reading life!

(If you read 40 books in a year, you basically have to read 10 books every 3 months).

Here are some of the books I have enjoyed so far in 2020:

Thanks for reading. Back to my book.

Lesson Plan, During Reading Activities

George Thomas Open book test. Get the point? CC BY-NC-ND 2.0

Here’s a lesson plan for American Literature, The Handmaid’s Tale. It’s pretty straightforward, but it may be useful to other teachers in terms of structuring a during reading activity while reading any novel.

Warm Up: Finding/Collecting HW & Missing Work (5 min)

Project onto the board:

  • Please take out your “What’s In a Name?” Project, worth 50 points
  • The following people are missing their Puritanism notes (list names)
  • The following people are missing their chapters 29-30 questions (list names)
  • The following people are missing their chapters 31-32 questions (list names)

Discussion of “What’s In a Name Project?” (10 min) 15 total

Project onto the board:

  • What does the word connotation mean again?
  • Round robin à briefly share the connotations of your name, what you learned about the meaning of your name

Review of Chapters 29-32 (10 min) 20 total 

  • Divide the class into four sections and have each section come up with a one-sentence summary for each of the four chapters: 29, 30, 31, 32. (5 min)
  • Then share the one-sentence summaries and type onto the projector (5 min)

During Reading Instructions, Chapters 33-34 (5 min) 25 total

Project onto the board:

For each chapter, work with a partner to write:

  • 3 important things that you learned in that chapter
  • 2 things that interested you about that chapter, that you’d like to learn more about
  • 1 thing you have a question about in that chapter

 Be prepared to discuss your 3-2-1 with the class.

Read Chapter 33 — students read along to pre-recorded voice of teacher reading aloud, or can choose to put headphones in and read at their own pace (11 min) 35 total

Work with partner on 3-2-1 (10 min) 45 total

Read Chapter 34 — students read along to pre-recorded voice of teacher reading aloud, or can choose to put headphones in and read at their own pace (10 min) 55 total

 Work with partner on 3-2-1 (10 min) 65 total

Circle up and discuss 3-2-1 (25 min) 90 total

 

 

 

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