Discovering what reluctant readers read

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 Discovering what reluctant readers read. How do students choose reading material? What reading material do students choose? What class readings do students like? How can teachers promote class readings?. Imagine you’re in a library…. What factors contribute to your book choice ?. - PowerPoint PPT Presentation

Text of  Discovering what reluctant readers read

Dont judge a book by

Discovering what reluctant readers read

How do students choose reading material?

What reading material do students choose?

What class readings do students like?

How can teachers promote class readings?

+Imagine youre in a libraryWhat factors contribute to your book choice?+What better way to start an inquiry project besides to inquire. I want you to imagine youre in a library and you are looking for something to read for fun. What helps you choose? Is it the subject matter? The description on the back? Do you start reading the first chapter? (everyone writes) What is the first factor you wrote down? What else? 2Dont judge a book by+Through the research of Jeffrey Wilhelm and Michael Smith they found out that their students judge books mostly by3its cover- 28%+The cover. So what do the other students base their decisions on? asdjkfadslkjf418% Thickness of the book13% Title of the book15% Paperback format11% Book flap summary5% First chapter5% Subject of the book 2% Other+What good does knowing this do? As teachers we cant change the covers of books or change these other factors. So what can we do? 5What should teachers take into account when it comes to teaching and engaging students?Genre/predictionsChoiceSmall GroupsStudent/teacher relationships+Through my research and class experiences these are the main topics that kept coming up6Student Opinion: GENRE/PREDICTIONSI enjoyed reading And Then There Were None because in class we would discuss who could possibly be the killer or who would die next. Everyone has their own opinion and it was interesting to hear. Mysteries are interesting because it keeps you wondering and usually surprises you at the end.When students predict they set a purpose for reading and anticipate what they will read. When students make and review their predictions they must interact with the text. Predictions help readers make connections between their prior knowledge and the new information being learned. Comprehension Shouldnt Be Silent +Class activity: GENRE/PREDICTIONWhile reading Romeo and Juliet, we asked the students to predict what could possibly go wrong with Friar Laurences plan. This helped the students realize what all was intended to happen in Friar Laurences plan and make them think about what was going to happen next.

+Many of them came up with insightful answers while some of them even predicted the downfalls that occurred in the play. 8Student Opinion: CHOICEI like when we get to pick our own books. +Many students expressed their preference for choice but no one said it quite as plain as this student9Research: CHOICEStudents want teachers who care about what students want to read, who ask for book suggestions, and who read books recommended by students. Reading Dont Fix No Chevys In their research they quote a student who said, You need to start with where I am right now instead of where you would like to be.

+A choice novel unit!1. How did you choose the book you are currently reading for English class? What made you think you would like the book?2. How do you choose what you read for fun? What do you read?3. What books do you think would be good and appropriate to add to the ninth grade choice novel unit?+Well, every now and then our students do get a choice. Our very own Marilyn Jones just started her choice novel unit and within the next week we are going to give this survey to her students. We wanted to know what goes through their head when they pick what novel they will spend weeks on. We hope that this gives us helpful information that can guide us during choice novel units and also help us during our other units as well.111. How did you choose the book you are currently reading for English class? What made you think you would like the book?

Physical properties of the bookContent of the bookBeyond the book+Physical Properties of the BookMany students wrote that the back of the book was the first place they referenced. Others admitted to cover art being a top factor, It was shiny and looked cool. It was short. +Content of the bookMake it relatable!Because it talked about rejection and I thought I could relate to it. I thought I might have something in common with the book because it said the girl does karate and I do tae kwan do.More books about life and what teenagers go through. I chose it because it was about sports, because I play baseball.

+Beyond the bookMs. Patti suggested it. I read the first few pages and I thought Id like it. Twilight or other books popular in the media. Things that students will be very interested in. Because it was a classic and widely liked. +When students have a choice:

Charlie Bone SeriesAnd Then There Were NonePendrogan SeriesThe Inkheart TrilogyTwilight SeriesThe GiverTo Kill A MockingbirdMy Side of the MountainHarry Potter SeriesNicholas Sparks Books

+We asked our students what their favorite books were in August and in April and here are the most repeated answers. I think it is funny bc some of them are middle school books and others I have never heard of.16How do they choose their personal reading material? Im really interested in sports so I like to know whats going on in those sports.Books that I like to read, anything interesting, military books/wars/battle etc. My whole family has been in the military.-magazines-dirt wheels, four wheeler magazine/because it is interesting and fun to read because I like four wheelers and dirt bikes and it can teach you things.

+It might not be that surprising to know that students choose what to read from their own interests So here are a few quotes from my students17What do they read after school?HomeworkFacebookOther websites/blogsBook of their choosingMusic

+I had my students fill out an hour by hour reading log and here are the most common answers for how they spend their freetime after school. So now that we know what students like to read outside of school lets look at how we can help them once theyre at school18The 9th Grade Curriculum Fan Favorites!Romeo and JulietThe OutsidersShort stories+I asked my students what their favorite class reading was and the top answers were Romeo and Juliet, The Outsiders, and short stories. I know I am just as surprised as you are to find that Antigone didnt make anyones favorite list. While this is somewhat biased data part of my data pool comes from my science class where an overwhelming amount of students responded that they like The Outsiders.19Student Opinion: SMALL GROUPSFrom discussing the story, I gained more knowledge of the events like if someone else found something interesting that I didnt think much about at the time, then we can discuss the significance of the event and what each person thinks it means, which give you a different outlook. because I have learned more than what I did before about the Scarlet Ibis from listening to my group members. I would rather work alone, because I dont like depending on other people.+We did a short story project where the students had to discuss a short story and present it to the class in an interesting way. After the project was over we had them fill out surveys about their experience. An overwhelming majority preferred working in groups.20Research: SMALL GROUPSLearning occurs in social situations where expertise is shared between people. Reading Dont Fix No Chevys+Research: STUDENT/TEACHER RELATIONSHIPIf a teacher really wanted to encourage me to read more, she should talk to me about what Id like to see in a book. Teachers should know more about what I might want to read instead of always thinking they know better than me about what makes for a good book. A student response in Teaching Reading in High School English Classes+A strong student/teacher relationship is something that can affect what students are willing to do. I think the best example of this I can give is my mentor who watches the majority of the tv shows that my students do just so can talk to them about them. Not only does it help build a relationship but he can make connections between what were reading and what theyre watching. 22Connecting literature to their livesEarlier this year one of my students asked me how reading Antigone would help him since he wants to be a farmer when he grows up. +While I am sure there are teachers out there who could find a connection for him I stood there frustrated. I realized I had no good answer for him and it made me think about how important it is to try to make the reading relevant to their lives.

23Connecting literature: WritingCreating opportunities for students to read and write about their lives- to reflect on their neighborhoods, their families, and the innocence of the past- through literature and poetry; to try on different voices, such as mimicking Holden Caulfield; to think and write about ethical dilemmas, is essential for students to be able to forge their own identities. Self expression is what makes us human Reflecting on that expression helps us understand our humanity. -Teaching Reading in High School English Classes +Writing: Class workI would like to be friends with Cherry. Even though she is a Soc she doesnt act like one. She is very fun and down to earth. She acts more like a greaser. I think she is just a cool person. Also she stands up for what she believes. I would like Cherry because she is a cheerleader too.+What character would you be friends with and why?25Connecting literature: DiscussionTo discuss the significance of whats in the text, and how they( students) feel about it. Through the text, these young men and women are also having an important discussion with one another Strategic Reading 147+Discussion: In-classCultureRapeFamily problemsChild abuse+Discussion & writing are just a few ways that we can reach the students we hope to reach.27In Review: What motivates s