I remember the reading logs well, my brothers hastily whipping them out Sunday night asking my mom to sign off that they had read x number of minutes. My mother never checked, she did not want to be the reading police, after all, she knew my brothers read. She didn’t care how many minutes or which book, all that mattered was that at some point the 5th wave rick yancey pdf eyes met something to read. Angela Watson got me thinking, how do I know my students are reading if I don’t check their reading log?
How do I know that at some point their eyes meet a text? There are many ways actually. Kids who read want independent reading time. Kids who are in a great part of a book want time to find out what will happen next.
I need to check in with and help. I keep an eye on their book bin. A whole book shelf in my room is the proof that my students read. Periodically I go look through their bins, noting which books a kid has and whether those book have changed.
If they haven’t, I check in with that child. Another favorite in our room is the speed book dating. We show off our reading. I have my reading door outside of the room so that my students always know what I am reading and my students can recommend books on a bulletin board.
Reading should not be a solitary endeavor so we make time to discuss our books and why they are the best or the worst book ever. I often ask students to tie in today’s teaching point with whatever they are reading right now. Whether it is in our thoughtful logs or on a post-it, students take a moment to think and apply and once again lets me see what they are reading. We do monthly reading reflections. This year I really wanted to have a open dialogue with the students in regard to their reading life and although I do constant one on one or small group instruction, I wanted something more formal that I could file away and look at when needed. My students know they are not judged on what they write but rather that I use it as a way to start a conversation with them. I always appreciate their honesty and my actions show that.
If you want kids to read, have great books. I do not know how much money I spend a year on books, I know it is a lot, but every time I am able to booktalk a book and see the reaction in my kids, it is worth it. Couple that with an incredbile librarian and my students are pretty lucky in the book department. I lose a lot of books. Because I encourage my students to take our books home to read, I inevitably lose a lot of books. While it is hard to think of it from a financial standpoint, I also know that hose books are being read by someone.
So yes, while my district mandates a reading log, it is not the treasure trove of information that I need. What I need is conversation, observation, reflection, and interaction. So how do I know my students read? I ask them and listen.
5th grade teacher in Wisconsin, USA, proud techy geek, and mass consumer of incredible books. I have no awards or accolades except for the lightbulbs that go off in my students’ heads every day. RRR’s popularity endures, despite overwhelming criticism that the practice is ineffective for its stated purpose: enhancing fluency, word decoding, and comprehension. Popcorn reading is one of the sure-fire ways to get kids who are already hesitant about reading to really hate reading. In RRR, students read orally from a common text, one child after another, while the rest of the class follows along in their copies of the text. Several spinoffs of the technique offer negligible advantages over RRR, if any. Student names are written on Popsicle sticks and placed in a can.
The learner whose name is drawn reads next. As described by Professor Cecile Somme, the instructor taps a child when it’s his or her turn to read. Of the thirty-odd studies and articles I’ve consumed on the subject, only one graduate research paper claimed a benefit to RRR or its variations, stating tepidly that perhaps RRR isn’t as awful as everyone says. Because Round Robin Reading .