This text by Kylene Beers and Robert Probst was my favorite text that I read throughout my year in the masters degree program. I enjoyed this text so much because I believe it outlined perfectly how to make reading and what we do in our literacy classrooms relevant for our students. The authors discussed the importance of considering how a text made you feel by raising questions, exploring others responses, and really stepping back to consider how the text influenced your understanding of the world and yourself. One strategy I found particularly powerful in this book is the 'Book. Head. Heart' strategy. This is a framework modeled for students where the information is made personal and thought about on a deeper contextual level. (strategy shown and described below). This text really allowed me to consider how to make texts relevant and meaningful to my own students, so that they develop a lasting love and appreciation for reading and all that we learn from doing so.
Beers, K., & Probst, R. (2017). Disruptive Thinking: Why How We Read Matters. Scholastic.
Beers, K., & Probst, R. (2017). Disruptive Thinking: Why How We Read Matters. Scholastic.
This text by Steven Layne discusses one of the issues with our society today: our students are
not reading unless its required of them. Steven Layne talks about his passion (a passion similar
to my own), to help ignite this passion in our students, a lifelong passion and love for reading.
Just a few of the strategies Steven Layne addresses specific strategies in his book for motivating the disengaged reader– instituting interest surveys, holding book chats, engaging in classroom read-alouds often, creating a golden recommendation shelf, having student-led book discussions, and many more. These are all strategies I look forward to trying out in my future classroom because not only do they convey my love of reading to my students, but they also give my students many positive experiences with texts and the chances to share and express their own favorites with each other.
not reading unless its required of them. Steven Layne talks about his passion (a passion similar
to my own), to help ignite this passion in our students, a lifelong passion and love for reading.
Just a few of the strategies Steven Layne addresses specific strategies in his book for motivating the disengaged reader– instituting interest surveys, holding book chats, engaging in classroom read-alouds often, creating a golden recommendation shelf, having student-led book discussions, and many more. These are all strategies I look forward to trying out in my future classroom because not only do they convey my love of reading to my students, but they also give my students many positive experiences with texts and the chances to share and express their own favorites with each other.
Wow Books
The above image is of my GoodReads bookshelf. We used this site in our course to share exceptional books that we thoroughly enjoyed with our classmates. These were books of different genres and reading levels and concepts, but that really resonated with me as being "WOW" books (the kinds that made my mouth drop they were so good). The picture above shows just some of the books I read during the semester for this class, books I can't wait to share with my future classrooms. This assignment was essential to my big question because these texts allow at-risk students to experience great texts of a multitude of genres, whether these are texts read aloud to them, or texts they choose to tackle independently. Reading and having experiences with diverse exceptional texts can help kickstart igniting our student's passion for reading!
"Something that is relevant is inherently interesting; but something that is interesting isn't always relevant. In short, getting kids' attention is about creating interest; keeping their attention is all about relevance" -Beers & Probst
Standards Aligned:
CCSS.ELA-LITERACY.RL.3.1
Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
CCSS.ELA-LITERACY.CCRA.R.1
Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
CCSS.ELA-LITERACY.CCRA.R.4
Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
CCSS.ELA-LITERACY.CCRA.R.10
Read and comprehend complex literary and informational texts independently and proficiently.
CCSS.ELA-LITERACY.RL.3.1
Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
CCSS.ELA-LITERACY.CCRA.R.1
Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
CCSS.ELA-LITERACY.CCRA.R.4
Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
CCSS.ELA-LITERACY.CCRA.R.10
Read and comprehend complex literary and informational texts independently and proficiently.