The data that I have collected this past month is:
-observational notes.
-reading assessments with all of my focal students
-reading log copies
2. Take aways. My interview with Shi-Lin:
-“I’m not that much of a reader, but…
“I don’t like reading back, but I have to because I won’t know what’s going on in the book if I don’t read back.
“I would remember something, and I would just have to read it over and over
-I ask, so you don’t feel like you’re moving forward in the book
“I liked the Tale of Despereaux when my teacher read it to us.”
Says she understands books better when they are read aloud.
“When someone reads it to me, I get more of a picture in my head. When I read it to myself, I just kind of..fall asleep.
Doesn’t consider herself a reader. Family-don’t read much, except for her brother- comics and anime. She doesn’t like that. At home they have magazines, people, E, insider.
She liked reading books in groups bc it made it easier to understand.
Reading Log:
How many days a week they have read.
How long they stay with a certain book.
How many pages they read on a given day
Average number of pages
Average number of minutes
which books they are reading
= Something I think I could collect is …
Notes from the sharing group each week.
= What I hope that would help me know about my students learning is …
How students are pushing each other to read. What kinds of suggestions and ideas do they give to each other?
= What I’m thinking now about my inquiry is …
I need to be explicit in what a good reader does. We need to keep going back over it.
-choosing books that they like
-dealing with hard words
-all of the reading strategies-start finding the time to teach these!
I’m letting reading instruction go on the back burner. I need to find a way to make it fun and exciting. They are loving their genre projects. I think I need to keep finding cool ways for students to represent their books. Some ideas I have are:
-character salon
-book advertisement
-parody of their book?
-film a scene
-short skits, reader’s theater
-digital storytelling?
-choose an author for everyone to read and represent?
-Harry potter vs. Percy Jackson?
Notes from Ruth of my talking:
Dina 11/8
Mills
Brought reading logs, formal reading assessments, interview with shi lin.
Diana maybe being sneaky about reading log—when is she actually reading?
Dexter has very few entries for a week.
Spreadsheet: how many entries, what book, etc.
Shi-Lin: interested in outsiders, but doesn’t see herself as a reader. Maybe that’s the first step, for them to see
themselves as readers. She says brother reads, mom once in a while, dad no. Have magazines not books at
home. Says she likes when books are read aloud, can get a picture in her mind. How are her decoding skills?
In assessment she goes back and rereads, self corrects (unlike diana who plows through, but doesn’t have
comprehension)
My question is how I can use social interactions to increase engagement in resistant readers?
Before they weren’t reading, so not much to assess in terms of comprehension.
One way to measure engagement is do they finish a book.
Have you given instruction on how to choose a book?
Does it help to read a book in a group? (Shi-Lin: when someone else has read, i can ask them quesitons)
Data to collect about social interactions: sharing groups—Nati’s interactions with Dexter. Need more data
around peer interactions.
After genre presentations, do more people read the books suggested? Could start book talks.
Very excited about working in genre groups.
How can you get them excited about reading? Informal reading time. Reading together. Building habits of
loving reading.
Could do optional book clubs. Would they meet in class?
What would engagement in reading look like?
What would compel them to read more at home? Realistically, they have to be reading at home.
Am I really doing the model that I’m trying to use?
Need to put in more instructional strategies. What other projects can they do?
What other type of information can they do?
Obs. notes, RR journals
Code the reading logs
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