I think that I need more information on where the breakdown is happening for students. I need to get a better understanding of why they abandon the books that they do. I want to know more about how they see themselves as readers and I also need to think about what instructional changes I could put in places that would change their views of themselves.
I think there's a connection between reading engagement--> reading identity--> and reading skill. I'm not sure exactly which way the arrow goes. I think the biggest problem is that it is a double arrow. With more reading engagement, your reading skill goes up. And with more reading skill, your reading engagement goes up.
I think I need to do a few things:
1. Interview all three kids specifically about the books that they're reading, how the instruction I'm doing is helping them, and also just get a sense of how they're reading comprehension is improving.
2. I need to do reading assessments with them again.
3. I want to try a unit on graphic novels and see if that engages some of my lower readers.
4. I need to continue to watch their reading logs, rr letters and their conversations for evidence of change
5. Hot picks with a little card for who recommends the book and what is good about it.
6. Make students write down the weekly prompt at the top of their reading response notebook at the end of the day before they write their letters.
7. Direct teaching about how reading skill and reading engagement isn't fixed.
8. Using short stories to help teaching reading skills where everyone has read the same text.
9. More individual conferencing with these students.
10. project for finished books- make a sheet where students come up with their own plan for finished books. Maybe we could brainstorm as a class.
11. should there be a systematic way that I recommend books to kids? How could I document that? Should there be a public record of who is reading what?
Things to remember:
I'm not actually focusing on comprehension, I'm looking at engagement. I think a further study could be about truly understanding their comprehension, once I can get kids to read. But I think it's connected to think about comprehension because if they don't understand their books, they won't be able to finish them.
What I think I know now:
-these three students are still not reading.
-1 focal student recommended a book to another one and they asked me for it. They might be making some gains toward reading engagement
-1 student claims he likes graphic novels
-many student would like me to recommend books to them
I think there's a connection between reading engagement--> reading identity--> and reading skill. I'm not sure exactly which way the arrow goes. I think the biggest problem is that it is a double arrow. With more reading engagement, your reading skill goes up. And with more reading skill, your reading engagement goes up.
I think I need to do a few things:
1. Interview all three kids specifically about the books that they're reading, how the instruction I'm doing is helping them, and also just get a sense of how they're reading comprehension is improving.
2. I need to do reading assessments with them again.
3. I want to try a unit on graphic novels and see if that engages some of my lower readers.
4. I need to continue to watch their reading logs, rr letters and their conversations for evidence of change
5. Hot picks with a little card for who recommends the book and what is good about it.
6. Make students write down the weekly prompt at the top of their reading response notebook at the end of the day before they write their letters.
7. Direct teaching about how reading skill and reading engagement isn't fixed.
8. Using short stories to help teaching reading skills where everyone has read the same text.
9. More individual conferencing with these students.
10. project for finished books- make a sheet where students come up with their own plan for finished books. Maybe we could brainstorm as a class.
11. should there be a systematic way that I recommend books to kids? How could I document that? Should there be a public record of who is reading what?
Things to remember:
I'm not actually focusing on comprehension, I'm looking at engagement. I think a further study could be about truly understanding their comprehension, once I can get kids to read. But I think it's connected to think about comprehension because if they don't understand their books, they won't be able to finish them.
What I think I know now:
-these three students are still not reading.
-1 focal student recommended a book to another one and they asked me for it. They might be making some gains toward reading engagement
-1 student claims he likes graphic novels
-many student would like me to recommend books to them
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