Professional Documents
Culture Documents
Provide evidence of reading widely from the course articles and texts. Share the highlights in
your opinion of each piece. Points are given for quality, not quantity, as well as for genuine
the risk taking of idea sharing.
Cover To Cover
Book reviews must go beyond a personal response
Audience matters. Kids? Adults? Author?
Books are considered successful if the book is successful in both the consumer
and institutional market
Rodgers Reflection: Book Reviewing
The only book reviews Ive ever written were for a high school English class. We had to publish
our reviews to Barnes and Nobles as well as Amazon. In that moment, audience was a very real
piece of the puzzle. I guess I never really thought about the pieces that make a book review
valuable for others.
Books for information
accuracy , organizations, illustrations, design, prose, and documentation
Respect for intelligence (when directed toward young readers)
P 47 When you evaluate nonfiction
What is the authors authority
How is the material organized?
Does the design clarify the sequence of ideas
Illustrations extend tet
Writing style?
Rodgers Reflection: Book Reviewing
Informational texts are my teaching expertise. I have spent many years working with West Ed on
using Genre in informational/nonfiction texts to help me not only read, but write as well.
Informational books have so many pieces that work together to create meaning. Even lower level
informational texts instruct the reader without being condescending. Authors authority and
credibility is also right where I want to be due to my ed tech and media literacy focus in this
masters program. How and why authors create messages is to further a viewpoint, no matter
how neutral that message may seem to be.
Picture Books
Illustrations and content together
Every word counts
Fiction
Newberry medal was created so good books were created for kids
Writing a Book Review
Choosing a book to review
Reading thoroughly
Using outside sources
Citations
Writing the review
Descriptive, analytical, and sociological
What to include
Writing it all down
Analyze other reviewers while you find your way
Rodgers Reflection: My Book Reviewing Style
I have learned so much from reviewing others book reviews in this class. I have found that book
reviews do entice me to want to read certain books and not read others. I like to focus on the
analytical pieces over the descriptive bits about a given text, because the lasting memory of a
book is far better than the intricate details.
Reading: The Grand Illusion How and Why People Make Sense of
Print
Study Literacy as meaning making and therefore humans think symbolically to
learn and create language in all its forms
Reading is not reading each word on every page
Reading is the dynamic meaning making process
Language is personal and social
Human Characteristics
Social beings
Think symbolically
Intelligent species
The grand illusion is that we read every word
We use our incomplete sensory information to create an illusionary world
Our brain makes sense whether the information is distorted or not
Our brains are inaccurate with our perceptions
The sense we make depends on prior knowledge
Rodgers Reflection
I get this but I dont get it too. I find errors in the slightest of places. If there is a misspelled
word, I see it before Ive even read it. However, I do find it incredibly fascinating, and true,
that we use what we already know to fill in the gaps of what we dont have. Our schema and
background knowledge is so vast and even if we ABC, someone else will picture something
else entirely. This reading reminded me of instances in which my students read something and
are unable to get anything out of it. They cant connect to certain texts in the same way I did/do,
and I cant connect to certain texts that resonate well with them.
Rodgers Reflection
This culture of reading within a school is something that we have tried hard to have.
Unfortunately, we have done this through AR and word counts. While not the worst thing in the
world, word counts have surpassed the pleasure and joy of reading. While there are a few
teachers that will talk with students about books, there are not countless opportunities for
students to talk about books. Recording pages has been something a few of our classrooms have
tried, but without the other components of a well balanced reading diet, this is just another
chore. We do have thirty minutes of free reading, and it has allowed me as a teacher to really get
to know my students and their interests in books.
Kids describe their school as a reading school which means they are big on it,
that everyone is always talking about it, which therefore means that it is important
Students and Teachers Talk about books
A teacher recommends
They know my taste
You read this? You HAVE to read this, -reading friend
Rodgers Reflection:
This reading community is something I have had before and would like to have again. It is
important to note that it is simply impossible to be a nonreader if your peers and friends are
readers. There are people that talk about books. Readers talk about books. When I am reading, I
cant go three sentences into a conversation without wanting to recommend the latest book I
read. It is that simple. When the whole school (or a large group) is hooked on reading, they will,
without a doubt, hook the rest of them. We are working our way toward a true culture of reading.
Unfortunately, there arent many teacher readers at our school. I recently put Reading in the
Wild in the hands of a few people who put it in the hands of very important people in our
district. I cant wait to hear what they say.
Book Talks
Few minutes
Captivating, quick summary
Major themes
Suggestions for readers
Rodgers Reflection
Our eighth grade ELA teacher is an avid reader. She has done book talks every day in her
classroom (after attending Pacific Coast Literacy this summer) and it has made an insane
difference in her classroom. She is touching on so many key points of wild readers. Number one?
She had to read all of these books. What an example to set for her students.
Teachers examine student logs and decide what is next for their students
Understanding student interests
Principal has a library and runs a book club
There are coordinated efforts across the school
Rodgers Reflection
In order for the entire school to get on board, my staff has to work together to be on board
together. It wont be easy but there are too many case studies and too much research that
supports a good literacy foundation for students to become readers. It is the most important
thing that they become!
Schools
More devices, access to tech, professional development for teachers, teacher prep, protect
privacy, tech literacy standards
Readicide: How Schools Are Killing Reading and What You Can Do
About It
By Kelly Gallagher
For those educators who resist the political in favor of the authentic
Introduction
Read-i-cide: the systematic killing of the love of reading, often
exacerbated by the inane, mind-numbing practices found in schools (p2)
Class Time = best time
Love of reading dies down WHY? Because...
Test Prep > High interest reading
Good Books < Magic Pill
SSR = NOT ACADEMIC
Academic reading = only reading
Test takers are more important than readers
No authentic reading experiences
Overteaching and underteaching
Chapter One: Elephant
Testing
Test prep is shallow
Obvious why we choose to teach to the test
Mile wide/ inch deep
Hamlet is not the problem the problem lies in how the work is taught- or not
taught
Students should be directed to read small chunks of text closely (but delicate
balance)
Pencil, annotate, how/why
What do good readers do?
Skills, reread, change speed, chunk, ask questions (p 105)
Teach reading AND the reader
Chapter Five: Ending Readicide
Test scores go up states decrease standards
Are we fixing the wrong things? Students are suffering from too think instruction
In most countries, education feels like a car factory in Finland, the teachers are
entrepreneurs.
Appendix- 101 books my reluctant readers love to read
Rodgers Reflection: Five Key Ideas and One Question:
Key Ideas:
1. Teach to the test is not necessarily bad
2. Paradox is that struggling readers will continue to struggle
3. Academic reading is the only reading in our schools no wonder they hate it
4. Overanalyzing messes up the reading flow
5. Difference between liking a text and finding the value
Question:
AR? Is any of it good?
Youth seeks to understand itself and its world, to feel from within what it means
to be different kinds of personalities, to discover the possibilities in human relationships,
to develop a usable images of adult aims and roles.
Primary role of choosing books is to find a vehicle to create a meaningful circuit
between reader and book
Initiating a Process of Growth
Certain texts can move readers into themes that are carried within greater works
Finding the right book for growth
Avoiding Substitutes for Literature
Even the most proficient of readers go to college without care for the authors
biography
Students think talking about literature and knowing about literature is more
important than their response to literature
Literature becomes an object to be described, manipulated, catalogued, and
categorized
High school
Personal sense of literature as a mode of experience
Historical and social approaches second
Context is provided by the reader
Analysis of the Literary Transaction
There is no method to dissect a piece of literature (routines of dividing fractions
for example) DANGEROUS
Sometimes it will be authors life
Sometimes it will be time period
What happened within me as I read the story? What struck me forcibly? What
were the clues that added to meaning for me? What puzzled me? What meanings did
others see?
Rodgers Reflection:
Reading is not a process apart from all else. Students can not delve deep into literature
responses when they have a harsh dislike towards text in general. Becoming familiar with text
will allow young people to not be scared of it when it comes along. There are connections that
are woven into any piece of information, and it is our job to show that connection in real time to
students. Taking the reader out of the reader will not create learning but a disinterest and a
disengagement.
Poetry
Rodgers Reflection: Poetry
This poem reminds me of every fork in the road of my life. How I remember standing at a
crossroad without the slightest clue as to which path I should take. How I think back on the
choices I made and how grateful I am that I made the choices that I did.
Extensive reading: why it is good for our students and for us.
The characteristics of extensive reading:
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Rodgers Reflection:
The heart of reading is to read. Not to answer questions, not to read quickly, not to deliberately
learn new words.. But to read. To get something out of it. By yourself. No tests just reading.
THAT is the reward.