Building reading habits through student reflection and goal setting
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The document discusses strategies for fostering reading habits in students through reflection and goal-setting. It emphasizes the importance of understanding current reading preferences and challenges, as well as creating personalized plans to enhance reading engagement. Techniques include self-observation, developing routines, and utilizing online resources for book discovery and management.
Building reading habits through student reflection and goal setting
- 1. Building Reading Habits through Student Reflection and GoalSetting Cindy Minnich @cbethm NCTE 2013
- 5. WE WANT OUR KIDS TO BECOME – AND STAY – READERS.
- 6. OUR LIVES ARE CONSTANTLY CHANGING – AND WE NEED TO CHANGE WITH THEM.
- 7. Reflection • Reading autobiography • “What is helping – or hurting – your reading life?” • “What do you enjoy reading right now?” • Self-observation studies
- 8. IF WE KNOW WHERE WE ARE AND WHERE WE WANT TO BE, WE CAN START TO PLAN HOW TO GET THERE.
- 9. Planning • Finding time – “Edge readers” – Build in breaks • Creating new routines • Finding books to build TBR lists – Social connections – Online resources • To find titles • To connect readers • To manage TBR lists
Editor's Notes
- #2: This presentation was part of a roundtable presentation at NCTE 2013 in Boston. Co-presenters: Donalyn Miller, Teri Lesense, Colby Sharp, Jennifer Holm, Katherine Sokolowski, KelleeMoye. See http://wp.me/p21t9O-1dy for the Nerdy Book Club post about the entire session.Relevance, Relationships, and Reading Lives: Fostering Reading Engagement in All ReadersAll students deserve engaging reading experiences that value their diverse goals and interests while increasing their self-efficacy. During this roundtable session, elementary, middle, high school and college teachers share children's and young adult literature, online and offline resources, and instructional strategies that foster students’ reading engagement and growth.
- #3: This is picture of my son when he was three. He’d been read to all his life – even before he was born. We weren’t slowing down either. Bedtime stories with us, stories with his grandfather over breakfast, storytime at the library. His life was a series of reading routines that he was happy to remind us were going to happen because he couldn’t do it by himself. YET.
- #4: This is me during my senior year of high school. Oh, if I could talk to this girl now. She’s about to embark on her Long Dark Reading Night of the Soul that will stretch through most of her undergrad years. At this point, this girl is a dedicated reader, but soon she’s going to find her life dominated by reading that is not dictated or determined by her and it will sour her attitude towards reading as this thing that is a lost relic of her youth.
- #5: This is my dad last year. He’s the perfect example of a reader – throughout his working life and in his retirement. He has always made time for reading in his schedule no matter what else happens to be going on.
- #6: No matter what changes in their lives.
- #7: We can’t do that if we don’t know what needs to be changed. That’s where reflection comes in.
- #8: Reading autobiography – Have students document their reading lives to this point with all the milestones of reading with all of the highs and lows. Many times you’ll see positives (being read to when they were little, getting their first library card, listing favorite titles, etc.) but often you’ll start to see the tone change when they talk about reading at and for school. These can generate insightful conferences between you and your students.“What is helping – or hurting – your reading life?” - if this stumps your students, tell them to make a list of excuses for an against reading. Self-observation studies – Have them check to see how they spend their time every 30 minutes for a couple of days. These are snapshots of what they are doing at any given moment. If they are honest with themselves when they do it, they will notice interesting patterns that will reveal a lot of things about how they spend their time and how much time they really DO have – perfect for the students who tell us that they have NO TIME to read.