I finished reading the ASCD Educational Leadership issue entitled "Rooted in Reading." Below are some of my key takeaways:
"Within this growing culture of busyness, we believe schools have an important counter role to play. One critical antidote to this epidemic of overload is to reorient reading instruction to cultivate intentionally present, mindful readers through classroom time dedicated to engaging in immersive reading."
"As educators, we must do something to counteract the push for fast reading. We must look at not only how we are creating the time for slow reading in our classrooms (Newkirk, 2010), but also how we are equipping children to engage in the kinds of immersive reading that allow for enveloping pleasure outside of school, where digital distractions are even more omnipresent."
"The authors state that "the research base on student-selected reading is robust and conclusive: Students read more, understand more, and are more likely to continue reading when they have the opportunity to choose what they read" (p. 10). Educator Donalyn Miller emphasizes this reciprocal relationship. Choice inspires reading. Reading influences choice. "When we diminish a child's reading choices," Miller states, "we diminish the child" (2017)."
KEY QUESTIONS
1. Are students reading, writing, and talking in every period of every day?
x
"Within this growing culture of busyness, we believe schools have an important counter role to play. One critical antidote to this epidemic of overload is to reorient reading instruction to cultivate intentionally present, mindful readers through classroom time dedicated to engaging in immersive reading."
"As educators, we must do something to counteract the push for fast reading. We must look at not only how we are creating the time for slow reading in our classrooms (Newkirk, 2010), but also how we are equipping children to engage in the kinds of immersive reading that allow for enveloping pleasure outside of school, where digital distractions are even more omnipresent."
"The authors state that "the research base on student-selected reading is robust and conclusive: Students read more, understand more, and are more likely to continue reading when they have the opportunity to choose what they read" (p. 10). Educator Donalyn Miller emphasizes this reciprocal relationship. Choice inspires reading. Reading influences choice. "When we diminish a child's reading choices," Miller states, "we diminish the child" (2017)."
KEY QUESTIONS
1. Are students reading, writing, and talking in every period of every day?
2. How are students engaging with "text" in each lesson?
x
Penny Kittle
What it takes to build a culture of reading in secondary schools.
"So what is a teacher or leader to do when faced with a classroom of young people who believe reading is only about finding answers, which they can easily access online? Today's middle and high school students do not need another strategy or a lesson on comprehension. They need something much more difficult to orchestrate in this digital age: They need to enter "the unseen sanctuary of the reading act," as cognitive scientist Maryanne Wolf calls it, "redirecting thoughts beyond the self to the good of others" (2018). The act of reading relieves stress and invites empathy."
"When it comes to teaching adolescents, specialized language approaches are important. We know, for example, that historians read, write, and think in ways that are consistent with their discipline and different from the ways scientists, mathematicians, literary critics, and artists use language. This area of practice is known as disciplinary literacy and honors the unique contributions of expert thinking in a given field."
"But adolescents also need more all-purpose approaches to literacy. Generic approaches to literacy, such as note taking, vocabulary learning, and summary writing, are transportable from content area to content area. Such tools help students navigate routine tasks and allow for more specialized, disciplinary skills to develop. For example, annotating texts generically opens the doors for students to notice differences in the structures of various texts used in specific disciplines."
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