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Transcript of READICIDE
How Schools Are
Killing Reading and
What You Can Do
About It By: Kelly Gallagher The emphasis on test preparation harms young readers in two ways: Chapter 5: Ending Readicide Chapter 2: Endangered Minds Chapter 3: Avoiding The Tsunami Chapter 4: Finding the "Sweet Spot" of Instruction How we treat our struggling readers: Michael Phelps analogy Over teaching of books Is a full-time English teacher at Magnolia High School in Anaheim, California, has been teaching high school for 23 years and writing about how to teach reading and writing for almost as long. He also wrote Deeper Reading: Comprehending Challenging Texts, 4-12. He is also the former co director of the South Basin Writing Project at California State University at Long Beach. Chapter 1: The Elephant In The Room 1. A curriculum steeped in multiple choice test preparation drives shallow teaching and learning. 2. Rather than life up struggling readers, an emphasis on multiple-choice test preparation ensures that struggling readers will continue to struggle. Test preparation reading plays a large part in maintaining "apartheid schools" By having low expectations More likely to be placed in drill-and-kill reading remediation programs More likely to be placed in curriculum's that heavily emphasize multiple-choice exams Have less access to interesting academic reading materials Often are not given time to read extensively And are often taught by the least-experienced teachers Our thoughts and reviews: Kelly Gallagher states, "i would continue to read the standards carefully, with an eye for preparing meaningful lessons for my students." What you can do to prevent it: Read-i-cide: noun, the systematic killing of the love of reading, often exacerbated by the inane, mind-numbing practices found in schools If we have any change of addressing readicide, we must involve the key players (teachers, students, administrators, etc.) in hard talk. We have to take an honest, perhaps painful, look at what is happening to young readers in our schools. We have to be ready to step on toes and be prepared to have our own toes stepped on. Book Flooding Students must have ready access to a wide range of interesting reading materials Word Poverty Reading consists of 2 factors: 1. Being able to decode words on the page 2. Being able to connect the words you are reading with the prior knowledge you bring to the page How To Prevent Readicide Recognize and fight against summer reading loss Book Establish a book flood zone Organize a book drive Find used books Order books from Scholastic Challenge all students with difficult text 1. Prevents our students from experiencing the place where all serious readers want to be 2. Creates instruction that values the trivial at the expense of the meaningful 3. Spills over and damages our students' chances of developing recreational reading habits. The Flow Is the state in which people are so involved in an activity that nothing else seems to matter; the experience itself is so enjoyable that people will do it even at great cost, for the sheer sake of doing it. The Kill-a-Reader Casserole Take one long novel, dice into as many pieces as possible Douse with sticky notes Remove book from oven every 5 minutes and insert worksheet Add more sticky notes Baste until novel is unrecognizable, far beyond well done. Serve in choppy, bite-size chunks Don't have students: Answer worksheets after every chapter Try to move ahead with grades or point systems Don't have them rush through to write a report 50/50 Approach 1/2 of their reading is to be academic 1/2 of their reading to be recreational 3 ingredients to building a reader: 1. They must have interesting books to read 2. They must have time to read the books inside of school 3. They must have a place to read their books Setting up a reader's workshop Surrounding students with tons of high-interest reading materials Providing students with ample reading choices Carving out significant time in the school day to read Conducting reading mini-lessons to help students find the reading zone As a teacher our job is to: 1. To introduce our students to books that are to hard for them. 2. To use our expertise to help our students navigate these hard texts in a way that brings value to their reading experiences If we, as teachers, want to kill the love of reading in our students, we should plan a large number of stop signs in the texts that requires our students to stop and examine what they just read Good readers attack unfamiliar words. They become active not passive. They attack, and looking at the prefix, root, and suffix is one strategy good readers do We don't want to keep killing readers, we want to keep moving them towards being "expert citizens" these are what they will need to lead productive lives Creativity Common sense Wisdom Ethics Dedication Honesty Lifelong learning If we are to take our students off the road to readicide, we must be implementing the 50/50 approach.