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Creating a successful sustained silent reading program
Stephanie Simpsonon 23 March 2011
Transcript of Creating a successful sustained silent reading program
reading program Benefits Increased reading comprehension Increased love of reading Increased desire to read Goal: Independent readers who want to read! So how do we do it? (1) Access We must make it easy for students to access books! This might include... More flexible access to visit the library during the school day Wheeling bookcarts with selections to key areas, like remote hallways and classes, the gym, or the cafeteria Buying new resources to fill gaps in student interest areas Partnering with the public library Creating classroom collections (2) Appeal If we want kids to read,
we need to let them read
what they want. Comics and graphic novels are OK! Newspapers and magazines count! eBooks are allowed! These are all less intimidating and more enticing to the reluctant reader. Don't expect them to find and bring their own books. Source: Flickr, by Dustin Diaz, http://flic.kr/p/6dFi7c Source: Flickr, by visual.dichotomy, http://flic.kr/p/7sFp2A (3) Conducive Environment Allow students to move chairs, sit or lay on the floor, and sit near friends (as long as they read and don't talk). You might even want to add a rocker, futon, armchair, or beanbags. Source: Flickr, by Seven Morris,http://flic.kr/p/7mXPnB (4) Encouragement Teachers must read, too! Lead by example and model that SSR is important! Help match students to books by asking about their interests. Source: Flickr, by applejan, http://flic.kr/p/2wm3iY (5) Staff Training You must have teacher buy-in
if the program is to be successful.
They must understand... Allow for sharing afterwards, especially if students are excited about their books. The value of the program and its benefits
The importance of making the time "sacred"
The impact of students seeing them reading, too (6) Non-Accountability Students will not be quizzed and will not be required to keep a log (although they can if they so choose). Do not require them to finish a book they don't like. Encourage them to put it down and choose a new one. (7) Follow-Up Activities Although effective SSR has no accountability, it does provide follow-up activities. Leave time for follow-up activities. Allow discussion. Allow creativity. Have a list of possible ideas ready, but let students select and also come up with their own. Do not require any specific activities. Decorate a "Teen Picks" bulletin board and let students write their favorite books on index cards and attach to the board. Keep "waiting lists" for popular books from the classroom collection. (8) Distributed Time to Read One of the most important factors in creating independent readers who want to read is building a habit. Habits require time and consistency. Habits aren't built overnight. At least two days per week with 20 minutes spent reading silently and 10 minutes spent on follow-up activities. Recommendation: Small chunks of time are easier to adjust to at the beginning. Assessment How do we know it had an impact? You can assess and still have non-accountability. Use SurveyMonkey to conduct a free, informal survey - before, during, and after the first year. Leverage the formal testing already conducted to measure changes in reading comprehension. Get teachers, students, and parents involved in the process, and you're sure to see results! Research: Pilgreen, Janice L. The SSR Handbook: How to Organize and Manage a Sustained Silent Reading Program. Portsmouth, NH: Boynton/Cook Publishers, 2000. Ross, Catherine Sheldrick, Lynne McKechnie, and Paulette M. Rothbauer. Reading Matters: What the Research Reveals About Reading, Libraries, and Community. Westport, Conn: Libraries Unlimited, 2006. Krashen, Stephen D. The Power of Reading: Insights from the Research. Westport, Conn: Libraries Unlimited, 2004. This presentation created by Stephanie Simpson as part of LIS 693: Practicum at UNCG, as a proposal for the new SSR program at Ardrey Kell High School, Charlotte, NC.