meenoo rami inquiry into practice

Meenoo RamiMeenoo RamiInquiry Into Practice

Empowering Adolescent ReadersInquiry Into Practice

Empowering Adolescent Readers

Context:

•inquiry-driven, project-based, partnership HS with The Franklin Institute

•487 Students

•Grades 11 and 12

•Interested in authentic reading and writing experiences, thoughtful use of tech, connected learning

Context:

•inquiry-driven, project-based, partnership HS with The Franklin Institute

•487 Students

•Grades 11 and 12

•Interested in authentic reading and writing experiences, thoughtful use of tech, connected learning

Demographics:

•46% African-American, 36% White, 9% Latino, 9% Asian, 4% Other

•57.1% Free and Reduced Lunch

•8.2% IEP, 13.3% Gifted

•1.8% English Language Learners

Demographics:

•46% African-American, 36% White, 9% Latino, 9% Asian, 4% Other

•57.1% Free and Reduced Lunch

•8.2% IEP, 13.3% Gifted

•1.8% English Language Learners

Research Questions:

•How does choice reading help students become authentic readers?

•What does it look like when students become authentic readers?

•What are the risks in implementing choice reading program in a high school English classroom?

Research Questions:

•How does choice reading help students become authentic readers?

•What does it look like when students become authentic readers?

•What are the risks in implementing choice reading program in a high school English classroom?

Problems being addressed:

•fake-reading

•“readicide” - systematic killing of the love reading, often exacerbated by the inane, mind-numbing practices found in schools (Gallagher 5).

Problems being addressed:

•fake-reading

•“readicide” - systematic killing of the love reading, often exacerbated by the inane, mind-numbing practices found in schools (Gallagher 5).

Purpose of Research

•Explore my own question of ownership of students’ reading lives

•Share my research and practice with other teachers

•Continue to refine my practice of teaching reading

Purpose of Research

•Explore my own question of ownership of students’ reading lives

•Share my research and practice with other teachers

•Continue to refine my practice of teaching reading

Implementation of Choice Reading:

•Pledge to end “fake reading”

•Modeling of reading life

•Setting up a classroom library

•Book Talks, Book Talks, Book Talks

•40 book challenge -- focus on genres

•Ongoing reading conferences

Implementation of Choice Reading:

•Pledge to end “fake reading”

•Modeling of reading life

•Setting up a classroom library

•Book Talks, Book Talks, Book Talks

•40 book challenge -- focus on genres

•Ongoing reading conferences

Observations/Findings:

•Ownership matters

•Exposure to variety of books

•Connection between reading and writing

Observations/Findings:

•Ownership matters

•Exposure to variety of books

•Connection between reading and writing

Final Thoughts:

•Do the things that scare you

•whole-class texts and choice reading should find a balance in your classroom

•Share your reading life; help your students build their reading lives

Final Thoughts:

•Do the things that scare you

•whole-class texts and choice reading should find a balance in your classroom

•Share your reading life; help your students build their reading lives

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