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Having students journal what they know/want to learn about a particular topic before reading a text or book about it. (version of KWL for middle/high-school students)

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Allow students to choose their own texts that evoke positive emotions, such as their imagination and curiosity (Moje)

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Making it explicit to kids that teachers don't know everything, and that people make mistakes - reading as practice.

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Activity: KWL Anchor Chart

K- Know, W - What to Know, L - Learned

Establishing baseline of context & what areas to target to gear educational lessons

(Frankel & Brooks "Why the "Struggling Reader" Label Is Harmful (and What Educators Can Do About It)."

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Back to the start:

Treat reading like it's math -- if there are repeating questions or the 'right' question not being asked, back up your steps. What is your goal as the teacher (understanding the characters, their comprehension, what part the student is struggling with) and how can that support your interactions with the kid. Making explicit what/why and how. (Beer)

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Skerrett: Project to reflect on the growth of reading/writing. Keeping a portfolio of student work and add to it throughout the year. Reflect at the end!

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Publishing Parties - Celebrating students finished products, having them read each other's work, do "book talks"

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"Adapt instruction to account for the interactions of particular texts, practices, contexts, and readers (Frankel & Brooks p. 112)"

As educator be conciousenvs to student's needs interests, cultural relevance - adapt to your own class

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Skerret:

Classroom community as a base to improve reading engagement.

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Creating graphic organizer of textual understandings. I.e. Plot, characters, action, emotion etc

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Drawing out a passage of reading as a comic strip, asking students who the characters are/what they are doing to prompt thinking/conversation.

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"Listen to and learn from readers (Frankel & Brooks p. 112)."

Whole group or small group activity - listen to students conversations in and out of class to gain insights and interests of the students. Learn what they want to learn through listening

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"Reading in the wild" - asking students to find authentic texts/examples of concepts/disciplinary knowledge in their everyday lives (articles, texts from their moms, IG captions, etc.)

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Making an anchor chart with small group or the whole class on what they are interested in learning about. (Frankel & Brooks)

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What do you like? Picking books to read for excitement and motivation:

Write down a list of your favorite things - foods, movies, actors or athletes, animals and more. Can you find any books that have any similarities? Any book covers that show your favorite things or something you're interested in?

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Skerrett: have a diverse, set of texts, that allow students to "be an agent" in their literary life

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An inquiry project/activity that is personal and meaningful to the student and that encourages them to use and explore unfamiliar vocabulary; meaningfulness as a form of building knowledge and making connections and meaning

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Active Poems

Add motions to a choral reading of a poem to raise awareness about punctuation.

Ex. Right side read odd numbered stanzas, left side read even. Left side of the room, stomp when there is terminal punctuation (which ends a sentence).

Fun activity for after an assembly, fire drill, half day when you don't have time to go back to classwork.

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"We Ask Students What they Understand, Not How they Understand: Making Reasoning Comprehension Processes Visible and Explicit". As expert readers, they are well positioned to identify reasoning processes by documenting what they do as readers.

Take a group work activity that lets students read text about how to build up bridge. Teacher can bring an example of hand-making bridge. But students need to build up their own bridges and compete. After that activity, students need to present what they have learnt from this reading and activity.

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Echo Reading/Choral Reading

for dialogue (this is someone speaking - helps adolescents read out loud)

then, send off to read with partners

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Use a non-fiction text without multiple-choice or assessment-style questions and analyze it in a similar way to traditional literature; tension between "science" texts and literary texts

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Drawing trees for words: students can use their imaginations to add prefix/suffix (branches) to a root. It is the way for them to broaden vocabulary pool

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Readers Theater

you get your lines ahead of time

Read Aloud

props; making it fun for adolescents - bringing back some playfulness

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Partner Reading/Read it 4 times

read a passage 3x a week, 10 minutes

Menu of options (this time you read in a silly voice, this time you read to your partner

reading in parts (repeated) - out loud, students waiting for their turn

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Anchor chart created by students to provide immediately accessible and highly visual points of reference.

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Have students create a vocabulary word wall to build morphological awareness

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Think-aloud strategy: "That reminds me of..." help students to build morphological awareness when they are processing reading

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Read a book together as a class or group with one student reading for each character and one student as the narrator (assign students to each different character so there is lots of different readers/speakers).

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Technology Integration (Set amount of time a day)

Time Magazine

Scholastic Articles

Lexia

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Semantic Differential Scale (or four corners)

big questions framed in class

where do kids land, debate and reason

2 minute debates

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"What can you expect" Activity for text structures

what would you expect writing structure to consist of: a text, a tweet, etc.

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Small group book clubs, finding commonality among a group and building book choice around prior knowledge/existing interest

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I will enhance the assessment instructions to give a direction to multi-dimensional reading. For example, I would ask: what is the cultural background knowledge involved in the text? I will design reading strategies of different disciplines to deeply understand the text.

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1)Habit Stacking - creating a set time for reading in the classroom = helps build routines

example - 20 minutes a day of silent reading time or interactive read aloud

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Reading disruptive or different forms of text, popcorn/partner reading, dramatic readings of fiction

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Have a socratic seminar or debate (about what students think of the characters in a story) upon the completion of a text to talk about main ideas or storylines.

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Using a variety of level texts to explore concepts

Reading Partners

Readers Theaters

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Flashlight Friday - lights out, flashlights

Free Read Fridays

Habit Stacking - what routines can reading be a part of

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Mini lessons interjected into classes to maintain engagement and enhance main themes within a text.