Thoughts on Self Selected Reading

I am not sure why, but prior to our class discussions, the thought of having SSR as part of my classroom really did not excite me, and I wasn't convinced that I would utilize it. However, the more I find out about it and discuss it, the more I am completely convinced that a classroom just wouldnt be complete without it. I was astonished at how this time has impacted the lives of so many students. It was their time to read what they wanted. There is something empowering about that. Having control over what is being read has been overwhelmingly chosen as the number one motivator to read a book. I was recently down in Charlotte, visiting with my brother, who lives in West Charlotte, one of the most extremely poverty stricken regions of the city. As we walked around the neighborhood talking with neighbors, we stopped and talked to some kids who were sitting and talking on the porch. Two of them were holding books. I did my best to inquire about the books through all the chaos that was going on around us. What it came down to was that the books were things the girls wanted to read, and they were enjoying reading them. I thought that was pretty impressive for two preteen/teenage girls. They were proud of those books too. As soon as my brother started ragging them about whether or not they were actually reading the books or just holding them to look smart, they jumped on him and let him know that they were really reading those books!
To me, SSR should be a time where students are completely free to read whatever they want, wherever they want. That is a pretty broad statement. Of course there would be a few restrictions, but the restrictions would be minimal and only to ensure the safety and well being of all. The only restrictions would be that students could not read inappropriate things(ex: Playboy Magazine), or read in restricted or potentially dangerous areas of the classroom(in a cabinet, closet, etc). Other than that, it is their time to simply enjoy a good read. I would really like to have a reading center in my classroom where there are pillows, carpets, bean bags, and maybe even a comfy couch for students to sit on. I would also like to have special days where we can go outside to read, or have some kind of themed reading day in the classroom, like a camping trip or a pajama party!
Conferencing is an important part of this process, as well. Not only is it important in allowing a teacher to build meaningful relationships with her students, and allowing them to become comfortable discussing things with the teacher, it also an important tool in allowing the teacher to evaluate a student's reading and to assist the students when necessary. It is important that the students not be nervous about this time, but look forward to it and maybe even anticipate their turn. When conducting conferences, one thing I will always be sure to do is to listen to the student read a little of their book for me. The questions I ask are important, but the questions asked should be directed by the direction in which the student's responses lead the conversation. Asking what the book is about is always a good place to start. I think rather than splitting my time between conferencing and reading everyday, it would be more effective to conference with three students three days a week. Then the other two days can be used for my own SSR time as a model for students. Of course, each day would include a small amount of time to monitor and make sure everyone is on task. This way, I think I wouldnt feel so stretched trying to fit three different things into one very small amount of time.
One important thing about SSR is to make sure that students really are using the time to read, or at least pretend like they are reading. I think the idea we talked about in class with the timer is a great way to set a precedent for my expectations early on in the year. I will most definitely use that trick to let my students know that I want them to enjoy their time, but that that does not mean they can simply do anything they please. Reading time is time to read!
One thing I have struggled with in trying to decide what SSR will look like within the walls of my classroom is this: Do I allow students to take notes while they are reading? My first instinct says yes. If it is their time, they should be able to take notes on their reading if they like. However, I also feel like any teacher knows that that would only open up the door for bored readers to draw a picture, or write a note to a friend. Here is the alternative I would like to offer: After our SSR time has finished, I will give students another five minutes where they can do any of the following: write down some notes/draw a picture on what they read, continue reading, or finish any uncompleted work they might have waiting on them. I feel like this alternative allows note takers to take notes, without taking away from time that was intended solely for reading. For students who choose to write or draw, this work would not be graded since it is part of their own personal SSR reading. However, I will monitor while this five minutes is going on, and they are more than welcome to share their work with me during our conferencing time if they so choose.
As for my book collection, it is small in comparison to what it needs to be, but I think it is looking pretty good so far for a pre-service teacher who doesnt even have her own classroom yet. I have somewhere between 100-200 books waiting to be read by eager students right now. I am setting a goal to have about 500 by the time I enter my first year teaching. From there, I will keep on building.
My ultimate goal through SSR is for all of my students to enjoy reading and not to dread or be scared of a good book. If they are all sitting on the porch and read in their spare time like the girls in West Charlotte, I will know that I have done my job.

Thoughts on Accelerated Reader

As a child, nothing pleased me more than to pick up a good book and to just read. I was "just good at it". I don't remember actually learning phonics or practicing reading books. I just always remember loving reading. Well, you say, it may be a bit difficult for me to empathize with the struggling reader who really has no interest in reading and just doesnt like to read. Well, maybe. I had my struggles too, though. But that's really not the point. Although I did enjoy reading, and for awhile there was nothing but intrinsic motivation, that didnt last forever. About the time I hit second grade, Accelerated Reader became a huge thing in schools. It also became my favorite activity. I lived to take an AR test. My fourth grade year I got the most points in the whole school. There were pizza parties, ice cream parties, and who knows what else. I would tell you without hesistation that my sole motivation was still intrinsic. But really? What elementary school child wont do something for some pizza and time out of class?
It never really dawned on me until some recent class discussions what an awful thing this program could turn into. I have always believed that it was an awesome, flawless program, and have falsely believed that because I loved it, everyone else would probably love it too. That's not the case though, I am quickly learning. One thing I noticed is that during our Fences and Ladders discussion in class, AR was mentioned more often as a fence than a ladder. The stories people told about how it was implented in their classrooms broke my heart. I really wanted their experience to be a good one like mine. Honestly, I dont remember how it was used in my classrooms. The real question: How do I take this new perspective and apply it to my classroom without further damaging the lack of motivation and pure hatred many students feel towards books. How do I use this potentially beneficial program for good and not for bad?
My first thought was, "Well, maybe I just shouldnt use it at all." I dont think that is the true answer though. It is just the easy way out. Like I said, it is a ladder for some, and a fence for others. I cant take it completely out of the mix. Really, I am still thinking about this. There are so many thoughts in my head that they are getting a little jumbled right now. This thinking, though, will probably be a never ending process. Here is what I feel is my best option. For USSR and other books students choose to read on their own time, AR will be a completely optional activity. If you feel like you want to take a test on the book you read, do it. This way there is no pressure on the student to take the test, or to not take the test. An extrinsic reward? Well, really I dont like extrinsic rewards. But if the student is motivated enough to take the test on their own free will, maybe, for every twenty points earned, they could choose the next book that I use for read aloud(out of the five-ish choices I give them). For the read-aloud book, students would be strongly encouraged to take the AR test, but it still wouldnt be a requirement. The only required AR test taking would be for in class books we read with reading groups during our Language Arts time, as a form of assessment and evaluation. However, I would be sure not to call it a test, and would do my very best to take the pressure off of the students. It would be counted in their grade, but not the sole determining factor of the grade.
In my head, this sounds like a great plan. I guess I wont know for sure until I get a chance to put the plan into action though. My only goal is to get students to enjoy reading. I will use whatever whatever means necessary to achieve it. Until it is achieved, I will continue to review and revise this plan of action. Until then, I will not be satisfied!