7 Habits Presentation - Iowa Reading Association

Report
7 Habits of Highly
Effective Readers
Joanne Kaminski
 Our goal is to turn every reader into a highly effective reader,
but before we can do that, we need to find out what highly
effective readers do.
 They love listening to books.
 They have books everywhere.
 They know how to pick out just right books.
 They read often.
 They read for meaning.
 They like to read out loud.
 They use the most frequently taught comprehension strategies.
Love Listening to Books
 Never too young or old to listen to books.
 http://www.readaloud.org/index.html
Love Listening to Books
Love Listening to Books
 Get a CD player with multiple head jacks and create a
station for kids to listen to a book together.
 Go to http://www.storylineonline.net and have
students watch their favorite actors read their favorite
books.
 Invite parents to come into the classroom and read to
small groups of students.
 Invite older kids in the school to come to your classroom
and read books to your students.
Have Books Everywhere
 Not everyone has the benefits of having books
everywhere.
According to research by Richard Allington 2006
 Classrooms with a larger supply of books had kids who
read more frequently.
 Classrooms with a larger supply of books usually had
more kids reading books they could read successfully.
Have books everywhere
 Create a classroom library with about 100 books per
child. For example, if you have 20 students, then you
will want to have 2,000 books.
 Stock your classroom with the newest books in a series
that your students love.
 Do book talks to get your students excited about reading
new books.
Have books everywhere
 Create a silent sustained reading time, where kids can
read books of their choice each day.
 Spend a few minutes each day talking with kids
individually to find out what is happening in their books
and to take the time to listen to them read.
 Sign up for Scholastic Book Club.
Have books everywhere
 Read a book aloud to your class.
 Talk with the reading specialist or principal to see if you
can book an author to motivate kids to read and write.
 Research authors that your students enjoy reading and
find out what other books they have written.
 Teach students how to find a book trailer.
Read Often
If They Don’t Read Much, How They Ever Gonna Get
Good? – Richard Allington
According to research by Cunningham and Stanovich a
student in the 98th percentile reads 65 minutes a day. This
adds up to 4,358,000 words a year.
Students at the 20th percentile read .7 minutes a day.
This adds up to 21,000 words per year.
Read Often
 Have your students rate books after they have read
them using a 5 star system.
 Post the titles of books that have the highest stars for
kids in your class to read so that others will be
motivated to read them.
 Incorporate author studies in your classrooms.
 Cut-out “stuff” – worksheets, busy work
Richard Allington on reading
often - 2006
“Perhaps workbooks and all skill-and-drill reproducibles
should be required to carry a warning: Caution. Sustained
use of this product may cause reading/learning
difficulties. Conversely books might carry a label that
said: Research has demonstrated that regular reading of
this product can reduce the risks of acquiring a
reading/learning disability.”
Read because they love to, not
because they are told to.
I cannot live without good books. - Thomas Jefferson
Read because they love to, not
because they are told to.
 Create a comfy place in the classroom for kids to choose
to read. You can bring in a couch and place it in the
corner of the room or get some different fancy pillows
that kids can arrange in different ways.
 Put supplies like a dictionary, thesaurus, writing
supplies, and blanket in the comfy area to read their
book.
Monitor their reading
 They read bold headings.
 They read captions.
 They look at the pictures instead of skipping them.
 They self monitor their reading.
 If something doesn’t sound right, then they go back and read
it again.
 They are able to learn the meanings of new words from the
context.
Monitor their reading
 While your students are reading during SSR time, walk
around with a clipboard and ask kids if there were any
parts of the book that they are reading that they got
stuck on. Then ask them how they solved that problem.
 Get the book How to Raise Non-fiction Reading Levels to
help kids monitor their comprehension with non-fiction
text.
 Teach the importance of reading captions and bold
headings as a mini lesson.
Enjoy reading out loud
 1. Raise their hand to read out loud.
 2. Reads with expression.
 3. Follows the rules for punctuation.
Enjoy reading out loud
 Remember to praise your students more than you correct
them.
 Use rubrics to rate people when they read, so that they can
get specific feedback on how their reading sounds.
 Go to www.gigglepoetry.com to practice short poems with
kids. Kids will enjoy reading these poems over and over
again.
 Talk about the importance of stopping properly for
punctuation when you and your students are reading.
 Use the symbols //, /, ↑, and * and the colors to teach kids
how to read the punctuation.
Use the most frequently taught
comprehension strategies

Use background knowledge to make sense about what
they are reading

Make predictions before and after reading

Visualize what is happening in the story

Ask questions

Make connections

Evaluate which part of the story they like and don’t
like
Use the most frequently taught
comprehension strategies
 Teach a child how to preview a book appropriately before
reading it.
 Teach students how to visualize and make mind movies when
they are reading.
 Teach your students the difference between a comment and a
question.
 Teach students how to make connections.
 Use Venn Diagrams to compare different books.
 Teach students how to evaluate books after they are done
reading them and post them in the classroom for other
students to see.
Stay Connected
www.joannekaminski.com
[email protected]

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