E. R. (Everyone Reads)

(A variation of Silent Sustained Reading)

Purpose

This building-wide focus on reading will provide ongoing time and support for students and staff to read. Studies show that students who read more read better. This improvement in reading comprehension translates into our ultimate goal, increased student achievement. Allowing time for independent reading during the school day increases motivation, background knowledge, and vocabulary. By building enthusiasm for reading, students gain the skills and confidence necessary to become lifelong readers.

This program supports SREB’s “Read 25 Books” recommendation.

Suggested Guidelines

  1. Everyone reads 10 – 30 minutes at least twice a week.
  1. All select their reading material based on their interests and ability. Selection considerations:
  2. School appropriate materials only.
  3. Determine which media will be accepted: books, magazines, newspapers, graphic novels, comic books. Committee recommends that selections be limited to books – not magazines or newspapers. Although newspapers and magazines make for interesting reading, books lend themselves to sustained reading. It is easier for readers to pick up, browse through, and put down a magazine or newspaper than a well-chosen book, which engages readers over time.
  4. Teacher may recommend titles but not require them.
  5. Classroom materials (i.e. required texts or required class novels) are not allowed.
  6. “Five Finger Test” may be applied: Students read a page of a book and hold up a finger each time they come across a word they don’t know. If they find five or more words that they don’t know on one page, perhaps the book is too difficult for them.
  7. Books students are reading for “independent reading” in content area classes are allowed.
  1. Ground Rules:
  2. Passes are not to be given – except in medical emergencies.
  3. No homework is to be done.
  4. This is not a preparation period for teachers.
  5. Everyone reads/responds.
  6. Decide if students can take books out of the classroom or not. (Some concerns: Will students bring books back if they take them? Will keeping them in the room stifle their interest in the book?)
  7. If a student decides not to finish a book after giving it an honest effort, he/she may decide to exchange the book. If this occurs, the student should share with his/her teacher the reason for the change.
  8. All are to keep a “daily” log: list of book/title and pages read each session. The log should be kept in the classroom.
  1. Response to Reading: This is an authentic opportunity for the reader to share his/her thoughts, opinions, suggestions about what he/she is reading. Response opportunities help readers better understand, make connections, and interact with the information read. This response is NOT a test, and it is not designed to track student performance. Everyone responds. Teacher modeling is important here.

Responses are not necessary at each session. Buildings should determine the frequency of response. Time for responding should be built into E.R. time. Teachers may choose to extend this if they wish. The frequency of response opportunities depends on how often everyone reads. For example, if your building has E.R. twice a week, you may want to provide response time once every two weeks. Responses can be teacher or student directed.

Various modes of response are encouraged:

  1. Oral sharing with a partner or whole group
  2. Keeping a journal
  3. Students select how to respond
  4. Teacher provides prompts such as:
  • I first thought . . . but then I realized . . . .
  • Reading time went quickly because . . .
  • I wonder . . .
  • I figured out that . . .
  • I predict . . .
  • The character reminds me of . . .
  • If I were the character, I would . . .
  • If this story were set in the future or the past, how would it change?
  • I got confused by . . .
  • I learned . . .
  • I was surprised by . . .
  • I was intrigued by . . .
  • The most interesting part is . . .
  • I found out what the title means . . .
  1. Draw a picture suggested from the day’s reading
  2. Rate the book – maybe write a book review
  3. Write a book review as it would be done for a newspaper
  4. Write a radio ad for your book
  5. Prepare a web page for your book
  6. Prepare/deliver a book talk
  7. Write a letter to a character
  8. Write a letter from one character to another
  9. Prepare an email message to a friend about this book
  10. Write a postcard to the author
  11. Prepare a diary entry of one of the main characters

Staff Members’ Role:

  1. Understand and promote the purpose of ER.
  2. It is imperative that staff be positive and enthusiastic supporters.
  3. Model your book selection process, your response, and your enthusiasm for reading.
  4. Create a conducive environment that encourages reading.
  5. Make recommendations for students’ reading (as appropriate).
  6. Be aware of these possible sources of books:
  7. IMC
  8. AEA
  9. Public libraries
  10. Bookstores
  11. Colleagues
  12. Used paperback store
  13. Goodwill, Salvation Army
  14. Book swaps
  15. Classroom book orders
  16. Book fairs
  17. Special Education teachers
  18. Possible funds: PTA, Grants
  19. At faculty meetings, share books they are reading, share student response on a bulletin board or in a display case.

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Davenport Community Schools

Davenport, IA