A Healthy Reading Life for All

It occurred to me that maybe my students don’t really understand why we talk about books all of the time, or what it looks like to be a mature reader. That while I’ve focused on the fact that they should read, set goals, and have a next reads list, maybe we haven’t discussed what all of those pieces add up to be. That all of our goals, conferences, independent reading time, and book talks should help support, encourage, and result in each student having a healthy reading life.

So we talked about it.

Last week, the grade nines brainstormed answers to the question What does a healthy reading life look like?

 

 

They came up with what I think is a well-rounded picture of what a mature reader does.

They recognized that a healthy reader should be able to pick out a book independently, but also ask for and welcome recommendations from others.

They noticed that a mature reader should put in effort, but enjoy the process.

They talked about setting aside time to read, or making a plan, but also reading in a more impromptu setting as well.

They realized that it’s important to be able to have thoughtful discourse about a book, but also to form their own opinions and not automatically agree with the author or other readers and reviewers.

These grade nines had insightful ideas about what it means to be a healthy reader. Continue reading “A Healthy Reading Life for All”

Using Conroy’s My Reading Life as Mentor Text

 

At the end of first semester, I asked students to write about how their reading lives had changed. We’d been doing workshop for a few months, I’d seen some growth and some good habits forming in many of them, and I really wanted them to recognize that they were better readers than they had been at the beginning of the school year.

I asked them to reflect on their reading lives, using an excerpt from Pat Conroy’s My Reading Life as mentor text. (I think this is one of the best mentor texts out there, so we have ordered enough copies for each teacher in our department as well as several for our classroom libraries. My colleagues are probably sick and tired of hearing about this book, but I feel strongly about it. It’s a great read and an amazing mentor text, all the way through.)

I gave the students this short excerpt from chapter one: Continue reading “Using Conroy’s My Reading Life as Mentor Text”