“We give students time to work on projects. We give them time to watch two-hour videos of books we teach. We give them time to sit and listen to other students discuss a book they didn’t read the night before. We consider those valid uses of time, but not reading. Why not?” -- Penny Kittle
In Short:
2 hours of reading per week. 10 minutes in-class and 10 minutes outside of class reading each day, 7 days a week for the entire school year (and beyond!).
The Reading (R)evolution is a Rigorous Independent Reading program that was started at Trumbull High School during the winter of 2014-15 by three members of the English Department and one member of the Special Education Department. It was inspired by a session at the 2014 NCTE Convention where the presenters from Mamaroneck High School, in Mamaroneck, NY discussed the impact Independent Reading had on their district. The muse of their model, and the one developed by Trumbull High School Reading (R)evolution, comes from reading and writing guru Penny Kittle. In her professional text, Book Love, Kittle discusses the importance of habitual reading. She advocates giving time in class for students to read for choice, and outlines the structure and presents research that supports this shift.
She states: “Students read in my class for three critical reasons. First, I need to see their engagement with their books (which I can check in a quick look around). Second, while the students are reading, I have time to confer. Third, students need to practice this central skill” (Kittle 68).
The fidelity of the Reading (R)evolution program is rooted in the structure and culture of each teacher’s classroom. For the program to be successful, a teacher must: be passionate about reading, promote books that they think students will enjoy, commit to the accountability system of reading rates and logs, require students to reflect quarterly, and believe that when empowered, students can rise to the occasion.
“Never lose sight that our highest priority is to raise students who become lifelong readers. What our students read in school is important; what they read the rest of their lives is more important.” --Kelly Gallagher
Reading Rates
The “reading rate” is the cornerstone of the Reading (R)evolution. It is how students will hold themselves accountable, track their progress, and measure their reading stamina from book to book. It is also how teachers can gaze into the window of each reader as they are engaged in a text. The reading rate provides the teacher with the necessary data to address each learner individually.
# pgs in 10 min = ___________ x 6 = ___________ (# pgs you can read in an hour) x 2 (# hours of habitual reading) = ______________ (weekly reading goal)
Reading Logs
Reading logs are a tool for accountability, both for the student and the teacher. The Reading (R)evolution is committed to having students read for a minimum of 2 hours a week. Research indicates, for college readiness, students must be prepared to read a minimum of 200 pages per week. By beginning with 2 hours of reading, students will move closer to achieving this goal.
Reading logs don’t leave the classroom. Here is why: we want to help some of our struggling students organize themselves. We maintain reading binders in our classroom. Students come into class, grab their binders, log their reading from the previous night and settle in to prepare themselves for the first 10 minutes of class. Our log requires students to track reading in class and at home separately. We have found success with this and it aides us in communicating directly with students. Also, we can see if they truly are reading at the rates they are claiming.
Regarding CENSORSHIP
The Reading (R)evolution does not censor books. Because of this, it is important to take this stand together and be transparent with each student’s parent/ guardian. At the beginning of each course, I will send a copy of the letter (that you can see below) home with each student. If a parent/ guardian has a problem with a book that their child is reading, then the child is not allowed to read the book. Students and parents need to talk to each other about reading choices. If a student picks something up that they feel is inappropriate for them, they should consider another title.
This policy should be endorsed by administration.
There will be books in classroom libraries that are too racy for some or about topics that not all parents/ guardians are comfortable with. It is the job my job to get the right books in students’ hands. I do this with tact instead of censorship. I have built a culture that embraces this principle.