Community Reading Advocacy Brian Cambra Community Reading Advocacy

Community Reading Advocacy! Brian Cambra

Community Reading Advocacy is… Finding opportunities to create an atmosphere that celebrates and elevates the value of reading in classrooms and the community in the hope that it will encourage students and community members to fall in love with reading as well.

How can it positively impact student learning?

Start with a Simple Step:

Get Your Team On Board: Title Author # Total Start Finish of Pgs We Rise, We Resist, Various We Raise Our Voices 96 96 9/7 9/9 Truly, Devious Maureen Johnson 416 512 9/11 9/18 Marvelocity: The Marvel Comics Art of Alex Ross 312 824 10/11 10/27 Amazing Spiderman, Vol. 1: The Parker Luck Dan Slott 152 976 10/18 Spider-Man 2099, Vol. 1: Out of Time Peter David 120 1, 096 10/28 Fresh Ink: An Various 198 1, 294 10/31 11/2

Jump In & Join Existing Activities in the Community:

Why else is community reading advocacy important? “Change is participatory. ” -Cornelius Minor

How Do I Know if I am Succeeding? Activity What Does Success Look Like? Overall Success in the Process Simple Step: Currently Reading Chart Filled out and hung in your room or in your hall by your door. 20% (25% for non-ELA) Get Your Team On Board: Reading Log Hung in the hall by your door and kept up with. 40% (50% for non-ELA) Existing Community Activities Advertise and talk about 60% (75% for non-ELA) them. Attend some of them. Give kids time to self-select and read in a sustained and silent way. Give kids at least 10 minutes a day to read whatever they want with no real grade attached. 80% (non-ELA are exempt but earn bonus for finding a way to include this in your curriculum). See Academic Improvement As reading becomes the norm in your classroom and/or community we should see the statistically proven improvements in understanding and 100%

But, I already have so much on my plate! TEKS § 110. 36. English Language Arts and Reading, English I (One Credit), Adopted 2017 […] (3) Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--self-sustained reading. The student reads grade-appropriate texts independently. The student is expected to self-select text and read independently for a sustained period of time. Texas School Library Program Standards Strand 3: Reading – School library programs promote reading as an essential skill for learning, personal growth, and enjoyment which are essential skills for college, career, and community.

So let’s test your new knowledge POP QUIZ! 1. What percentage of 15 -17 year old students do not independently read at all? 2. For students who only read 1. 6 minutes a day, what percent word exposure did an additional 10 minutes of reading a day add? 3. Name 3 of the 9 reasons to read more.

So let’s test your new knowledge POP QUIZ! 4. What is a simple step that ALL teachers can take to create an atmosphere that honors reading? 5. What is one benefit of the reading log outside of your classroom doors? 6. Should all classes invite self-selected reading? If not, which ones should? 7. How does improved student reading effect their performance in classes such as math? 8. What does the incoming ELA TEKS require regarding reading?

So let’s test your new knowledge POP QUIZ! 9. What does the Texas Association of School Librarians standard say about students reading? 10. When I worked in a junior high, what reading level did I say the 9 th grade reading students were at? BONUS: (This is worth an extra 10 points) In our recent PCC committee, at what grade level did our district say students had to be reading on level by?

POP QUIZ - Rubric TASK Create a Team Name Teamwork in Solving Correct Answers VALUE 25 points 50 points Good 25 25 50 40 Bonus Question 5 points 5 TOTAL Score Good = Bad 15 15 30 20 Ugly 10 10 10 0

POP QUIZ - Rubric Ugly =

Resources Beers, Kylene and Robert Probst. (2017) Disrupting thinking: Why how we read matters. New York: Scholastic. Gallagher, K. (2009). Readicide: How schools are killing reading and what you can do about it. Portland: Stenhouse. Kittle, P. (2013). Book love: Developing depth, stamina, and passion in adolescent readers. Portsmouth: Heinemann. Lesesne, T. (2006). Naked reading: Uncovering what tweens need to become lifelong readers. Portland: Stenhouse. Miller, D. , & Sharp, C. (2018). Game changer!: Book access for all kids. New York: Scholastic. Minor, C. (2018). We got this. : Equity, access, and the quest to be who our students need us to be. Portsmouth: Heinemann.