Developing a reading culture

At the end of last year, I took advantage of my gained time and having a trainee teaching one of my classes to finally  tackle the culture around reading in KS3.

We’ve been using AR for 2 years now and that’s had some impact, but not enough on our really reluctant readers. We’ve also been doing a daily Stop, Drop and Read but that begins to cause more problems than it’s worth!

Problems:

  1. Staff are using SDR time to do admin tasks instead of reading.
  2. Students who do read are not given the opportunity to enter in to a reading discourse.
  3. Some students see SDR and library lessons as painful, pointless and boring.
  4. Students only think of English teachers as readers.

Solutions:

  1. Clearer guidelines need to be issued to staff and those who join mid-year need to be properly informed about SDR.
    We also need to highlight to staff the benefits to students’ reading ages that the daily SDR offers and the importance of that in their day to day teaching and some students’ ability to fully access their exams.
    There is a wider school issue about workload (which is way above my pay grade to tackle!) We are offering staff 20mins of quiet reading time; a time to just stop and breathe during a, potentially, busy day. However, they see this as an opportunity to make a tiny dent in the never ending to do list.
  2. I made mini-review cards for students to fill in. This is a voluntary activity and they are rewarded with house points. In the first month, without any real pushing by staff, both myself and the librarian were pleasantly surprised by, not only, the amount of reviews we were getting but also by who was writing them. We found students who we assumed were reluctant readers asking to fill in review cards and share books they enjoyed with others. These will be displayed next year both in the library and the English corridor and, if I have my way, other places around school too – still desperately trying to prove that reading is not just an English lesson thing!
    The next step is to introduce longer review options, which we will store in a review folder or on FROG (depending on how effectively the FROG champions work this year!).
  3. We have students who keep rereading the same book for as long as possible as they can’t be bothered to go to the library to change it. Or those who deliberately wait until SDR to ask to change their book so they can spend as much of the 20 minutes as possible not reading. Although staff are not supposed to let students do anything other than read during SDR time, there are still those who regularly manage to go for a wander. To combat this, we have added reading books to the list of essential equipment that Y7 & 8 tutors need to be checking for and the library is now available for them to use during tutor time to exchange books and quiz.
    I’ve also revamped the library lessons. Our fortnightly sessions used to be split between library and literacy, but with packing, unpacking and moving the class very little of either was achieved. We decided to embed a weekly literacy focus into our lessons and spend the whole lesson on reading and reading / book related activities.
    I am building a bank of reading related tasks for students to choose from which allow them to engage with their book in a variety of different ways and give the reluctant readers a little gap between books, in the hope that it stops reading from feeling monotonous and never ending for them.
    These will be recorded and displayed if appropriate with the students permission and although house points can be awarded, these will not be marked. Their purpose is to allow students to engage with what they’re reading and to promote a reading discourse around the school.
  4. A little over a month before the end of the school year, I sent out an email requesting staff who would be willing to volunteer for a Student Recommended Summer Read. I was hoping for a small group of staff from different departments. I was surprised to see my inbox light up continuously for the first 15 minutes after the email was sent. However, I was a little disappointed that all responses were all from female teachers; I was concerned that this would not encourage some of our reluctant male readers. But I quickly learnt that the women in our school respond much quicker to emails than their male counterparts, as slowly  more male names added to my list. By the deadline, I had 44 staff who wanted a book and from a range of departments, including the admin team. With 24 recruits from all ability ranges in Y7 & 8 we met during tutor times to select books. They had the following instructions:
    – Choose a book you’ve read and would like to share.
    – Consider who you’re choosing for.
    – Don’t stitch any member of staff up!
    The books and a mini-review card were distributed and they’re starting to come in. So far  the reviews have been positive (3 or more stars) and a lot of staff have been surprised by their enjoyment of a genre they wouldn’t have necessarily chosen. What I’ve really been pleased by is the amount of staff who want to know who picked their book so that they can thank them and discuss the book.
    We plan to run this again for the Christmas holiday.

 

Our next steps are to bring in an author to work with our reluctant readers and to development parental engagement of the reluctant and weaker readers. However, with the start of my maternity leave looming I’ve left my maternity cover to embed and strengthen the new strategies started last year and the next steps will begin on my return.