Reading Room Years 9 and 10
Auckland College of Education
A space should be made available for reading for pleasure and to enable students to choose high interest paperbacks. This space needs to be quiet; a classroom space may be appropriate. The ideal is:
- a large space with outward facing shelves
- well staffed with a teacher aid/reading teacher accompanying the classroom teacher to the room OR a half class in the reading room and the other half following a library programme in the library. This means less students for the classroom teacher (who stays as the reading room teacher) and that students visit each space (reading room/library) once every fortnight.
- every form 3 and 4 class being timetabled for the reading room each week. This time allocation should NOT be taken out of the English curriculum programme.
- teachers being familiar with the current stock and new stock so as they can introduce students to specific books and make recommendations to individuals based on the profiles (see below).
- that the time in the reading room is structured into phases, eg.
- teacher centred beginning introducing new books and books they themselves are reading from the room
- teacher prompts students to share a little of what they have read
- teacher helps individuals choose books
- while students do SSR teacher discusses with individuals how their reading of individual books is progressing (this may include encouraging and/or recommending and also counselling students to drop unsuccessful books for them) and monitors the issuing of books
- teacher takes charge of the reading profile at this point (this can be an exercise book with a page per student), noting in it not just book titles students are reading but also whether they are enjoying and progressing through texts, in order to build a reading profile which can then be used in later sessions to introduce individuals to other books. A teacher role conferencing and monitoring, with conferencing occurring with about 1/3 students each session. The sharing phase can also provide data for the profile
- that new stock is gradually introduced so as each class visiting the room has several new books introduced to them each week (see phase 1) and so that current titles are constantly stocked. Teachers would need to be reading this new stock.
- that instead of having a whole class in the room at one time, the class is halved and each half alternated each week with the library programme and that it is the class teacher who is in the reading room each time, so as reading profiles impact on classroom work
- that the list of titles students keep is expanded and kept by the teacher as indicated above
- that stock is constantly culled so as all books are in excellent condition and look inviting
- that sharing, conferencing, having book based conversation and choosing books in structured time becomes part of the culture of the room
- that the teacher models reading at some stage of the hour
- that any magazines in the room are of high interest to the age level, are current and are NOT seen as a reward (what does this do to the concept of books as a reward?). Being able to take out the new books could be used as a reward, especially if stock is carefully chosen and introduced enthusiastically and knowledgeably
- the room itself needs to be inviting in its colour, carpeting and in the provision of cushions.
- that both Forms 3 and Form 4 classes, (years 9 and 10), are involved in such a programme