More than half of students from low‑income households
$0 still needed
I See Myself in the Books I Read at School
Help me give my students more choice in what they read, to build enthusiasm for literature, and extend their excitement in groups reading the same book.
My students are motivated teens who want to get ahead. They want to get a jump start on their futures, to be productive members of their community. They work hard and take college classes along with their high school classes.
My students know the importance of education, and they are eager to learn about the world around them and willing to put in the extra time and effort to be successful.
The majority of students are designated at-risk and are the type of students who are typically first in their family to go to college, whose families struggle financially, or they speak English as a second language.
Students do best when they have choices. There is a developing goal across the Newport-Mesa School District, in the English department, to give students more choices in the titles they read. To this end, the requested books supplement the titles we already teach. A student may be given a choice between two non-fiction titles or between two novels that cover similar themes. Some students may read all of one title but just a section of another as an enhancement of the ideas covered in the full text. When students read different books, they often encourage their classmates to read the same book, potentially doubling the amount of reading each student does. Supplemental reading enhances student literacy and allows teachers to differentiate instruction in English classes giving more challenging books to competent readers and easier books to struggling readers. Teachers also enjoy having choices as particular groups of students respond better to certain types of books and having flexibility in the titles offered, allows teachers to better meet student needs and interests.
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