Reading that is Relevant! (Part Two)

I teach US History and Global Studies II at a high poverty high school in South Carolina. Many of my students have IEPs and nearly all of them are on a substantially lower reading level than where they are expected to be. This year our school has become a part of the program "High Schools that Work." As per the program, all students in social studies courses are required to write two book reports on either a fiction or non-fiction piece directly related to U.S. history or global studies. Because the majority of my students do not feel comfortable with their reading abilities, most of them cringe when they hear that not only will they be required to read, but that they must read even more about history (a topic that many teenagers regard as irrelevant and pointless). In addition to the nervousness many of my students feel about reading, as a first year teacher my classroom "library" is nearly non-existent. Therefore, when the time comes to "drop everything and read" or to prepare a book report, the students have no appropriate options within the classroom. While the library is an excellent place to look, often times the books students are interested in reading are already checked out, or students may feel overwhelmed by the plethora of choices. The solution? Providing students with an extensive classroom library that is inviting and built of a strong variety of non-fiction and historical fiction resources. The selected titles are all directly correlated with both the state standards and topics I have noticed sparking the most interest with students this year. By contributing to "Reading that is Relevant" you are not only making reading enjoyable, but allowing students to make the connection between the events of the past and the state of the world as it stands. Furthermore, you are possibly playing an even more crucial role in students' lives by preparing them for college. As the years go by, college entrance becomes more and more competitive. We all know that much of what is looked at when applying for further education are a student's standardized test scores and his/her GPA. By providing students with reading materials they feel a connection with, you are making reading fun and in turn improving students' reading abilities on a daily basis! These improved reading levels will make testing and daily success in the classroom much easier, not to mention a task students will inherently begin to look forward to! Finally, once students are accepted to a college they will be able to keep with the fast pace of reading that is expected in higher level courses and what an amazing feeling that will be for a once struggling reader!