During the first weeks of class, have students
complete a reading inventory such as Donalyn
Miller‘s (2009) ―Interest-a-lyzer‖ to assess
literacy, introduce reading buddies, and assist
students in creating word wheels. Construct
wheels together as a class, so that each student
has a tangible, kinesthetic resource for academic
language and not only understands how to use
word wheels, but the importance of doing so. As
students become more comfortable in a rich
literacy context, introduce the Second Chance
Reading program, running records, and interest
based reading groups. Middle and high school
students require frequent and consistent
opportunities to interact with literacy, as Richard
Allington explains, ―Struggling readers need
precisely what good readers receive—lots of
high-success reading experiences‖ (2011, p. 44).
Additional Strategies
By studying the Schoolwide Enrichment
Model-Reading program, one can develop
additional strategies aimed toward energizing
classroom reading by incorporating self-selected
reading time, reading buddy program, and
literacy through media. In a case study review of
the SEM-R program, literacy expert Sally Reis
(2010) explains, ―Differentiation attempts to
address the variations among learners in the
classroom through multiple approaches that
enrich, modify, and adapt instruction and
curriculum to respond to students‘ individual
needs. Tomlinson (1999) emphasized that in
differentiating the curriculum, teachers are not
dispensers of knowledge, but organizers of
learning opportunities‖ (p. 1).
I) Self-Selected Reading: During selfselected reading time, have each student choose a
―recreational‖ reading book, but challenge
him/her to make it an active reading experience.
Facilitate this by having brief one-on-one
discussions with each student, during which
questions are asked by both student and teacher
so that meaning is developed and inquisitive
thinking is cultivated. Bill Clarke (2006), author
of ―Breaking Through to Reluctant Readers,‖
explains ―Students often know they are struggling
with reading, but have few chances to talk about
it‖ (p. 67). Giving students‘ ownership over
their comprehension and reading strategies will
improve confidence and willingness to challenge
themselves. This would be an ideal time to have
tutors in the classroom or teacher aids if
available, but reading assistants would have to be
trained of course on what types of
questions/discussions to have with students. To
further the active reading experience, have
students create an individualized assignment that
can be practically anything they want it to be
related to their selected reading. They could
make a product inspired by the book, paint/draw
a picture that illustrates the theme or mood or
main ideas within their book, or they could write
a creative piece in response to the book. Once
students are finished with their book and project,
they should have the opportunity to present to
the class. After checking with school
administrators, present students with a list of the
―dirty-thirty,‖ because if a reading appears to be
―off limits‖ to a student, he/she will