In my previous post Building a Culture of Reading through Choice, I discussed how teachers might create more avid and willing student-readers by offering multiple texts from which students may choose rather than one compulsory text read by the entire class. I received many emails asking how I implement this in my classroom, how I choose books, and how I facilitate student learning when there are several different texts. Since so many people were interested, I thought why not just write another post? As any teacher knows, if one student asks a question, there’s probably 8 or 9 others who were wondering the same thing but were too shy to ask. So–to those of you who emailed: I hope this helps; and to those who were too shy to ask: don’t be! (I know–completely unhelpful advice).
As I stated before, I don’t like being told what to read, especially if I’m told to read it because it’s a “classic” and “canonical.” On my own, if still a bit begrudgingly, I decided to read Moby Dick and David Copperfield because peer pressure still has some power and I had to see what Continue reading “Differentiating Instruction through Reading Choice”