Starting with Students: A Framework for High School Reading

At the end of the 2010 school year, I pulled a small strip of paper from my school mailbox, expecting the same eleventh-grade American Literature teaching assignment I'd had the last four years. Instead, the paper read "11-12th Reading." Classes filled with notoriously unruly students...

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Bibliographic Details
Published in:English journal 2019-03, Vol.108 (4), p.17-20
Main Author: Lacy, Amanda
Format: Article
Language:English
Subjects:
Achievement tests
African Americans
Classrooms
Core curriculum
Critical thinking
Elementary school students
Firearm laws & regulations
Grade 10
Interest Inventories
Learning
Literature education
Reading Comprehension
Reading programs
Reading Skills
School Administration
Secondary education
Secondary school students
Standardized Tests
Student Interests
Student writing
Teachers
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Summary:At the end of the 2010 school year, I pulled a small strip of paper from my school mailbox, expecting the same eleventh-grade American Literature teaching assignment I'd had the last four years. Instead, the paper read "11-12th Reading." Classes filled with notoriously unruly students and annual teacher appraisals inextricably linked to dismal student scores: I did not want to be a reading teacher. I ended up loving the challenge and loving the students. This article is an abridged account of a six-year process of transforming my Intensive Reading classes from decontextualized remediation lessons to thought-provoking, socially situated opportunities for learning.
ISSN:0013-8274
2161-8895