Teachers Sourcebook for Extensive Reading.

Intro -- Teachers Sourcebook for Extensive Reading -- CONTENTS -- 1. Introduction-Extensive Reading: What and Why 1 -- Part i: Materials for Extensive Reading -- 2. Finding Materials for Extensive Reading 13 -- 3. Students as Writers of Extensive Reading Materials 29 -- 4. Teachers as Writers of Extensive Reading Materials 39 -- part ii: Implementing Extensive Reading -- 5. Motivating Students to Read 51 -- 6. Activities to Accompany Extensive Reading 73 -- 7. Cooperative Learning and Extensive Reading 81 -- part iii: Teachers as Advocates for Extensive Reading -- 8. Convincing Colleagues and Ourselves to Use Extensive Reading 95 -- 9. Doing Our Own Research on Extensive Reading 105 -- Teachers Sourcebook for Extensive Reading -- by -- George Jacobs -- Freelance Educator -- and -- Thomas S. C. Farrell -- Brock University -- Information Age Publishing, Inc. -- Charlotte, North Carolina www.infoagepub.com -- CHAPTER 1 -- Introduction -- Extensive Reading: What and Why -- Why do people read? -- Reflective Questions -- The what and why of extensive reading -- Reflective Questions -- How to use this book -- Who this book is for -- The other chapters -- A bit about the authors -- George -- Tom -- Conclusion -- part i -- Materials for Extensive Reading -- CHAPTER 2 -- Finding Materials for Extensive Reading -- Introduction -- Reflective Questions -- What is the book's level? -- 1. Easy materials build students' confidence. Less proficient readers especially may lack confidence in their reading ability. -- 2. If students can easily understand the materials they are reading, they can focus on the content, such as the plot or the information being introduced. They can also focus on reading strategies, perhaps those taught during Intensive Reading.

3. A challenge can be added to easy-to-read materials by linking reading with other activities (see the chapter on Activities to Accompany Extensive Reading). For example, students can use what they read to spark discussions with classmates or to col... -- 4. The level of a book actually involves several factors, not just the grammar and vocabulary. Other factors that impact reading level include students' familiarity with the context, the cognitive level of the content, and the use of literary devic... -- Reflective Questions -- Students Choosing Books -- 1. Students do receive guidance when doing ER. For example, teachers and librarians select books for the class and school libraries, and teachers and librarians do book talks to direct students to valuable reading materials. -- 2. Teachers and librarians teach students how to use class, school, and public libraries, as well as other sources for locating books, magazines, and the like, such as Web sites with book suggestions and publishers' Web sites. For instance, each ye... -- 3. Books that may not be considered "quality" reading can be a bridge to higher-quality texts. Atwell recounts her experience with a student who was entranced by the Twilight series of books about vampires. Atwell let the student have her fill, a... -- 4. The skills and proficiency developed while doing what some would consider junk reading will be valuable while undertaking what would be considered higher-quality texts. -- 5. In his book Outliers, Malcolm Gladwell posits that people need about 10,000 hours of practice to become experts in their chosen area. To become a skilled reader, perhaps not all those 10,000 hours need be spent reading the classics.

6. Too many of the books assigned for ER in some grade level lists are beyond students' independent reading levels, maybe even beyond their instructional reading levels, and because students feel no ownership for an assigned book, they are unlikely... -- 7. Students feel like "true readers" when they choose their own books, rather than always having books assigned to them. -- 8. Here's a happy story from one teacher's childhood about how she and a neighbor used to go to their local library and, there, with the librarians' guidance, they would choose their books. -- Helping students choose wisely -- 1. What types of books do you enjoy-fiction, nonfiction, horror stories, comic books, encyclopedias, joke books? Look for that type of book or other reading matter. -- 2. What topics do you enjoy? Look for more books on those topics. By reading a lot on the same topics, you build your background knowledge on those topics, thereby allowing you to understand material that would otherwise be too difficult. Plus, it'... -- 3. Who are your favorite authors? Can you find more books by them? -- 4. Does the book have pictures, drawings, and other visuals? Do they help you understand and enjoy the book? Are you comfortable reading a book that does not have many visuals? -- 5. What about the size of the print? Is it too big, too small, or just nice? -- 6. What length of book do you like to read? -- 7. What books have your friends/classmates enjoyed? -- 8. What books do older students and adults say that they enjoyed when they were your age? -- 9. If you have already read a book, would you enjoy reading it again? Sometimes we can enjoy a book just as much or even more the second or third time we read it. -- 10. What TV shows, websites, or movies do you enjoy? Can you find books that are connected to them?.

11. Spend about 5 minutes reading a book before you decide to choose it. Is the book interesting? Is it understandable? -- 12. Try the "Five Finger Test." Open the book to any page and start reading. Every time you meet a word or term that you do not know, put a finger on that word/term. If you run out of fingers on one hand before you finish the page, do you think t... -- 13. Do you ever change your mind about liking certain things? It's okay to change your mind about a book that you thought you would like. Maybe at first the book looked like a winner, but after you read it for a while, you changed your mind about t... -- 14. Why not choose more than one book? Then if you decide that you don't like the first book you chose or you finish it faster than you thought you would, you have other books to read. -- Reflective Questions -- Comic books -- Reflective Questions -- Multiple copies -- A Wide Range of Topics and Genres -- The books' language -- Listening -- Ideas for finding ER materials -- 1. More and more reading materials are available online, sometimes accompanied by audio, such as the Voice of America at http:// www.voanews.com/specialenglish/index.cfm -- EFL Reading at http:// www.gradedreading.pwp.blueyonder.co.uk -- Google Books at ... -- 2. Former students can donate materials that they have outgrown. Recycling books is especially apt given the state of the Earth's environment (i.e., let's save trees) and the state of many schools' and many families' finances. Such donated bo... -- 3. In a similar spirit, graduating students can donate a book as a parting gift to the school and as a way to leave a bit of themselves behind. They might also want to write a message to future readers of the book and include their name in the book..

4. Teaching and administrative staff, including those who are retiring, can contribute books. Maybe after a thorough spring cleaning at home, they discover books for which they no longer have space. Or some adults use the "Ten Year Rule": if I ha... -- 5. Students ask family members if they have books to donate. As with any donation solicitation, it's important to specify the type of books requested, otherwise, many of the donated books will not be appropriate to your students. Indeed, a key prob... -- 6. Old magazines, yearbooks, and such are most welcome. As mentioned earlier, ER materials do not need to be books. Anything that students enjoy reading is fine. With magazines and the like, students take a break from books without taking a break fro... -- 7. Donations from civic organizations, foundations, and companies can make a big difference. Many such organizations are eager to help education, and almost everyone agrees that reading is fundamental to education. Again, guidance is needed if donate... -- 8. Materials exchanged with other teachers can keep collections fresh. After one class has read many of the books in their classroom's collection, why not exchange some or all of the books with another class? -- 9. Subject files with articles from newspapers and magazines are a good source of short readings. Such files allow students to pursue their interest in a particular topic. Students can help find, bring in, and organize new articles for a particular f... -- 10. Secondhand book shops and garage sales can be treasure troves of useful, affordable ER materials. Plus, especially at garage sales, prices have been known to drop when the sellers find out that their customers are teachers. Set up a grapevine amo.

11. Along similar lines, to promote reading during the summer months, students can do a scavenger hunt through garage sales and the like. They are given a list of genres, authors, and/or titles. Their task is to find a given number of books from the.

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