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| Young Adult Book Project | ||||||||||||||||||||||
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| Teacher Interview | ||||||||||||||||||||||
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| I spoke with E.S.*, an 8th grade language arts teacher in Grand Prairie, Texas, about her use of supplemental reading and trade books in the classroom. Like most English teachers, she has an extensive class library - over 200 of her personal collection, primarily non-fiction. Her students use the class library for factual material about subjects that surface in their reading, as reference when writing, and for ideas to jump-start a project. She has a section of poetry to use when they study that unit and some young children's literature to use as short models when they write short stories. The class library is also available for free-reading when students finish a test early and must remain quiet. Each Monday is a D.E.A.R. (drop everything and read) day in her classroom. They make trips to the library and have quiet reading time, during which make-up work and one-on-one tutoring can also be done. After tiring of reading book "reports" that were no more than copied |
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| book jackets, Mrs. S. began using AR (Accelerated Reader) tests. Books tagged "AR" in the library have a 10-15 question computerized test on the school computer system. The library has hundreds of AR books to choose from, and the tests assure that the whole book was read, not just enough for a report. The computer scores, records, and prevents students from retaking any test. Mrs. S. awards students a test grade for passing an AR test, and they accumulate points that the librarian cashes in for tangible prizes and incentives from her budget. She says this system has worked very nicely. * I am using her initials until I have permission to publish her name on the internet. All material in this interview is copyrighted to her and is published for the purposes of this project with permission. |
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