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Common 7/21/2015 Core CPR Chapter 7: Why a Culture of Reading Is Critical— and How to Create One 1 Reaching Module 8: Reluctant Creating a Culture of Students Reading Scaffolding Complex Text Engaging in Reading and Writing Creating Analytical Thinkers Module 7 Why Evidence Matters Common 7/21/2015 Core CPR Diverse Media and Formats Creating a Culture of Reading What to Do About Language Chapter 7: Why a Culture of Reading Is Critical— and How to Create One 2 Segment One: Introduction 1. Students appreciate that the twenty-first-century classroom and workplace are settings in which people from often widely divergent cultures and who represent diverse experiences and perspectives must learn and work together. 2. Students actively seek to understand other perspectives and cultures through reading and listening, and they are able to communicate effectively with people of varied backgrounds. 3. They evaluate other points of view critically and constructively. 4. Through reading great classic and contemporary works of literature representative of a variety of periods, cultures, and worldviews, students can vicariously inhabit worlds and have experiences much different than their own. —Description of College- and Career-Ready Students, CCSS Introduction Common 7/21/2015 Core CPR Chapter 7: Why a Culture of Reading Is Critical— and How to Create One 3 Segment Two: Exploring Literature Circles • What questions would you like to ask Ms. Hernandez about her lesson? • What might you do differently? • What do you want to know more about? • What, if anything, makes you uncomfortable about the lesson? • What excites you about trying this type of lesson with your students? • How do you predict your students might respond to such a lesson? Common 7/21/2015 Core CPR Chapter 7: Why a Culture of Reading Is Critical— and How to Create One 4 Segment Three: Exploring a Culture of Literacy What does this component of a culture of literacy “look like” in a school or classroom? How do you know if it exists and/or is effective? Common 7/21/2015 Core CPR Chapter 7: Why a Culture of Reading Is Critical— and How to Create One 5 Segment Four: Literature Circles in the Classroom Before the next session: Create a plan for using literature or inquiry circles. • Which unit or topic that you currently teach would lend itself to such a practice? • Which texts would be appropriate for the activity? • How will you organize the circles? • Who will you work with from this group (or in your school) to provide support with this practice? Common 7/21/2015 Core CPR Chapter 7: Why a Culture of Reading Is Critical— and How to Create One 6 Segment Five: Respond in Your Learning Log So, these days when we do literature circles with kids, we don’t assign an arbitrary or superficial project at the end of each book. Instead we ask, “Has this book changed you in some way? Where does this book take you next? What do you want to find out or do as a result of having read this? Do you have any lingering questions?” —Harvey, S., and Daniels, H. (2009). Comprehension and collaboration: Inquiry circles in action. Portsmouth, NH: Heinemann. Common 7/21/2015 Core CPR Chapter 7: Why a Culture of Reading Is Critical— and How to Create One 7 Common 7/21/2015 Core CPR Chapter 7: Why a Culture of Reading Is Critical— and How to Create One 8