Drop+Everything+and+Read

D.E.A.R

We are extremely excited to begin the 2009-2010 school year with a brand new initiative focused on creating life long readers.

Drop Everything and Read will be implemented during the first 30 minutes of the day from 7:45-8:15 a.m. During this D.E.A.R. time students are to be reading independently; while students are reading independently teachers are expected to monitor and document student's reading progress. Documentation should be kept in each teacher's D.E.A.R Log. Any classes that have ancillary at 7:45 a.m. will begin their dear promptly after returning from ancillary. Mr. Gutierrez, Mrs. Ellison and Ms. Carter will be closely monitoring D.E.A.R. to make sure that it is used effectively.

A Daily DEAR Program: Drop Everything, and Read! Information located on []


 * The teacher shouts, "Drop Everything and Read!" and students settle into their seats to read books they've selected.

This independent reading is much more than just-sit-there nad read experience. It gives the teacher a structured time to touch base with each student over a period of time, assess progress, and target instruction. Even more important, it gives students time to read what they want to read, share what they have read, and receive the support they need for further reading explorations and reflections. ||  ||
 * From Theory to Practice ||
 * This lesson is based on Deb Foertsch's Reading program, as described in Sierra-Perry, Martha. 1996. [|//Standards in Practice: Grades 3–5.//] Urbana: NCTE. pp. 2-25.

Foertsch's ideas are based on these beliefs about literacy instruction and learning:

Students learn best This lesson draws on all these beliefs as part of a daily reading program where students select their own readings and share their reactions to the texts with others in the learning community.
 * in a community of learners;
 * in a safe environment;
 * when reading, writing, speaking, and listening occur across the curriculum;
 * when literacy instruction blends demonstration and explanation, guided and independent practice, teacher and student support, individual pursuits, student choices, and teacher direction; and
 * when learning is student-centered, with hands, minds, and hearts engaged.

//Further Reading// Fleisher, Cathy, Kathleen Hayes-Parvin, and Julie A. King. 1999. "Becoming Proactive: The Quiet Revolution" [|//Voices from the Middle//] 6.3 (March): 3-10. This article explores ways to "educate parents about what really goes on in a classroom that incorporates . . . choice in reading" and provides useful tactics that will help your PALs volunteers understand their role within the larger literacy program in your classroom. ||
 * Student Objectives ||
 * Students will * work in a community of readers and learners, including other class members, family members, their teacher, and other school volunteers.
 * focus on lifelong learning strategies by providing experiences, formats, frameworks, and attitudes for study in the present and future.
 * participate in student-centered learning.
 * explore their ideas, reflect on their writing, and revise their work.
 * read and discuss texts in guided and independent practice, using literacy as a way to think, as a tool for understanding. ||
 * Instructional Plan ||
 * **Resources**
 * A collection of books appropriate for the students' interests and reading levels
 * Timer, or some method to indicate the beginning and end of the DEAR period
 * Chart or handouts of Literature Log format and prompting questions
 * [|Reading portfolio form]
 * Sign-up system for students requesting book talks with an adult volunteer (PALs)
 * Handout and sign-up system for adults working as PALs
 * Mail center, where each student receives mail from others
 * General classroom supplies (paper, pens, and so forth)


 * Preparation*** Gather books, handouts, and other materials.
 * Customize an appropriate handout of prompts for Literature Logs to fit the needs of your students, using the examples in the Web Resources.
 * Explain the program to family adults and other volunteers, and line up PALs to work with students individually.
 * Work through the entire process as a group before proceeding to individual work. Hold a book conference with a student in front of the class so that students are prepared for their own conferences. You might do a short read-aloud book that all students respond to in their literature logs, hold an example conference on that book, and then invite a volunteer to hold a Book Chat in front of the class before students begin working on their own.


 * Instruction and Activities**

//Daily Sessions//# Relying on in-class reading collections or materials from the library, have each student select a book to read in class. Students may also bring books from home.
 * 1) With students who have not done silent readings before, start slowly, about 10 minutes a day. Gradually inch them up to 20 to 30 minutes. This is what Foertsch calls DEAR—drop everything, and read—reading because otherwise the class never seems to get their reading time in at the same time every day. This is a specific, structured time for reading.
 * 2) Allow an additional 5 to 15 minutes for students to write in their literature logs (or you may call them "reader-response logs"). Students may continue reading during this log time if they choose. The logs do not have to be written in each day, but they must reflect the students' thinking about literature as they read. Log entries must include the date, the book title and author, and the student's response to the text read. Early in the year, model log entries and provide an outline of the format as well as some prompting questions as a handout or poster in the classroom (see the Web Resources for some examples).
 * 3) Once the silent reading period is over, students may continue reading in their spare time in the classroom as well as at home.

//PAL Orientation Session//

PAL stands for "Partners Assisting Literacy"—these are the adult volunteers (parents, grandparents, older siblings, extended family members, and other community members) who assist in the DEAR program by holding Book Chats with students after they have finished reading their books and have had conferences with the teacher.

To ensure that your PAL volunteers are comfortable with their job, have a special session that goes through how book chats work:


 * 1) Thank the volunteers for being part of the program.
 * 2) Overview the entire DEAR program for the volunteers.
 * 3) Explore the volunteers' role in the program. Some volunteers feel inadequate about what to say with the students, and some are a little too eager to "teach those reading skills" or assess students' progress. Explain that the purpose of the Book Chats is to lend an ear to the students' voices when they speak of a book they've been part of.
 * 4) Emphasize that the point of the Book Chats is to encourage further reading explorations.
 * 5) Once the volunteers understand the purpose of the Book Chats, go over the [|Book Chat questions.] Explain that the questions are starting places, not a script for the discussion. Urge volunteers to choose one or two from the list as as guide to discussing the book in more depth.
 * 6) With a volunteer, go through a mock Book Chat, demonstrating what the conference looks like.
 * 7) Caution volunteers that they may have to "cut students off" (gently, but firmly) from retelling the entire book with every detail.
 * 8) Share samples of all handouts that students will have as well as any examples you have of students' Literature Logs responses and PAL letters to students.

//Teacher Conference Session//

These sessions take place whenever a student finishes reading a book. The frequency of these sessions is based on the students' progress. As the teacher, you will likely be engaged in these sessions most weeks, but individual students may not be involved as frequently.


 * 1) When students finish a book, ask them to bring the book and the literature log to you for a short conference.
 * 2) Discuss the book with the student, focusing on his or her progress and success.
 * 3) Record the student's progress, noting the type of book read and reading behaviors and attitudes observed.
 * 4) Ask the student to record the title of the book on a list of completed books in his or her [|Reading Portfolio].
 * 5) Have the student sign up for a book talk with an adult volunteer.

//PAL Book Talk Session//
 * 1) Have the PAL volunteer set up in the hallway.
 * 2) The PAL volunteer checks the sign-up sheet and quietly takes a student, with his or her literature log and book, to the hall for a book chat.
 * 3) The volunteer asks questions, working from the Book Chat handout. Conferences should always begin by asking the student to share something from the book, a particular passage that they will discuss further. Discussions should be no more than 8 minutes, and should focus on positive, encouraging comments.
 * 4) The student returns to the classroom.
 * 5) The PAL volunteer writes a short, encouraging note to the student, places it in the classroom mailbox for distribution, and proceeds to the next student on the sign-up sheet.

[|Reading-Response Journal Starters] http://teachers.net/lessons/posts/1886.html These reading-response journal starters give readers a place to begin their entries in their Literature Logs. This list of starter prompts would work well with younger readers.
 * Web Resources**

[|Response Journal Guidelines for Students] http://www.sdcoe.k12.ca.us/score/actbank/tjouguide.htm Response Journal Guidelines for Students from the San Diego County Office of Education provide another list of options to help students respond to their readings in their Literature Logs. These longer questions may need to be broken up for younger students.

[|Positive Parent Involvement] http://www1.ncte.org/library/files/Files/Cyberbriefs/Parent_Involvement.pdf The "Positive Parent Involvement" CyberBrief outlines several successful ideas to add to your repertoire to get families to participate actively in your class. These ideas provide a great starting point for gathering PALs volunteers to work with your students.

[|How Can You Help? Your First Days as a Volunteer] http://www.readwritethink.org/lesson_images/lesson55/Ch01.PDF "How Can You Help? Your First Days as a Volunteer," chapter one from Lester Laminack's //Volunteers Working with Young Readers//, explains ways that adults can participate in classes with students. The chapter provides a nice overview for PALs volunteers who want to know more.

[|Example Scenarios from Laminack's //Volunteers Working with Young Readers//] http://www.readwritethink.org/lesson_images/lesson55/examples.PDF These example scenarios from Laminack's //Volunteers Working with Young Readers// give you a thumbnail sketch of some of the possibilities of students' interaction with texts. Each situation introduces a child and a bit of literacy history, followed by some things to consider before taking action, and a few suggestions for working with the specific situation. The scenarios will give your PALs volunteers examples that can help them feel more comfortable as they work with your students. ||
 * Student Assessment/Reflections ||
 * Assessment takes place several times for each book that students read:

===[|NCTE/IRA Standards]=== ||  ||  ||
 * Students reflect upon and assess their own reading and thinking as they discuss the books in the literature logs and in conferences.
 * Students record their completion of each book in their reading portfolios.
 * Teachers record student strengths and needs, as well as what might be done differently and what to watch for in order to encourage and support students' reading efforts.
 * PALs volunteers assess and react to students in conference and in the note that they deliver to the mailbox for each student. ||