Getting Started in Reading Power
Getting Started in Reading Power
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How do I get started with my Reading Power group?
Check with your classroom teacher to find out all you can about your group's members. The teacher can give you tremendous tips about your group. Find out the teacher's expectations regarding duration of the program, frequency of meeting, and method of evaluation. Also find out from the teacher what level of the program you should begin on with your group.
Where do Reading Power Groups Meet?
Reading Power groups meet in the classroom or the library. The library is often the preferred place to meet because it's easy to return finished books and check out new ones. It's also nice for the students to have a change of scenery. Meeting to discuss books in the library is a great use of the space. However, at times the library can be crowded and noisy. If this is the case, then the classroom, hallway, or even the school foyer can be used. If your group plans a particularly messy activity (glue, glitter, etc.) then hold session elsewhere or bring newspapers to spread to make your cleanup easier. And remember–no food or drink is allowed in the library. Where are the books we use? The books are located in the Reading Power Room at the back of the library next to the computer lab. The books are arranged by level (1AA, 1A, 1B, 2, 3, and 4) going around the room. They are arranged by author within the levels. Lists of titles in each level are available at the circulation desk of the library. There are also packets for many of the RP titles. These packets contain puzzles, activities, questions, or background information on the book. Packets are created when parents, teachers, or the library staff find information that would be useful for a title. Packets can be checked out and the information in them can be photocopied for use with the groups. There are also literature circle role sheets and other books suggesting activities located next to the packets. The packets are in the Reading Power parents' area in the small office immediately behind the circulation desk. Please feel free to check out the packets.
What are the check-out procedures?
Parents usually come to the library in advance of meeting with their groups. They choose books for the group and then bring them to the circulation desk. The library staff will hold these materials until time for the reading power meeting. Parents may check out single copies of books in advance to determine suitability. We strongly encourage parents to do this so that the books chosen are appropriate for the students involved. When a group chooses a new book, the books are checked out by each participant. Students with overdue books may not check out their book; it will be held on reserve for them at the circulation desk. Leaders are urged not to check out the groups' books in their own names. This leads to a lack of accountability on the part of the students and the leaders will be held responsible for any books checked out in their name. What do the levels mean? The reading power books are grouped into six levels. These levels do not correspond to grade levels, but reflect a general indication of readability and suitability, with each level getting progressively harder. There is wide variation among the levels and we encourage leaders to choose not only from their target level, but above and below it as well when choosing books. Generally speaking, the books in the highest range in readability from grade 4 to 8. Lower levels also have wide ranges of readability. The best advice is to read the book in advance. Leaders can determine whether content, readability, and layout will work with the group.
Before meeting your reading power group.
Since the students will not have read a book for the first session, some of the time will be spent getting acquainted and talking about personal preferences in reading. Use this time to determine if any of the titles on the reading power level list have already been read by a majority of your group. Talk about the idea of reading beyond personal preferences and exploring different genres in reading power discussions. If you have already chosen a book, then help prepare the group for reading and to generate interest in the chosen book. It's important to give students an good idea of what the book is about. Read the blurb on the back cover together and then answer the group's questions about the book (you will already have read the book or at least, previewed it carefully). Give them just enough information to entice them–don't give away the story. Giving young readers a framework for what will be happening in the story will help to increase their comprehension. Think Oprah.. . . .
What do I do with very avid readers?
Stress that very good readers may have read a reading power selection on their own, but that rereading a book can be very beneficial–especially if it will be discussed with others. Good readers who finish the current selection early have several options: finding more books on the same subject as the selection, finding and reading more books by the same author, or working on a more extensive project related to the book. Perhaps the student who has previously read the selection can be persuaded to reread it for the group, choosing passages to share by reading aloud or coming up with questions. Some books discussion programs used with elementary student, such as Junior Great Books, require a second reading before discussion takes place. When students still want more challenge, ask the library staff for help. We just love to recommend good books.