Reading Power and the Vermont Frameworks

Did You Know?

Our Reading Power Book Discussion Program helps to accomplish a small part of the Vermont State Frameworks. Upon examining the Communication Standard and the Arts, Language, and Literature Standards, there are definite connections to our program.

The most obvious is #5.12 – Students participate as members of a literate community talking about books, ideas, and writing."

Also "#5.8 – Students read a variety of types of literature, fiction, and nonfiction…" Here are two examples of literature listed in the Standards that are part of Reading Power as well as a student's own classroom experience:

"#5.9 – American Literature. Students interpret contemporary and enduring works of American literature, and understand how important themes of American experience have developed through time."

"#5.10 – Diverse Literary Traditions. Students interpret works of diverse literary traditions – including work by women and men of many racial, ethnic, and cultural groups in different times and parts of the world."

The requirements for Reading Comprehension and reinforced by book discussion.

"#1.3 – Reading Comprehension. Students read for meaning, demonstrating both initial understanding and personal response to what is read."

There has always been controversy when it comes to the subject of how many books a child should read per year. The Standards tell us 25, but that includes newspapers, magazines, textbooks, and printed information from the Internet. Here is that standard:

"#1.4 – Reading Range of Text. Students comprehend and respond to a range of media, images, and text (e.g., poetry, narrative, information, technical) for a variety of purposes (e.g., reading for pleasure as well as reading to develop understanding and expertise). This is evident when students: a. Read at least 25 books in a year, choosing high-quality materials from classic and modern literature and public discourse or their equivalent in magazines, newspapers, textbooks, media, and technical works; b. Read at least three different kinds (genres) of printed materials and at least five different writers; c. Read primary and secondary sources; and d. Read at least four books (or book equivalents) about one issue or subject, or four books by a single writer, or four books in one genre, and demonstrate such reading through speaking, writing, or other appropriate means."

In order to best support the Frameworks, we are asking all Reading Power groups to read at least one title from each genre group in our collection. Promote discussion by all members in he group so that each student can give a personal response to what they read.

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