ETEC 532
The Use of Technology in the Arts and Humanities Classroom
The New SSR Program for My English Class
Proposing a New Vision of Integrating Technology
University of British Columbia
Dr. Alexander De Cosson
Lois Aeckersberg
March 2011
THE NEW SSR PROGRAM FOR MY ENGLISH CLASS
My SSR, Sustained Silent Reading Program is in need of an overhaul. There are students
sitting in my class during silent reading that are not improving their reading skills, they
are disconnected from any reading or reading process. Some students fake read, stare at
the page quietly, avoid reading, ask to go the washroom during reading time, try reading
but they just don’t grow as a reader sticking to the same genre of book they have always
read. Is independent reading a waste of time? I don’t think so, but it does need some
updating. Research connects time spent reading with reading success, students who
choose to read score better on standardized reading tests and earn higher grades in school
(Cunningham & Stanovich, 1997). It is well established that motivated readers who spend
time reading are better readers and are more successful in school (Gottfried, 1990 &
Krashen 2004). I propose an independent reading program that is based on the R5 design
of Kelley and Clausen-Grace (2006) that also integrates technology to motivate, empower
learners and ******.
Kelley and Clausen-Grace (2006) were finding the same results in their classrooms;
students weren’t getting as much out of independent reading as they could or should.
Kelley, a university instructor, and Clausen-Grace, a grade three teacher, performed an
action research study to confirm their suspicions that their independent reading program
wasn’t working. Using the Developmental Reading Assessment the data substantiated
their thinking. They found that direct instruction of comprehension strategies was needed
to benefit all the readers in the class. Their research data prompted them to design a
system for a more successful independent reading program. They called their structure R5
(read, relax, reflect, respond and rap).
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THE NEW SSR PROGRAM FOR MY ENGLISH CLASS
Using many expert literacy teachers’ knowledge to build on they created new structures
for independent reading success. Before the five Rs of reading began they taught reading
strategies in mini-lessons. The mini-lessons continued throughout the year to build
reading competencies. They begin with the first two Rs, read and relax. Three days a
week students found a comfortable place around the room to read a book of their choice
for 10-25 minutes. During reading time students were not allowed to wander or change
books. While the students are reading, the teacher circulates the room to record progress
and provide feedback through informal conferences. The next two Rs, reflect and
respond, occur after the students have read. After reading, the students record what they
read, title author and a brief summary of the content of their reading, students also write
about the strategies they used to read. Prompts are given to the students to assist them in
beginning their responses. The last R, rap, first takes place with a partner. They invited
students to share something about their book with a partner and then opened the
discussion up to the whole class. A community of learning developed from independent
reading.
After implementing the new reading structure in the class for seven months they tested
their students. “One hundred percent of the students scored at the independent or
advanced levels for wide reading and self-assessment/goal setting” (Kelley & ClausenGrace, 2006). Elements of Kelley and Clausen-Grace’s silent reading model makeover is
reflected in many other current reading programs such as SMART Reading by Susan
Close, and Reading Power by Adrienne Gear. They all recognize the importance of
implicitly teaching reading strategies, value that reading must be practiced to be
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improved, responding to reading is essential and that thinking about your thinking, and
tracking progress is important. Focusing on these reading pedagogies a new and
improved independent reading structure was created. I propose to use their solid structure
as a starting point in which to take silent reading to the 21st century learner.
I am going to integrate technology into the Kelley and Clausen-Grace structure of
independent reading in four primary areas.
1. Allowing students the choice to read print or online during independent reading time.
2. Empowering students with the choice to respond to their reading using a variety of
Web 2.0 applications or traditional text.
3. Having guidelines, rubric and reading suggestions digitally available to students on my
website.
4. Creating a safe online learning community for students to discuss and post their
thoughts about their reading.
To begin the R5 model I plan to teach mini-lessons focusing on reading comprehension
strategies. Because the novelty of reading on the Internet will probably attract many
readers it will be important to focus the mini-lessons on online reading strategies.
Reading online is different than reading print, but some of the strategies parallel each
other. Reading strategies such as, asking good questions, determining the reliability of a
website, mapping online reading, and recognizing point of view. Using Web 2.0 tools as
the medium for my message will also introduce the tools to the students that they will
later have the opportunity to use for their journal responses. I think it is important that
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students are exposed and shown the new tools, as these tools may not be something that
students would explore on their own. Modeling the process of using Web 2.0 tools is an
important part of the process in the introduction of new technology (Tell, 2000), rather
than have students trip over the technology. As reading continues the mini-lesson topics
will be guided by student needs determined from informal interviews with students
regarding their reading, the goals students set for their reading, and the responses to
reading.
I am excited to be able to announce to my students that they are allowed to read whatever
they want to read. Just read. In research about online silent reading, Malloy, Castek and
Leu found “when our focal students were asked to conduct a search about a personally
relevant topic, the student often demonstrated thoughtful search strategies and careful
reading of both the results pages and the websites chosen” (2010). Students will be able
to choose what they want to read. I believe that choice for students is necessary as there
needs to be a balance of different forms of reading in a classroom to include online and
print text (Gambrell, 2005). All forms of literature are valuable. “The Internet does not
represent an alternative “better than books”; it signifies an option “different than books”
(Sutherland-Smith, 2002).
Online readers will need to follow certain rules. They may not be on any gaming, social
network sites, or any other sites deemed inappropriate. Accountability for students to be
responsible for their time and learning is embedded in the Reading Log that is completed
at the end of each reading session. Reading Logs may be completed on paper or retrieved
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from my website and saved to the student’s files. The students have the choice to read
and respond in print or digitally or a combination of both. The medium is a tool that
assists the student in their learning. Use the tool that best suits the needs of the student. I
am pleased to be able to give the students a choice.
At the end of every two weeks of reading students will be asked to make responses to
their reading. The traditional method of response journal is still a choice for students but
there are also numerous Web 2.0 tools to choose from as well. My website will include a
list of prompts to guide students to respond. These are just a jumping off point, the goal is
that students respond in authentic, meaningful ways to the text that they have read.
Reading response journal will be assessed on the grade appropriate reading rubric from
the BC Performance Standards (there is a link to these rubrics on my website). Web 2.0
tools allow students to become participants engaged in learning. Keeping the journal
responses to their reading in a portfolio, whether digital or on paper, the students will be
able to see their progression of reading and thinking. As the end of the term approaches
collaborative evaluation of the portfolio can occur with conversations between student
and teacher.
The final element of my new SSR program involves creating a digital learning
community. There are many advantages to using technology in this way. The most
obvious advantage is in the shift from teacher as the center of the learning to the student.
Critical thinking takes place when students are asking the questions rather than simply
answering them as Jane M. Healy expressed to Carol Tell in the article “The I-Generation
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THE NEW SSR PROGRAM FOR MY ENGLISH CLASS
From Toddlers to Teenagers”. Paloff and Pratt in “Effective Strategies for the Online
Classroom” also highlight many advantages to online learning as well. The quieter
students gain a voice in the classroom discussion whereas before the same shy students
may have been reluctant to weigh in on an issue. Also, all students have the opportunity
to think, think about what others have “said” and what they want to “say” as well. This
time allows for reflection, processing and learning. I like this use of technology in an
English class as it can be differentiated. All students can log in to engage in the learning
process. I will use www.democrasoft.com as the platform for engaging students in a
learning community. Posts will be monitored and students will earn a pass/fail grade that
reflects the frequency of posts and thoughtful reflection.
Currently in my English class I have an LCD projector mounted on the ceiling, an
overhead projector gathering dust in the corner and my laptop computer on my desk
attached to a small set of speakers. I don’t use the overhead much anymore at all, but I do
use my computer in class everyday. I show video clips, project student written or
published text onto the white board so we can engage in pulling it apart, as well as write
notes all over the projected text on the white board. I keep students records saved on my
laptop and occasionally I will retrieve email sent to me by students from home handing in
an assignment. The technology in my English classroom is currently very teacher,
centered.
Our school has several carts of laptops that can be signed out for individual lessons.
Technology is seen as an enrichment, an add on, many teachers tend not to create
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THE NEW SSR PROGRAM FOR MY ENGLISH CLASS
learning opportunities that require the laptops for more than one or two lessons because
of the lack of resources. Everyone should have equal access to the computers, it is only
fair that one teacher not monopolize the limited technology available. I find this the most
challenging barrier to technology, getting it in the hands of the students. The budget
constraints severely limit the advancement of 21st century learning. But with some
compromise I have made an agreement with the other teachers with whom I share
resources that I need the computers for the first 45 minutes of my English class each day
to implement a independent reading community program.
Another challenge to progressing with my new reading program is the debate of whether
Internet reading has the same value as reading print. Independent reading is part of the
British Columbia Language Arts Curriculum. The curriculum does not state what specific
materials are to be read in the classroom, leaving the decision in the hands of the
qualified teacher. Some teachers believe that reading during sustained silent reading must
be from a novel. The purpose of the reading practice is to make meaningful connections,
to improve and extend thinking (Ministry of Education, 2007). As long as these
objectives are met it shouldn’t matter what the students are reading.
Internet reading comprehension is garnering a lot of attention and not all of it is good. It
would appear that the student with limitless amounts of information at their fingertips is
delving deeper, improving their reading comprehension. However, there are still skeptics.
“The reader who reads without directed concentration, who skims, or even just steps
hurriedly across the surface, is missing much of the real point of the work; he is gobbling
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THE NEW SSR PROGRAM FOR MY ENGLISH CLASS
his foie gras”(Birkerts, 2010). Others, however, believe that once students are on the
Internet, they’re reading (Rich, 2008) and students are reading information in many
different genres, being exposed to text written by many authors. “Internet based
comprehension tasks broaden our understanding of these elements because they present
new purposes for reading, more critical thought processes during reading and new
examples of authentic responses after reading” (Coiro, 2003). Visual learners enjoy the
color, pictures, and video. Struggling readers enjoy the differentiated experience
scaffolding their understanding with visual support. The more life like, authentic
experience “also allows a blurring of the relationship between reader and writer
(Sutherland-Smith, 2002). Students are a part of the text and are more apt to respond
thoughtfully. The debate continues and it may be a barrier that I will need to justify with
research to other teachers and parents.
Some of my students may not have access to the Internet at home. The Internet is not yet
ubiquitous. Sometimes we assume it is but home computers are not yet in all the homes
of our students. Not having access to a home computer may put those students at a
disadvantage. These students do have access to computers in the library during noninstructional time, but it is difficult to spend the same amount of time posting responses
and new ideas to the online group discussion. When obtaining parental email addresses at
the beginning of the course a check box indicating whether the student has access to a
home computer would alert me allowing me to create a plan for the student without
access to the Internet at home.
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THE NEW SSR PROGRAM FOR MY ENGLISH CLASS
As teachers we must remember that each student has a story that is not told on the outside
but is carried with them into the classroom. Each student interprets ideas differently
based on their own story. It is powerful to put learning in the hands of the learners by
inviting conversation and engaging students to make connections. Teachers do not hold
all the answers, they are there to guide and light the path. Technology can provide
teachers with ways to empower students to explore their own learning and understanding.
“This goal is ambitious but even if modest movement is made toward achieving it,
increased attention needs to be directed toward the use of effective silent reading in
classrooms. In the digital-global world of the 21st century, accessing, organizing,
creating, sharing and using knowledge are critical commodities” (Hiebert & Reutzel,
2010).
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English 9 -
SSR Program - Thinking About My Reading
Mrs. Aeckersberg
At the beginning of each week:
Complete this form and save it to your files using your last name, reading, and date
For example – save as – aeckersberg.readinggoalsmar.10
Reading Strategies – Do I Use Them?
Highlight in green the strategies that you used in reading today.
Highlight in red the strategies that you need to work on to become a better reader.

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






Use titles and headings, pictures and captions
Activate prior knowledge
Create meaning in my mind
Ask questions that might be answered as I read
Ask questions that expand on what I am reading
Make meaningful connections while I read.
Make predictions
Infer information from what I read
Evaluate what I am reading
Set some goals to become a better reader.
Choose two of the red highlighted strategies that you want to focus on. (cut and paste below)
Tell specific ways you plan to improve your previewing skills.
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THE NEW SSR PROGRAM FOR MY ENGLISH CLASS
English 9 -
SSR Program - Independent Reading Log
Mrs. Aeckersberg
Every day (every time you read)
Keep a running record of your reading. Save this as one on-going file.
Save as – LastName.readinglog
eg. aeckersberg.readinglog
If you are reading print include: date, title, author, and a brief summary of what you
read.
If you are reading online include: date, topic, URLs and a brief summary of what you
read.
Print example
March 10th – Mutant Message Down Under by Marlo Morgan.
Marlo is beginning to adapt to the ways of the aboriginal people. The chapter that I just
read was titled Gravy. She was describing to the group how important it is that
restaurants make food look very appealing. Living in the outback, this was not something
that the aboriginal people were accustomed to. She also described to them that some
restaurants cover the food in a sauce. She decided that she was going to make gravy for
the little bit of meat that they ate. Using one of the sleeping skins for a pan, she made
gravy. This reminded her of a time when she was trying to become Mrs. Kansas, making
many casseroles for her family, not knowing if they would like it. I found it interesting
that the aboriginal people related gravy to Mutants (westerners) they try to hide and bury
things under “convenience, materialism and insecurity” (77).
Online example
March 10th – Tsunami in Japan
http://www.montrealgazette.com/news/Death+toll+nears+Japan+quake+tsunami/443103
8/story.html
http://www.canada.com/news/japan-earthquake/index.html
http://www.nytimes.com/packages/flash/newsgraphics/2011/0311-japan-earthquakemap/index.html?ref=asia
I wonder if they had any warning that the tsunami was coming. It is unbelievable to see
the video footage of the wave roaring over the land taking with it, everything. The largest
earthquake to hit Japan in 140 years measured 8.9 had a 10 foot high wave hit the shores
of Japan. Many news sites are reporting that the earthquake shift the earth’s axis 25 cm.
Some posts on twitter were of people very concerned about the shift but it is very small in
the large picture of the entire world. The small shift will have only a miniscule effect on
the earth. The large effect of the earthquake is felt by the people of Japan who are left in
the devastation. Where and how do they begin the clean up?
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THE NEW SSR PROGRAM FOR MY ENGLISH CLASS
English 9 - SSR Program
Independent Reading Log Assessment
Not yet
meeting
requirements
Meeting
requirements
Fully meeting
requirements
Exceeding
requirements
Responses are
recorded
regularly
Responses are
full and complete
Responses
demonstrate: •
close, careful
reading of text(s)
insightful,
perceptive
reading of
text(s).
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THE NEW SSR PROGRAM FOR MY ENGLISH CLASS
English 9 -
SSR Program - Journal Entries
Once a week create an entry for your response journal.
Save your journal entry into your files. LastName.Journal (e.g. aeckersberg.journal)
Your response journal can take the form of a traditional journal, writing a response.
OR
You can present your ideas in many other different ways. Check out some of my
suggestions.
These are to get you thinking what to respond.
I think
I predict
I wish
It reminds me of
I question
I liked the idea that
What impressed me was
In my opinion
When this happens
It was not fair
It is amazing that
The author used
In my life
I wonder
I like
I don’t understand
It seems
I noticed
Now I understand
I felt
I know someone that
One time I
If I was there I would have
This quote was meaningful because
What would happen if
Some starters may be better for online or non-fiction reading.
I was looking for
I learned
The information that surprised me
In my life I
I don’t think the information is accurate because
I would like to verify
I still need to clarify
Here are some ideas of HOW to respond.
Check out this link for lots of suggestions to present your response:
http://cooltoolsforschools.wikispaces.com/Presentation+Tools
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THE NEW SSR PROGRAM FOR MY ENGLISH CLASS
Bibliography
Altun, A. (2000). Patterns in cognitive processes and strategies in hypertext reading: a
case study of two experienced computer users. Journal of Educational
Multimedia and Hypermedia. 9(1), 35-55.
Atwell, N. (
Birkerts, S. (2010). Reading in a digital age: notes on why the novel and the Internet are
opposites, and why the latter both undermines the former and makes it more
necessary. American Scholar, 79(2), 32-44.
Brownlee, F. (2005). Grand Conversations, Thoughtful Responses. Portage & Main
Press.
Cunningham, A. E. & Stanovich K. E. (1997). Early reading acquisition and its relation
to reading experience and ability 10 years later. Developmental Psychology.
(33)6. 934-945.
Coiro, J. (2003). Reading comprehension on the internet expanding our understanding of
reading comprehension to encompass new literacies. The Reading Teacher. (56)5,
458-464.
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THE NEW SSR PROGRAM FOR MY ENGLISH CLASS
Fisk, J. (1990). Introduction to communication studies (2nd. ed.). London: Routledge.
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Hiebert E. & Reutzel D. (Eds.). (2010). Revisiting silent reading: New directions for
teacher and researchers. Newark, DE: International Reading Association.
Krashen, S. (2004). False claims about literacy development. Educational Leadership.
61(6), 18–21.
Kelley, M. & Clausen-Grace, N. (2006). R5: the sustained silent reading makeover that
transformed readers. The Reading Teacher. (60) 2. doi:10.1598?RT.60.2.5.
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Manchester, J. (2011). Let’s hear it for the book. The Daily Courier. A8.
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2007. Ministry of Education, Province of British Columbia. 122.
Palloff and Pratt. (1999). Building learning communities in cyberspace. Josey-Bass
Publishers, San Francisco. Chapter 1-2.
Rich, M. (2008). Literacy debate: online, r u really reading? The New York Times.
Retrieved from http://www.nytimes.com/2008/07/27/books/27reading.html.
Schmar-Dobler, E. (2003). Reading on the internet; the link between literacy and
technology. Journal of Adolescent and Adult Literacy. (47)1, 80-85.
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page to screen. The Reading Teacher. (55)7, 662-669.
Tapscott, D. (2004). The Net Generation and the School. Milken Family Foundation.
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http://www.mff.org/edtech/article.taf?_function=detail&Content_uid1=109
Tell, C. (2000). The i-generation from toddlers to teenagers. Educational Leadership.
8-13.
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