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2010

Extensive Reading In The Classroom

Petulla Domenica
SIT Graduate Institute - Study Abroad

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 EXTENSIVE READING IN THE CLASSROOM

Domenica Petulla

SUBMITTED IN PARTIAL FULFILLMENT OF THE

REQUIREMENTS FOR THE MASTER OF ARTS IN TEACHING

DEGREE AT THE SCHOOL FOR INTERNATIONAL TRAINING

BRATTLEBORO, VERMONT

IPP Advisor: Marti Anderson

The author grants the SIT Graduate Institute permission to reproduce and distribute this
paper, in whole or in part, in either electronic or in print format.

Author's Signature______________________________________________________

© Domenica Petulla, 2009. All rights reserved.

ii
This project by Domenica Petulla is accepted in its present form.

Date____________________________

Project Advisor________________________

Project Reader_________________________

Acknowledgments: (optional)

iii
 ABSTRACT

In this paper I explore the advantages and benefits of extensive reading in an ESL
classroom. The purpose of my paper is to further my understanding of reading in a
second language and to start the process of implementing an extensive reading program
for my particular teaching context. In the first half of the paper there is an overview of
reading in a second language, the benefits of extensive reading and Louis M. Rosenblatt's
aesthetic and efferent reading stances. The last two chapters focus on particular
challenges, issues and questions I must resolve before I am able to implement extensive
reading into my curriculum. I also discuss what type of activities I believe will enhance
my students' extensive reading experiences.

iv
 ERIC DESCRIPTORS

English (Second Language)

Reading Skills

Reading Instruction

Reading in a Second Language

Aesthetic and Efferent reading stances

v
 TABLE OF CONTENTS

Chapter

1. INTRODUCTION………………………………………………………………...1

2. READING IN A SECOND LANGUAGE………………………………………..6

3. ROSENBLATT: AESTHETIC READING……………………………………..11

4. THE IMPORTANCE OF EXTESIVE READING IN THE CLASSROOM……17

5. IMPLEMENTATION: GETTING STARTED…………………………………23

6. EXTENSIVE READING ACTIVITIES…………………………………………38

BIBLIOGRAPHY………………………………………………………………………..46

vi
 CHAPTER 1

INTRODUCTION

Campus Life

The initial months on campus are extremely demanding for our international

students because they are asked to perform at a high level in the classrooms, learn about

our leadership program and participate in extracurricular activities. In addition to these

demands, students are attempting to adjust to this new school environment and

understand the various cultural differences they encounter in the classrooms and on

campus, and all the while they feel very homesick. Everywhere they look they are

surrounded by a foreign culture and foreign language and for many students the idea of

asking for help is not an option because of their cultural background. With all of this

swimming around in their minds, the international students enter class each day feeling a

great deal of pressure to perform as well as their native speaker classmates.

Fortunately, the staff and faculty on campus are aware of these challenges and

understand that the adjustment process takes some time. Any students who struggle with

their coursework receive immediate academic support because the faculty and staff are

aware of the issues they may face as they start their academic work in a new school. This

is particularly true for our level one and two ELL students (students are assessed on a

scale of 1 to 5, with 1 being the lowest). Students who are placed in these first two levels

are required to take my ESOL class, which is the first part of our ESL program. This

course focuses on the following skill areas: writing clear and correct sentences, writing

unified and coherent paragraphs, developing initial skills in research and journal writing.

In addition to this, students do a large amount of intensive reading of a variety of texts,

1
and grammar instruction is addressed through the four language skills (reading, writing,

listening and speaking). Upon completion of my course, they take English 1 which

focuses on writing essays and research papers and analyzing literary texts. These two

courses take the place of their English and History classes for that particular year.

How it all began

Four years ago I started teaching at The Culver Academies, a boarding school in

Northern Indiana, as a Spanish teacher. I had never worked in a boarding school, and

therefore I spent my first year learning about the culture and community of this academic

institution. I quickly picked up on this new lifestyle and began to make adjustments, but

this process was made easier for me because I had a mentor to guide me through my first

couple of years. After working hard and asking questions, I was able to absorb all the

pertinent information that I would need to "survive" on campus. I had a frame of

reference and the necessary tools to succeed in this system because I had the support

from those around me who wanted me to achieve success. As I reflect on my first year at

Culver, I think about the many academic, social and cultural challenges my ESOL

students face as they first come to campus.

As I said, I was a Spanish teacher when I arrived to campus, but in the spring of

2006 I had the opportunity to meet Alex Silverman from SIT. Our ESOL and

international student programs were going through their triennial review and Alex was

one of our guest evaluators. I had just completed my first year at Culver when I decided

to speak to the only ESOL teacher on campus about her program and my interest in

working with the international students on campus. The fact that Culver makes a

concerted effort to invite students from different parts of the world was one of the main

2
reasons I was drawn to it. As a Spanish teacher, I have traveled quite a bit and I felt

excited about the prospect of working alongside students from different corners of the

globe. I could easily identify with their fears, excitement and love of learning because of

my past experiences. It took only a short but intense conversation with Alex and Cathy,

the director of international student programs at Culver, to convince me that I was ready

to explore the world of becoming an ESOL teacher.

It has been three years now since I started the process and I have had the chance

to work with some very amazing students on campus. As I began to reflect on my IPP

(Independent Professional Project), I realized that my focus should be on the work that I

believe still needs to be done in my classroom. Some people may view their IPP as a

final project, but for me this work has allowed me to read research and reflect on how I

can refocus some of my energy in the classroom to help improve my students' learning

experiences. Throughout this process I have come to realize how strongly I feel about

reading and the impact a strong reading program can provide my students not only in the

academic arena, but in their personal lives. Teaching my students how to read and write

have been my key concerns, and with this vision I believe they have grown as learners.

However, these skills are not limited to the academic world. The idea that we read and

write only for our teachers is absurd. Many of my students have not explored the simple

enjoyment and pleasure that comes with reading and writing for themselves. They have

missed out on the personal satisfaction that comes from choosing to read a book simply

because it interests them and not because it is a mandatory assignment. This type of

oversight is dangerous and harmful to any student's education.

3
 Even though the focus of my IPP work is on extensive reading, I believe that it is

difficult to separate reading from writing or speaking. Once you enter the world of

reading for pleasure, it is hard to contain your enthusiasm. There is a sense of urgency to

share with those around you. Your imagination, emotions and past experiences have

been awoken and you need to express all your thoughts. As I think back on my personal

reading experiences, I remember the excitement flowing through me as I spoke a million

miles an hour to my brothers, friends or parents about what I had just read. But the

moment became more intense when I spoke with others who had read the same book.

For me it felt as if I had met a kindred spirit and that we shared a special connection and

knowledge that no one else could understand because they had not traveled to the 18th

century in Jane Austen's novels or Gabriel Garcia Marquez's magical realism.

In its purest and most natural form, reading for me is an escape from my world, an

opportunity to travel to the past or a chance to discover an unknown and magical place.

The excitement and pleasure I have lived through because of reading has been such an

amazing gift that I have allowed myself to indulge in over the years. But this did not just

happen overnight. Somewhere along the way I was given the space to read for myself. I

had the opportunity to discover my interests and passions and then I was given free rein

to pursue those paths. As I think back to my childhood I can't seem to identify any clear

memories of what games I played or where I went on weekends, but I do remember my

mother buying me books, and spending time in the library each summer so I could check

out books. I believe that these happy and positive memories played an important role in

making me a lifelong reader. To this day, I cannot walk by a bookstore without slowing

down or going in to check out what they have.

4
 These personal experiences have led me to think about my students and the

reading experiences I am helping them live through, and I must admit that I am not in a

place where I would like to be. At the moment, there is not enough reading for personal

enjoyment nor are there enough opportunities for them to select their own reading

material. Even though I am teaching my students how to read, I am not showing them

how amazing it is to be a reader. There is a huge difference in the type of interaction

readers have when they choose to read a certain novel and when it is assigned by a

teacher so the class can discuss, dissect and analyze each page, character and plot

development. Each reading experience carries a certain weight in importance, but one

should not be relegated as less important or necessary.

In order to better understand the benefits and impact that extensive reading can

have in an ESOL classroom, I chose to revisit certain key topics in regards to reading.

The second chapter is a brief overview of reading in a second language as it identifies the

characteristics of fluent readers and what a language learner must master in order to be

successful when reading in a second language. The third chapter explores Rosenblatt's

reading stances, the aesthetic and efferent mindset when approaching a text. Then

chapter four looks at why incorporating extensive reading into my curriculum will be

beneficial. The final two chapters explore some issues, challenges and practicalities I

must face and resolve if I would like to implement extensive reading into my classroom.

5
 CHAPTER 2

READING IN A SECOND LANGUAGE

The purpose of this chapter is to:

• Identify the characteristics of fluent readers.

• Examine the challenges of reading in a second language.

One of my favorite pastimes is to sit and read a book. On the surface reading a

book seems so easy and enjoyable, but I don't believe that many people realize how much

is at work to complete this process. How many times have I seen these words and read

about these themes, experiences and genres? How often do I lose myself in the reading

experience because I identify with a character or take pleasure in the adventure of the

protagonist? As a native English speaker, I usually don't think a great deal about these

strategies and life experiences because they are ingrained in me and are automatic. But

as an ESOL teacher, I can't avoid asking myself how my international students must feel

as they approach a text. I have no doubt that many approach their reading assignments

with fear, trepidation and at times contempt. All of the strategies which I possess and

which make my experience seem so simple are traits and qualities of a fluent reader.

However, the reading experience for learners of English is full of challenges and

frustrating experiences that may lead them to give up or devalue the importance that

reading plays in developing their language skills.

The questions that I then pose to myself are: what are the qualities and traits of a

fluent reader? What are the critical skills that my students need to obtain if they hope to

6
achieve any measurable amount of success? In Extensive Reading in the Second

Language Classroom, Bamford and Day highlight some of the skills that fluent readers

possess which new readers need to develop. According to Bamford and Day, English

language learners must possess a basic knowledge of vocabulary and build upon their

sight vocabulary, and in addition to this they must approach a text with "linguistic, world

and topical knowledge" (16-19). If they possess these skills they should be able to read

successfully. Along with this description, Patricia Carrell and Joan Eisterold describe

reading as a skill that "depends on the efficient interaction between linguistic knowledge

and knowledge of the world (556). Carrell goes on to say that "fluent reading presumes

prior recognition knowledge of the vocabulary of the text" (335). It would seem that

these are the reading skills which allow fluent readers to interact with the text and create

meaning without any interruptions because they are not slowed down by bottom-up or

top-down processing skills. Fluent readers approach a text with a wide range of reading

strategies and experiences as well as a clear sense of what and why they are reading.

Furthermore, these skills are ones that have been worked on diligently for a long period

of time with the appropriate texts and support which have allowed the readers to develop

and strengthen their skills and reading processes (Grabe, 378-379).

Having an awareness of these qualities is very important; however, we must not

assume that reading is taught or emphasized in the same way around the world. There

are cultural and social mindsets and expectations that our students bring to the classroom

which also impact how they approach a text. What does reading mean to a student from

Taiwan? How important is the written word versus the spoken one? Is reading viewed as

a skill to attain practical information? What roles do literature and reading for pleasure

7
play in our students' native countries? In any given ESL class an instructor may have

students who have never had access to a library or who come from communities in which

there were low literacy rates. From a social perspective, a student may enter a classroom

with very different expectations in regards to reading and how a text is used as an

instructional resource (Grabe 389). All of these issues have a large impact on readers

especially when they approach a text in which an author assumes that their reader brings

with them with a certain amount of background knowledge about a particular theme or

topic (Carrell and Eisterold, 564). It is our awareness of our students' cultural

backgrounds that will allow us to mediate any misinterpretations or reading errors.

Another hurdle we face as reading instructors is that as our students come from a variety

of backgrounds, each one will approach the same text with very different ideas and

attitudes. Some, for example, may place a great deal of importance on historical and

factual texts and view poetry and certain literature as unnecessary. Here, the challenge is

not a linguistic or content problem, but rather, a different cultural and social perspective

that will require students some time to adjust their viewpoint and adapt a new reading

stance.

As we can see, the simple act of reading is not at all simple. There are a variety

of processes and skills needed in order to access the information in a text. Readers are

receiving a large amount of input whereby they use their knowledge of the language and

world to interpret an author's ideas. As readers interact with the text, they construct

meaning and gives meaning to the text by approaching it with their own background

knowledge or schema (Carrell 332-333, Carrell and Eisterold 559). The theory behind

background knowledge or schemata proposes that fluent readers must be able to use their

8
bottom-up (data-driven) and top-down (concept-driven) processing skills at the same time

in order to successfully comprehend a text. Therefore, readers approach a text with these

skills and their ability to comprehend a text relies on the type of schema (background

knowledge) they bring to it. As students read they decide what type of schema to access,

and this allows them to comprehend and interpret the author's ideas (Carrell 333).

So then, what implications does this have for our English language learners?

Very simply put, the possibilities for misinterpretation and misunderstanding seem

extraordinary. As I discussed in the first part of the chapter, our students must develop

their linguistic skills in addition to their general knowledge of the world and the various

cultural and social components that surround them. It seems that in order to reach a level

of fluency, students must continually work on building up their schema as a way of

strengthening their reading skills. In turn, as reading instructors we must maintain a keen

sense of awareness and focus as we guide our students in their learning journey. At the

start of this chapter I reflected on how fluent readers interact with a text and I highlighted

the importance of developing and supporting reading skills over a long period of time. If

we would like our students to become effective readers, then we need to provide them

with a variety of reading opportunities and instruction. Grabe states, "students learn to

read by reading" (396). I could not agree more with his view on this particular matter.

Now it is a question of what type of reading experience would be most beneficial for

students hoping to develop this challenging skill.

9
Conclusion

Raising our own awareness of how a person reads can lead us to discover how to best

approach our students needs. Working with students who come from different cultural

and ethnic backgrounds means that they bring own particular views on education and

learning. Ultimately, if we would like to facilitate and improve our students'

opportunities to learn a second language, we must take this all into consideration as we

help our students develop their reading skills.

10
 CHAPTER 3

ROSENBLATT: AESTHETIC READING

The purpose of this chapter is to:

• Define efferent and aesthetic reading according to Louise Rosenblatt.

• Explore the importance of aesthetic reading in an ESL classroom.

"Please make sure to answer the following discussion questions after reading the

short story."

"Once you have read the chapter, please write a summary of the main events."

"Take notes on the character, plot and conflict in the story and be prepared to

answer questions and take a quiz on what you have read."

These are only a few of the messages that my students hear on any given day

when they are assigned a reading for homework. It would seem to them that reading is

not only a painful process, but it is an assignment that must be tested and evaluated

because there is a "correct answer" that needs to be uncovered. At what point in their

learning journey do my students experience literature for the sake of enjoyment and

pleasure? As I now venture to reflect on this question, I realize that as their ESOL

instructor, I have neglected certain aspects of reading. My focus and attention has been

on developing reading and writing skills. I have had tunnel vision when it comes to

reading because I have wanted to prepare my students as best as possible for their

mainstream classes. My vision and outlook has been geared towards their short-term

needs and I have felt a strong impulse to evaluate and measure their understanding of a

11
given task or assignment. These intensive reading activities have yielded positive results,

but the fact remains that my students are not reading enough outside of the classroom.

They are not pursuing any independent reading once they leave the class and this has had

an impact on the rate of the development of their language skills. As I reflected on this

situation, I came across some readings from Louise Rosenblatt in which she discusses the

power of literature and the different reading stances a reader can take when approaching a

text.

Rosenblatt explains that reading is a transaction between the reader and the text

whereby the reader interacts with the author's words in a personal manner. She goes on

to say that a readers bring their past history, experiences, feelings and knowledge of the

world as frameworks that they can apply to each reading. As the reading process starts,

readers selectively focus on particular details and attempts to construct meaning from the

text. If their expectations are not met as they read, experienced readers make adjustments

as they interact with the text until they are able to extract the information or desirable

meaning from the article, poem or narrative (Literature, 26-7). She also asserts that as

readers approach a text, they have a certain mindset which guides their reading and

allows them to enter a text with a specific purpose so that they can search for specific

information, facts or details. This type of "narrow" reading allows readers to push away

any distracting information that does not serve the purpose so that they can take away the

information they are seeking. Rosenblatt defines this reading stance as efferent because

the reader is only concerned with "carrying away" specific information to satisfy an

external demand or need (Literary, 269). In this type of reading, the reader will use the

12
information from the text to complete a task, such as building a desk, completing a list of

literary questions or cooking a meal.

Most of the reading that my students do falls into the efferent reading stance.

They have been trained to approach reading as a task that requires them to search out

details, facts and examples and use them to answer questions as a way to demonstrate that

they understood what they read or to prove that they have indeed completed the reading

assignment. Even though these types of activities and tasks are important for my

students, I have not given enough importance to the aesthetic reading stance which

allows readers to live through and experience and savor the text from their own unique

personal perspective. It is in this space, where they can feel, hear and experience the

author's world in such a personal way that allows them to bring the text to life in a

particular way that is much more meaningful. It is through their reactions and emotions

that they are able to live through the literary experience, and this transaction tends to be

much more powerful and provides readers with a much richer and deeper reading of the

text (Literary, 33, 35). This particular approach to reading should not be overlooked or

viewed as lesser than the efferent mindset. The act of evoking a text and using one's life

experiences, history and views to help construct meaning requires a great deal of

cognitive skill. As readers begin to enter the literary work, they begin to become aware

of their relationship with the text and it is during this time that they focus all of their

attention to the words and images the author is attempting to convey. In contrast, when

readers approach a text from an efferent reading stance, they will be drawn to words and

images that only satisfy the completion of a particular task that demands they read the

text. In an aesthetic reading experience readers take each word with a careful eye, so that

13
they can see, hear and feel the world that the author is attempting to communicate and

share with them (Reader, 29).

It is this last point discussed by Rosenblatt in her work that captures my attention.

As a lifelong reader, I have had the pleasure of entering the literary world of authors such

as Jane Austen or J.K Rowling only to find myself immersed in the drama of a character's

life or savoring moments of adventure and discovery in worlds that I have come across

through a character's eyes. As Rosenblatt states, "literature may enable us to exercise our

senses more intensely and more fully than we otherwise have time or opportunity to.

Through literature we may enjoy the beauty or the grandeur of nature and the exotic

splendor of scenes in far distant lands" (Literature, 36). I view this as a part of a student's

education, growth and development into adulthood. Many adolescents should have the

opportunity to experience the various facets of life and different viewpoints that reflect

how we are all unique. The act of discovery is an important part of growing and must be

encouraged and fostered in the classroom. For Rosenblatt, literature offers students the

amazing opportunity to discover worlds, cultures, people, societies and themselves if they

are provided the space and text to start their journey (Literary, 272).

Recognizing the importance of aesthetic reading is the first step towards

implementation, but one needs to be very careful about how this type of reading should

be presented in the class. As instructors, we have a tendency to follow up readings with

activities and assessments that check for comprehension, but Rosenblatt warns us that

this then changes the purpose of the reading into an efferent exercise and not an aesthetic

one (Literary, 276). If we are truly committed to offering our students personal reading

experiences which will allow them to construct meaning through the use of their own

14
personal history and knowledge, then we must create a space for this type of reading

experience. As our students gain more confidence and feel more comfortable with this

reading experience they will begin to question and respond to the literary works in a

meaningful authentic manner. As their instructors, we can help guide them in this

process by avoiding questions that seek out facts about form and specific content, instead

providing them with the space to share and express their reactions, discoveries and

questions in a more open format. It should be our goal to foster dialogue and analysis of

literature, but in a way that is much more open and not as rigid and predictable (Literary,

276). This last point can be challenging because for many teachers there is a natural

tendency to check our students' comprehension, but this is not the underlying principle in

aesthetic reading. In order to be successful in developing students' aesthetic reading

skills, we must be very clear about what type of reading exercise we would like them to

do. If we are attempting to create lifelong readers, then we must be prepared to change

how we approach our discussions and follow-up activities. We must provide students

with opportunities to share their reactions, opinions and interpretations of the text in a

more open and student-centered format. If students are shown that reading can be a

personal, meaningful exercise, then we will have succeeded in opening the door to

exciting new worlds that they may have never had the chance to explore and discover.

15
Conclusion

Somewhere along the way, as teachers we have lost sight of the power personal reading

can have on our students' learning process. Making room for aesthetic reading will

strengthen a reading program and most likely improve our students reading abilities so

that they can perform at a higher level when working on intensive reading.

16
 CHAPTER 4

THE IMPORTANCE OF EXTENSIVE READING IN THE CLASSROOM

The rather curious situation has arisen whereby, despite universal acceptance of the view
that one becomes a good reader through reading, reading lessons, where most time is
actually spent on reading (as opposed to discussion, answering questions, etc.) are
relatively rare.

- Chris Moran and Eddie Williams (1993, 66)

The purpose of this chapter is to:

• Explore the benefits of incorporating an extensive reading program.

• Understand the impact ER has on vocabulary development.

In the previous chapters, I briefly explored reading in a second language and the

importance of approaching a text with an aesthetic reading mindset, and now I would like

to discuss the benefits an extensive reading program can provide English language

learners. I believe that students learn to read by reading (Grabe, 396) and therefore I

believe that an extensive reading program will help my students become fluent readers.

With the addition of this reading program my students will more fully develop their

reading skills, explore new worlds, increase their knowledge of the world and create

strong reading habits for the future. As instructors we need to recognize that our students

must be presented with a well-balanced approach to reading, one in which choice and

reading for pleasure play critical roles. Including extensive reading into a curriculum will

not lead to the complete abandonment of intensive reading, but it signifies a change in

mindset and focus where each approach has its place in the classroom. Intensive reading

allows students and teachers to read shorter texts with a great deal of attention and detail

17
to language, format of the narrative and the structure of genres. All of these components

and skills are invaluable because they help students learn about literature and writing so

that they can identify these traits on their own in future texts. In contrast to this,

extensive reading asks students and teachers to read a large amount of self-selected

material and the focus is placed on general understanding of the overall text and

messages. The focus shifts from the word or sentence level in extensive reading because

now students are asked to read self-selected texts that fall well into their linguistic skill

range (Day and Bambford, 1997). Each of these approaches is invaluable to readers and

both must be utilized if we wish to help our students develop into strong, fluent readers of

English (Renandya and Jacobs, 296).

Once again, if we would like to support our students in their learning journey as

they work towards fluency we must look at the following benefits that come from

implementing an extensive reading program. In order to achieve fluency, students must

develop a strong base of sight vocabulary because it will allow them to become very

familiar with particular words. Many fluent readers seem to read with ease because they

have highly developed sight vocabulary which they recognize immediately

(automatically), and this in turn decreases the possibility of any linguistic distractions

(Day and Bamford, 12-13, 16-17; Renandya and Jacobs 299). In order to provide

students with this opportunity to strengthen and grow their sight vocabulary, we must

offer them ample level-appropriate reading material. However, this must be done with

the understanding that students choose their own text.

It is not enough to work on sight vocabulary, but extensive reading also allows

students to expand their knowledge of general vocabulary. Grabe states that "fluent

18
readers need a massive receptive vocabulary that is rapidly, accurately and automatically

accessed" (1988, 63). If this is an attribute a fluent reader possesses, then what barriers

do our international students face when reading? It is with extensive reading that we can

assist our learners to build up their receptive vocabulary base so that they can achieve

some measureable sense of success when reading in English. Many of us who have

studied a foreign language understand the important role vocabulary knowledge occupies

in the learning process. According to Nagy and Herman, "incidental learning of words

during reading may be the easiest and single most powerful means of promoting large-

scale vocabulary growth" (27). Even though this particular statement is in reference to

first language acquisition, Bamford and Day explain that from "a cognitive point of view

there is no essential difference between first and second language reading" (17). From

their perspective, in both instances the reader must have a very strong and ample

vocabulary base in order to achieve fluency (Day and Bamford, 17). For those of us who

work with beginner and lower-intermediate students, the issue then becomes a matter of

providing material in which the instances of unknown words is very low for the reader.

Ideally, this means that in an extensive reading program students should read texts at an i

minus 1(i represents the students language level) level so that readers can build up their

sight vocabulary and learn new words (Day and Bamford, 16). Extensive reading

programs call for a large amount of reading which provides students with multiple

opportunities to come across familiar words repeatedly. The more familiar the general

and sight vocabulary, the easier and more automatic the reading process will become for

our students. This is an important step in strengthening their reading skills which will

lead them to become fluent readers (Day and Bamford, 18).

19
 One final benefit that comes about from extensive reading is the opportunity we

provide our students to develop a lifelong habit whereby they can learn about the world

and themselves. It has always been my belief that part of the learning journey is to have

as many new life experiences as possible. Louise Rosenblatt has explored the power

reading can have for students if they are provided the space to create their own meaning

and connections through literature. It is in these personal quiet reading moments where

young readers discover the life and energy that a text can reveal to them, if they choose to

open themselves up to the pleasure of reading. It is not surprising to find that once

readers discover reading, they will feel compelled to discuss, share and respond to what

they have read (Lesesne, 63). As instructors we may feel compelled to assess and

evaluate our students as soon as we notice their eagerness to share, but we must resist the

temptation. The fact that our students are reading a book is the ultimate goal of a good

extensive reading program (Atwell, 17). We can continue to foster and encourage our

students' exploration of the literary world by allowing them time to read and share their

enthusiasm in what they are reading with their classmates. Offering students the space to

use their voice can only deepen their appreciation and understanding of reading for

pleasure.

As students become more empowered as readers their confidence and personal

motivation will fuel their curiosity to continue their reading journey. This is a key

component to keep in mind because by offering our students this new reading venue they

will be able to work on strengthening their background knowledge as they are exposed to

a wide range of reading topics and texts. For many ELL students, building up their

personal reading experiences and strengthening their base of knowledge will help them

20
read more challenging academic texts. Fluent readers are constantly accessing schemata

(Grabe, 1986, p. 35) to assist them in their reading process. As a reading and writing

teacher, I believe that teaching my students to feel ownership over their own learning is

just as important as any other lesson I can teach. I know that my students will learn how

to read, but my fear is that I will not teach my students to be readers once they leave the

classroom. This is a skill that they must carry with them when they leave my classroom

because it will permit them to continue to flourish as learners, but it will also enrich their

lives.

Ultimately we would like to help our students become readers who are capable of

working through a text quickly and with ease so that they can comprehend whatever they

are asked to or choose to read. In order to prepare our students to achieve this kind of

reading success, we must provide them with a large number of reading opportunities.

And yet, this is not enough. The material must be easy, interesting and self-selected if we

would like to encourage independent, extensive reading (Renandya and Jacobs, 296-7).

This new approach to reading requires the instructor to step away being a central figure in

the reading process, which is better suited for intensive reading activities, and move into

a more participatory role. This new role will allow us to serve as guides as we explain

the benefits of extensive reading and become readers ourselves (Renandya and Jacobs,

300).

21
Conclusion

Extensive reading makes sense, but why aren't we all doing it? Exposing our students to

a wide range of literary texts and genres provides these English language learners with a

plethora of opportunities to deepen their understanding of the language, culture and

vocabulary. Incorporating ER can only enhance and enrich our students' learning.

22
 CHAPTER 5

IMPLEMENTATION: GETTING STARTED

The purpose of this chapter is to address the following questions:

• When and where should students read?

• What type of literature should be purchased to start an ER program?

• Should students be allowed to use dictionaries as they read?

• How can students be placed into the appropriate level?

• Why is it important to include an orientation for the extensive reading program?

Identifying the need for an extensive reading program is an important step in

addressing the needs of my students. Now, the challenge of building a solid program

begins. In order for this to be successful in the classroom, I must have the support of my

school and enough material to embark on this reading journey. In all honesty, this seems

like a very daunting and overwhelming task to take on as a fairly new ESOL teacher. But

I suppose the most important thing to remember is that I am starting the process, and

adjustments can be made as I gain more experience. There is always some fear and

trepidation when you venture into a new arena where you are unsure of so many variables

that you cannot control. As I start the new school year, I must be prepared to address

certain questions and issues as I begin to set up an extensive reading program.

Books

In all the literature I have read about extensive reading, each author discusses the

importance of having a wide variety of reading material because it is the foundation of a

23
successful reading program. After all, students will enjoy reading if they are allowed to

choose from a diverse selection of reading material. Being able to provide this to my

students the first year poses a problem, because I cannot automatically provide them a

library with hundreds of books. This, however, does not have to be an insurmountable

obstacle if I make my goals known to those with whom I work. My solution to this

challenge has a variety of possibilities. Recently, our school librarian has begun working

on collecting young adult literature and ordering literature for language learners for our

international students. We both identified this need on our own and I was extremely

excited to discuss with her my ideas about implementing an extensive reading program

for this upcoming fall semester. By the start of the year, we should have approximately

55 graded readers from Penguin Readers and Oxford Bookworm Series, and in addition to

this, my department is allowing me to purchase approximately 20-25 graded readers for

my classroom. My goal is to build up a small library for the classroom which can

supplement the materials in the school library. In our collection we will have texts that

range from level 2 through 5, and I also will be making use of the public library in town

which has a very strong children's and young adult section, in addition to a small

collection of Oxford Bookworm Series readers.

I have made the decision that most of my students would benefit a great deal from

quality language learner literature to start the program because most of my students come

in with low to mid-level intermediate language skills. It is critical that I provide my

students with material that they find engaging, but it must be level appropriate and well

written. These texts must be written in a clear and accessible language so that second

language learners are able to interact with the text with minimal challenges or difficulties

24
(Day and Bamford, 64-65). As an ESOL teacher, I witness the low self-confidence and

motivation that many students have as they approach a reading task. These negative

feelings towards reading only worsen with each assignment because they are faced with

genres, syntax, vocabulary and contexts that are unfamiliar or inaccessible to them due to

their language skills. Paul Nation and Karen Ming-tzu discuss the importance of

providing students with the reading opportunities to encounter high frequency words by

using graded readers, so that students can become strong, fluent and confident readers of

a second language (374-375). In order for me to help my students reach their true

reading potential, I must allow them to have the space and time in which they can

experiment and live through some positive reading experiences. As students gain

confidence in their skills, they will have a more positive attitude and many will begin to

feel more comfortable in taking risks when it comes to reading a more challenging book

on a topic which they find appealing and fascinating.

When and where will students read?

Ensuring that my students have a variety of appropriate reading material is just

the first step among many if I would like to establish a successful extensive reading

program. Given the fact that I am the only ESOL teacher and I usually have a small

number of students, I will be able to add this new component into the existing course.

This however brings up some interesting questions. How often will students read? Will

we do extensive reading in class or just for homework? How many books should

students read? How do I place students at a certain level? Do I allow dictionary use?

How will I keep track of what students read? And the final concern I have is how I will

present this new reading program to my students so that they understand what I expect

25
from them (Day and Bamford, 83). As you can see, there seems to be an endless amount

of questions, concerns and issues that need to be addressed before taking this program

into the classroom.

At the start of this process I reflected on my work as an ESOL teacher and I

recognized that my students needed to have positive and pleasurable reading experiences.

Through extensive reading I believe that my students' language development will

flourish; however, they must have the opportunity and support to read self-selected

material every day. The question of how much and how often students should read has

been one that I have had to analyze carefully. In their article "Graded Readers and

Vocabulary", Paul Nation and Karen Wang Ming-tza argue that students "need to read a

minimum of five books at each level and need to work their way through the levels.

This reading needs to be done at a fairly intensive rate of around a book per week. This

will ensure that learners meet words again before they have forgotten their previous

meeting with the words" (374-5). If I would like to foster and develop strong reading

habits, improve my students' sight and general vocabulary knowledge and strengthen

their reading skills, then I believe that they should read on their own each day for about

thirty minutes. Therefore, my students will be asked to take their books back to their

rooms each night and read. Initially, this will be their only reading assignment. I do not

want to assign intensive reading assignments at the start of the course because I would

like the students to develop a sense of what it means to read for pleasure so that they can

develop a personal connection with their early reading experiences in our class.

In addition to reading on their own, I will be incorporating silent reading in the

classroom twice a week. It is important for me to establish how crucial this personal

26
reading time is in my students' education. Including extensive reading into our daily

schedule will help strengthen the program and foster a stable and structured learning

environment for my new readers. In order to ensure complete participation, students will

be notified each week of the extensive reading days so that they come to class with the

appropriate mindset and with their books. It will be extremely important for me to be as

transparent and clear on our daily lessons so that when students enter class they know

what is expected of them. By placing a great deal of attention on extensive reading at the

start of the course, students will view it as an essential component of the course and the

learning process and not just as something we do on the side as an extra reading exercise.

They will view it as an integral part of how they will be able to improve their English.

At the start of the program I will provide students with a reading record form

where they will keep track of how many pages and how much time they have spent

reading each night. This record will help me monitor their reading pace and notice if

there are any reading level or interest issues that I should address with an individual. As I

am the only ESOL teacher, I have complete control over what the course should look

like, and this allows me a certain level of freedom to experiment with how much reading

I can introduce into the actual class day. Also, it will be very important for me to be a

visible participant in this reading program as I start the school year which means that I

need to make sure to have my own books ready for our silent reading time. My

participation will serve as an example so that I can show them step by step what my

expectations are for this type of reading. On a personal level my participation will allow

me to take up reading again, a pastime that I have neglected in the past few years.

27
Dictionary Usage

For many of my students the idea of not using a dictionary as they read will seem

very strange and go against everything they have learned about reading. It will be very

important for me to present a strong and clear case as to why we will not use them for

extensive reading. If they are to become fluent readers, they must learn either to ignore

unknown words or to guess their meaning in a context. This is important because they

need to be able to recognize that not every word needs to be translated in order to grasp

the meaning of a text. Also, if I were to allow dictionaries, students would not be able to

work on increasing their reading pace because they would constantly disrupt their reading

flow. One of the main goals of extensive reading is to reinforce and strengthen students'

sight vocabulary reading skills in such a way that they can automatically recognize words

and not have to slow down to figure out their meaning. This is a skill which fluent

readers possess and which facilitates their reading process (Day and Bamford, 93).

Ultimately, I would like to help my students develop the habit of responding

personally to a text and create their own meaning through this interaction without the

presence of a looming academic task awaiting them as they finish reading. It is important

for them to experience reading as its own reward because so much of what they do

focuses on intensive reading and analysis of the text. Their extensive reading will differ

from their other reading assignments. They will have the opportunity to work with easier

texts, which do not require the use of a dictionary if they are placed at the appropriate

level, and they will have the freedom to choose any book they find interesting and

appealing. With time and experience students will be able to fully understand and

appreciate the mechanics of each reading approach.

28
Level Placement

One way of avoiding dictionary use is to place students at the appropriate reading

level. In order for students to take advantage of extensive reading they must read a large

amount of easy and interesting material (i minus 1). My placement procedure for the

class will be done in the following manner. During the first week of class I will provide

students with a short reading sample from the various levels (2-5) and ask them to

highlight or mark on each page the words they do not know. Each student will be

assigned to a specific level based on the amount of words they have marked on each text.

They should not have more than 2-3 unknown words per page. Identifying the

appropriate level is critical to the success I would like my students to feel as they work on

building fluency and avoid feeling frustrated (Day and Bamford, 109).

Student orientation

Each year I have the opportunity to work with a group of students who are eager

to learn and put forth their best effort to learn English. They are faced with many

academic challenges and therefore they come to class with a sense of urgency. My first

year teaching English was a challenge, but I soon realized that my students were ready to

read, write and complete any assignment I asked them to do. Even though this seemed

like a dream scenario to me for my first year teaching, I have come to learn how students

can benefit from understanding the reason why we do certain activities in class.

Allowing students to understand my thought process and my goals for a particular task

has made an impact on how my students learn. It is important for them to understand that

each task or assignment is designed to work on particular language skills which will help

them improve and develop into stronger learners. If I would like to help my students

29
become fluent readers and develop a habit of reading for pleasure, then my expectations

need to be clear. However, it will not be enough to present them with a list of my

expectations and a definition of extensive reading. The work I plan to do with my class

at the start of the year must be revisited throughout the remainder of the course.

Before I ask my students to delve into extensive reading, I would like to explore

their personal opinions on what it means to read and how they feel about reading in a

second language. This personal discovery and exploration will allow me to uncover any

negative attitudes or cultural barriers that may affect my students' acceptance of this type

of reading experience (Nuttall, 29-30). Most of my students will probably accept my

justification for implementing this reading program and not question it because of their

cultural background, but this is not enough. If I hope to teach my students to be

autonomous and fluent readers, I must provide them with the time to experience the

benefits of this type of reading. In order to achieve these goals, I must be aware of

certain roadblocks.

To assume that most of my students understand the reading process and have the

same strong beliefs towards it as I do would be very irresponsible of me. Some of my

students come from a background where reading and memorizing a text is valued a great

deal more than analyzing and questioning the author's ideas. Others view reading as an

exercise to practice grammar or learn about history or science, but they have very little

experience with fiction or poetry. There are still others who come from backgrounds

where the spoken word is valued a great deal more (Nuttall, 31). So how do I, in a short

few months, consolidate all these different viewpoints and convince my students that

30
reading can open up new worlds and experiences, and at the same time improve their

language skills?

In order to address this challenge, I must present my students with a clear

overview of extensive reading. Students need to understand how this type of reading

differs from other reading experiences, why it is important and what they will be doing

(Day and Bamford, 120). Having an orientation program at the start of the course will

allow me to address the importance of the program and what they will be asked to do. I

plan to use three days at the start of the course to discuss and present this new reading

component. Many of the activities will focus on issues of reading, personal experiences

with reading, the differences between intensive and extensive reading and the benefits of

an ER program. Even though the orientation process is meant to help students

understand what we will be doing throughout the course, it will also allow me to observe

and assess more closely my students' language skill levels in reading, writing and

speaking. These activities will also demonstrate to my students how our class will run on

a daily basis. For some, the shift from a more teacher-centered/lecture class to more

student involvement may take some practice and adjustments. During these first few

informative lessons I would like to help my students explore and reflect on their past

reading experiences, their background in education and the ideas/concerns/opinions they

have about reading in their native language and in English.

On the first day of orientation students will be asked to think about their own

personal reading experiences from their previous schools.

31
 Personal reading experiences

1. What are your first memories of reading?

2. Did anyone read to you? If so, who? If not, why not?

3. What kinds of things did they read?

4. Where did this reading take place?

5. What kinds of things did you enjoy most?

6. Do you still enjoy reading these kinds of things today? If not, how has your reading
changed?

7. What types of reading have been most important to you?

8. What role does reading play in your life now (for enjoyment/fun, for school, etc.)?

In order to take advantage of this activity, students will prepare their answers the

previous night before sharing and discussing them with the class. This will alleviate

some of the stress and fear some may have about speaking up and sharing their ideas

spontaneously. This will be a starting point for me to take a quick snapshot of how their

personal reading background/experiences have been shaped. Also, this first short

sharing/discussion exercise will allow me to demonstrate how they will be expected to

participate in class discussions. Following this exercise, I will share my own personal

reading history and allow students the opportunity to ask me some questions about my

background. Then I would like to further explore the topic with the short reflective text

"Exploring Reading", in which the students will have time to reflect on their own reading

journey thus far in their lives (Day and Bamford, "Extensive Reading Activities" 14-15).

This short reading presents some very interesting personal and reflective questions about

reading. As a final assignment to this first day of orientation, each student will be asked

32
to take into consideration the questions, the discussion and the reading we have done and

write a journal entry. It will be an open response so that I can see where their thoughts,

opinions and concerns lie concerning this skill.

The second day in the orientation process will focus on the English reading

experiences they had before coming to Culver. All of our students come with many years

of English study, and I would like to explore the culture of the classroom and the

dynamics of the student and teacher relationship. The following questions will be given

to students (Day and Bamford, "Extensive Reading Activities" 17):

Reading in English

1. How much do you like reading in English? Explain.

2. What do you find difficult about reading in English?

3. Do you spend any time reading for pleasure each week? How much?

4. Describe what you think makes a good book interesting.

5. What kinds of books do you like to read? (sports, adventure, mystery, etc.)

6. Did you learn how to read English in class with your teacher? Describe what
your reading experiences were like in the class. (discussion, translation, answer
questions, etc.)

As we begin our second day discussion I would like to draw students' attention on

the diverse backgrounds and experiences of their classmates. I find that most of my

students feel more comfortable talking about themselves and where they come from

which is a great confidence booster for the quiet students. During this sharing period, I

will act as the scribe and take notes for everyone to look over, so that we can identify

some of the main concerns and issues students have towards reading. Once we finish this

sharing exercise, I will describe in greater detail what type of reading experiences they

33
will have in our class. Most likely, a majority of students will have had some intensive

reading experience, and I will therefore start to discuss the traits and benefits of this type

of reading. However, it will not be enough just to discuss the concept, so I will have

students read, "My Name" by Sandra Cisneros and answer some text and vocabulary

questions. Throughout the entire orientation process I would like to include an

experiential component to the lesson for my students as a way of making the concepts

seem more tangible and concrete.

On the third day of orientation I will present students with my extensive reading

goals. Once we have read through these goals, I would like them to share their reaction

to them. This may be challenging for some of my quieter students, so I will ask students

to think about what stands out, which goals seem the most interesting or how they feel

about a particular goal. Most likely they will have some questions or concerns about this

type of reading, and it will be at this time that I will present students with a short text

about extensive reading. As they read this short text, I will ask them to mark or highlight

all the characteristics of ER so we can compare it to our list of intensive reading

descriptions.

Extensive Reading Goals

1. You must read a book a week.

2. Do not read a book that does not interest you.

3. If you start reading a book that you don't like, you HAVE THE RIGHT to stop
reading it and find a new one.

4. Keep a record of when and how much you read each day on your record sheet.

5. You must find a quiet and comfortable place to read for the whole time in and out
of class because understanding what you read requires you to concentrate and
think.

34
 6. The book you read should be easy, interesting and enjoyable.

7. DO NOT USE A DICTIONARY while you read.

8. HAVE FUN!
(Adapted from Nancie Atwell, 116-7)

Following this presentation, I will hand out short graded reader texts to each

student and ask them to read each one quietly and mark all the new, unknown words.

Before discussing how our extensive reading program will work, I would like to have

students reflect on the texts they just read. I would like them to compare this reading

experience to the intensive reading of "My Name" by Sandra Cisneros. I will ask them to

think about whether these readings were easier or harder, how they felt as they read and if

they think they can explain in 1-2 sentences what they just read. Once again, I will ask

them to reflect on these questions for a few minutes to ensure maximum participation.

As students share their opinions, I will be taking notes on their observations. Finally, I

would like to wrap-up this part of the lesson by asking my students to help me complete a

chart which compares extensive and intensive reading. The following chart will be

placed on the board and will be used to end our discussion on the two reading

approaches. I will ask students to help me fill out the chart so that we use this visual aid

to simplify the principal differences of each reading style (Welch, 1998).

Extensive Reading Intensive

Purpose

Level

Amount

35
 Speed

For homework that night they write a journal entry about extensive reading. For

example, they talk about what they understand about this type of reading, express their

opinion about this new reading approach or use this time to question and voice any

doubts they have about extensive reading. Once again, this will provide me some insight

into how well they have processed the day's lesson, what aspects of the reading program

may not be clear and whether or not my students still feel confused about what it is they

will be doing.

Immediately following the orientation we will spend class time doing the

following:

• choosing level-appropriate books;

• learning how to track their reading progress;

• learning how to check out books from the classroom library;

• discussing why no dictionaries will be used for extensive reading;

• reiterating the goals of extensive reading.

I envision coming across other issues and questions as I work with my class. I

will be journaling on a regular basis this year so that I can assess how well orientation

and the remainder of the program have progressed. It will be very important for me to be

flexible and open to changes that may come up as I start this first year. My outlook will

be one of learning as I go and maintaining a positive attitude as I promote reading to my

students.

36
Conclusion

Before introducing extensive reading into the classroom, we need to think through our

goals and expectations. However, it is equally important to share this information with

our students. They need to understand and buy into extensive reading, and therefore,

exposing our students to some of the research and benefits of the program is necessary.

37
 CHAPTER 6

EXTENSIVE READING ACTIVITIES

The purpose of this chapter is to:

• Explore various activities that can be used to evaluate and assess students' reading

performance.

As teachers, we are trained to assess our students as a way of checking what they

have learned from their coursework. It seems ingrained in my mind that if I hand out a

reading, then I must have some sort of follow-up activity to check the students'

vocabulary and comprehension of the text. But this is exactly the opposite of what

extensive reading and an aesthetic reading stance ask of a reader. In my three years as an

ESOL teacher, I have spent countless hours designing lessons and assigning reading and

writing activities, many of which have been very labor intensive, both for my students

and for me. So, how can I break this routine and habit as I enter a different reading

atmosphere and perspective? By choosing to expand my students' learning experience

and widening my teaching lens, I have made a commitment which will need to be

strengthened and reinforced frequently. It will be very important for me to place the

extensive reading goals and expectations in a very visible place in our classroom, so that I

can refer to them each day as we work on our extensive reading. Students will grow

accustomed to thinking about this different, but equally important reading approach.

These visual aids will also serve as a good reminder to me that I ultimately hope to instill

a passion for reading and develop fluent readers. As long as I keep these in my mind, I

38
feel confident that the projects and assignments we work on in class will enhance their

reading experiences.

The following activities come from Julian Bamford and Richard Day's book,

Extensive Reading Activities for Teaching Language. Initially these will be the activities

that will be used, but as part of the program, I will be asking for feedback from students

to ensure that these activities are adding to their reading experiences. My goal is to avoid

the traditional intensive reading exercises we do each day because I would like to clearly

define for my students the differences between the two reading approaches, both of which

are necessary when learning a second language. Therefore, if a particular activity seems

to be receiving negative feedback it will be removed and replaced with a more appealing

one with the help of my students.

Students will be asked to read each night for homework, which means they will

have to keep track of how much they read. It is important for them to understand that

extensive reading will be part of their daily work, whether in class or outside of it, which

means they will also have to keep track of what they read. Students will be asked to

organize their records in folders and bring them to class each day. This simple record

will help me see how quickly they are working through a text. If a student seems to be

lagging behind, he/she may not be interested in the book which means I should encourage

him/her to drop this book and pick one that is more interesting. If the level is too

difficult, then I can guide the student to an easier and more accessible reading level. It

will also facilitate my informal conversations with my students on days when we have

quiet reading days. I can use these charts to check with their progress and attitude

towards what they are reading (56-7).

39
 Reading Record
Title Author Level Date # of pages read

It will be very important to help students build ownership and feel empowered by

their reading experiences. Students will be asked to rate a book once they have

completed it in a very simple and quick manner. All they have to do is go to the end of

the book and use a very straight-forward rating system to help future readers decide if

this is a good book to choose. They will also have the option of writing a comment if

they feel strongly about what they read. An added bonus to this system is that I will have

immediate feedback from students as to how they are reacting to certain genres and

authors. At the end of the school year, I will use these comments to think about what

new books we should order for the library. It is a simple exercise that involves the

student in the extensive reading process and plants the seed in their minds that their

opinions and responses to reading can have an impact on others.

Good

OK

Didn't like it.

40
 Even though I would like students to gain a sense of independence and not feel

like they will be assessed on every book they have read, I do feel it is important to have

one-on-one conversations or interviews with them. As soon as I notice that students have

had the opportunity to read a few books, I will set up time in class or after class to

conduct my interviews. Students will be given a list of possible talking points that they

can prepare on their own and they will be able to choose the book they would like to

discuss with me, but on the day of the interview they must not use any notes to discuss

these topics. The following questions are a sample of what I will hand out to students

(Day and Bamford, 84-85).

Book interview
1. What is the book about?

2. How did you feel when you finished the book?

3. Who was your favorite character? Explain.

4. What was the most interesting part of the book?

5. What did you think about when you read the book?

6. Would you recommend this book? Explain.

This type of exercise will be very helpful to students who are shy and timid about

speaking up in class. During this process students will be able work on their speaking

skills and get accustomed to sharing their opinions and providing their own personal

responses to a text, all of which are skills they need to have for their mainstream classes.

Also, through these individual meetings, I will be able to gauge their interests, motivation

and attitude towards what they are reading.

In addition to sharing their ideas with me, students will be asked to have brief

book talks with their classmates each week. This will give them an opportunity to

41
continue practicing their speaking skills in small groups. Once again, students will be

asked in their mainstream classes to work cooperatively and share their ideas with their

classmates as they work on more challenging texts. This type of activity will help boost

their confidence and prove to them that they are capable of discussing a story and

offering their opinion about it. Each student will be paired up and he/she will share some

of the following information about his/her book (99-100):

• when and where the story takes place;

• who the characters are and what are they like;

• what happened in the story;

• what he/she liked the best/least;

• what he/she would change about the book;

• if they have experienced something similar to what happened in the story;

• what they learned from reading the book;

• if this is a book he/she would recommend with explanation.

As a follow-up to this activity, I will ask students to journal about how it felt to

share their ideas, what was easy or hard for them and what they would do differently next

time. The second part of their journal should focus on their role as the listener. I would

like them to share what they learned about the book, if their partner explained the story

well, and if not, what he/she should do differently for the next time.

Using poster presentations is another interesting extensive reading exercise that

will allow students to have ownership of the books they are reading and share their

responses and experiences. This is an activity that can be used after the reading program

has been in place for a few weeks because students will have read a variety of books. In

42
order to provide students with an example, I will bring into class a poster I have designed

on one of the books I have read. We will also discuss what makes a good poster and

what the students should avoid when doing this type of activity (108-109). Once we have

established the poster guidelines and expectations, each student will be assigned a

specific day to present his/her poster to the class. Depending on the number students I

have in class, I will spread out the presentations over a span of 2-3 days. As a wrap-up,

students will be asked to journal about their experience as participants. I would like to

receive their feedback and have them share with me which posters they found most

interesting and why.

One final sharing activity that I would like to implement once the reading

program has been established is a weekly reading blog. Rather than ask students to keep

a traditional journal about their reading experiences, students will be given time to post

their ideas online. In addition to this, they will be asked to read and respond to what their

classmates have written. These postings will be based on prompts that I will assign to

provide my students with an open forum to write about what they are reading and how

much they are enjoying their books. At times we will use this class page to post book

reviews so that the rest of the class can use their classmates' recommendations to choose

a book (110, 144-146, 153).

Throughout the course, students will be asked to provide feedback on the various

extensive reading activities. I would like to avoid using comprehension questions,

summary reports, traditional oral reports and vocabulary exercises because the students

will be working on these activities each week as we work on our intensive reading texts.

If there is a negative response to any of the activities mentioned above, we will have a

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class discussion about why this activity does not work well and what type of activity the

students would prefer to do. The extensive reading portion of the class needs to be

clearly defined in such a way that the students can experience the true differences in the

efferent and aesthetic reading stances. I believe that through the students' responses and

feedback, I will be able to make adjustments to the extensive reading program that will

address the interests and needs of my students. In addition to this feedback system, I

would like the students to evaluate the program as a whole and provide me with

suggestions and comments about their extensive reading experiences. The following

questions will provide me with a quick snapshot of how students feel about reading and

their experience with extensive reading. Students will also be given an opportunity to

write a short narrative in their journal so that they can reflect on their extensive reading

experiences.

Evaluation: Extensive Reading

1. Do you feel that reading has helped you improve your English language skills?

2. Has your attitude about reading changed?

3. Have you learned more about the culture and people through your reading?

4. Do you like to read for pleasure now?

5. Do you understand the difference between reading for pleasure and academic reading?

6. Do you know how to find a book in a library that interests you and that is the correct
reading level for you?

7. Do you need to use a dictionary every time you pick up a book to read?

8. Can you guess the meaning of new words when you are reading?

9. Would you like to read some books in English for pleasure during the summer?

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10. Do you think that extensive reading should be a part of the ESOL and English 1
classes?
(Day and Bamford, 158-9)

After reading over each evaluation, I will sit down and discuss with my colleague,

Cathy Tulungun and our campus librarian, Susan Freymiller the information I have

collected. It will be important for us to look over how effective the program was

implemented, which texts/genres are the most/least popular and what changes we should

make to strengthen the program for future classes. Each of us feels very strongly about

the positive impact reading can have on learning a second language, and therefore we

will work towards presenting and sharing our experiences with our colleagues on

campus. By doing this, the remainder of the faculty can begin to understand the learning

challenges and issues our students face and the type of academic support they need to

receive from us in the classroom.

Conclusion

Once we have made the distinction between intensive and extensive reading to our

students, we must also develop activities that are different. These activities are meant to

develop and encourage our students to become independent and fluent readers. The focus

of extensive reading is to develop and foster personal reading experiences, and therefore,

the follow-up exercises should strive to achieve the same goals.

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Bamford, Julian and Richard R. Day. Extensive Reading in the Second Language
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---. Extensive Reading Activities for Teaching Language. Cambridge: Cambridge

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Carrell, Patricia L., and Joan C. Eisterhold. “Schema Theory and ESL Reading
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Grabe, William. “Current Developments in Second Language Reading Research."

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