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Cover to Cover




    Denise Maduli-Williams
  CCSF ESL Colloquium 2012
Student Surveys
It Hurts So Good
Reading Textbook
Books, Books, Books!
vs.
 Intensive          Extensive
  Reading            Reading

   Less                More


Higher Level     Comfortable Level


   Tests            Book Talks


   Study             Pleasure
Reading Background

O What did you read as a child?
O What kinds of reading did you do in school?
O Do you have a favorite all-time book? What is it?
O What is the last book you read?
O What kinds of books do you like to read ?
O What do you like to read other than books?
O What percentage of time do you read online?
Voicethread
Bookstore Scavenger Hunt
Book Club Groups
O Same
  group
O Random
O Mixed
Academic ESL 140 & 150
Book 1:   Whole Class, Level 4
Book 2:   Book Club Choice, Level 4
Book 3:   Book Club Choice, Level 5
Book 4:   Personal Choice, Levels 4-6

Students buy the books.
Noncredit ESL 5-9
     4 Books – all personal choices



Students borrow from the campus “library.”
Why Cambridge?
Book Selection
Home Libraries
“When I get a little money I buy books.
If there is any left, I buy food and clothes.”
Self-Selection
Find your level
Ready to Read
Book 1 – Whole Class
           Ikuko goes to England to
           study, promising to return
           to Japan to get married.
           But in Birmingham, Ikuko
           not only discovers
           another way of life but
           also a great deal about
           herself.
           This is a powerful story
           about a love that is
           carried across three
           continents and even time
           itself.
Ikuko wondered if she was making a
terrible mistake. “It’s only for six months,” she
said to Hiroshi, trying to persuade herself as
much as him.
         “A lot can happen in six months,” he
said. “I don’t want to lose you. Remember you
promised to come back.”
         Ikuko looked at her ring. “I’ll come
back,” she said.
         They said goodbye, but as she went
through to the departure lounge she looked
back one last time. Hiroshi was standing there,
his hair falling into his eyes, looking lost and
lonely in the middle of the airport crowds.
Reading Schedule
Book Club Discussions
Part 2
End of Book
Comparing Books
Walk and Talk
Walk and Talk Same Book
Walk & Talk Different Books
Online Forums
Online Groups
Book Evaluation
“Yelp” Rating
Book Club Evaluation
Final Projects
O Posters                O Theme Song
O Comics
O Digital Photostories   O Fakebook Page
O Movie Trailer          O Audio Review
O A Different Ending     O Timeline
O Book Ad                O Poem
O Radio                  O Missing Scene
  Announcement           O Letter
Poster & Gallery Walk
Book Club Party
Just one puzzle piece
O    Intensive
    reading
O    Tests
O    Vocabulary
O    Grammar
O    Essays
“Reading makes immigrants of us all.
      It takes us away from home,
           but more important,
 it finds homes for us everywhere.”

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Cover to Cover

Editor's Notes

  1. More about the how than the why – I always see students torturing themselves over reading – dictionaries, bent over, highlighters, scrunched up faces. They would groan when they saw two pages.
  2. Student ran into the door while reading . . Showed up with a band-aid on her forehead!
  3. Our reading textbook – like any textbook
  4. Intensive reading – dense – factual, usu. Nonfiction – all good for academic study
  5. Lots of choices
  6. This is what I was going for instead – ESL readers – lots of them
  7. Something about picking up a book and holding it, paging through it cover to cover
  8. So this is the difference – see website for research on extensive reading – we need both – but students don’t often get both in their classes.The reality turns out to be that they read more than those four.Creating life-long readers.
  9. Done as journals and group discussion
  10. In China, a child whose parents own 500 books will average 6.6 more years in education than a comparable child from a bookless age.
  11. Model book club behaviorHigh-interest – show them they can read it and they can read a lot.
  12. I model and am excited? I read too – I’m not reading something else that is harder. I want to show them that reading is enjoyable at any level.
  13. Groups do on their own
  14. They trade/exchange, want more, read more