Readicide Blog Hop - Week Five

OOOOOOkay, so I never got around to coming back to last week's blog hop post.  So sorry about that people!!

I'm here today though for the last of 5 posts about the Readicide book.  It's been a great read - challenging, thought-provoking, and sometimes hard, but always good!

So today I'm going to share things that I ALREADY do that line up with what Kelly Gallagher recognises are going to end readicide.


  1. I push my students by giving them reading material that is slightly too hard for them
  2. I get my students to read after every break.  It centres them and gets them ready for the next part of their learning.
  3. I stop "teaching" a book when I can see students getting frustrated.  
  4. Sometimes I even just let kids read for fun (gasp - shhh, don't tell my principal?!)
  5. I read to my kids.  
  6. I also read in front of them - as in I read my novel when they are reading their own choice books some times.  
  7. Multi-choice questions are rare in my teaching.  This is more of a New Zealand thing, not just a me thing though - so I can't take all the credit for it :P
  8. I let my students choose their own response questions.  I use Bloom's taxonomy to promote thinking in my students.
Do you do any of these above things?  What could you do this upcoming year to make sure readicide doesn't creep into your classroom?

Check out what Norah thinks!





6 comments

  1. I do all of the things on your list except for number 2! I usually like to read a book after lunch, but now we're mandated to do math and math only!


    The Whimsical Teacher

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  2. I like the positive approach you took to this blog post. I loved this book so much, but I kept beating myself up every single chapter because I was recognizing all the things I was doing incorrectly. I love how you spun it around and focused on what you are doing RIGHT. Thanks for sharing, Erin. Looking forward to more collabs in the future.

    Angela
    The Organized Plan Book

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  3. I love that I can learn about a book from you (and other bloggers) without even reading it myself. I love reading of course, but I am only on human and cannot read them all at once. Love all the items you outlined.

    Side note, I'm curious about the multi-choice question comment you mentioned? What's the background behind that being a New Zealand thing?
    Kayla
    The Chalkboard Garden

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    Replies
    1. Hey girl!

      So it's not that we are against multi-choice questions, it's more that we value creative and critical thinking from a really young age. MC questions don't allow for any thinking other than memorisation. From as early as 5 years old we teach our students to think about the characters, the setting, the plot, the messages etc, but don't give the students MC questions to do so. I find that it allows my students to form their own opinions on different things, rather than teaching them to search for someone else's answer in their reading.
      Do that make sense?

      Thanks so much for reading along!!

      Erin

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    2. Totally makes sense! I was thinking back over my own teaching and I think I naturally tend to avoid multiple choice questions for exactly the reasons you state. Unfortunately, many of the assessments I have to give (according to the powers above) are heavily, if not completely multiple choice. The reasoning being that it is easier to administer a multiple choice assessment with 5-/6-year old. While that's true, I don't think it allows some students to showcase their actual abilities when it's limited to four scripted options.

      I think I'm going to need to do a big of research on this topic and start asking some questions about our assessments. Thanks for sparking some great ideas!

      Kayla

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  4. I love using Bloom's taxonomy! It gives the students a much better way to show their knowledge and explore the text than the awful questions in the anthology textbook.

    Kim
    Quinnessential Lessons

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