Reading for Real by Kathy Collins

Reading for Real by Kathy Collins

Take two to four kids, give them a basket of books that go together in some way, and then provide time for them to read, think, and talk together about their ideas, their questions, their wonderings. That's the simple recipe for a reading club, and Kathy Collins demonstrates the powerful results in her new book, Reading for Real. She writes, The reading clubs I describe are a formal structure providing students with time to read and talk about books with a high level of engagement, purpose, and joy.

Just as adults join clubs to share and talk about common interests, reading clubs allow kids to immerse themselves in topics and ideas they care about -- whether it's turtles, fairy tales, a beloved author, a favorite new series, or the desire to get better at reading aloud to a baby brother or sister. While they are reading and talking about their interests and passions, students in reading clubs are also orchestrating all of the reading skills and strategies they've learned and applying them in real-life ways.

The book offers step-by-step support for implementing these classroom reading clubs, including:specific suggestions for planning cycles of reading clubs;detailed charts with a variety of teaching ideas that can be implemented immediately;ideas for mini-lessons and examples of reading conferences to support students as they learn strategies and hone their reading and discussion skills;suggestions for differentiating instruction; support for launching and fostering reading partnerships across the year;appendixes with examples of note-taking sheets and sample planning guides for several kinds of reading clubs.

While Kathy presents ideas for implementing reading clubs during reading workshop in a balanced literacy framework, the information she provides will be helpful for any teacher who wants to foster the joy of reading by offering students support and opportunities to read for authentic purposes and to have conversations about topics that interest and engage them. After all, we don't just want kids to learn to read, we want them to love to read.

Kathy Collins adds, I've always wanted to be a teacher since I was a tiny girl and got a little desk for Christmas. I used to fantasize about wearing a masking tape roll on my wrist, using a pointer, writing on a chalkboard, and collecting book order money, but Kathy selected a different career route when she went to college. Kathy has a B.A. from Syracuse University and worked in advertising for a number of years before deciding to return to her initial ambition of becoming a teacher. She has a bachelor's degree in advertising/art history and a master's degree from Teachers College in teaching English to speakers of other languages. She's worked as an English as a second language teacher in Japan, a first-grade teacher in Brooklyn, N.Y., and an adjunct instructor at the University of Alaska in Anchorage over her career.

Kathy presently consults with schools and districts and teaches at reading institutes across the country. I love being with children, figuring things out with them, creating warm relationships with families, thinking with colleagues, and doing work that means so much in the world, Kathy says. Kathy approaches professional development from two perspectives: as a classroom teacher and as a staff developer. I enjoy organizing a classroom and wrapping my thoughts around a child in order to figure out how to best fulfill his or her learning requirements and to encourage students' goals for themselves. Kathy writes, I was anxious for professional development and opportunities to think and talk about how to enhance my work and craft as a teacher....I want to find an environment where professional sharing is the rule rather than the exception. My initial reaction as a staff developer is to try to figure out where teachers stand in terms of their knowledge and attitudes toward the topics we're studying together.

Kathy loves to have a notepad where she can collect bits and pieces from her job and life that apply to the book. When working on a book, I strive to develop a relationship with teachers that is defined by trust and mutual respect so that we all feel comfortable taking risks and asking questions of each other. I choose a broad topic and then narrow it down as I work out the details of how the book will be structured. I usually start by trying to think up a chapter outline, and then I get to work! They enjoy going on vacations and visiting relatives and friends.

Kathy also enjoys reading, running, and playing outside, and she is learning to knit and cook.