I check my iPad mini and my Kindle app. It’s only on the mini. It’s a control issue. Control my time issue. So that means that it is not on my phone nor my computer. Seriously, it’s only on one device. Otherwise it would be toooooo tempting to read just another minute, five minutes or more!
Kindle has a Reading Streaks Activity Tracker.
I’ve read for 77 weeks in a row.
173 days in a row.
With a few touches, I discover that there were only 18 days that I did not read on my kindle during 2019. What makes me pause is the fact that the majority of my professional reading is done with real paper in hand books. Sometimes I have a book on my computer, but more often than not it’s the hard copy that I covet and therefore purchase. Implication: I may have read every day in 2019 but my data is inaccurate because:
- It only includes Kindle reading
- I did not have wireless access
- I don’t know what counts as “reading”. If I open the app, is that “good enough?”
Does it matter?
I am also trying to make sense of my Goodreads data and now I fully understand that I need to “calendar” time each month for recording. Recording needs to be routinized if it is going to be accurate and therefore data that has utility. Here’s what I know.
I have a collection of data points so I’m just sharing some others that either interested or intrigued me. This view is my books read by my ratings and 6/77 have no rating so that’s an “oops” on my part. Typically, if the book is not a 4 or 5, I don’t enter it into Goodreads. I just keep reading.
This sort of books read by publication date is one of my favorites even though I am less concerned about the actual month of the year that the book is published as I have already read several 2020 books. What questions do you think are answered by this data?
And then a view of when I read, including a pop out list when I click on an individual bar.
And how does this graph differ from the one above? What’s the same?
Automatic data collection is nice and deceptively addictive. I could sort by my shelves and my content. As previously mentioned in 2017 here, 2018 here, June, 2019 here and winter break reading here, my reading goals this year were about balance and exploring a wider variety of genres. Is that data already available?
Accuracy is an issue because this is what my totals looked like in June. And I have read for 173 days straight since July. I also have only one Goodreads account now so that data is most suspect.
Before I record any books in Goodreads for 2020, I need to decide on the labels for “my shelves.” I like the idea of 5 categories for fiction and 5 for nonfiction. One big LUMP for Professional does not yield actionable data.
I need to start recording 2020 books. I want a manageable system that is easy and meets my needs. By the time I have reached that solution, I also believe that my #OLW will have resolved itself.
Quantity? Is it the numbers?
Quality? Additional meaningful information?
Ease of collection? Automatic, actionable, and accessible?
What stories do you find in your reading habits?
What stories do your students find in their reading habits?
Thank you, Two Writing Teachers, for this weekly forum. Check out the writers and readers here.
Two books that I read this summer have changed my thinking. They are Hattie’s Making Learning Visible, Maximizing Impact on Learning and Moss and Brookhart’s Learning Targets. Hattie’s book helps me craft my response when a teacher or administrator asks for help with idea/innovation/program X. I can easily check the research for the effect size and ask questions about “possibilities” for increased learning. Learning Targets has been instrumental in helping me think about the “portion size” of daily lessons for students as well as the need to be crystal clear each day about the expected student learning. A question that I frequently use is: “Does the learning target match the student action or learning?”
Why is this important? Well, Reading is very important now as several states have added a requirement for third graders to be reading at the third grade level or several different processes kick in for additional intervention, instruction, summer school or retention. This post is not going to focus on those legislative mandates. Instead it will focus on part of Reading Anchor Standard (K-12) #10 – Range of Reading. As you read through this information, think about “HOW” you will know if students have met this standard?
CCR English Language Arts Anchor Standard 10 says:
“Range of Reading and Level of Text Complexity
Read and comprehend complex literary and informational texts independently and proficiently.”
Several pages later in the Common Core document a reader finds this additional information:
“Range of Text Types for K‑5 Students in K–5 apply the Reading standards to the following range of text types, with texts selected from a broad range of cultures and periods.
|Stories||Dramas||Poetry||Literary Nonfiction and Historical, Scientific and Technical Text|
|Includes children’s adventure stories, folktales, legends, fables, fantasy, realistic fiction, and myth||Includes staged dialogue and brief familiar scenes||Includes nursery rhymes and the subgenres of the narrative poem, limerick, and free verse poem||Includes biographies and autobiographies; books about history, social studies, science, and the arts; technical texts, including directions, forms, and information displayed in graphs, charts, or maps; and digital sources on a range of topics”|
“Range of Text Types for 6‑12 Students in 6‑12 apply the Reading standards to the following range of text types, with texts selected from a broad range of cultures and periods.
|Includes the subgenres of adventure stories, historical fiction, mysteries, myths, science fiction, realistic fiction, allegories, parodies, satire, and graphic novels||Includes one-act and multi-act plays, both in written form and on film||Includes the subgenres of narrative poems, lyrical poems, free verse poems, sonnets, odes, ballads, and epics||Includes the subgenres of exposition, argument, and functional text in the form of personal essays, speeches, opinion pieces, essays about art or literature, biographies, memoirs, journalism, and historical, scientific, technical, or economic accounts (including digital sources) written for a broad audience”|
There is more information in the standards about the three characteristics of “complex” text. But that is not the topic here. A Twitter conversation today caught my eye. It was linked to this blog: “Reading: It’s Kind of a Big Deal.”
How will you know students have read the variety of genres listed above?
How will your students know that you have read the variety of genres listed above? (If you are a teacher, you probably would not ask students to read genres or texts that you have never read, would you?)
Before I read the blog above from a parent and a child’s view, I probably would have said that a “Reading Log” would be a good indicator of texts read. But what does a list really tell a student, parent, or teacher?
I would love to hear your thoughts!