Tracking your reading log By: Asia G. Navarro

Ms. Asia G. Navarro 6th Grade English Language Arts & Social Studies Teacher Teach 40 scholars where 6 are scholars with special needs. Martin Luther King Jr. in Passaic, New Jersey

Goals & Objectives Goals: By completing this project, scholars will be able to use Excel to display and track their reading progress throughout the academic school year. Timeline: All year Objectives: SWBAT track their independent reading logs by genre. SWBAT create graphs that demonstrate different genres. SWBAT calculate and compare the number of books they have read.

activities D.E.A.R. Time Independent Reading Nightly Reading Requirement Passaic School District introduced added a 10 minute D.E.A.R. [Drop Everything And Read] time to our ELA block. Scholars are only allowed to record their reading. They are not required to submit work. In addition to D.E.A.R., scholars engage daily in independent reading, in the classroom, and are required to read 20 every night in order to improve their fluency and reading comprehension.

Common core standards CCSS.ELA-LITERACY.RL.6.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range. CCSS.ELA-LITERACY.RI.6.10 By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Collecting & Evaluating Data Each month, scholars will track how many books and/or articles were completely read. Each book will fall into a genre. If the genre is not listed, scholars have the ability to add the specific genre. Tracking their own reading logs via Excel, allows scholars to incorporate technology and visually see progress and room for improvement. The idea behind an electronic reading log is to track progress and engage scholars to read different genres. By graphing their results, they will be able to determine and evaluate their own data. For example: Scholars will visually see if they neglected a specific genre or see how they stick to another genre.

Basic Skills Applications Months were completed by using the Fill Series feature. Total, Min, and Max contain formulas using Excel’s built-in functions. Conditional Formatting: Rules: Less than 3 red shading Greater than 7 Green Shading. Range contains formulas using cell references on the same sheet.

Basic Skills Applications, Cont. Below their plot charts, scholars are able to access a link providing them with more information about reading logs.

Advanced Skills Applications Scholars will create a plot chart using all of there data. Each chart will display their data by month and genre.

Method of evaluating 4/4 3/4 2/4 1/4 Passaic School District wants to encourage scholars to increase their reading level by reading independently. The following rubric will be used to evaluate scholars’ reading logs. Scholars must submit their reading log by the end of every month along with a reflection. Scholars will continue to input information as the year progressing. 4/4 3/4 2/4 1/4 I gave 90-100% effort. I filled in all parts correctly and submitted a detailed monthly reflection of my findings after analyzing my data. I gave 75-89% effort. I filled in most parts correctly; I may have missed one or two parts and submitted a monthly reflection giving some details. I gave 50-74% effort. I filled in more than half the parts correctly and submitted a monthly reflection but only explained myself a little bit by giving very few details. I gave less than 50% effort or minimal effort. I filled in less than half the parts correctly and submitted a monthly reflection but didn’t give a lot of details or I didn’t turn it in.

Brainy Bits Multiple Intelligences Intrapersonal – Being able to reflect on their accomplishments and areas for growth appeals to the intrapersonal learner. Kinesthetic – Being able to use the computer appeals to this type of learner. Visual – Creating charts and inputting their data appeals to the visual learner. Logical – Analyzing their reading log appeals to the logical learner. Linguistic – Reading and interacting with literature allows this learner to excel.

Brainy Bits, Cont. Cerebral Lobe: Occipital Lobe – Scholars use their occipital lobe while analyzing their visual representations via charts and conditional formatting. Frontal Lobe – All the information scholars receive first travel through their frontal lobe. Limbic System: Amygdala – Reading allows scholars to tap into their emotions especially when they get to decide on the literature they wish to embark.

Credits Sousa, D. (2011). How the brain learns (4th ed.). Thousand Oaks, California: Corwin Press. https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=8&cad=rj a&uact=8&ved=0ahUKEwjR1pHHgajLAhWGeD4KHTGlA1cQFghKMAc&url=https% 3A%2F%2Fnimayoeselwangdi.wikispaces.com%2Ffile%2Fview%2Fthe- importance-of-reading-logs.doc&usg=AFQjCNH4GJJQJVhl_- gDVSk_dLi_RQXL6A&sig2=evRdltfE_yCqZ4ylMYMKmQ http://msshawn.weebly.com/uploads/2/2/4/1/22415294/2078897_orig.png