RETURNING TO READING IDENTITY AT THE START OF SECOND SEMESTER
Second semester has started for high school, and the beginning of any literacy course starts with identity, including who we are as readers, why we read, and how our reading lives shape the ways we make meaning in the world.
As teachers, sharing our own reading identities and making space for students to share theirs helps us gather important information. It helps us understand what students choose to read, what they avoid, and how they see themselves as readers. When teachers and students come to know each other as readers, conversations about texts, choice, and engagement become easier and more productive.
Over the past few years, we have shared several posts on Margin Notes that focus on making reading identities visible, both our own and our students. These are not new ideas, but they are practical practices you may want to return to at the beginning of second semester.
Making Our Reading Lives Visible: This earlier post explores simple and practical way teachers can make their own reading lives visible to students. Read the post here
Quickwrites to Reflect on Reading Identity: In this Try This Tomorrow post, quickwrites are used as a short, low-pressure way to learn how students see themselves as readers. Read the post here
Reading and Writing Timelines: This post looks at reading and writing timelines to surface patterns in students reading lives over time. It can be revisited as a brief activity or conversation starter rather than a full assignment or project. Read the post here
Reading Conferences: Three Things I Know About You: This post reframes reading conferences as opportunities to listen and notice as you come to know your students as readers. Read the post here