Anecdotal Evidence

I love anecdotal evidence. It's the 'feel good' stuff in an inquiry.

As my Year 6's are beginning to undertake their last round of testing for the year, I thought it would be nice to reflect on the other evidence I have collected surrounding their shift in reading, before I look at the "real data".

At the beginning of the year my class:

• picked a book based on the cover.
• did not care for or respect the books they were given to read.
• found it difficult to sit and read for extended periods of time.
• did not know the author of the book they were reading.
• spent the majority of "silent reading time" trying to catch each others eyes or whisper to one another.
• did not ever finish a book from cover to cover.
• did not care if the book was too easy, or conversely too hard.

Now in Term 4 my class:

• picks books based on the author or on someone else's recommendation, or at the very least by whether the blurb sounds interesting to them.
• place a great detail of care over their books and the class library.
• enjoy reading for extended periods of time, and a large number have admitted to reading at home at night and in the weekend.
• always look at who the author is, and want to know what else they have written. Many of my students exclusively read books my our "class favourite" authors.
• only spend a small amount of "silent reading time" trying to catch each others eyes or whisper to one another. ;)
• almost always finish a book from cover to cover. Although, we allow a 3 chapter test if we are unsure after the blurb.
• use the 5 finger reading test honestly to check the level of the text. Some students still reach too high, but do so knowing they will need to read slow, and possibly re-read parts or pages.

I do look forward to seeing their academic progress against their formal tests, but I am more than chuffed with their growth and maturity in regards to a love of reading.