Just for Boys - High/Low Reading Comprehension Grades 4+, Reading Level 1.2 to 2.9
Brownlee, Laurie/Belanger, Lei
Boys’ literacy continues to be at the forefront of educational concerns. Unfortunately, despite educators’ efforts, the gap between boys’ and girls’ academic successes remains uneven. This divide is potentially perilous to their overall success in life as a myriad of studies have conclusively shown that boys are more likely to experience academic failure. The resulting frustration felt by boys often leads to increased male dropout rates.
To help assist educators in their quest to find appropriate material we have created this resource. Our goal is to support you in engaging male readers and help you to move struggling readers along the literacy continuum. We created a variety of stories based on the current research surrounding boys’ literacy. Written at a primary level, we have used recurring characters, stories that focus on actions, unusual topics for school and we have tried to incorporate humour while looking at different genres, i.e. graphic novels.
While this book was designed to help you with your struggling male readers the stories and strategies provided can also be useful for some of the struggling female readers in your classroom.
Each story is preceded by a Guided Reading Lesson plan.3 Guided Reading was selected as the main format as struggling readers have not mastered the ability to read independently. Many of them do not enjoy reading and do not see a true purpose in reading. One way to closely monitor your students and measure their level of engagement is to use Guided Reading. Current research demonstrates that Guided Reading is one of the most effective ways to help students become good readers. The smaller, flexible groupings of 3 to 5 students also allow for teacher-student interaction as the group reads. It also guarantees that the student is reading a book that is at his or her appropriate reading level as students can be grouped according to his or her reading ability.4 The general theory is that an appropriate book is one where a student can read 90% of the text independently. In guided reading, a student should work with a book for several days in order to improve their fluency. Suggestions have been given to assist with using the story for at least 3 days. We do not section each story as your students will dictate the pace. Numerous activities have been provided that will allow you to give your students the extra time they need to master the story.
The lessons are formatted using curriculum expectations and allowing for Before, During, and After Reading segments. Before reading will help with activating prior knowledge, During Reading helps to keep them focussed, and After Reading allows for reading reflections and connections. Wherever possible we have included tips for incorporating assistive technology, suggestions for English.
The stories are in booklet format as well as individual sheets, providing you with options.
16 Story Titles including
Brandon's Blog & Brandon's Blogg Part II
A Canadian Master - Mike Weir
What In The World?
What we See
What is Odd?
Max's Top 10
Get The Message
Lions Leap to Victory
and Music is Life.
Below are links to two articles on research used for this resource to help boys who are struggling with reading.