• in a community of learners;
• in a safe environment;
• when reading, writing, speaking, and listening occur across the curriculum;
• when literacy instruction blends demonstration and explanation, guided and independent practice, teacher and student support, individual pursuits, student choices, and teacher direction; and
• when learning is student-centered, with hands, minds, and hearts engaged.
  
  

• work in a community of readers and learners, including other class members, family members, their teacher, and other school volunteers.
  
• focus on lifelong learning strategies by providing experiences, formats, frameworks, and attitudes for study in the present and future.
  
• participate in student-centered learning.
  
• explore their ideas, reflect on their writing, and revise their work.
  
• read and discuss texts in guided and independent practice, using literacy as a way to think, as a tool for understanding.

• A collection of books appropriate for the students' interests and reading levels
• Timer, or some method to indicate the beginning and end of the DEAR period
• Chart or handouts of Literature Log format and prompting questions
• Reading portfolio form
• Sign-up system for students requesting book talks with an adult volunteer (PALs)
• Handout and sign-up system for adults working as PALs
• Mail center, where each student receives mail from others
• General classroom supplies (paper, pens, and so forth)

• Gather books, handouts, and other materials.
• Customize an appropriate handout of prompts for Literature Logs to fit the needs of your students, using the examples in the Web Resources.
• Explain the program to family adults and other volunteers, and line up PALs to work with students individually.
• Work through the entire process as a group before proceeding to individual work. Hold a book conference with a student in front of the class so that students are prepared for their own conferences. You might do a short read-aloud book that all students respond to in their literature logs, hold an example conference on that book, and then invite a volunteer to hold a Book Chat in front of the class before students begin working on their own.

1. Relying on in-class reading collections or materials from the library, have each student select a book to read in class. Students may also bring books from home.
2. With students who have not done silent readings before, start slowly, about 10 minutes a day. Gradually inch them up to 20 to 30 minutes. This is what Foertsch calls DEAR—drop everything, and read—reading because otherwise the class never seems to get their reading time in at the same time every day. This is a specific, structured time for reading.
3. Allow an additional 5 to 15 minutes for students to write in their literature logs (or you may call them "reader-response logs"). Students may continue reading during this log time if they choose. The logs do not have to be written in each day, but they must reflect the students' thinking about literature as they read. Log entries must include the date, the book title and author, and the student's response to the text read. Early in the year, model log entries and provide an outline of the format as well as some prompting questions as a handout or poster in the classroom (see the Web Resources for some examples).
4. Once the silent reading period is over, students may continue reading in their spare time in the classroom as well as at home.

1. Thank the volunteers for being part of the program.
2. Overview the entire DEAR program for the volunteers.
3. Explore the volunteers' role in the program. Some volunteers feel inadequate about what to say with the students, and some are a little too eager to "teach those reading skills" or assess students' progress. Explain that the purpose of the Book Chats is to lend an ear to the students' voices when they speak of a book they've been part of.
4. Emphasize that the point of the Book Chats is to encourage further reading explorations.
5. Once the volunteers understand the purpose of the Book Chats, go over the Book Chat questions. Explain that the questions are starting places, not a script for the discussion. Urge volunteers to choose one or two from the list as as guide to discussing the book in more depth.
6. With a volunteer, go through a mock Book Chat, demonstrating what the conference looks like.
7. Caution volunteers that they may have to "cut students off" (gently, but firmly) from retelling the entire book with every detail.
8. Share samples of all handouts that students will have as well as any examples you have of students' Literature Logs responses and PAL letters to students.

1. When students finish a book, ask them to bring the book and the literature log to you for a short conference.
2. Discuss the book with the student, focusing on his or her progress and success.
3. Record the student's progress, noting the type of book read and reading behaviors and attitudes observed.
4. Ask the student to record the title of the book on a list of completed books in his or her Reading Portfolio.
5. Have the student sign up for a book talk with an adult volunteer.

1. Have the PAL volunteer set up in the hallway.
2. The PAL volunteer checks the sign-up sheet and quietly takes a student, with his or her literature log and book, to the hall for a book chat.
3. The volunteer asks questions, working from the Book Chat handout. Conferences should always begin by asking the student to share something from the book, a particular passage that they will discuss further. Discussions should be no more than 8 minutes, and should focus on positive, encouraging comments.
4. The student returns to the classroom.
5. The PAL volunteer writes a short, encouraging note to the student, places it in the classroom mailbox for distribution, and proceeds to the next student on the sign-up sheet.

Reading-Response Journal Starters
http://teachers.net/lessons/posts/1886.html

These reading-response journal starters give readers a place to begin their entries in their Literature Logs. This list of starter prompts would work well with younger readers.

Response Journal Guidelines for Students
http://www.sdcoe.k12.ca.us/score/actbank/tjouguide.htm

Response Journal Guidelines for Students from the San Diego County Office of Education provide another list of options to help students respond to their readings in their Literature Logs. These longer questions may need to be broken up for younger students.

Positive Parent Involvement
http://www1.ncte.org/library/files/Files/Cyberbriefs/Parent_Involvement.pdf

The "Positive Parent Involvement" CyberBrief outlines several successful ideas to add to your repertoire to get families to participate actively in your class. These ideas provide a great starting point for gathering PALs volunteers to work with your students.

How Can You Help? Your First Days as a Volunteer
http://www.readwritethink.org/lesson_images/lesson55/Ch01.PDF

"How Can You Help? Your First Days as a Volunteer," chapter one from Lester Laminack's Volunteers Working with Young Readers, explains ways that adults can participate in classes with students. The chapter provides a nice overview for PALs volunteers who want to know more.

Example Scenarios from Laminack's Volunteers Working with Young Readers
http://www.readwritethink.org/lesson_images/lesson55/examples.PDF

These example scenarios from Laminack's Volunteers Working with Young Readers give you a thumbnail sketch of some of the possibilities of students' interaction with texts. Each situation introduces a child and a bit of literacy history, followed by some things to consider before taking action, and a few suggestions for working with the specific situation. The scenarios will give your PALs volunteers examples that can help them feel more comfortable as they work with your students.

• Students reflect upon and assess their own reading and thinking as they discuss the books in the literature logs and in conferences.
  
  
• Students record their completion of each book in their reading portfolios.
  
  
• Teachers record student strengths and needs, as well as what might be done differently and what to watch for in order to encourage and support students' reading efforts.
  
  
• PALs volunteers assess and react to students in conference and in the note that they deliver to the mailbox for each student.
  
  

NCTE/IRA Standards

1 - Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.

2 - Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience.

3 - Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).

11 - Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.

12 - Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).