Reading Growth Workbook
Reading Intervention
Do Now
Day 1
STUDENT NAME
DATE
CLASS PERIOD
TEACHER
The Mindset: Reading is a Trainable Skill
Welcome to the Reading Growth Lab. Your current reading level is not a measure of your intelligence—it is simply a skill baseline. Just like training to play an instrument or learning a new game, reading stamina and comprehension improve with consistent, focused practice. This semester is about developing your tools, tracking your growth, and setting realistic targets to unlock your potential.
Directions: Read and annotate the stats below, then answer the questions that follow
College Readiness
Over 85% of college work requires dense reading. High reading stamina is a primary predictor of passing first-year courses.
Career Power
Professionals with advanced reading skills earn an average of $23,000 more per year than basic-level readers.
Media Literacy
Strong readers process sources 3x faster, protecting them from online scams and AI misinformation.
1 Analyze the Data: Which of the statistics above is most relevant to your future personal or career goals? Explain why.
2 Skill Building: What is a hobby or skill you excel at? How did you build that skill over time? How is that process similar to reading?
Section 1 // Page 1
Reading Intervention
READING SELF-DIAGNOSIS
Day 1
To customize your reading instruction, we need to gather clean data on your interests and potential reading barriers. Please be completely honest.
Topic Interests (Check all that apply)
Sports & Athletes True Crime / Mystery Technology / AI / Gaming Sci-Fi / Fantasy Music & Pop Culture History / Social Issues Graphic Novels / Manga Business / Career Plans
Other Specific Topics I Like:
Media Format Preference
Online Articles Short Stories Manga / Comics Novels / Long Books Audiobooks News / Nonfiction
My ideal environment for reading:
Reading Barriers (When does your reading comprehension break down?)
Identifying exactly where your focus or reading process breaks down helps us select the right reading techniques for you this year. Check all that apply:
The "Fade-Out" My eyes keep reading lines, but my mind wanders and I forget what I just read.
The "Word Wall" I hit big, unfamiliar vocabulary words and lose the flow of the text completely.
The "Speed Burnout" I read too slowly to get to the interesting parts, getting bored before finding the meaning.
The "Focus Drain" Even small ambient noises or mobile notifications make it impossible to stay focused.
3 Describe Your Reading Roadblock
Describe a time when you struggled to read a passage or textbook chapter. Based on the options above, what went wrong, and how did you handle it?
Section 2 // Page 2
Reading Intervention
ROUTINES & SMART GOAL SETTING
Day 1
Class Routines & Essential Procedures
Required Daily Supplies
You must bring your charged laptop and a writing utensil to class every day. 🚨 Unprepared students will be sent to the Dean's office.
Weekly Rotations (Meets 2x/Week)
• Day 1: Group A works with the teacher in a small group; Group B works independently on Khan Academy.
• Day 2: Groups switch roles.
Khan Academy Login Practice
Today, we will walk through logging into our accounts.
I logged in successfully today.
Weekly Grading Structure
You will receive 2 grades per week:
1. Khan Academy Grade: Based on work completion.
2. Participation Grade: Active engagement in small group.
Build Your Custom Growth SMART Goal
Directions: Write one clear, specific reading growth goal that you commit to achieving over the next 6 weeks. Your goal should be Specific (what you'll do), Measurable (how we track it), and Actionable (under your control).
Goal Example: "Over the next 6 weeks, I will log into Khan Academy every Tuesday and Thursday to complete my active reading practice, and I will read my self-selected book for 15 minutes without checking my phone during independent learning."
My 6-Week Reading SMART Goal:
GROWTH LAB AGREEMENT
"I recognize that reading is a critical skill that improves with focus. I commit to showing up to each class with my supplies, participating during small-group instruction, completing my independent assignments, and active collaboration to meet my target goals."
STUDENT SIGNATURE
TEACHER SIGNATURE
Section 3 // Page 3
Reading Growth Teacher Guide
Reading Support & Intervention
READING GROWTH TEACHER GUIDE
Facilitator Manual KICKOFF
TARGET AUDIENCE High School (Grades 9-12)
LESSON DURATION 50 Minutes (1 Session)
CORE FOCUS Mindset, Routines, Goals
50-MINUTE CLASSROOM PACING BOARD
| TIME | SESSION STAGE | TEACHER ACTION & FOCUS |
|---|
| 00 - 10 Min | The Frame-Up | Deconstruct remedial reading stigmas. Explain reading level as a trainable skill and outline the workspace design. |
| 10 - 25 Min | Section 1: Data Talk | Analyze the three real-world data panels. Facilitate small group discussions on how reading levels affect post-grad earnings & digital security. |
| 25 - 35 Min | Section 2: Diagnostics | Students self-diagnose reading interests & roadblocks. Gather immediate qualitative insights on where students struggle to maintain focus. |
| 35 - 45 Min | Section 3: Routines | Walk students through laptop & utensil requirements, grading rules, Khan Academy rotations, and log in for practice. Write SMART goals. |
| 45 - 50 Min | The Sign-Off | Execute the classroom commitment checklist. Sign student-teacher growth agreements to close Day 1. |
COACHING SCRIPT: DE-STIGMATIZING THE SPACE
SPEAKING SCRIPT FOR STUDENTS:
"I want to address a common feeling directly. Often, when students see a reading support class on their schedules, they worry it means they are behind or lack capability. Let's completely clear that misconception today.
Your intelligence has nothing to do with your starting reading level. Reading is a cognitive habit—a pattern that gets easier and faster with the right support. Think of this class like a specialized tech support lab. We are going to isolate exactly what obstacles hold you back, design focused practice habits to break through them, and expand your vocabulary tools. This isn't remedial; it is strategic preparation for adult independence. No judgment, just growth."
ROUTINE ENFORCEMENT PRO-TIP
Be firm on the laptop and pencil requirement from Day 1. If students arrive without them, calmly explain that professional work requires tools, and enforce the referral to the Dean's office. This sets a serious tone for the class and keeps students accountable.
Facilitator Manual // Page 1
Reading Support & Intervention
ROUTINES & BARRIER RESOLUTIONS
Facilitator Manual DIAGNOSTICS
