Thoughts+on+the+teaching+of+Reading

//**Thoughts on the Teaching of Reading **//

There is much talk around the country concerning student achievement in reading. Many schools have made a change from basals (a program of skill based, instructional series) to trade books (whole books/literature). In my classroom, I use both as part of a balanced Reader’s Workshop. While my approach to literature with fifth graders includes a strong emphasis on comprehension, I believe that good books deserve in depth, sophisticated discourse around such concepts as voice, craft, and themes.

There are many levels of exploration in discussing good literature. My goal is to talk with kids about books just as we would talk as adults. After a “good read”, I doubt that any of us tell a friend who the main character was and end the discussion. Instead, we find ourselves reflecting on our own personal experience, finding connections with memorable characters, or commenting on the language that struck you. Why shouldn’t children be doing the same? Our job is not just to “teach” reading, but to develop lifelong readers.

When you ask your child, “So, what did you do in reading today?,” I’m hoping that he or she is confused by what you mean by “reading”. Your child may tell you about one of the many books we’ve read aloud together or about the book she is reading individually or with a friend, or the literature we’ve explored. You may hear about the books some of the students are studying to help with a particular writing project, such as poetry anthologies or a picture book. Or your child might mention the books that are being read outside of class and responded to in a literature response journal. All of this is considered, “reading time”.

Your child may say, “Mr. Chase and I had a talk about the book I am reading.” What does this mean? Having a chat about literature can mean many things. We might discuss the characteristics of a particular kind of writing, the reader’s process (for example, what do you do when you come to a word you don’t know?), reading goals, or our personal connections with story characters or plot.

Just because some students are reading at different levels does not mean that students cannot have meaningful experiences with literature. We are finding that literature is filled with adventures and journeys not only of the heart and soul, but adventures and journeys that we have already experienced in our own lives that can only add unique perspectives and shape our character.

// D. E. Chase Beecher Road School 2006

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