- Bringing Climate Change into the E/LA Classroom - May 20, 2019
- YA Books for Mental Health Awareness - October 8, 2018
- Celebrating Hispanic Heritage Month with Book Talks - September 26, 2018
- 180 Days: Writing and Reading Maps and Mentors for A Year in ELA - September 16, 2018
- Teaching Immigration Empathy: Why Refugee by Alan Gratz Should Be Added To Your Curriculum - July 8, 2018
- Coaching the Coaches: the Benefits of Instructional Coaches - January 28, 2018
- Six-Word Memoirs as an Introduction to Narrative Writing - September 24, 2017
- Putting Books in Student’s Hands: How to Make the Right Match - September 10, 2017
- Disrupting Thinking: Stop Focusing on Leveled Reading - August 7, 2017
- Why What Teachers Read Matters - July 17, 2017
They have to read on their own. You should be assigning reading and having them read it, not reading it all to them. That’s spoon-feeding.
I have heard this for the past thirteen years I’ve been teaching. When I taught high school English, I would read The Odyssey aloud to my ninth graders, The Great Gatsby to my eleventh grade American Literature students, and Beowulf to my seniors. Now that I teach junior high, I read all of the “required” texts out loud to my eighth graders, including Hero (Rottman) and The Giver (Lowry).
Despite other teachers telling me I was being “too easy” on my students, I continued to read out loud even though I didn’t have hard research to support my practice; I just felt in my gut that I was doing the right thing. For one, most of my students simply wouldn’t do the reading if I assigned it. It’s really hard to have a class discussion or have students write a response if they have read the material. Secondly, year after year, I would talk to former students who did not have me for English talking about how they hated certain books. My own former students would counter with, “Really? I LOVED that book! I remember Mrs. Sluiter would have this big plot map on the board while she read to us, and she did the voices, and we had these great discussions.” Those kinds of comments alone were enough for me. Maybe my students were reading on their own, but they were thinking on their own about the ideas in the books.
Later, I would do massive research about why kids hate reading and how to build and nurture life-long readers.
One article in particular, written by Richard Allington and Racheal E Gabriel for Educational Leadership titled “Every Child, Every Day”, has had a profound influence on how I approach reading in my own classroom, which is now filled with 8th grade students.Not only do they support the idea of choice for readers, but they adamantly urge that every student “listens to a fluent adult read aloud.”
From the article:
“Listening to an adult model fluent reading increases students’ own fluency and comprehension skills”(Trelease, 2001), as well as expanding their vocabulary, background knowledge, sense of story, awareness of genre and text structure, and comprehension of the texts read (Wu & Samuels, 2004).”
While opportunities to read silently to themselves or out loud with a group or partner are provided, rarely do teachers beyond the lower elementary grades take the time to read to their students. High school teachers almost never take the time to read to students. I find this troubling for a number of reasons.
First, I found that the “required texts” that I had to teach were often far above the reading levels of many of the students in my classes. For instance, The Great Gatsby by F. Scott Fitzgerald has a lexile of a 1070, while this is supposedly an 8th grade reading level, I would dare to bet many adults find Fitzgerald’s long, descriptive sentences and uncommon word choice difficult to manure. In chapter 3, for instance, readers will find Nick at one of Gatsby’s parties which he describes as “instead of rambling, this party had preserved a dignified homogeneity, and assumed to itself the function of representing the staid nobility of the countryside–East Egg condescending to West Egg and carefully on guard against its spectroscopic gayety” (44). If you were to ask a typical eighth grader to explain what this sentence says, they would probably stare at you blankly because they didn’t get past the word “homogeneity”.
My eleventh graders were no different. However if I read the book out loud, not only could we pause to clarify, we could talk about the ideas once they were clarified. This built vocabulary (Fitzgerald uses variations on the word “incredulous” so many times, my students were pointing it out in other texts by the end of the year), added to their knowledge of socioeconomic status and its effects on an individual’s success, and helped them make cross-curricular connections.
Currently my eighth grade English class is reading Hero by S.L. Rottman together. I read aloud every day and we discuss characters, plot, theme, etc. While all of my students would be able to read this book to themselves, I still use the fact that this book is an “all class text” as an opportunity for my students to hear an adult reading fluently. It helps them hear what a book can sound like in their own head. It shows them that books are more than words on a page, but a story waiting to be told.
Many of my students love the book and are very sad if we have a day that we cannot get to it, and yet it’s not a book many of them would have just picked up off the shelf themselves to read. Hearing a book like that come to life sets off a light bulb in the heads of many students: if this book is good, maybe there are others like it. Maybe books can sound like this when I read too.
My students are immersed in reading from the moment they walk in my classroom. They choose their own books and read silently. They read some texts out loud with each other. And they also listen to me read every day.