A Reading Journey

From the desk of April F…

I have a confession. Though my professional career is now devoted to Literacy, I was (into adulthood) an apathetic, reluctant reader. I could read, though I didn’t know about any strategies. If I looked at the words long enough I could figure them out or fake it. That was my strategy. Inner voice?… I thought voices in your head = crazy, not an effective reading strategy!

I felt such a connection to Cris Tovani as I read, I Read It, but I Don’t Get It. She talked in her first chapter about being a fake reader: looking at the first and last chapter, reading Cliffs Notes, and making B’s and above on assignments. That was me. I figured out that in Honor’s Classes B’s counted as A’s toward your GPA. I spent more time figuring out my teacher than figuring out the text. I listened to the things she found important, and then gave them right back to her in a conversation or test. I could care less about the classics. We were assigned to read at home (you could probably infer at this point if I didn’t read, I also didn’t do homework). I find it shocking that I graduated with a 3.76 GPA.

I give you this background so that you understand how I know the following advice works. I get it. I connect with my students who find reading, “boring… stupid… a waste of time, etc.” You want to know the secret that changed me as a reader? A good teacher. Let me elaborate.

Mr. Langevin was my 11th grade Honor’s English teacher (1997-98). We sat one behind each other in vertical rows, with about 5 feet between each desk to the left and right. He talked almost the entire time. And we listened. (Visualizing this? Wondering: I thought she said he was “good.” Questioning: Where are the cooperative groups?). The magical thing he did was that he read books with us. He didn’t fight with us to read at home or pretend like we would. I don’t think I would have paid much attention to the Scarlett Letter on my own, but all of a sudden it was interesting when I listened to him read it and think aloud. He talked about the characters in a way that made them seem real. Just the fact that he devoted so much class time reading to us showed the importance he placed on reading.

For the first time I began reading fiction. I required a lot of scaffolding and was not ready to read a whole book on my own, but it was a start. I also have to admit my reading diet now consists mostly of non-fiction. I love to read, and can devour a book in a couple of hours, but only if I find the topic of interest. When reading fiction, I used to (ok..up until a few years ago) read the last chapter first to see if I liked the ending, making sure reading the book wasn’t going to be a waste of my time. I finally began to trust Nicholas Sparks and stop ruining the endings, but this process was gradual.

I taught Read 180 for 3 years for Middle School students who struggled in reading. This was the first time I reflected on how my own experiences shaped me into the reader I am today. These students ranged from being on a Kindergarten reading level to being slightly below grade level and just needing a push. Talk about having to differentiate!

From my experiences of being a reluctant reader to teaching reluctant readers, here are the tips I’d like to offer you:

• Don’t be afraid to use class time to read with your students. As a classroom teacher, I know the pressure of the Common Core, but if you are strategic with your time, it will not be wasted.
• Get to know your students. This can be through informal conversation, interest inventories (good for those of you starting a new semester with new kids), or during reading/writing conferences.
• Embrace the preferences your students may have, but gently encourage them to read outside their comfort zone. Use peers for this part. Have them do book talks. Encourage their conversations in book clubs. Give time for students to talk about books (during Literacy Centers, your Daily 5 routines, etc.).
• Know that if a student is outside his/her comfort zone, he/she may require more scaffolding. Meet with that child more often, preview vocabulary/text structure, partner up with a capable peer, use audio books (free from the public library!) to support the reading.
• Find stuff to read that is high-interest to your students. If you are a content teacher, look for articles or websites that engage your readers while still meeting your need to teach the curriculum.
• Teach comprehension strategies that students will be able to use no matter what kind of text they encounter.
• Unlike my good teacher from the 90’s, give up some of the control. Think about the Gradual Release of Responsibility model. Teach the students, allow plenty of time for guided practice & application, and encourage students to take an active role in their learning. They need to be doing most of the reading and talking, not you.
• Think aloud, think aloud, think aloud. Show students where you struggle and what you do as a good reader. Ask questions, make predictions, share with the students your inner voice.

When I was in my 3rd year of teaching I moved from upper elementary to 1st grade. It was an adjustment, and I remember talking with my mentor about a lesson I was going to be observed teaching. I don’t know exactly what I said, but her words have stuck with me since. She said, “your whole purpose is to model & teach these kids what good readers do.” It wasn’t about focusing on specific content or pulling the key teaching note from the basal reader. It was about knowing my kids and knowing what each child needed to become a better reader. Those words don’t sound so profound as I write them, but they changed my thinking as a new teacher. My tips may not be things you have never heard, but I love hearing something I already know. It gives it credibility. I also like to take time to reflect on what I am doing now and ways I can improve. I hope something has been helpful to you. Please let us know if ERG can help support you in your literacy endeavors.