I drafted these words for a blog post in March of 2016:
I read a post by Kelly Gallagher about the number of high school seniors who admitted that they had never read an entire book. Although I was saddened by this news, I would have to agree. School is a place where if students ACT like they are busy, teachers leave them alone. This should not be acceptable any more!
My main reading grade in my reading class comes from the motto: “Read During Reading Time.” I give my students, choice, time, opportunities (I have a huge classroom library) — all of the categories required to promote reading inside (and outside of) school. So why is reading left behind?
(I never published that post.)
Wow! These words still ring true today, at the Saturday workshop for Indiana Partnership for Young Writers at Butler University — and I still have the same question. Kelly Gallagher was the Visiting Scholar today, and the entire workshop I was picturing my past reading classrooms, reflecting on my teaching, and questioning why nothing has changed for students in school. I have always held the belief that students should, indeed, READ during reading class. I didn’t understand why people standing outside the classroom were looking for anything else inside — namely the teacher at the board teaching reading comprehension skills, with students “performing tasks” and “taking notes,” or completing a worksheet, or taking a test. I ended the draft above with a question: So why is reading left behind? What I meant (at the time) was that it seemed like activities that could be observed as students “being engaged” or “learning” were better indicators of “reading” than reading a book. It wasn’t the first time I heard about an observer reporting to some reading teacher, “Students were just reading.” I questioned (in my head), “What do you want them to do in reading class?”
That question in my head bothered me so much that I made it my teaching reading motto: READ DURING READING TIME. It WAS (and IS) what should be happening in reading classrooms. Period. In a published piece, I posted these words on my blog in October of 2017:
I attended the IRA (International Reading Association, now International Literacy Association) Annual Conference in Minneapolis in 2009. I remember rushing to a session on reading research that would explain how to improve student achievement in reading (my area of teaching). I was so excited; I sat on the edge of my seat with my notebook in hand. I heard about research that spanned 5 years, with over a thousand subjects. At the end of the presentation, the main presenter looked at the crowd and asked, “You know what we found?” (“What? Tell me!” I thought. I readied my pen to the paper.) He gave a long pause and studied the faces looking back at him, and he smiled.
He said, “The more you read, the better reader you become.”
I gasped (I could hear it.), I thought to myself, “What? Duh! I knew that!” Reading creates better readers.
Obviously, this “kids-don’t-read-in-school” issue is still grinding on my nerves. Thank you, Kelly Gallagher, for reminding me again that reading creates better readers — and adding “better writers” — in middle school and high school. Here are the BIG IDEAS I took away from the workshop:
1. One MUST READ to become a good writer. Today we read quite a few texts, wrote about them, and shared with a partner.
2. We need to read and write with students in school every day. Every. Day.
3. There are 4 teaching moves that can help students to become better readers and writers: increase volume of reading, give choice in reading and writing class, model good reading and writing for our students, and confer with students about their reading and writing.
I promise I will not keep my thoughts in my head anymore. I love teaching reading, writing, and I love learning. I want my students to love reading, writing, and learning as much as I do.