As I was doing my morning browsing on
Gail and Joan's Discussion Boards, I noticed someone had posted a link to an article that really caught my attention. It's from this month's Ed Leadership magazine (from ASCD) and is written by Richard Allington and Rachael Gabriel.
It's titled Every Child, Every Day and outlines the 6 elements of effective reading instruction.
To say I needed this article would be such an understatement. I've been struggling so much lately with what I believe to be true about literacy instruction and with what I see happening around me that is in direct contrast to those beliefs. I
crave those pieces of current research that affirm my beliefs and my instructional practices.
My first graders have time
each and every day to choose what they read. As a fellow reader, I provide opportunities, feedback, and guidance as they make those choices. We spend lots of time talking about "good fit books." My first graders know there is more to reading than just knowing the words. They read books that are of interest to them. When I confer with each reader, I pay attention to the choices they've made as well as how well they are able to read those books. This helps me make suggestions to that child in the future and to talk about the importance of accuracy.
By sharing bits of my reading life with my students, modeling how to check for understanding, and talking to them about books they're reading, we place importance on comprehension. We are learning to comprehend and be thoughtful readers in the context of real reading. We share our reading lives with each other. Readers pass their favorite books to friends who might also enjoy them. We talk about what we read together as a class. There is nothing more powerful to show comprehension than being able to talk about what you've read!
When it comes to fluency practice, we spend time reading and rereading our favorite books. We also spend time reading and rereading poetry. I find that poetry is the perfect medium for helping little readers to find that rhythm and flow to what they're reading. Thanks to my smart Twitter friends, I've also learned that Elephant and Piggie books by Mo Willems provide short, relatively easy texts that lend themselves PERFECTLY to practicing how to read with fantastic expression.
My growing authors have lots of opportunities to write, on topics of their choice. As an adult (and a writer,) I know the power of being able to decide what I value and what matters to me in my writing. When my first graders blog, they have choices on what to write. They also have an authentic audience, made up of their own peers. It is powerful to know someone is going to read what you've written. It is also powerful for students to be able to give feedback to each other!
Did I mention these are opportunities for
each and every one of my first graders? I feel very strongly that ALL of my students must be given these opportunities. Those struggling readers who are pulled in so many directions for so many interventions MUST have time to engage in real reading every day so they can see how reading looks as a complete process, not just a set of isolated skills.
What Allington and Gabriel detail in the article closely matches what I believe. What Allington and Gabriel suggest about Things That Really Matter ... well, they hit the nail on the head with that, too. Today was a day I really needed to hear these things. I am hopeful again.