In order to establish routines and instructional approaches in the Reading Workshop, you have to begin by conceptualizing the types of readers you want to create and support. Obviously, we want readers that can decode text, but our preferred vision for our young readers must go well beyond that simple ability. I want to
develop and support readers that…
- Find a Place
for Reading in Their Lives – by this I mean, I want children to engage
in reading as well as play soccer, watch television, play guitar, go to
sleepovers, clean their room and play outdoors. I don’t want reading to be
seen as something that replaces
the things children already enjoy doing. I just want them to find a place
to include reading in their
already busy schedules. If it comes down to soccer or reading, many
children will opt out of reading. I love to do many things besides read,
however, I have carved out time in my schedule to find a place for reading
to be part of my everyday life. I want to help children appreciate what
reading can do for them so they will choose to read throughout their
lives.
- Enjoy Reading
and Its Challenges – reading is not a skill that once developed, can
simply be dragged from text to text without encountering challenges. In
other words, even sophisticated, proficient readers encounter texts they
struggle to understand. Some young readers assume that once you learn to
read, you simply understand everything regardless of content, genre or
textual features. This is certainly not the case, and not the image of a
proficient, sophisticated reader I want to develop with my readers.
Reading can be enjoyable and easy to do at times, while at other times
challenging for the most proficient of readers. I know successful readers
tend to enjoy the act of reading and engage with texts more frequently.
However, these readers are also more willing to work through a text rather
than give up in the face of challenges. Proficient readers understand that
reading is about the construction of meaning and are willing to work
towards this goal.
- Utilize a
Variety of Reading Strategies to Make Sense of Texts – reading is a
complex act, involving the flexible orchestration of many strategies and
practices during the reading process. Readers draw upon cues provided in
the written text, the context of the reading event, their purposes for
reading, and their prior experiences to make sense of what they read.
Proficient readers rely upon a variety of strategies, not just the ability
to sound words out, when constructing meaning with texts.
- Are Willing and
Able to Generate, Articulate, and Negotiate Interpretations – readers
need to know that they are responsible for making sense of what they read,
and are responsible for sharing their ideas with other readers. During teacher
initiated read alouds, students are expected to listen carefully, enjoy
the story, and once completed, share their ideas about the text. Once
ideas are shared, readers must allow their interpretations to remain open
to negotiation and revision. Within this process of negotiation and
revision lies the power of a community of readers.
- Become
Emotionally Invested in What They Read – in order for readers to
become emotionally invested in what they read, they need to be given the
opportunity to choose many of the texts they read, have the stories they
read relate to their lives and experiences, and be able to empathize with
the challenges the characters in the selected stories face. We cannot
expect readers to become emotionally invested in what they read if we
continually take away the responsibility for choosing appropriate texts
and limiting their access to quality reading materials. Teachers and
school librarians must provide access to quality reading materials and
time to browse and explore what has been provided. As Nancie Atwell
suggests, time to read, choice in
what one reads, and response to one’s efforts are the foundations of
the reading workshop.
- Read a Wide
Variety of Texts – as they say, “variety is the spice of life.” No
where is this more important than in exposing readers to new genres,
authors, illustrators, and topics in literature. Readers should be exposed
to science fiction, mysteries, fantasy, historical fiction, poetry, and
many other types of literature. As Ralph Peterson, a wonderful professor I
took classes from at Arizona State University, once told me, “There are no
children that hate reading, just children that haven’t found the right
book!” I believe this is true, but I also know the challenges inherent in
this statement. Monies provided for classroom and school libraries has
become marginal, at best. Because of federal mandates, school districts
are forced to spend their dismal resources on tests and commercial
programs. When classroom libraries sit empty, children are not provided
access to quality reading materials and the opportunity to enter the world
of reading and literature.
- Understand That
Images and Texts May Possess Meanings Beyond What is Represented –
when E. B. White wrote about Charlotte and Wilbur in Charlotte’s Web, he was not describing some alien world where
pigs and spiders are able to talk. He was using literary personification
to reveal the tensions and wonders of human existence. That is, Wilbur and
Charlotte were created to illuminate our
lives and experiences, not provide factual information about farm life. It
is important for young readers to make this symbolic connection, so when
they are asked to discuss symbolism in Shakespeare’s plays in high school,
they understand that literature relates to the world outside the text.
- Understand That
Texts Are Social Artifacts – all texts are written and created by
people vested in particular versions of reality. Until readers understand
this fact, they will be reticent to question the version of reality
presented by the author or publisher. When reading certain texts, for
example editorials or advertisements, the perspectives of the authors may
be readily apparent. However, all
texts have a particular perspective, and represent a particular version of
the world and reality. Starting in the primary grades, children need to be
introduced to the authors and illustrators that construct the various
versions of reality that are presented in the books they read. Through
discussions and support from more capable, critical readers, novice
readers will learn that it is not only allowable to see the world
differently and question the versions of reality presented in the books
they read, it is necessary to support a democratic way of life. In order
to question the reality presented in texts, one must understand that texts
are socially constructed and interpretations are open to negotiation and
revision.
1 comment:
Great post, Frank. I am always concerned when teachers tell me they haven't got time to teach reading. The question is reversed - you haven't got time not to, surely? What is more important than giving children tools to question the world and engage in imaginative thought? Also, if the perception of teaching reading is a drills and skills phonics session, we are missing the point.
Post a Comment