The Gift of Reading
9/14/2019
I am a reader, a precious gift I received from my mom. Reading by her side from my earliest days, I learned from her that books transport you instantly across the world and time and space. I learned that I could have hundreds of friends who taught me all about life and who made me laugh, cry, and see myself in new ways. I learned to reread old favorites, search out new genres and authors, race to get to the end or slow down to savor rich language and complex characters. I developed a love for non-fiction as well, using books to teach me about any topic that caught my fancy. Reading was our shared love that we could count on even when we were miles apart; a gift that continues to give me joy every day. And as a teacher, I’m thrilled to be able to work with students to bring them this gift as well. Research and experience continually affirm this important truth: the more students read, the more they succeed. Reading regularly, for pleasure and to learn, is positively correlated with most of the metrics for success we know: mature and varied vocabulary; writing skill; content and cultural knowledge; moral compass; perseverance and “grit;” college and career readiness; even success on standardized tests. (See the infographic image and PDF below.) Reading literature of all kinds has even deeper benefits than these for our maturing students: by entering a character’s world they practice facing difficult situations and challenges and can begin to safely work out for themselves who they are and how they would respond. Moral dilemmas and conundrums; tough relationships with friends and family; the highs and lows of childhood; all these crop up on every page. As our students read daily, respond creatively and thoughtfully, and discuss their reading with each other, they sort out their own feelings and ideas and take those steps closer to independence. We spent these past weeks establishing Reading Workshop routines so students read widely and deeply, experiencing all that reading has to offer. We emphasized students taking time each day to read novels: building stamina, fluency, and vocabulary as they read ever more complex literature. In addition to reading in class, students are expected to read novels outside of class for 20-30 minutes daily. This might happen right after school; in the car on the way to practice; at night before going to sleep; or even in the morning during breakfast. Sometimes their homework asks them to spend 10 minutes or so writing about their reading in their Reader’ Notebook to explore an idea that came up as they read. The Reader’s Notebook is a place to record the thinking that they want to remember, the ideas that are developing, the questions they are having. The thinking that is recorded there forms a foundation for literary analysis and book discussions. Students also routinely keep records of their reading: how much they’ve read and which books they’ve finished or abandoned, and which books they plan to read next. These records will help them form a picture of themselves as readers and to set goals for growth. Our first Reading Workshop unit is a “Interpreting Characters: the Heart of the Story.” Through class mini-lessons and on-the-spot practice in their own reading, we will explore characters: their many traits and how they propel a story forward; and the complexity of characters who can have admirable as well as not-so-admirable traits. We will continue this unit in the coming weeks. Our core text for this study is The Tiger Rising, a short but complex and moving story that focuses on several deep ideas: surviving grief and loss, bullying, standing up for oneself. We will, together, explore these ideas while building the intellectual stamina to dig deeper into books: to think while reading. Our class is filled with voracious readers, and I will enjoy the challenge of propelling their reading journey forward. It’s a gift that I firmly believe each person deserves to have. (And now I’m off...to read, of course!)
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Elizabeth FerryMs. Ferry's experiences include teaching with the Peace Corps in Tanzania, teaching high school English in Maine, and this is her second year at PNA. She loves moose, outdoor activities, and being with her students. Archives
April 2021
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