Images from the classrooms of Sarah Johnson VTC 2011, Brittany Jackson VTC 2012, and Kendall Paine VTC 2012For the last couple of months, I have been talking to more and more teachers who are trying to address student
engagement in reading. By giving students more time for independent reading, through a Daily 5-type format or Reader's Workshop, they are seeing their students' skills and attitudes improve. They find students reading for pleasure, building their stamina, and developing independent strategies.
Are you considering moving to a workshop format or making space for structured, self-directed reading? Where are you in the process? Read one teacher's reflections on the impact of implementing Reader's Workshop on her students. And then, please share your thoughts and experiences.
When I first began teaching last year, I taught reading the way I was taught to teach it in my undergrad education program. Every student in my class read the same book at the same pace at the same time. There were quizzes over chapters, writing assignments, and final tests. The books were great: Maniac Magee, The Lion, The Witch, and The Wardrobe, and The Westing Game. I was enthusiastic because these were books I loved when I was growing up. However, my students dreaded reading. They would groan and make faces any time I asked them to take out their novels. Reading simply wasn't fun for them. I was devastated. I didn't know what I was doing wrong. I wanted my students to love to read as much as I did. Faced with being the reading teacher for the middle school the following year, I knew something had to change.
Fortunately for me and my students, over the summer I discovered Nancie Atwell. I read her book In The Middle cover to cover, convinced she was a god. Nancie Atwell advocated completely free choice reading - and lots of it. She called her method “Reading Workshop.” Each day, she taught her students a short mini-lesson over author's craft, procedures, or comprehension strategies. The students then proceeded to read for a solid chunk of 20 to 30 minutes. There were – gasp – no tests, quizzes, or book reports. There didn't need to be. The students read for the joy of reading alone. The results, she wrote, were amazing.
I was hesitant to jump on Atwell's bandwagon at first. I was worried about classroom management and holding students accountable for what they read. But slowly, as I read more literature on Reading Workshop, my mind began to change. I could visualize what Reading Workshop might look like in my own classroom. I was excited.
I am happy to say that this year, my students love to read. My 5th and 6th graders have embarked on an amazing literary adventure with me and I can't say that any of them miss the old novel sets. Instead, they squeal with delight when I book talk a new or interesting title in the library. They ask for and give recommendations. They share favorite books with friends. They add entries to their book logs. They laugh and cry with their favorite characters and write letters to me about the books they've been reading. I've seen reluctant readers transformed into reading fiends. I've seen experienced readers explore new genres. The kids are reading volumes – I have a handful of students who have finished nearly 20 books already this school year.
Needless to say, my eyes have been opened. I'll continue stocking my library with great books and teaching engaging mini-lessons. And I'll leave the novel sets in the storage room where they belong.
If you'd like more information about Reading Workshop, check out these books:
In the Middle by Nancie Atwell
The Reading Zone by Nancie Atwell (This is the Reader's Digest version of In the Middle)
Revisiting the Reading Workshop by Barbara Orehovec and Marybeth Alley
Day to Day Assessment in the Reading Workshop by Franki Sibberson and Karen Szymusiak
Sarah Johnson, VTC 2011
5th/6th Grade Reading/Writing
St Agnes of Bohemia
http://www.readersworkshop.org/
