During a recent conversation I was asked, "What are you passionate about?"
My answer to that question is simple: putting books in the hands of kids, especially reluctant readers. Of course I have pleasures outside of my job, but as a reading teacher, nothing trumps watching a student read--unable to put the book down.
Ironically, this past week, one of my 6th grade students brought this home to me when I forgot my deepest held belief: you create readers by letting students read what they want.
Axel, the class clown of Block 2, informed me the first week of school that he only read graphic novels. As I got to know Axel better, I saw that Axel was very bright and capable of readng novels on his grade level. After several conversations with Axel about the merits of novels versus grapic novels, I determined that his reluctance to read something on grade level resulted from an inability to locate novels he found interesing. So, I spent last weekend at Barnes and Noble, scouring books by Mike Lupica and Tim Green, looking for the perfect football book. I was sure that since Axel loved football, he would love one of theirs. After making my selection, I eagerly awaited Monday morning to show Axel the book.
But Monday was a disappointment. Axel feigned only mild interest, perhaps because I told him I had found the book just for him. We read the blurb together as well as the first 3 or 4 pages. He took the book with him when he left and even brought it back the next day. Tuesday, however, he informed me he didn't like it. "All those sentences, line after line, are boring. I want to read graphic novels becuase they have pictures and color and are easy to read."
What transpired after that is embarrassing to write because I violated the heart of my approach to reading: let kids read what they want. I allowed frustration and pride to dictate my response to his condemning of the book. "Well, you have to read it, Axel. You are too bright to keep reading graphic novels. You need to read something on your level. This book will be good if you just give it a chance. It's about football, and you love football." His answer, honest and heartfelt and completely ignored by me was simple. "But I don't like it."
Suspecting I had a drawn a line in the sand that I would regret, I sent out an SOS to my mentor and instructional coach relaying the situation and begging for ideas. At lunch she offered a brilliant suggestion: show him the graphic novel Stormbreaker and novel Stormbreaker by Anthony Horowitz. Then, suggest reading the graphic novel first; next, read the novel since he would have the plot down and pictures in his mind to help visualize the story. I loved the idea, but silently prayed I hadn't poisoned my relationship with Axel by insisting he had to read something he didn't like.
Thankfully, he agreed to the proposal and devoured the graphic novel during that period. Giving it back to me he actually smiled as I handed him the novel. Within the first few pages he approached me, questioning why the story in the graphic novel was different from the novel. We talked about the differences he was finding, and I read along with him until the story lines merged. I asked him why he thought they might be different. "The book has more details," Axel mused. I smiled; all hope was not lost!
The next day, Axel walked in and announced, "I'm on page 43." I couldn't contain myself--high fives echoed as we slapped palms! He pointed out more differences between the two, and my heart sang!
My answer to that question is simple: putting books in the hands of kids, especially reluctant readers. Of course I have pleasures outside of my job, but as a reading teacher, nothing trumps watching a student read--unable to put the book down.
Ironically, this past week, one of my 6th grade students brought this home to me when I forgot my deepest held belief: you create readers by letting students read what they want.
Axel, the class clown of Block 2, informed me the first week of school that he only read graphic novels. As I got to know Axel better, I saw that Axel was very bright and capable of readng novels on his grade level. After several conversations with Axel about the merits of novels versus grapic novels, I determined that his reluctance to read something on grade level resulted from an inability to locate novels he found interesing. So, I spent last weekend at Barnes and Noble, scouring books by Mike Lupica and Tim Green, looking for the perfect football book. I was sure that since Axel loved football, he would love one of theirs. After making my selection, I eagerly awaited Monday morning to show Axel the book.
But Monday was a disappointment. Axel feigned only mild interest, perhaps because I told him I had found the book just for him. We read the blurb together as well as the first 3 or 4 pages. He took the book with him when he left and even brought it back the next day. Tuesday, however, he informed me he didn't like it. "All those sentences, line after line, are boring. I want to read graphic novels becuase they have pictures and color and are easy to read."
What transpired after that is embarrassing to write because I violated the heart of my approach to reading: let kids read what they want. I allowed frustration and pride to dictate my response to his condemning of the book. "Well, you have to read it, Axel. You are too bright to keep reading graphic novels. You need to read something on your level. This book will be good if you just give it a chance. It's about football, and you love football." His answer, honest and heartfelt and completely ignored by me was simple. "But I don't like it."
Suspecting I had a drawn a line in the sand that I would regret, I sent out an SOS to my mentor and instructional coach relaying the situation and begging for ideas. At lunch she offered a brilliant suggestion: show him the graphic novel Stormbreaker and novel Stormbreaker by Anthony Horowitz. Then, suggest reading the graphic novel first; next, read the novel since he would have the plot down and pictures in his mind to help visualize the story. I loved the idea, but silently prayed I hadn't poisoned my relationship with Axel by insisting he had to read something he didn't like.
Thankfully, he agreed to the proposal and devoured the graphic novel during that period. Giving it back to me he actually smiled as I handed him the novel. Within the first few pages he approached me, questioning why the story in the graphic novel was different from the novel. We talked about the differences he was finding, and I read along with him until the story lines merged. I asked him why he thought they might be different. "The book has more details," Axel mused. I smiled; all hope was not lost!
The next day, Axel walked in and announced, "I'm on page 43." I couldn't contain myself--high fives echoed as we slapped palms! He pointed out more differences between the two, and my heart sang!
When Axel returned that afternoon for advisory (homeroom), I asked if I could read along with him. We read side by side and discussed as went. At the end of the period, he was on page 73! It had happened--he was reading a novel.
As I reflect back over this chain of events, I am so thankful that what could have cemented a young boy's dislike for reading, transpired instead into an opportunity for him to see reading as pleasurable. Luckily for Axel, I was willing to be the student and let him teach me something. Don't forget to listen.
As I reflect back over this chain of events, I am so thankful that what could have cemented a young boy's dislike for reading, transpired instead into an opportunity for him to see reading as pleasurable. Luckily for Axel, I was willing to be the student and let him teach me something. Don't forget to listen.