Graphic novels as a gateway to literacy for struggling readers

My principal has fully-supported the choice reading time that I give my students at the beginning of class each day.  In fact, she’s supported it so much that’s she’s asked the 6th and 8th grade English Language Arts (ELA) teachers to begin implementing a similar approach to their classrooms as well.  This week, an 8th grade ELA teacher found me at buses after school after her first day of trying this new strategy; in short, she was frustrated.  She relayed that only half the kids read, and she spent the majority of the 10 minutes fighting the other half to read something.  Apparently, if students weren’t interested in a book in her classroom library, they could read a NewsELA article.  Now, I’m a HUGE NewsELA fan.  I regularly use it in my classroom when I want to level the informational texts that we read.  But I’d never force it upon students during independent reading time. Maybe a few would be interested, but I’m guessing not many.

I then suggested that she could offer graphic novels to the reluctant readers.  She looked surprised and stated that she didn’t want her students reading graphic novels because they “weren’t real books”. Yes, she said this.  I briefly tried to explain to her that they could be a good option for a struggling reader, but she disagreed.  Although I wanted to continue this conversation with her, I had to run to get to a meeting that was a 20-minute drive away, so this blog post will have to suffice.

If I didn’t have the meeting, I would have argued vehemently that graphic novels are most certainly books, as much as any other books are books.  My room is filled with graphic novels like American Born Chinese, Awkward, Drama, Sisters, Smile, Persepolis, March, Cardboard, Roller Girl, Yummy: The Last Days of a Southside Shorty, and I Am Alfonso Jones.  These books examine a host of universal themes: friendship, family, acceptance, equity, determination and persistence.  They contain complex characters that develop and grow throughout the story.  They offer unique perspectives that encourage students to explore varying viewpoints that promote empathy, kindness and relationships.  Graphic novels expose students to story arcs: rising action, climax, conflicts, resolutions.

In addition, graphic novels give struggling readers the boost they need to begin to see themselves as readers.  I’ve had countless struggling readers complete a graphic novel in my class and beam as they tell me it’s the first time they’ve read a book from cover to cover.  That is HUGE. Reading feels far less daunting to a kid when they gain the confidence that comes from knowing they can read a book in its entirety.  I have an English Learner in one of my classes that seems determined to read all 26 volumes of the Dragon Ball Z box set, and I’m all for it.  Those books contain thousands of words.  Why wouldn’t I want him to devour them?

Teachers are always going to have a handful of students that enter their classrooms at the start of the year with an indifference to reading.  It may not be many kids, but inevitably, there will be a few.  I try to get a graphic novel into the hands of these students as soon as possible. Once they complete a graphic novel something inside them clicks.  It almost never fails. Then they read another graphic novel.  And then another.  Guess what eventually happens?  These same students start choosing chapter books that they never would have dreamed of attempting to read when we first met in August.  This happens EVERY SINGLE YEAR.  The graphic novels are a gateway to literacy for students who haven’t had a positive relationship with reading in the past.  They offer these kids an opportunity to realize that they are in fact capable of engaging with a book on a deeper level on their own.

I’m constantly adding to my classroom library. Like many teachers, I probably spend too much money on books. But also like many teachers, I will continue to buy more engaging texts that I think will captivate my students, and I will most certainly continue purchasing graphic novels.

 

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Helping students master argumentative writing

On Friday I was in a professional development session, and the speaker asked us to go around the room and introduce ourselves by saying our name, what book we are currently reading and a recent success from the classroom.  I shared that this quarter my students are working on argumentative writing, and I have been pleased with the progress that they are making in being able to explain their reasoning when using text evidence and details their responses.

By the time the students get to me in 7th grade, they are decent enough at finding relevant text evidence when I present them with a text-dependent question.  Where they struggle is being able to explain to the reader how their evidence relates to their ideas.  At the beginning of the year, most of the responses that I get from students on questions that require text evidence usually JUST include the quote from the book or article that we are reading; for the most part, they do not make an attempt to connect that evidence to their topic sentence or claim.

However, my students are now working through that step, and they are showing me in their writing that they understand why they are using the evidence or details that they have selected, and how that evidence supports their ideas and thought process.

I use an argumentative writing model called CSET that I learned in a professional development training at the beginning of the previous school year.  The (C) stands for the claim that that student is trying to make.  The set-up (S) shows the reader where the information is coming from, whether it’s a book, article, movie, etc.  Examples of set ups that I provide my students are:

  • “Article Title” says that…
  • <Author> said that…
  • <Author> reveals that…

The evidence (E) is just that, evidence that the student is using to support his or her claim in the topic sentence.  The last part, the tie-in (T), is the hardest piece for students to master.  This is the part of the paragraph where students have to show me that they understand how their evidence connects and supports their reason(s).  I usually give the kids the following sentence frames to use in their tie-in sentences:

  • Generally, when people…
  • Usually, when people…
  • If people…

I instruct them to use this sentence to show how their evidence supports their claim, and how this is true not just in this one instance, but across a broader societal spectrum.

The first time I teach the kids CSET, I use the following cartoon:

shylock_fox_1

My students and I will co-construct a CSET that answers the following question: How does Slylock know that Shady Shrew is lying? 

I have done this activity with students several times now, so I cannot remember the exact CSET that my students and I put together this year, but it generally looks something like this:

(C) Shady Shrew is definitely lying.  (S) In the cartoon, (E) there is water on the table from a glass that got knocked over. (T) If someone had been gone for three weeks, then that water would have already evaporated; he couldn’t have been away on vacation that long because the water is still there.

Once the kids have the model above to reference, I have them create another CSET using a really short passage.  My students were not amazing CSET writers right off the bat.  They struggled with the tie-in piece because it forces them to think critically about why they are using the evidence that they are using.  But through repetition and practice, they are getting better and so is their writing.

As my students master this concept, I can push them to include multiple pieces of evidence in a paragraph.  Or, if I want them to produce a longer piece of writing – I just tell them to come up with several reasons and write multiple CSETs.

Argumentative writing can be tricky for our students, especially that critical portion where they have to connect the evidence they are using to their claims.  The CSET format gives students a model that helps them convey their thought process and reasoning in an academic fashion.

This week: The Hate U Give, changing mindsets and emojis

I know I’m late to the game, but I recently began The Hate U Give  by Angie Thomas.  My inspiration for beginning this book actually came from one of my students, Demetria, who is quite the avid reader.  Already this year, she’s read The Skin I’m In, Dear Martin, Long Way Down and All-American Boys.  I thought it would be fun to read some of Thomas’s book so that I could ask Demetria questions about it during our independent reading time.  I got hooked into the book early on though, and now we are sort of reading it together (she comes into homeroom each morning and opens my bookmark to see how far I’ve read).  It’s a healthy competition, and it’s giving us a lot to discuss.download

Anyhow, at the start of the book, the main character, Starr, is in the car with her friend Khalil when they get pulled over by the police as Khalil is driving her home from a party.  The incident gets out of hand and the cop shoots Khalil three times in the back, and Starr watches her friend bleed to death on the street. The book centers around this act of violence, and the over-policing of African-Americans is one of the novel’s central themes.  Though the scene where Khalil is killed is only a few pages, it is full of sensory details that paint a vivid picture of this gruesome image.  So of course I had to read it aloud to all of my classes.

Anyone who has ever taught middle school knows that they are truly elementary school students in overgrown bodies.  In all four of my Language Arts classes, students protested, “Don’t stop! Keep reading!” when I got to the end of the excerpt.  Nearly 90% of my students are African-American and/or Latino, so many of them had experienced or knew family members and friends who had experienced negative interactions with law enforcement. Most of my students admitted to having “the talk” with a parent or grandparent previously about how they should speak to police officers if they are ever stopped and questioned. I confessed to my students that I had never had such a talk with my parents, and that just the week before I was pulled over for speeding and let off with just a warning, to which they hollered, “Because you’re white!”.

In addition to Demetria, three other students hustled to the library to check out this book.  It’s amazing how powerful our influence can be over students and what they read when we provide them with dramatic readings from engaging texts.  Book talks are such an easy yet effective way to hook students into a text. When I read the first chapter aloud from Long Way Down by Jason Reynolds, I immediately had five students reading the book during our independent reading time.  The same thing happened when I read from How It Went Down by Kekla Magoon.

My heartwarming moments of the week

This week I had two separate interactions with students that made me feel overwhelmingly satisfied with my position in this world as a teacher.  The first occurred on Wednesday when Saul, a student who professed early on in the year to me how much he disliked school, stopped by my room in the morning on his way to homeroom to ask if he was going to get to read his book, Yummy: The Last Days of a Southside Shorty by G. Neri, at the beginning of class.  Recently, I shifted my classes’ independent reading schedule.  I used to reserve two to three days each week for the students to read from books of their own choosing in the work session, which would mean a 15 to 20 minute block of time.  However, that schedule was resulting in too many weeks where we only read independently for just two days, so I moved it to the first 10 minutes of every class, every day, and it’s been amazing.  I suppose some of the kids haven’t fully-grasped that this is how class is going to start each day since Saul seemed a bit unsure, but the fact that he is entering the building wanting to read something is an immeasurable leap from the beginning of the school year.

My other newly converted reader, Sanchez, read Long Way Down before the holiday break, and he sort of became obsessed with it, but in a good way.  He particularly enjoyed how the book was written in verse, so I tried giving him The Crossover by Kwame Alexander, but for whatever reason he wasn’t feeling it.  I offered him House Arrest by K.A. Holt, and he sunk his teeth into it.  He read it at the start of every class period this week, and on Friday he came up to me in homeroom to let me know that he read thirty-something pages at home the night before.  His confession stopped me in my tracks. This is a kid who repeatedly claimed to “hate reading” from the first day of school.  By the end of this upcoming week, he’ll have finished his second novel this year completely on his own. I’m not totally sure how these transformations occur, but they are marvelous to observe from where I’m standing.

Using emojis to make inferences and cite details

While I absolutely love reading through my students’ journal entries, I do occasionally feel guilty about having them write a journal response before we read, and then having them write responses to a reading prompt after we read.  Maybe I’m becoming a softy.  Anyhow, recently I’ve started having them draw emoji(s) at the end of class that represent their thoughts and downloadfeelings regarding something that they read, either from our class novel or their own books.  Then, they have to go around the room and explain their emoji(s) to at least two other students.  This activity has been a big hit so far because (A) it’s fun to draw emojis, (B) 7th graders love any opportunity to get out of their seats and talk with their peers, and (C) I think the kids appreciate the break from the writing.

The first 10 minutes of class

I realize how cliché this statement sounds, but I’m trying to write more this year about my classroom experiences.  I know that writing more will improve my writing, which is an obvious plus.  And I’m an English Language Arts teacher, so I should be practicing what I preach and writing on a semi-regular basis.  But more importantly, I don’t want to forget all the wonderful things that go on inside my classroom daily, and this seems like a decent way of preventing that from happening.  So without further adieu, here are my highlights thus far from 2018:

The first 10 minutes

I’m a firm believer that students need time in class to read books of their own choosing.  I’ve been implementing this approach to literacy for over 3 years now, basically from the moment I finished reading The Book Whisperer by Donalyn Miller.  For the past two years (and half of this year), I’ve always blocked out several work sessions a week to allow the students 15 to 20 minutes of unobstructed time to read a self-selected book.  The problem that I’ve wrestled with for some time, though, is that there is never enough time to do all the things that I need to do with the kids.  They can’t just read their own books; we have to have mentor texts that we can use together so that the students can work in small groups to practice all the skills that go along with being a good reader (making inferences, learning new vocabulary, recognizing and understanding point of view, explaining how setting affects both the characters and the plot, conflict, etc., etc., etc.).  If I give them two to three days a week to read their own books, then that only leaves a couple of days to work on all those aforementioned skills. Oh, and I have to teach them how to write the following genres: narrative, explanatory and argumentative.  There just isn’t enough time. I always feel like I’m taking away from something else, and that makes me feel guilty as hell as their teacher.

This week, though, I stumbled upon a podcast called Teach Me, Teacher that offered me a solution to my aforementioned problem: read at the beginning of class.  In the first episode that I listened to, the host, Jacob Chastain, interviewed THE Donalyn Miller, and he divulged to her that he has his kids reading from their self-selected texts for the first 15 minutes of every class.  Chastain claimed that using this opening portion of the class actually helped him to reduce wasted time in his lessons because his students were on task as soon as they walked into the room. His class periods are slightly longer than mine, so I couldn’t reconcile using 15 minutes, but this week I started off all my classes with 10 minutes of independent reading time followed by a “Status of the Class” update and a short reading response in their journals.  Then we moved into whatever skill I wanted to cover that day using either a newspaper article or our class novel.

I’ve only been implementing this strategy for a week, but so far I am loving it.  The kids know that as soon as they come into the room they are to find the book that they are reading and get to their seat so that when I walk in they are ready to begin.  Historically, I had what we call a “Brain Crank” or “Warm Up” question on the board that the kids are supposed to answer when they come into my room.  Typically, this could be a quote from a book we are reading or something else that requires them to make an inference.  The problem, however, is that I teach 7th graders, and they get very little time to socialize throughout the day other than the two minutes when they are in the hall transitioning to their next class.  So when my students enter my room, they are not all going to be 100% committed to sitting down and starting my warm up question.  Inevitably, several students will not have even remembered to grab their composition notebooks on the way into class. Several more might have managed to get their notebooks, but by the time I enter the room they are still resting closed on their desks.  And generally anywhere from 3 to 10 kids are in need of a pencil, hence, the name of this blog.  By the time all of those issues get resolved, we’re a couple minutes into the lesson and my students are just now attempting to tackle the question.  Four to five minutes later, we go over their responses. All and all, this task can take anywhere from 6 to 9 minutes.

However, the process of getting a book and starting to read limits most of those roadblocks I mentioned above.  Plus, while the kids are reading, I can knock out all the little house-cleaning tasks that teachers have to go through before class can really begin: take attendance, hand out pencils, pass out handouts or articles, etc.  This also gives me a chance to jot down what titles everyone is reading and notice who’s sticking with a book and who’s giving up on what they read the day before (which means I know who I need to talk to ASAP).  I can already tell I am not wasting as much time as I was before when I had the warm up question routine.  My lessons are tighter and the kids are reading more on a daily basis.  Also, they are reading from multiple texts in one lesson period, which helps them to recognize the similarities and differences in content and style that exist across books.  One other perk of this new strategy is that having the students begin a class by reading independently is a great way to chill everybody out, and it sets everything up for a productive lesson.

Mini book club

I have about eight students now spread out amongst my five classes that have read Long Way Down by Jason Reynolds on their own.  Each of them was frustrated with the ending.  They didn’t understand why the author didn’t provide them with a clear-cut solution that neatly wrapped the story up at the end.  As I alluded to above, middle school students do not have a lot of unstructured time, and nor do the teachers for that matter.  If I were a high school teacher, I wouldn’t have to eat lunch with my students, and I could host small groups to discuss the books that we were reading or that we had recently finished.  Alas, this is not the case for me, but I wanted to get these students together so that they could vent about the book in the same place.  So I snagged them one by one on Friday and brought them into my homeroom and let them go at it, which was awesome!  They all expressed their frustrations with the book’s conclusion, and then looked to me to provide them with some sort of comfort or solution to this transgression by Mr. Reynolds, to which I just shrugged my shoulders (which led to more arguing).  I want these little organic book discussions to happen more amongst my students who have read the same book, and I’m going to make a goal for 2018 to figure out how to make this happen on a more frequent basis.

Rock, Paper, Scissors tournament

Someone that I follow on Twitter last year posted that they hold “Rock, Paper, Scissors” tournaments in class to give their students a quick mental break, and I wish I could remember who that person was because I would gladly send them a gift card to their favorite restaurant.  This year, I’ve held regular tournaments in my class, and I have found them utterly delightful.  First off, they take no longer than 3 minutes to complete, assuming you don’t go best 2 out of 3 (even with twenty-something kids in the room).  Second, they get the kids out of their seats for a few minutes, which is always a bonus.  Lastly, they are a refreshing break from the content and they are absolutely hilarious.  I’ve yet to host a tournament that didn’t involve at least one kid that couldn’t seem to grasp that it’s “One, two, three – shoot!”, and after several failed attempts the entire class is usually in stitches.

I can’t wait to see what next week brings!

 

 

Reflecting with 7th graders

 

Merriam-Webster’s dictionary defines the the word reflect as “to think quietly and calmly”.  I’d go a step further and add that reflecting also involves some analysis of the topic: what went well? What didn’t? How could we improve?  Reflection is the process of taking a critical look at the things that we do and deciding if what we are doing is working or not.

As teachers, reflection is key to determining how successful we are at reaching our students both as learners and as people.  Are the students grasping concepts? Are they inspired to push topics further on their own? Are we presenting the material to them in an engaging manner? Are we building meaningful relationships with the kids in our room?  These are questions that I cycle through on a daily basis: during lessons, after lessons, between lessons, in the car, while running, while hiking, while sleeping.  Reflection is a sign that we are invested in learning how to get better at the things that we endeavor in.

As we approach the impending winter break, I wanted my students to engage in some reflective writing.  In English classes, we regularly reflect on books, essays and current events, but we rarely ask the students to reflect on themselves and the lives they are living.  On Friday, I had each of my Language Arts classes begin class with 5 minutes of reflective writing on the following topic:

“Think about the year 2017: what did you do or accomplish that you are most proud of? What could you have done better? What did you want to accomplish, but couldn’t? Finally, what is something that you want to achieve in 2018?”

In an attempt to show solidarity and take part in the activity as well, I told each of my classes that I summited three 14ers (14,000 foot peaks) last year while hiking in Colorado, and my goal this year was to do five or more.  Most of my students have never been hiking in the wilderness, so my response of course led into a longer-than-intended discussion about steepness, elevation and the time it takes to summit a mountain.  Also, a lot of kids wanted an explanation as to why anyone would WANT to hike a 14er.

Eventually I got them back on track and writing about the aforementioned topic, and I allowed students the opportunity to share their reflections. The overwhelming majority of the responses were things like:

“I made A/B Honor Roll.”

“I made better grades this year.”

“I improved my behavior.”

“I want to make all A’s next year.”

“I want to get in less trouble.”

Other than a few kids who mentioned goals related to sports, almost all of my students focused their reflections around issues concerning school.  I was a little surprised.  I suppose I had forgotten that a 12 or 13 year-old’s world is still relatively small.  The main focus of their lives at this point is school.  Because of their age, many of them haven’t yet developed outside interests like traveling, running, hiking, biking, sewing, cooking, dancing, yoga-ing and all the other things that we (adults) aspire to do during our free time.

As they grow older, my students will hopefully find time to explore hobbies and interests that will help make them more well-rounded people.  But right now, at this moment, school is their main squeeze.  And I have to remember that.  Teachers have to remember that.  For these kids – whether we like it or not – we play a significant part in their lives.  They are awake for 12 to 14 hours a day (hopefully not too much more than that), and we get to see them for 8 more hours of that time frame.  While I have a number of outside interests and personal goals aligned with them that I want to achieve, I have to remember that my students aren’t there yet. They have dreams and goals and aspirations, and they depend on my colleagues and I to help them reach them.

I realize it’s cliche, but this week reminded me of just how important teachers are to their students.  I know as teachers we all have crowded classrooms packed full of students, but we must not forget that they have only one of us.

As I look forward to 2018, my students’ reflections have led me to reflect, and I now have another resolution to add to my list for the upcoming year: be mindful every day of the role you play in the lives of all of your students.

 

 

 

 

Using “Status of the Class” to learn more about our students’ reading habits

Reading Donalyn Miller’s Reading in the Wild two years ago was a game-changer for my Language Arts classroom. That book shifted the way my students engage with reading. Each week, my students receive allotted time in class to choose what they read; they explore new genres; they discover their favorite authors.  

In previous posts, I’ve already highlighted the numerous benefits that arise from giving students the space to read for pleasure in the classroom.  I’m not going to do that again here, but in short, kids need opportunities to get lost in books during class time.  For teachers, this means relinquishing some control and suppressing the urge to push state standards, but it’s integral to develop of a child’s literacy.

The reason I am writing today is to highlight a tool that I pulled from Miller’s book that I use every time my students read independently: “Status of the Class”, an activity that will hopefully one day eradicate the use of the dreaded reading logs. Nothing takes the fun out of reading more than having to fill out a mundane log in which you document the pages that were read and  then write a summary about it.  I don’t keep a reading log on my nightstand so that I can track my progress through a book, so I’m not going to make my students do it either.

Four simple words: Status. Of. The. Class.  I love this activity so much that I’m including a link to a free copy in this post.

Here is how it works:

I use a three-column table that contains the following information: student name, book title, page number, “I’m at the part where” and “A/N/S”.  For me, it’s way easier to type in the kids’ names for each class so that I don’t have to continue to handwrite them in each week; rather, I just print out copies and make sets for the days that my students will read independently.  

IMG_5283

I apologize for my slopping handwriting; sometimes it’s hard to write neat when quickly jotting down so many responses. Also, an “F” means that a student finished a book.

While students are reading for the pre-established amount of time, I circle the room and jot down the title of each child’s book.  As I enter in the titles, I go to the last column and put in either an A, N or S (A= abandoned, N = new, S = same).  If a student quits a book and starts another, I label that with an A.  If they are continuing with the same book from the last time we read I designate an S, and if they are starting a new book because they finished the one that they were reading previously I enter an N.  These three little letters offer an incredible amount of insight into my students’ reading habits.  As teachers, the progression that we most want to see is for students to go from an S to an N, as this means that they are reading books to completion.  However, the A’s really help me hone in on my struggling readers, and through short conversations I can learn why these students are leaving the books that they have started; furthermore, I can use their responses to help recommend different books and genres that might be more suited to these particular students.

Once the allotted time of independently reading comes to a close, the most fun part of this whole activity really begins, in my humble opinion.  Students take turns giving me two pieces of information: page number and “I’m at the part where…”.  I tell my kids that their “I’m at the part where…” should be a quick, short summary of what is going on in their books at this exact moment.  Hearing twenty-something students providing a small piece of their book’s plot is pure entertainment given the diversity of the responses. It’s also a quick and easy way to peak students’ interest into what their peers are currently reading.  After I’m finished with the whole class, I usually give the students a few minutes to discuss with a partner over something that they heard, and there’s rarely a dearth of conversation.  This whole process takes roughly 5 to 8 minutes.

While it seems obvious that getting the page numbers from the students is an easy way to track their progress, it also holds them accountable.  If a student reads just a page or two during a 15-minute independent reading segment, I can have a private conversation with them to figure out why they are not taking advantage of this time.

I hope that I have done a sufficient job of explaining and promoting “Status of the Class” as I think it is vital part of any independent reading program.  I have such a stronger understanding of my students’ reading tendencies through the use of this activity, and I will continue to employ it as my classes continue on their independent reading journeys this year.

A teacher’s reflection on Hurricane Irma

This week in Athens, Georgia was not normal by any measure of standards.  At about 2:30pm on Monday afternoon, Hurricane Irma arrived and wreaked havoc upon the city’s trees and power lines.  Fortunately, my home remained untouched from falling limbs; others were not so lucky.  I did however lose power at about 5pm on Monday, and I did not get it back until nearly 8pm Thursday evening, the same day that we returned to school after three days off due to widespread power outages.

One’s entertainment options become quite limited once electricity is removed from the equation: no television, no wifi, no Netflix.  Especially if that person – in this case me – possesses a cell phone plan that comes with a modest amount of LTE data before exorbitant fees are applied.  For nearly three days, the only choice afforded to me in my home in regards to amusement was reading.

I read Their Eyes Were Watching God by Zora Neale Hurston for the first time.  Somehow, I wasn’t assigned this text in high school, though in a way I feel blessed in this regard because I don’t think the 17-year-old version of myself would have appreciated this novel nearly as much as the 38-year-old person that I am today did.  Suddenly, the trials of being inconvenienced with using a headlamp to eat breakfast and keeping a cooler stocked with ice to prevent food spoilage paled in comparison with the plight of Janie Crawford in her lifelong quest to find true love.

Once I finished Hurston’s novel, I moved on to something lighter, a book called Blood Salt Water by Alex Morrow.  It’s a crime novel set in Scotland with the story being told through the eyes of a low-level gangster and the police officer that is trying to solve a homicide in which said gangster was involved.  I haven’t finished this book yet, probably due to the fact that my power came back on when I was still in the middle of it.  Instead of reading Thursday night, I spent my time watching Narcos and scanning through my Twitter feed for engaging lesson plan activities.

We live in an incredibly distracting world.  Televisions, computers, tablets and phones can make it nearly impossible to focus on just one task at a time.  I cannot imagine being a student in this era with so many potential diversions at our fingertips: social media, texting, email, games, etc.  When I was the same age that my students are today, I had a television and a Nintendo, both of which my parents could shut down with unbelievable ease.  If I was told to go to my room and read a book or do my homework, the only thing to do in my room was read or do homework.  I didn’t have a laptop or iPhone that I could use to watch just about anything my little heart desired.  Even today, I find myself at times struggling to read for extended period of times without unlocking my phone at least once. How difficult must this be for someone who is just 12 or 13 years old?

As I reflect on my experience from the past week in which reading was my primary activity throughout the day, I feel even more validated as a Language Arts teacher that carves out instruction time each week so that my students have a chance to just read.  The school year is young, and I’m still coaching my students through the process of independent reading from self-selected texts, but they are starting to get it.  The kids are exploring genres and learning that they do possess the reading stamina to get lost in a book for 15 to 20 minutes.  Through their written responses I can see that they are beginning to engage with the various characters and plot lines within their novels.

My students need time to learn to enjoy reading on a personal level, and after this week, I see that more than ever.  They need a chance to read without all the diversions that come along with today’s smartphones.  In addition to technological distractions, many of my students care for younger siblings from the time the bus drops them off at home to when they go to bed.  Most of them do not have access to rich and engaging texts in the house, and a lot of my students are not witnessing adults in their home model reading as something one does for pleasure.

As teachers, it’s our job to give our students these types of opportunities.  We cannot assume that students are getting the chance to read much on their own outside of school, and if you work at a Title I school like mine, you almost have to assume that they are not.      Our classroom should be a place where students can frequently experience the choice of reading something that aligns to their interests.

I’m not saying that we have to remove electricity and technology from the equation altogether, but we should give our students a chance to unplug and focus on just one thing at a time, especially reading.