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.