In my previous post, I discussed the debate around whether to teach whole class novels. In the field, this conversation can get quite polarized, but we shouldn't be limited to this either/or scenario. As a profession we can do better than a decades old stalemate. I believe we must revolutionize, not drop, the whole class novel. The five strategies below are steps toward that end.
Recently in teaching reading Category
April 05, 2017
March 15, 2017
The debate around the use of novels in English classes of all age groups is at least twenty years old, but it remains unresolved, continually bubbling up in blog posts and conversations among a wide range of concerned educators: what do we do about the whole class novel? In this post, I analyze the state of current teaching trends with regard to novels, and offer two propositions for moving the debate forward.
January 17, 2017
Many of our struggling readers did not grow up with a consistent reading ritual at home; instead, they were exposed to books mostly in school. What was that context like for them?
December 28, 2016
One of the most fundamental routines in an English or any literacy-based classroom is the practice of reading. So what do we do when we give students a reading task, but we see that real reading is not happening? I'm talking about those moments when it seems like we're stuck repeating directions, redirecting off task behavior, and even struggling to stay focused ourselves. Maybe it's just a wonky moment--or maybe it's time to step back, evaluate what's really going on, and change course.
November 01, 2016
What can we do to move forward in the moment when our agenda and a student's agenda seem to clash?
October 18, 2016
How exactly do we help students to be able to read complex texts on their own? Do we give them texts that are well above their reading levels and apply as much scaffolding as we need to get students through it? Or do we meet readers where they are with more accessible text selections first and build their independent reading skills?