In the last week, I have asked
- Volume of Reading: How much is “enough”?
- Are your students reading enough? and provided a way to sample/ measure reading to determine increases in reading volume, and
- made suggestions on how to find more time for student reading.
Successful reading does not happen in a vacuum. How do you know that each precious moment is spent on the “right things”? How do you know that you have high-quality reading instruction? How can you make reading time more effective for “Every Child, Every Day” within your daily schedule?
Today my media specialist colleague, Kristin Steingreaber, reminded me of a March, 2012 ASCD article where Richard Allington and Rachel Gabriel advocated for six elements of reading instruction in this Educational Leadership article titled, “Every Child, Every Day.” This was the issue that was labeled as “Reading: The Core Skill.”
They said, . . . “educators often make decisions about instruction that compromise or supplant the kind of experiences all children need to become engaged, successful readers. This is especially true for struggling readers, who are much less likely than their peers to participate in the kinds of high-quality instructional activities that would ensure that they learn to read.”*
What do educators need to do today and every day (11 months later)?
Here are the four items that focus very specifically on reading:
1. “Every child reads something he or she chooses.
2. Every child reads something he or she understands.
3. Every child talks with peers about reading and writing.
4. Every child listens to a fluent adult read aloud.” *
Are all four of those elements a part of your reading workshop every day, for every child?
If not, why not?
Remember that all four are research-based strategies that have been proven beneficial for all students!
What are you waiting for?
* Allington, Richard L. and Gabriel, Rachael E. “Every Child, Every Day.” March 2012 | Volume 69 | Number 6. Reading: The Core Skill Pages 10-15