Protecting Readers Inside the Block

As a believer in the research and wisdom of those who came before me, such as Allington, Cunningham, and Stanovich, I am cognizant of the importance--the urgency--of creating time for real reading and writing.



In Donalyn Miller's new book, Reading in the Wild:  The Book Whisperer's Keys to Cultivating Lifelong Reading Habits, she describes her practice of teaching students to fall in love with books and develop stamina for reading.  In order to accomplish this feat, we must teach our students to "live like readers."  We must acknowledge that reading time at school matters and that time for reading and writing instruction and authentic practice can't be negotiable or the first thing to go in a busy schedule.  Adding to what Donalyn says on p. 10, I would say,

"When providing reading and writing time at school, we must ensure that all students receive equal access."

As with RtI standards and laws, Donalyn discusses the importance of NOT pulling students for intervention work during the reading or writing blocks, as this tends to undermine our efforts in the classroom as well as the effectiveness of the intervention.  Miller says (p. 10), "We reduce the effectiveness of reading interventions when we don't provide our lowest-performing students reading time and encouragement.  Developing readers need more reading, not less."  I would qualify that to mean more reading instruction AND time to read, as well as being present for all writing instruction as well as time to write (the writing workshop time).  Intervention should not supplant the instruction and daily practice that occurs in the classroom.

I have to wonder, "If children exit during classroom reading or writing times (anytime during the reading or writing block), we know it is to students' detriment as readers and writers; so then WHY would teachers allow this?"

What causes classroom teachers to diminish the value of their own abilities to meet their students' literary needs?

 One can only speculate.  Here are some thoughts--perhaps...

• The classroom has yet to be established as a community of readers or writers.  In reading and writing communities, time for real reading and writing is valued; sacrificing it seems unthinkable.  
• Teachers have yet to learn how to confer with readers and writers in order to learn about their development, thinking, and learning needs.  Conferring is a place where ongoing assessment is embedded.  
• We need to be sure to teach mini-lessons (and revisit them, when needed) so that students build stamina to become independent readers and writers who can knowledgeably and confidently confer with their teachers about their work.  
• Students need to learn (via lessons in the classroom) how to talk about what they are reading, recommend texts to others, reflect on their reading habits/patterns, and make good choices of reading material.
• Classroom instruction has yet to be differentiated enough to fulfill the ever-changing needs of all readers and writers.  
• Lessons may need to be designed to be engaging for even struggling readers, so it seems like the intervention teacher will be able to supplant what's happening in the classroom with "better" instruction in a "smaller group."
• In a world of high-stakes tests, perhaps we are inadvertently developing test-takers instead of thoughtful readers and writers, thus limiting authentic experiences in the name of test-prep or crunching time due to an over-stuffed curriculum (Gallagher, 2010).

Food for thought for well-intentioned teachers (virtually everyone I know):  Donalyn Miller discusses the underlying messages that kids receive when they must walk off to another room for reading, while "the other kids" are back in the classroom doing something enjoyable as a literacy-based community (p. 10):

"Reading is fun for people who can read well, but that's not you."

"One day, when you get better at this, you can be a reader; but not today."

If the classroom is a true community of readers and writers, Richard Allington (2012) reminds us of what must take place E-V-E-R-Y-D-A-Y:

1.  Every child reads something s/he chooses.

2.  Every child reads accurately.

3.  Every child reads something s/he understands.

4.  Every child writes about something that is personally meaningful.

5.  Every child talks with peers about reading and writing.

6.  Every child listens to a fluent adult read aloud.

When thinking about what these mean and the time that is actually allocated for such activities, one can surmise what is valued in the classroom.  If a child is asked to "walk out" for any reason while these activities are taking place, how will they ever believe in the power of reading and writing or see it as attainable?  Many strugglers already have "gaps" in their learning; exiting the classroom during reading or writing time only perpetuates the problem as gaps widen. 

As Donalyn wonders (p. 9), "Imagine schools where band, choir, debate, and athletics participants were not given practice time during the school day yet were still expected to perform."  We need protected reading and writing cultures in which the work of all readers and writers are valued.  That starts with the classroom teacher's belief that s/he has something important to offer each child via instruction, time and support in practicing, and a community in which everyone believes that all children can grow and thrive as readers and writers.