Of course, this data caught my eye.
My friend Gary Anderson posted it on Facebook with this link to the National Literacy Trust Findings from their Annual Literacy Survey 2016: Celebrating Reading for Enjoyment.
I had just spent the day working with teachers in Clear Creek ISD as they launched their two week STAAR Academy, a series of summer school-like classes designed to immerse students in authentic reading and writing — not the typical mode of tutorials often offered in the hope of helping students pass their state mandated English exams.
Billy Eastman, Clear Creek ISD High School ELA and World Languages Coordinator, is a visionary who believes in his teachers and in the students they serve. He knows that when students choose books they want to read, experience learning in an environment that validates their personal lives and learning journeys, and are given space and instruction that allows them to write about the topics that matter to them, students grow. They grow in confidence, and they grow in ability.
Thirty-five teachers met with me in a two hour institute this morning. We read and talked and wrote and talked. We built a community of teacher-readers and writers. We engaged in learning — all with a central goal: How can we create a space for all students to advance as readers and writers?
Then, teachers planned. In teams they designed lessons intent on engaging students as real readers and writers — not just students reading and writing for a test.
After lunch, teachers facilitated similar community building activities with the roughly 250 students attending the academy.
With generous funding by his district, Mr. Eastman was able to provide books, lots of new high-interest YA literature, in which students could choose a book they want to read. This is the first step in “celebrating reading for enjoyment” and all the benefits that come with it.
As I visited the 12 classrooms this afternoon, I witnessed students writing and talking about their reading lives.
“I like stories okay,” one boy said, “but I don’t like to read.”
“I’m not really into reading,” said another.
“Reading isn’t my thing,” another boy said.
I asked one young man if he liked to read, and he told me: “Yes, I read a lot.” He had just selected Scythe, the new book by Neil Shusterman, and I could tell he was eager to get started reading it. He’d already read Unwind and quickly told me how much he enjoyed that series. The other three students in this boy’s small group were less enthusiastic about reading anything, but they were willing to try. One chose Still Life with Tornado by A.S. King, another Boy 21 by Matthew Quick, and the other Out of Darkness by Ashley Hope Perez.
As I observed every classroom this afternoon, I noticed a few things:
- The ratio of boys to girls in most every classroom was at least 4 to 1.
- Boys want to read books that look “tough.” The cover has to captivate them.
- Girls will choose books with male protagonists more often than boys will choose books with female protagonists.
- Few students choose historical fiction — they seem drawn to realistic fiction and dystopian.
- Many students chose books teachers might deem too difficult for them. (One of the most popular book choices offered today was All the Light We Cannot See, which won the Pulitzer Prize in 2015.)
For the next nine weekdays, students will read their chosen books and spend time engaged in their community of learners. They will practice the moves of real readers and writers as teachers practice the routines of readers-writers workshop and read and write beside their students. Besides the obvious benefit for students, teachers will engage in the kind of professional development that truly matters, the kind that gives hands-on experience with students as they practice the art and craft of teaching.
I am excited for the outcome. I am excited that teachers are excited. I am honored to be a part of Mr. Eastman’s vision for his district.
So what does this have to do with the National Literacy Trusts’ Annual Survey? A lot.
As I read through the report this evening, I found nothing startling or surprising. Of course, there are advantages to reading for enjoyment.
But then I shifted my thinking and began questioning the why and the what. Why does the data say what it does? Why are their gaps in enjoyment between boys and girls? Why are their gaps between age groups? What is happening in schools that might be causing these gaps? What is happening in students’ lives that might be causing these gaps? What can change if we approach reading and writing instruction differently? What should change?
I challenge you to read the report and ask yourself similar questions. Then, I challenge you to take the next step: follow Billy Eastman’s lead. Whatever your sphere of influence, how can you allow a space for reading for enjoyment? And if you haven’t done so yet: How can you change the model of instruction in your classroom, in your school, or in your district so all students have the chance to become real readers and writers who enjoy what they read and write?
Don’t all students deserve similar opportunities to learn — not more test prep?
Amy Rasmussen lives in north Texas and teaches AP English Language and English 4 (new prep in the fall). She loves talking books, daughters’ weddings (two this year), and grandbabies. She also loves facilitating PD for other teachers making the move into a workshop pedagogy because it keeps her focused on her own improvement. Amy adheres to the words of Emerson: “We aim above the mark to hit the mark,” and Jesus: “Love one another.” Imagine a world if we all aim higher. Follow Amy on Twitter @amyrass. And she’d love it if you follow this blog!
Three Teachers Talk 