I grew up in a home with books. In the room we referred to as the “den,” an entire wall was lined with my parents’ books and book collections. There was also a small glass three-shelf bookcase that did not require any climbing and reaching on my part and that held “the book.” It was The Yearling by Marjorie Kinnan Rowlings. But it was N.C. Wyeth’s illustrations that drew me to this classic. Other than my dad’s golf books, few of their books were illustrated. N.C. Wyth’s illustrations were gripping and fueled the imagination, as you can see by scanning the online Project Gutenberg version.
I think it’s entirely possible that I actually learned to read at home, not at school. I remember being assigned to reading groups according to reading level. I can’t remember ever coming home wanting to talk about any great stories from the classroom readers. Although when my first or second grade teacher introduced me to Charlotte’s Web as a read aloud, I know I begged to have my own copy.
Back to The Yearling. When I first discovered the book, I was still in the primary grades. Even though I couldn’t read it, I could tell from the illustrations that it was an animal story, a favorite genre then (and still today). When I told my dad how much I wished I could read The Yearling, he gave me a great piece of advice: Just keep checking back every so often, because at some point you will be able to read it.
Looking back, I’m pretty sure it was the Nancy Drew detective series that helped boost my reading level up to The Yearling’s lexile. Although totally done as outside reading, separate from classroom readers/anthologies, I regularly brought my latest Nancy Drew book to school in order trade with friends. Sort of an organically organized early book club. I’m guessing it was about 5th or 6th grade when I realized The Yearling was now an accessible read.
Years later, as a parent, I watched my daughter jump start her reading with The Babysitter Club series, which she traded, just I had with Nancy Drew. When she was in 5th grade, we moved to a small two-school district – which, thankfully, used outstanding literature instead of readers/anthologies. She quickly moved on from the Babysitter Club to Anne of Green Gables and onward in her journey as an avid, life-long reader.
With my son, I watched him as a 2nd grader pick up a wrestling magazine with Hulk Hogan on the cover, and, on the spot, become a reader. Only weeks earlier, he’d had the opportunity to see Hulk Hogan live in Sacramento, a memorable event for a 7-year old! He opened to the magazine article with the confidence and content knowledge of a highly proficient reader – clearly no longer limited by any “lexile levels.” Like his sister, he too became hooked on great YA authors, such as Gary Paulsen, via the excellent literature introduced at school. Pretty impressive what interest level + background knowledge + teacher enthusiasm can do to boost a kid’s reading level.
A recent situation has prompted me to reflect back on when my children and I began flexing our reading level/lexile muscles. The event has to do with Accelerated Reader (AR) and what I now refer to as “AR non-best practices.” A teacher at one of my district’s elementary schools contacted me about changing the AR school year end dates to include the summer. I am the district administrator for the AR program (by assignment, not by choice). The site wanted to require that students take AR quizzes during their summer break. The AR points would then be factored into the students’ reading grades for the first trimester of the 2014-15 school year. Despite my attempts to present a case for summer being a time to read simply for the joy of reading, apparently the entire site, including the principal, wished to formally reward or penalize elementary students for their summer reading habits.
At least this was an isolated case of AR non-best practices … or so I thought. I shared the story with a colleague, who, as a parent, shared his frustration with teachers “making an advanced reader read below his/her level to meet class AR requirements.” As parents, we know we need to be advocates for our children, but it’s not easy to speak out within our own districts against a program once it’s ingrained in a school’s culture.
I shared both of the above the examples with a National Writing Project (NWP) colleague, who is now an elementary school administrator. She responded with a story from her previous district, where, during her first week as principal, she explained to the staff why their school library, which was organized by lexile, would be reorganized by author. She further explained that if a student became interested in a certain author, the student would be allowed to check out any of the author’s books, regardless of lexile. How about that for a AR non-best practices easy fix?!
For the most part, I remain quiet about programs such as AR, out of respect for colleagues who truly believe that the programs boost reading skills and promote a love of reading. Occasionally, I suggest that teachers go through Google Scholar to read the research on AR. Or I send links to articles such as Stephen Krashen’s 2003 journal article. Or maybe suggest reading what Kelly Gallagher has to say about AR in his wonderful Readicide piece.
This year, I’ve starting looking beyond elementary school to see how teachers at middle and high school are promoting a love of reading. In September, at the same time the elementary site was asking how to pull a report on summer AR quizzes, I read high school AP English teacher David Theriault’s post Why Do We Give Students Summer Assignments? Seriously, Why? I love his ideas for Alternatives to the typical Summer Activities section, especially Idea #1:
What if teachers on the campus created a Google Slide. One for each teacher. On the Google Slide was a list of ideas for students to learn about their world during the summer. Here’s an example:
Even if every teacher just had four ideas on a slide, students and their parents would have a ton of ideas and these ideas would help students and parents get to know the teachers better. Heck you could ask every staff member at your school to contribute including the district office. Can you imagine the conversations that would take place in the hallways the following school year?”
In October, with AR non-best practices still on my mind, middle school English teacher Pernille Ripp posted The Things I Did that Stopped the Love of Reading to her blog. Right off the bat, she addresses locking students into reading levels/lexiles:
I forced them to read certain books because I knew better. Armed with levels and lessons, I have forced many a child in giving up the book they were certain to struggle through and handed them a better suited one. Better suited based on levels, reading abilities, but typically not interest.
Students have free choice to read with few restrictions. Throughout the year they have to read 25 books, 15 of which must be chapter books. If a child is continuously abandoning books we discuss, adjust, and try new things. We also spend time selecting books together and work on strategies to get through books that may be a bit out of their “level.”
In all fairness to AR (and to help sites justify the annual subscription renewal fees), I know I should also be collecting AR best practices examples. Here’s one: During a unit of the American Revolution, 5th grade students have access to books at their reading levels. Having taught 5th grade for several years, I can see the value in students being able to easily pick out books identified by reading level from the school library as they begin a new unit of study. In my classroom, my personal American Revolution library included a wide reading range, including multiple copies of My Brother Sam Is Dead, which Scholastic marks as grades 6-8. Every year, students at all reading levels borrowed my copies of this book, with many reporting that they couldn’t put it down. No reading level/lexile limitations. No points earned for completing an online quiz. Just reading based on interest.
If there are more examples I could add to an AR best practices chart, I warmly invite you to share them.
More importantly, I would love to learn about any districts that have opted out of AR – for reasons other than budget cuts. Was it a top-down decision or teacher driven? Was it research-based? Was it widely embraced? Any information and tips would be much appreciated.