By Julie Frank
As I made my way through the halls one morning before school, I stopped to visit with a colleague who had recently made a major grade-level change from fourth to first. I was interested to hear how she was feeling about the change, now that students were arriving and it was “go time.” Our conversation led to language arts and how that was going to look with her much younger students. In reflection, she shared with me that her fourth graders had done well last year; their reading growth had been significant. I think I surprised her when I asked, “Why did they grow?”
However, she did not hesitate with her answer: “Because I gave them time to read.” From first grade to fourth grade—or actually from kindergarten to fifth grade—that element remains a constant. Simple and straightforward. If you want better readers, give them time to read!
My son is entering his final year of high school, but my conversation with that teacher took me back to when he was just eight years old and in second grade. Jake was a reader at heart. His teachers didn’t have to nudge him. He just loved to read. Jake’s school success was a reflection of his reading habits outside of school. But when he entered second grade, his already above-average scores took an enormous jump. What was different? He was in a classroom in which the teacher prioritized time for students to read. My already successful son flourished! Time to read makes a difference.
Reading offers learners an authentic opportunity to expand their vocabulary, practice their reading strategies, inquire about science and social studies topics, and just have fun! Of course, we know that there is more to the reading equation than time. We must also foster the conditions that allow and encourage students to be successful. If students don’t understand why they are being asked to read, and if they aren’t shown what the practice of reading looks like, then time to read will not be enough. The Read to Self lesson from the Daily 5 will give you the tools to help your students build the necessary behaviors, so that the time they spend reading has purpose. Set your students up for success. Revisit the lesson as often as your students need it and then . . . give them time to read!
Julie Frank currently works as an Instructional Coach in Bismarck, North Dakota.
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