More on supporting Kate as a reader

If you're a new reader of this blog, you'll want to scroll down to read my post about Kate, as well as her mom's thoughts.

I'm so thankful for Denise's candid comments. They help me remember that all of us--kids, families, teachers--bring different perspectives to any learning situation. I'll use this post to respond to what Denise found most important about our work together,

First of all you and Kate have clicked. You've taken the time to listen to her and get a sense of where she's at and what will help her. 

Denise put her finger on the most important part of the student--teacher relationship: Teachers pay close attention to the learner, what they do successfully and what can move them along. This might seem easy, and teachers do get better at it with time, but it is not a simple matter. It takes knowledge of the learner herself, knowledge of how literacy learning develops, in this case, and a deep understanding of child development. Kidwatching is a strength I've developed over years of teaching.

You've also given us books that we both enjoy and that she can read--books that are more interesting and fun than the simple leveled books ...  

Kate is also very focused on the "level" she reads, and she can tell you where every single kid in the class is reading ... "so and so is a C" or a D, or a J. Reading other books beside the little level readers has helped her see that she's a better reader ...

The next key--engaging books! This can be such a challenge for early readers. Kate benefits from some reading of the simple leveled books, but no classroom collection of these books can provide enough variety to keep kids' interest over time.  Kate had not yet read the "E" level assessment text at 96% accuracy, so most of her Independent Reading books came out of the "D" tub of books. 

The primary team of teachers did dedicate some of their book budget to sets of higher quality leveled books (longer length, better stories, and pricier) to use with small instructional groups and I pulled from those during the time I read with Kate. But it was so important to find other books that she and mom could enjoy. 

I've written previously about the importance of providing different kinds of reading experiences for young readers. Denise reads aloud to Kate regularly, which is one of the most important contributions a family can make. Then some Independent Reading with the leveled books. Kate could read some E, F, and G books despite not being able to "pass" the pesky E assessment text.

Two readers enjoying Elephant & Piggie

But what really engaged Kate, and re-engaged her interest in reading, was Shared Reading. I carefully chose the books--Elephant & Piggie, Fly Guy, and Fox--and encouraged Denise to read the book aloud to Kate first, and then for the two of them to read the book together. Elephant & Piggie books, with character speech bubbles, just cry out for two readers. The dialogue is full of the kinds of "sight words" that too many kids are practicing on lists or flashcards, and the illustrations draw kids in to look more closely. They read for meaning, rather than practice. Fly Guy is clever. Fox is a crazy dude. When kids read these books, with just a little support from us, they forget they're reading. Exactly what Kate needed. Soon Kate was reading them on her own. Elephant & Piggie (level G+), Fly Guy (levels H-I), Fox (level I-J). 

Here's another point that is key. These books might be challenging, but because they are also longer and well-written, readers will gain more information about the story as they read. That helps them problem-solve on their own with very little support from us. Stay tuned for the next post which will includes videos of kids doing just that!

Kate can also be quiet. She kind of goes with the flow, and sometimes that means she can get lost in the shuffle. Her time with you really turned that around.

Kate is quiet and it took me time to get to know her within a group of 4-5 other kids who were more energetic and demanding of my attention. She was much like Maris, whose reading I describe in the kinds of reading post. Imagine the demands on teachers with 25, 29, maybe 30 kids. Kids like Kate are often overshadowed in the everyday hustle and bustle of a classroom. 

Kate did begin to bloom in our small group, but we experienced the most success when Kate and I read together while Denise watched, then followed my lead at home. Not only could Denise give her the kind of support she needed, Kate's sense of self-efficacy--her sense that "I can do this" and "I am a reader"--grew day by day. All of us contributed to Kate's success.

You made it more fun, quite frankly, and you were so accurate when you said that readers will lose the flow of the story if you focus so much on individual words. You let me know that ... it was okay for me to read along with her in some parts. I learned to lighten up a little.

Exactly. When reading becomes a burden, or a challenge, it's time to mix it up. My first suggestion to parents or tutors is to read the full book to the child first. (I liken this to asking someone to play a piece a music without ever having heard it first. Imagine. So read the book aloud first.)  If the book is in the ballpark of the reader's skill, that one reading will launch them into reading it with little support. If it's still tough and the reader wants to read it, subtly share the reading. Try to read in phrases, rather to supply single  words you predict are too difficult. Or find a better book!

Our short time together last spring and this summer--maybe 4-5 hours in total--helped all of us. Kate is learning she's a skilled reader. Denise is learning to trust her instincts and is expanding her repertoire of ways to help Kate. And I'm refining my kidwatching, for no two learners are ever the same. It's why I love this work.

Thoughts from Kate's Mom

When I think about Kate's reading, I start with thinking about how much I have always loved reading myself. One of my earliest memories is going to kindergarten and imagining that I was going to learn how to read, but in those days they didn't start teaching reading until first grade.

When Kate was born, I started reading to her right away. I wondered if I was jumping the gun on this, but when she was six months old we started reading a couple of books a night. I always thought that because I loved reading, Kate would be the same. Then again, I met my stepdaughters when they were 4 and 6 and I was a little surprised that they were reluctant readers. I wondered why they just didn't jump into reading like I had. When they grew to be teenagers, I talked to them about it and they told me that by third or fourth grade, things just clicked into place and they wouldn't put books down.

In kindergarten, Kate and I read the little (leveled) readers at home that they read in school and then in first grade the same.  Kate was progressing, although slowly.  I found out that she had been reading with you and her teacher suggested I talk with you, and that's when our relationship began. I can't thank you enough. I've been thinking about what has helped Kate move ahead and here are a few of my thoughts.

First of all you and Kate have clicked. You've taken the time to listen to her and get a sense of where she's at and what will help her. You've also given us books that we both enjoy and that she can read--books that are more interesting and fun than the simple leveled books. Kate can also be quiet. She kind of goes with the flow, and sometimes that means she can get lost in the shuffle. Her time with you really turned that around.

Kate is also very focused on the "level" she reads, and she can tell you where every single kid in the class is reading ... "so and so is a C" or a D, or a J. Reading other books beside the little level D readers has helped her see that she's a better reader than she might have thought.

Watching you read with Kate was huge! Before Kate was born, I was going to school to be Montessori teacher for kids 2 1/2 to 5 years old. We were taught to follow the child. When Kate started to read, I would just listen and maybe do a little correcting but basically I was letting Kate work it out and struggle with the difficult words.

You made it more fun quite frankly, and you were so accurate when you said that readers will lose the flow of the story if you focus so much on individual words. You let me know that I could make it more fun and not so hard, and that it was okay for me to read along with her in some parts. I learned to lighten up a little. 

I really do believe Kate will be an excellent reader. We care about her and her success and it feels like she's following the path of her big sisters.

I'm so glad you can see how summer gets so crazy. She didn't always read on her own as much as we'd planned, but I never give up on reading to her because it's such a nice way to end the day. She just hunkers right down beside me and snuggles up. It's good to know it's the reading that's important, no matter who is reading to whom.  This all makes her feel really special. I just love this kid!

Thanks so much, Kathy, for taking time with Kate.  You are the best!