“Learning to read is a social experience” | Know Better, Do Better

How do actual teachers and students “center the text” in reading classrooms? In this episode, David and Meredith Liben get specific with teachers and experts about how read alouds and close reading can connect students of all ages and literacy levels to a text—and to one another.

Two ideas animate the discussion. First, theory is not terribly helpful without practice. And second, learning to read is (and should be!) a social experience.

First, the Libens explore the power of read alouds with three guests, who share real-life examples of interactive ways to engage students with a variety of needs:

• Inclusive classrooms: Patty Collins teaches third and fourth graders reading from the 1st to the 99th percentile. She uses several models of read alouds to give all of her students access to grade-level text, including whole-class, mixed and leveled small groups, and audiobook technology.
• Early learners: Reading and vocabulary expert Margaret McKeown focuses young students on words—not pictures—during read alouds, and avoids leading questions. Teachers can read short passages without showing pictures and ask students “What's going on there?” or “What was that all about?”
• Multilingual students: Desiree Garcia teaches in a bilingual kindergarten classroom where read alouds have fueled an explosion in her students’ vocabulary in both languages. They are excited to share their own ideas and figure out answers by themselves. 

Then, the Libens talk through close reading, where students read a passage multiple times and carefully find the connections and structure that move a text forward. This starts with teachers reading the text themselves, finding what Meredith calls the “sticky parts,” leading a focused discussion on why these passages are particularly important.

Two guests share their experience with close reading: 

• Kyair Butts, a former Baltimore City teacher of the year, uses close reading to give his middle-school students multiple “at bats” that build knowledge and improve vocabulary. He has students annotate the text to leave tracks of their thinking and see how their thinking evolves. 
• Upper elementary teacher Katie Scotti says close reading is “leveling the playing field” between her higher- and lower-achieving students. Reading a text multiple times, and ensuring all students are familiar with the relevant vocabulary and background knowledge, gives every student the chance to understand and talk about a text, including higher-order ideas. While she was worried her students would be bored by close reading, she’s found just the opposite. Kids love it!

Key quote: “Every student has that access to that same text. They might have different levels of questions, they might be doing some noticing and wondering while other students are doing a deeper level of analysis. But they're all experiencing the same characters, the same plot. They’re all experiencing the same reactions. . . and all students deserve to have that experience. Reading is a social experience.” (Scotti) 

For more information about this episode, visit the Knowledge Matters Podcast website. The research, studies and artifacts mentioned are posted on the Knowledge Matters Campaign curriculum review tool.

This podcast is produced by the Knowledge Matters Campaign and StandardsWork. Follow the Knowledge Matters Campaign on Twitter,