In Janet Allen’s book Yellow Brick Roads: Shared and Guided Paths to Independent Reading 4-12, she uses the term “I’d rather” readers to describe the kids in our classes who score proficient on reading tests and are good readers, but would much rather be engaging in other activities besides reading. The past month I’ve really been focusing my efforts on my I’d rather readers. Reflecting on them and similiar readers I’ve had in the past, I’ve noticed that they all have two common characteristics. First, they’re all boys. The second is that they all see the value in being “efficient”. They are not lazy or careless in their studies, they are just focused on meeting goals in the most efficient way possible. Somehow, reading does not seem to fit into their “efficiency” equation.
During parent conferences last month, I had an in-depth conversation with the mother of one of these boys. She expressed a desire to see her son read more at home. She told me that it is a nightly battle to get him to read. During our conversation, I could sense her frustration. The next week, her son and I sat down to have a post-reading conference on the book The Lightning Thief, which was recommended to him by a friend. He was so excited to share about this book. He was able to tell me, in vivid detail, about the characters, conflict and themes. He was able to explain why he would recommend this book to others. He was so fired up about it, and couldn’t wait to start The Sea of Monsters, the second book in the series.
After that conference, I began to notice a change in him as a reader. During Independent Reading, he was actually reading. Sometimes during English, I would catch him with the book under his desk trying to sneak in a few words here and there when he thought I wasn’t looking. He became more in tune to our class novel, The Cay. He would engage in more conversation about the class book, asking questions, predicting and putting in his two cents about his thoughts on the novel. I even caught him sticking around on his break to peruse our class library!
This week I plan on calling his mom to see if she’s seen a change at home. Based on a couple of comments he’s made at school, I suspect it may still be somewhat of a battle on the homefront, but I am looking forward to reporting the changes I’m seeing at school. I think she’ll be pleased.
Had I continued to teach reading the way I have over the past three years, this student would have continued to be an “I’d rather” reader this year. I am confident that the decision to include more independent reading time and book sharing, as well as focusing on matching books to readers made a difference with this kid. The changes I’ve made in my class culture have provided an avenue for me to catch the kids passing through that may be good readers, but don’t think reading is good. I caught this one, and I’m hoping to catch more!