I'm reading a nice book about literacy instruction. It's called Literature is Back! Fuhler and Walther's enthusiasm for literacy instruction is infectious. I want to try out all of their ideas tomorrow, as well as immediately place the world's largest book order for the literally hundreds of fabulous-looking titles they recommend.
In chapter one (okay, I haven't gotten all that far), they write, "[Childeren's books] are perfect vehicles for teaching primary, elementary, and even middle school students the essential skills and strategies that successful readers and writers employ" (9).
And being the nerdy English teacher that I am, I most heartily agree. Yes. Most definitely. Amen.
But why, oh why, stop at middle school? Why do they caveat their assertion with "even middle school students?" I have found that using children's books, particularly picture books, with my twelfth grade students of every conceivable reading ability is wildly successful.
Case in point ... here we are at the end of the school year, so I'm surveying my students, as I always do, for their favorite book they read in my class. The survey shows them how much they read (a LOT!), and I use their input to inform some of the following year's book choices and instructional methods.
Number one choice, hands-down favorite? Macbeth. And that winner plasters a grin on my face because I'm so proud that my students loved something difficult, something with seemingly little connection to their own worlds.
Number two choice, across the board? The Giving Tree.
I rest my case. And I lament that there's not near enough research to show high school teachers how or why to use picture books in their classrooms.
And that's where you and I just might come in ...
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