Step by Step with Teacher Zee: Books and Texts for Teaching and Instruction

Posting here the questions I asked colleagues and co-teachers from CRAIN for our discussion on Books and Texts for Teaching and Instruction.

Teacher Y

            Is it possible for our kids to choose, on their own, the books to read and                        discuss? If so, when's the best time/age to let them do that.

When we go by the principles and foundations of human rights, yes – children can choose for themselves. The UN Rights of the Child proclaim this liberty. As adults, it is our responsibility to create the space and the environment to actualize this liberty.

When is the best time / age -> Kindergarten; the moment they begin school 😊provided that, the school environment has designed and created a space for children that foster and support their developmental needs.

Having said this, there are psych and educ theories that can be the  basis for creating a child centered learning environment where in choice and agency are fostered and promoted:

Jean Chall’s Stages of Reading Development; Jean Piaget’s; John Dewey; Bandura’s Social Learning Theory

Is there a strategy to teach them how to choose the best reading materials for themselves?

  Model the habit, routines and the behavior of making good, informed choices – even discernment 😊

 

Teacher R

I tend to use a variety of reading resources: short stories, chapter books, novels, worksheets (ReadWorks), etc. Is there an ideal profile for each of those resources?

It would be good to always remember that categories, genres, labels and levels are guides. It helps us keep things in order, allowing our thinking to be disciplined and it leads us to productivity. What we can do is to review, examine and be informed of our student’s progress, strength and weakness as well as his/her assessment in selecting sources, texts and literature for instruction.

When should we use a child's interests? When should we push them to read beyond their usual interests? 

This is my BIG problem too, with some of my students.

When reading books set in WW2, I tend to give a background on the Holocaust beforehand. Is it better to let them experience the story organically first, so that they can figure out themselves what the Holocaust is through the story? Should I save the background information for later?

The framework of pre-reading, during reading and post reading works wonders, but also, be open to non-linear ways of thinking and thought processes. It is always helpful to take notes, use metacognitive thinking, reflect and take insight.