The Reading Classroom

Although the following points describe reading activity in an exemplary classroom, it should be understood that the writing, reading, speaking, and listening processes are intended to be integrated. Several elements from each process should be at work in all language arts experiences in the classroom.

In the classroom the following should be in evidence:

• the teacher modelling and sharing reading strategies as well as a personal joy of reading
  
• the students and the teacher reading and discussing a variety of genres (e.g., novels, poetry, short stories, essays, editorials, biography, informational articles, and books)
  
• the students, and often the teacher, participating in silent reading on a regular basis
  
• the students independently selecting and reading a variety of resources
  
• the teacher reading aloud to students on a regular basis
  
• the students reading aloud or practising prior to reading aloud
  
• the teacher using integrated units of study based on curriculum objectives and students' needs and interests
  
• the students developing their reading strategies and skills within meaningful contexts, rather than in isolation
  
• the students willing to take risks and offering diverse responses to literature
  
• the teacher using a variety of learning situations for instruction (e.g., individual/independent activities, whole class, flexible small groups, partners)
  
• the teacher using instructional strategies that promote reflection, discussion, and critical thinking (e.g., Literature Circles, Reader Response)
  
• the students engaging in reading activities that access and activate students' prior knowledge before, during, and after reading
  
• the students and teacher assessing reading abilities and strategies using checklists, conferences, and anecdotal notes and using the data to inform instructional decisions.

Proficient Readers	Ineffective Readers
Before Reading
Understand that reading is a sense-making process Build up their background knowledge on the subject before they begin to read Use their prior topical and linguistic knowledge as they read Know their purpose for reading	Think of reading as decoding--one word at a time Do not expect reading to make sense Start reading without thinking about the topic, the language, or the structure of the text Do not know why they are reading
During Reading
Give their complete attention to the reading task Keep a constant check on their own understanding Adjust their reading rate to match purpose and reading material Monitor their reading comprehension and do it so often it becomes automatic Can match their reading strategies to a variety of reading materials Stop only to use a fix-up strategy when they do not understand	Do not know whether they understand or do not understand Do not understand the concept of varying reading rates Do not monitor their own comprehension Seldom use any of the fix-up strategies
After Reading
Decide if they have achieved their goal for reading Respond personally and critically to what they read Evaluate their own comprehension of what was read Summarize the major ideas Seek additional information from outside sources	Do not know what they have read Are unable to respond critically to what they have read, although they may have a limited personal response Do not follow reading with comprehension self-check

(Adapted from Irvin, 1990, p. 29. Used with permission of Orange County Public Schools, Florida.)

Selection of Reading Materials

Students should experience a variety and balance of reading materials during the course of each grade. A variety of communication forms (literary, informational, and journalistic) serve as the means through which students learn about language, learn to use language, and learn through language.

Literature includes novels, short stories, poetry, and literary essays. It may also include a variety of prose forms such as diaries, journals, biographies, and autobiographies. Creative nonfiction is a term often used to describe such literary works. The study of literature goes beyond acquiring knowledge about literature. It also includes developing and strengthening creative and critical thinking skills and personal response. Through literature, students come to understand and appreciate the dynamic relationships that exist between reader, writer, and text.

Students should also read other forms of written communication such as newspapers, magazines, informational books and articles, and electronic information. All forms of communication serve as vehicles for language learning as well as means of exploring ideas about life and human nature. When students make connections between literature and life, they get a better understanding of themselves and gain deeper insights into the richness, complexity, and variety of human experiences, thoughts, and values. As well, studying literature results in readers and viewers becoming more proficient at writing sentences, using advanced vocabulary, and recognizing appropriate grammar, usage, spelling, and mechanics.

Literature and other forms of communication have the power to help students:

• broaden experience by encouraging creative, critical, and imaginative thinking, viewing, speaking, and writing
  
• transcend the barriers of time and place, and explore worlds that can exist only in the imagination
  
• recognize the timelessness of literary tradition and its relevance to their lives
  
• appreciate their own culture and the culture of others
  
• cultivate their personal and aesthetic awareness
  
• increase their awareness of the importance of form, and the uses and power of language
  
• gain insight into and understanding of the human condition
  
• enrich imaginative expression in their own speaking, writing, and representing
  
• increase their reading ability and capacity through increased interest and motivation
  
• become aware of and recognize multiple points of view
  
• build and enrich their vocabulary as they use, in their own speaking and writing, expressions and words encountered in literature
  
• develop the habit of reading for lifelong functional and leisure purposes
  
• solve problems independently and in collaboration with others
  
• expand their knowledge base
  
• cultivate analytical and critical thinking.