Comprobación de hipótesis

In my classroom, I use stories to keep my students engaged and entertained. Once I told my seventh-grade reading intervention class about a conversation I had with my eight-year-old daughter. The conversation between my daughter (Schyler) and I went something like this:

ME: “Babe, do you ever get tired when you are swimming out in the middle of the

pool?”

SCHYLER: “No.”

ME: “Well, if you did, what would you do? Would you yell for your teacher?”

(Long Pause.)

SCHYLER: “Mom, if you were out in the middle of an ocean and saw a shark what

would you do?”

ME: “Well, uh, I would use all of my strength to swim away.”

SCHYLER: “That's what I would do then; I would find it in me to make it to

safety.”

ME: “But, what happens if you cannot?”

SCHYLER: “Mom, you just have to. You have to dig deep inside of you, otherwise

you will not make it.”

Her particular remark has been a guiding post for me as a teacher and as an individual. What I have discovered is that when we dig deep, we uncover what has been unnoticed.It is my hope that this book transforms your way of thinking about your students. May this book be your guiding post to dig deep, to pause more, to listen deeply, so you can discover your students’ stories. May it affirm what you are currently doing in

your classroom practice and challenge or adjust your thinking to implement new approaches to teaching struggling readers. They need us to change their literacy story.

EPILOGUE

I am gathering papers left on tables. When I look up Ms. Brielle is in my classroom doorway.

“Hey! How was your morning?” I say tossing the papers in the recycling bin. Although, Ms. Brielle and I have only known each other for two years, we have become friends.

She slumps into a yellow chair and lets out a loud sigh.

“Guided reading.” She says, waving her arms in the air. I take a seat next to her.

“What’s going on?”

“It’s becoming stagnant. Even though I am working in a small group, it doesn’t seem as supportive as it could be. It feels like I am still doing too much whole group.”

“Can I share with you what I am doing for guided reading?” “Yes, please! I need something different.”

I share with Ms. Brielle, how I have setup my guided reading routine, which the majority of the time being spent with students independently reading. I explain my role in sitting next to each student working with them on the reading strategy they indicated they need help with. When she left my room, she was eager to implement the change to her guiding reading routine.

The following day, I am startled by Ms. Brielle’s booming voice, as she entered my classroom.

“Oh, my gosh! Oh, my gosh!”

“Yes! Switching to your routine made guided reading feel like I was actually supporting what my students needed. And I didn’t have any behaviors today! It worked. I just can’t believe it!”

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