Reading for Fun: Where the Common Core Standards Fail Our Children
|
As a teacher, a mother, and an avid reader (and writer!), the thought that my children and other students across the country are being funneled into a system that deprives them of the joy of reading simply for the sake of fun is depressing and troublesome. I can recall countless hours from my own childhood where my teachers would allow us to curl up on the comfortable sofas and chairs in the class library and just read. There were no tests, no pressure, and no hurry to move on to more structured reading and writing. We read, because it was fun. And that skill, because I firmly believe that reading for fun is a skill, led to a natural curiosity and an eagerness to learn more, discover more…read more. The next sentence in the article that I discovered read: “However, educators know the importance of providing fun reading.” I believe that is true. I believe that teachers, especially those who engage with us in our online community on Facebook and Twitter, really understand the importance of showing students that books are not a means to an end, but a journey and an adventure. They know that in order for students to discover how much fun reading can be, they have to have time to do it and develop that skill. Think of it this way, if eliminating cursive writing from the curriculum means that students will no longer be able to write in cursive, then the same holds true for reading. If you eliminate time spent reading for the sheer purpose of enjoyment, you deprive students of that experience and skill. What are we doing to our future generations when we do this? More importantly, why are we doing this? The Common Core Standards in all of their regimented glory and cross-country alignment address key issues that may, in the long run, make it easier for teachers and students to meet the demands of our changing society. However, I cannot help but worry that those who have developed these very standards have forgotten that those being held to them are children. Children who need to play, explore, be active, and, most importantly, have the time to enjoy the simple pleasure of reading for fun.
What do you think? Do you schedule in time for your students to read for fun despite the CCSS? Share with us below! |
While researching the 
At Really Good Stuff, we're committed to bringing you the best teaching resources online and off. We under-
Commented On November 27th, 2012 6:51 pm
Our middle school values reading for fun. Every day the entire school, staff included, stops everything to read for pleasure for 20 minutes.
Commented On November 27th, 2012 6:59 pm
Yes, I do. I write about the Common Core on a planbook website and am quite in love with them. Except for the lack of reading for pleasure. This is the first year that our state has moved to using the CCSS. In August, we had district-wide PD by grade level. I am teaching 4th and 5th grade so I went to the 4th grade session and was appalled that people I used to teach with (who were giving the PD) were OKAY with not having a true block of time for children to read for enjoyment. It bothers me immensely. My students are already (mostly) struggling readers and if they never get to find joy in reading, they will never see the point of it. It is heartbreaking.
But, as I often do, I thumb my nose at the rules and do what I know is right and hope that somehow, some way my kiddos will leave my room in June enjoying reading a bit more than when they got there in September.
Commented On November 27th, 2012 7:05 pm
I think you have to schedule time to read just for fun, whether it is done as a whole class with an exciting book, or if the students choose books that they love to read (not ones they have to be tested on). If this love of reading is not developed early on, they will not continue to read as adults. And that would be such a shame. Reading is one of my favorite pastimes.
Commented On November 27th, 2012 7:18 pm
I totally agree. Reading is quickly losing the “fun” quality. There is always something that is required to be done with stories or books that are read. Even I,as a teacher, miss the days of reading a book to students for enjoyment, for fun.
Commented On November 27th, 2012 7:31 pm
Reading for fun…we do it EVERY day! My students also see me reading for fun and hear me talking about reading in bed or on my deck. I tell them about the books I am reading and they tell me about the books they are reading. My children will LOVE reading BEFORE I worry about the Common Core…seems to me if kids love reading, the rest of the CCS will come more easily!
Commented On November 27th, 2012 8:02 pm
I use Daily 5/cafe in my classroom so we have read to self time everyday. My kids love it! Daily 5 structures your reading block so your kids will love to read. We love it!;-)
Commented On November 27th, 2012 8:30 pm
Reading for fun can’t really happen unless the children have developed a reading level. Next, finding high interest stories at their independent reading levels is a challenge. Meeting the Core Standards does precipitate reading enjoyment. I encourage listening to poems, songs and stories for enjoyment. Once they can read fluently and at an independent level, all of the hard work is certainly worth the effort!
Commented On November 27th, 2012 8:30 pm
My school started implementing the Common Core ELA standards last year. We used Lucy Calkins’ Reader’s Workshop for the Common Core, CAFE, and Daily Five for our reading components. By using the Daily 5, students read for enjoyment every day. We had Read to Self time set aside, and they read both books on their reading level and books that were just interesting to them. We made a point to give them at least 20-30 minutes of Read to Self time every day. We taught the CCSS whole group using Lucy Calkins’ curriculum and the CAFE strategies, as well as working with students on these strategies in guided reading groups. The CCSS does not say you can’t teach them to read for enjoyment. You just have to make time for it.
Commented On November 27th, 2012 8:35 pm
You have made an excellent point!! I feel the same way about children today… there is so much pressure to do well in school. There is such a rush for children to know more NOW. I think we turned out great…..why the change? Is it really necessary…. or to what extent is it necessary?
Commented On November 27th, 2012 8:42 pm
I am a special education teacher and I have free reading every Friday. On that day my students are allowed to read whatever they want to read. They love Fridays!
Commented On November 27th, 2012 9:05 pm
Absolutely! With so many aliterate people in our society we MUST encourage reading for fun. I also read aloud (for fun) to my students on a regular basis. I read so they can hear fluent reading with out all of the interruptions of “think aloud”. My reading aloud lets them hear how FUN reading can be.
Commented On November 27th, 2012 9:41 pm
I have to disagree that reading for fun will disappear as the CCSS are implemented. My daughter became a voracious reader before she even entered school because whenever I brought home my students’ (I taught K & 1st and am now my school’s literacy coordinator) Scholastic book orders and read all the books to and with her. Love of reading is taught and modeled first in the home, the place over which CCSS have no hold. As for your reading in the early classroom as a child curled up on one of the comfy sofas, I assure you that there were also students in there that did not enjoy that time, because reading was a chore. The world is changing and as teachers we must prepare students for their future, not our past. The CCSS were written to answer the primary question: “What do we want our students to know and be able to do?” There is much that is not written in the CCSS because it is up to the classroom teacher to add that. Teachers can influence students’ attitudes about reading and if the CCSS is seen as negative that opinion will seep into too many teachers’ classrooms.
Commented On November 27th, 2012 9:56 pm
my son is a dutiful reader, his teacher has him on a pretty regimented outside reading schedule. but, i don’t think he enjoys reading at all. he likes many of the books, but I don’t think he sees books as entertainment, they’re schoolwork now.
Commented On November 27th, 2012 11:39 pm
I think teaching to the standards allows much more flexibility than following a rigid pacing guide for a program in which we have to fill in the gaps anyway. As with other paradigm shifts, we try too hard to follow it to the letter. However, as professionals we know what our students need to be successful. We should not be limited to or intimidated by lists and strategies to teach children how to read well and to enjoy what they are reading. We need to take the best of the Common Core and adapt it to our teaching styles and to student’s learning styles and do what we do best: teach.
Commented On November 28th, 2012 9:36 am
To say, ‘Reading homework is the most difficult,’ is he most positive way I can explain it for us. We have two sons, 1st and 3rd. The oldest has ADHD and dyslexia. Both boys are very bright. But when forced to put very advanced concepts from mind to paper (for immature kids – especially boys), after a very long school day, is heart-wrenching to see. These standards have not left my son wanting to read – he openly admits loudly -and-clearly that he HATES reading. Last year, I saw it change to, “I hate reading and I hate school.” As of Sept., I am trying with all my powers to turn this around- on Tuesday reader response journal time, usually I read a book to him. Then I help him get going on the homework. I have allowed his required outside reading (5x per wk) to be easy books well below his level, children’s dictionaries, etc. I occasionally see a spark of interest – like this morning when he announced he found the word “buttock” in his dictionary! Any suggestions very welcomed!!
Commented On November 28th, 2012 9:59 am
I am not a teacher, but I love reading, and hope that today’s students will learn to love books also. I have just read Helen Keller’s biography, along with letters from her teacher, Anne Sullivan. Ms. Sullivan was a strong proponent of teaching where the student’s interests were, and encouraged Helen’s reading progress in this way. Although she had a formidable task of unlocking the mind of a blind/deaf student, she succeeded with her methods. It is too bad that our teachers are so regimented that they must teach in this lock-step method, and I am afraid the results won’t be conducive to “educated” students. Children don’t have brains that you just pour learning into with a funnel. It doesn’t work that way.
Commented On November 28th, 2012 11:19 am
This has been my stance from the beginning. As someone who learned to read because I didn’t want to have to wait to be read to anymore, I feel sorry for the kids that will never have the joy of just reading a good book!
Commented On December 2nd, 2012 11:02 am
I agree with Linda Milliken, the love of reading is first modeled at home. However, for those children in my class that aren’t fortunate to have that model at home, I provide those opportunities while I teach CCSS. I think it is fun to talk about and analyze books and I hope I pass that love on to my students. Also, I keep a basket of books on their tables for quick access if they finish with their work and we are monthly participants in ordering Scholastic Books. Also, I give books at Christmas time as well as a Scholastic Book coupon so I can be sure that everyone gets a chance to order the book they want.
Commented On December 2nd, 2012 11:09 am
I will always allow my students time to read for fun; however my fear is districts and schools will start putting the pressure of only teaching to the standards and will frown upon this practice
Commented On December 2nd, 2012 11:50 am
I teach special ed, and reading is a struggle for my students so I try to make it fun whenever possible. I want them to enjoy reading, both in and out of the classroom. I try to let them choose something they want to read and give them time to find a comfy spot so it’s an enjoyable experience. I also read to them, and demonstrate my own excitement and interest in reading in the hopes that it rubs off on them.