This week we read Success Guaranteed Literacy Programs by Lynn Astarita Gatoo. In this piece of writing she discussed literacy and some of the things that she does to engage her students in literacy in her classroom.
One of the biggest things that Gatto does to engage students in literacy in her classroom is by having implementing a program called silent sustained reading (SSR). Gatto described SSR as an organized practice in which children spend a "...daily thirty minute period of time children read self-selected texts at their independent level while I pull small groups for direct instruction. SSR meets various needs through numerous books on tape, Leap Pads, and a huge classroom library of leveled readers. SSR ends with a snack and "book talk," where children discuss what they have read with a partner or small group" (Gatto, 73). She uses this method as opposed to other individualized stations that she may have used years ago because it has been shown that there are strong gains made in fluency, comprehension and attitudes towards reading and literacy when students participate in silent reading programs consistently. This is a good way to engage students in literacy because students are allowed to choose their own text to read. This seems like a good idea because students tend to be more excited to read when it is something that they have chosen to read.
Another thing that Gatto says that she does is that she organizes her program into themes which is similar to the way many basal programs are arranged although hers are slightly different, "Unlike the basal programs, where the units are based on such themes as family, fairy tales, super sleuths, meeting the challenge, or immigration, my units are based on authentic activities centered around a theme" (Gatto, 77). For example, one of the themes that Gatto used was a butterfly theme. She engaged students by setting up books and articles about butterflies all over her room along with posters and various models. Next, she explained to the students that at the end of their unit they would be able to build a real butterfly habitat with live butterflies. All of the children were obviously very excited and eager to do this so the unit began with students asking any question that they had about butterflies and the teacher recording all of these questions on paper to be able to refer back to throughout the unit. After this step, reading is immediately introduced. This is where Gatto's program may differ from some others. She chose James and the Giant Peach, which seems to have no "direct" connection to butterflies. Gatto states, "They were searching for the link to butterflies. The connection between James and the Giant Peach and butterflies was that all of the supporting characters are insects, which belong to the phylum of insects, as do butterflies. Once the children made the insect connect, I introduced the animal kingdom classification system. The mandated reading program just does not provide this kind of motivation or meaningful connect to content for reading" (Gatto, 79). So her unit was reading quite student based by beginning with their questions and exploring many different texts that they think may or may not be directly related.
I feel that a lot can be taken from Gatto's ideas. I think that she has a good idea with SSR in allowing students to chose their own texts. I have seen, in my own experiences, students who seem to hate to read, but once they are given the chance to select their own text, they can't put their book down. Also, I liked that her themed unit began with allowing students to ask questions and recording them because it allows them the chance to know that they are reading and writing throughout the unit to answer their own questions rather than something that was just thrown at them that may seem like busy work.
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