I’m working my way around the room doing reading conferences. Several students have chosen more challenging novels in the last week or so, and I’m curious to see how things are going. As I sit down next to O, I see that he is on page 177 of Harry Potter. He’s been reading it for less than a week.
“Wow!” I say, genuinely impressed. “You’re making really good progress!”
He glances up, murmurs “Mmhmm” and keeps reading. I hate to interrupt, but I also want to check in on him. This is the first book without pictures that he has ever read (which I talked about a few days ago). I want to make sure he’s getting it.
“What do you like about the story?”
He places his finger on the line he was reading and looks at me, eyes wide with wonder. “It’s like I can see the pictures in my mind while I’m reading the words. That never happened before.”
My heart nearly bursts. Elementary teachers often get see students learn how to read; in high school these moments are few and far between. Often if students arrive in high school reading poorly, they leave the same way. For so long, I have worked to help kids learn, I have tried to believe they are “at promise” as much as “at risk,” but it is only now, more than twenty years into my career, that I think I might have hit upon a method that works. I am almost embarrassed to say what it is: meet them where they’re at; let them choose their book; give them lots of time and encouragement; believe in them; wait.
But, oh! He can picture what he’s reading. I could write about this every day forever and ever.