Archive for January, 2015
I recently read an article about how “slow reading” is gaining acceptance as an academic approach. Though the piece was aimed at high school and college instructors, the gist remains the same at the elementary and middle school levels: let’s slow our kids down and have them read meaningfully. To this I say, “hot dang!” I’ve long been an advocate of focusing on accuracy and beauty rather than speed.
The purveyors of Oral Reading Fluency measures no doubt developed their program with good intentions. They saw a correlation between quality reading and speed. They found that good readers, when tested by the minute, can read fast. Consequently, oral reading fluency has become the king of qualifiers for Special Ed and Title I services. The flaw is that the formula isn’t commutative (if I may borrow a math concept for a moment): good readers may be able to read fast, but it doesn’t work in the opposite direction. Emphasizing ORF scores teaches kids to read fast, but that doesn’t mean they’ll read well. In fact, all this emphasis on speed is probably causing kids to struggle more than ever.
The emphasis in my classroom is on reading with accuracy, personality, and comprehension. Obviously, I believe plays are the perfect vehicle for doing just that, though the process of re-training kids who have been under the ORF thumb for so long isn’t without its tribulations. My students just recorded their first set of radio dramas. When it came time to record, there was a lot of mumbling, stumbling, and stammering from some, while others read their parts like people actually talk. And, get this, there was no correlation between such quality reading and their ORF scores! In fact, some of my lowest “per minute” readers read the most beautifully; some of my highest, rather poorly. You guessed it: the factor of greatest influence was whether or not a given student read independently at home during the two weeks leading up to the recording session.
This month you can encourage great reading by staging a trio of plays for Black History Month in February. Plays such as Freedom for the First Time and Box Brown’s Freedom Crate teach about slavery while giving kids the chance to practice their slow southern drawls. Plays such as Sitting Down for Dr. King and The Girl Who Got Arrested re-enact inspiring moments from the Civil Rights Movement. There are several other Black History titles available (including this one–a free gift to my readers during January!), but whether you use my plays or not, consider jumping on the “slow reading” band wagon and let February be about teaching your students to read beautifully.
I’ve been fortunate to have forged a lasting relationship with Scholastic publishers, particularly the wonderful editors at Storyworks and Scope magazines. Through my work with them I’ve developed a reputation for writing compelling reader’s theater about Martin Luther King and African-American history in general. Somehow, I’ve been able to accurately represent the historical events and, more importantly, convey the spirit of Dr. King’s work through such plays as “Sitting Down for Dr. King.” With MLK Day upon us, and given that February is Black History Month, I want to encourage you to give some of my reader’s theater scripts a try.
I’m particularly proud of “Sitting Down.” I remember struggling over it when I was writing it back in 2002.There I was, bouncing one bad idea after another off my laptop screen, regretting having accepted the contract at all, when I realized how very simple my task was in comparison to the mammoth challenge undertaken by Dr. King. Soon thereafter I crafted the fictional story of “David,” a twelve-year-old white kid frustrated that these African-American college students were getting in the way of his birthday shortcake at the Woolworths. “Sitting Down” has since appeared in three different Scholastic venues including Storyworks, a text book series, and a leveled reading set, but I’m proud of it because it has a powerful ending that I believe Dr. King would have respected.
I think my play, “Gonna Let it Shine” also conveys the spirit of Dr. King’s work. It’s based upon the true story of Sheyann Webb, who was just eight years old when she braved tear gas and posse men while marching alongside Dr. King. She became known as “Dr. King’s Youngest Freedom Fighter,” and her story is the subject of the Disney movie, “Selma, Lord, Selma.” The play originally appeared in Storyworks under the title “Pigtails & Protests.” In the process of re-writing it for release on TeachersPayTeachers, I had the privilege to talk with Sheyann herself, who is today–some fifty years later–a public speaker and Civil Rights advocate. It was surreal to speak with someone who in my writing was still just a child. It was inspiring to connect with someone who not only knew Dr. King and numerous other heroes of the Movement, but was in fact a Civil Rights hero in her own right.
“We Shall Overcome” tells the story of the Birmingham Children’s Crusade. That’s the event where students, some nearly young as Sheyann, were attacked by police dogs and knocked to the ground by blasts from fire hoses. News coverage of their sacrifice swayed worldwide public opinion in favor of desegregation.
“The Girl Who Got Arrested,” meanwhile, tells the true story of Claudette Colvin, the first person to be hauled off a city bus and tried in court for defying Montgomery’s segregated busing law. Her story is depicted in the book, “Twice Toward Justice.” I certainly don’t want to diminish the work of Rosa Parks, but in my humble opinion, Claudette’s story is far more compelling.
One of my “under sung” plays is “MLK’s Freedom March.” It’s a work of historical fiction about a girl named Lucy who helps her ailing grandmother get to Washington to hear MLK’s “I Have a Dream” speech. There’s also “In the Jailhouse with Dr. King,” about a troubled teenage who turns it around when he witnesses King’s calm demeanor in the face of violence during the Bus Boycott. These and other plays capture the essence of MLK’s work. Consider celebrating MLK Day and/or Black History Month in your classroom by picking any three, dividing your class into three groups, practicing for a couple weeks, and then presenting them with opportunity for discussion in between. In so doing, you’ll be giving your students a strong foundation in MLK history, and perhaps the inspiration to make history themselves.