Washburn: “When Levels and Learning Clash: Moving from Levels to Supports in Designing Instruction”

Washburn: “When Levels and Learning Clash:  Moving from Levels to Supports in Designing Instruction”

After reading “When Levels and Learning Clash: moving from levels to supports in designing instruction,” I have to agree that we just can’t assume that success in reading comes from leveling books for students. Based on my own observation during reading time, interest and choice have deeper meaning than leveled books. Learning comes to life when students first display interest in their book of choice. By simply displaying interest in that book, it doesn’t matter if this interest was ignited by the cover or the color of the book, students begin to learn. Allowing them to have a choice in what they read (carefully selected by us, but they don’t have to know that) will most likely result in more relaxed outlook on reading. Reading, as Karen Johnson wrote in her blog, should not be viewed as work.

Also, selecting books that are above their reading level will work itself out, because students seem to go for those books, they are risk takers, but we must let them be risk takers! If we pay attention to what students really want out of books, we will find what they do not want. They want freedom in the classroom, challenge and choices. By allowing them to read books of their choice and above their reading level, we are letting them know that we have faith in them as responsible readers. If they feel responsible, they feel happy, and when they are happy, they learn.