Introduction
What is reading? It seems simple, but if you dig deeper you will realize that the subject is quite complex. Furthermore, when you examine methods of teaching reading, you will find a vast debate on the best practices of the teaching of this subject as well as far reaching debates on things like family involvement, subject area and genre, level of engagement, age, innate skill, foundational skills and what seems like infinitely more insight and argument. So, in order to break it down a bit more and examine the minute details of the topic of teaching reading, as well as the intention of this curriculum unit on the use of the graphic narrative to do so, let’s divide the subject into its core components of phonemic awareness, phonics, fluency, comprehension and vocabulary.
The age group that will be partaking in this curriculum unit include fourth and fifth grade students. At this point in their learning the majority have been exposed to and have achieved varying levels of success in the areas of phonemic awareness and phonics. This means that they have a firm consciousness of letters and sounds and therefore can say and write the letters of the alphabet along with consonant and vowel blends, diphthongs, etc.. Additionally, the majority of these students have confidence with phonics in that they can take said letters and sounds and build words with them. Following these two foundational skills are fluency, with which they will read the words that they have built at a pace that is uninterrupted for the most part and with minute errors if any, and comprehension, with which they will show an understanding of what they have read. Finally, the students will consistently encounter new and unfamiliar words under the vocabulary component. They should develop skills and be challenged regularly for a robust and broad array of terms that will sharpen their knowledge base across several subjects.
For centuries, theory and practice have been used to promote the subject of reading, leading to plans and curricula on sharpening the skill. Also, for centuries, the mystery of what it takes to become a fluent reader and scholar has vexed educators and pupils alike. I speak of the abovementioned factors because of an additional wondering that has been common for a great while. What materials can be used to assist students in their endeavor to become solid readers? Two areas are clearly required. The curriculum or tools, and practice of the skills learned. Presently and generally speaking, school districts use carefully chosen curriculum such as Pearson or McGraw-Hill etc., for the delivery of foundational lessons and practice with reading homework and continual follow-up such as book goals for specific amounts of time (my school district uses 50 books per year while my actual school building sets the goal of 100 books within the school year). Students have agency over what they read outside of lessons and in-class practice. They revel and also lament in choosing their favorites. Here is where a major debate comes in. What constitutes “good reading?” who’s to say that one book is the best or which genre better compliments the actual practice of reading? Some may say that it is developmental while others say it should be based on Lexile levels etc.. In my opinion, the students’ choice is about 99.5 percent of getting an authentic level of engagement along with their varying level of effort and drive. It’s a hands-off type of deal. Especially at this (fourth and fifth) grade level. When it comes to student choice, we must take the training wheels off and monitor from afar. That being said, I draw attention back to the fact that there is a clear debate with parents and their children over what they should be reading, outside of the curriculum to hone their skill. Do they choose chapter book classics, fiction or non-fiction, pictures or no pictures, serious or humorous, edgy or safe? Who’s to say? With parents fretting over whether or not their child is carrying out “serious” reading as their practice, in and outside of school, it is an important job of the educator to quell their concern but uplift the student in their choice, confidence and comfort. Over the years in my teaching, several families have expressed concern over their child being “stuck” on graphic novels. Those densely illustrated, mostly humorous (“silly” in some parent’s minds) “non-content rich” books that won’t elevate their child to a scholarly level of reading. Some have actually asked me to steer their child away from these choices. There is, no doubt, a stigma that comes with this reading format. It is my intent as an educator and for the purposes of this curriculum unit to dispel the myth that the graphic narrative isn’t a serious tool for the teaching and learning of reading and sharpening of foundational skills. It is my intent to fully immerse the student and their family in the use of graphic narratives to address varying reading content and skills such as metaphor, analyzing complex text, inferencing, shades of meaning, cause and effect and more. I will draw from a diverse set of authors and series to complete this work. It is my goal to show growth in these areas and beyond with the use of this artful and engaging genre. By implementing the unit early in the school year, I hope to have significant data to accompany my students’ efforts. Furthermore, it is my goal to bring the students and families together as a learning community as to create a holistic and organic experience that is uplifting, enlightening and informative.
Book List:
American Born Chinese- Gene Luen Yang
Bad Guys- Aaron Blabey
Booked- Kwame Alexander
The Crossover- Kwame Alexander
El Deafo- CeCe Bell
Free Piano- Witney Gardner
Guts- Raina Telgemeier
The Human Body Theater- Maris Wicks
Just Beyond- R.L. Stine
Roller Girl- Victoria Jamieson
Saving Sunshine- Saadia Faruqi
Share Your Smile: Raina’s Guide to Telling Your Own Story- Raina Telgemeier
Sisters- Raina Telgemeir
Smile-Raina Telgemeier
Swim Team- Johnnie Christmas
Understanding Comics- Scott McCloud.
When the Stars are Scattered- Omar Mohamed and Victoria Jamieson
Yummy: A History of Desserts- Victoria Grace Elliott
Comments: