Teaching children to be literate is a complex undertaking. It requires hours of study, observational work, critical analysis, and ongoing practice. That is the truth, and Jill and I are just teachers working in a school. Sure, we are engaged, we are educational writers, and we are in constant search of ways to better our practices. Since we really are educators working in public schools, we know full well that when it comes to teaching nothing remains static.
We prefer to stay out of the fray of political pundits who advocate for reform. Jill and I both know that when it comes to teaching children how to read, how to write, there is a process. Teaching into a process requires many different approaches. Some children need to increase their volume, others need specific skill work, while others could benefit from short term strategy use. Learning how to be a strong teacher requires a lot of time. So, we would much rather put our energy into learning more about instructional practice than participating in divisive discourse that feels tribal and unproductive. However, after Jill and I read a recent NY Times Opinion piece, we thought we would lend some practical wisdom.
We agree that phonics instruction and language learning are important; however, it is our experience that they are not the only two pieces for comprehension. Readers make meaning from what they already know and using their unique perspectives. There is not only one way to learn. This is why Balanced Literacy works. It is a flexible framework that accommodates students’ needs in a variety of settings. This approach underscores the thinking that when teachers draw from a wide repertoire of strategies, they will be more responsive.