Last week I was back in the classroom for my first writing residency of the school year! When I asked a student in the grade 5/6 class to read the beginning of her story to me, she looked shocked and said, “But why? Can’t you read it?” My reply: “But you’re the author. I want to hear your voice.”
In the younger grade levels, I ask my students to raise their hand when they finish writing. Then, I go to their desk and they read their work aloud to me. If needed, I help them track as they read what they’ve written. In the older grades, I circulate as students are writing. Rather than reading their work over their shoulder, I ask them to read a portion of their writing aloud to me.
Why is this an effective strategy? First of all, many students don’t read their own writing at all: they hand it in without ever reading it. And when they read it aloud, they often catch their own mistakes. They tend to hear their work more objectively and discover changes they want to make. These moments are also an opportunity to offer differentiated support. If you notice a student ready to use quotation marks–show them how. Do you have a student who need reminders about finger spacing? Now’s the time! Do you want to ensure your word wall is used regularly? Hold students accountable by checking for the correct spelling of word wall words when they read their writing to you.
September is the perfect time to begin using this strategy. By developing your habit of asking them to read their writing to you, you will also help develop their good habits as writers.
Who hears all of my writing first? My pooch! I read everything I write aloud.
Grateful you taught me this valuable strategy years ago.