It was another day of library time in fourth grade. Most of my classmates headed to the fiction section. A few dared the dark musty nonfiction corner (I still have no idea why it was always so poorly lit in that corner!). And I went for the picture books. I just couldn’t get enough of the pictures, and I certainly didn’t have the patience to spend 20 minutes reading just one page.
So it had gone week in and week out — until that momentous day that my sweet librarian, Mrs. Lutz, chose to intervene. She had apparently noticed my quiet reading habits, and chose to step in to offer a challenge. And what could easily have turned me off from reading instead launched me into the world of children’s fiction and deepened my self-identity as a reader.
How did she strike that careful balance of providing challenge without judgement?
Here’s what she did not do:
- Tell me the books I was reading were babyish or below my level.
- Prevent me from reading books of my choice.
Here’s what she did do:
- Listened to what kept me coming back to the picture books (the pictures, of course).
- Shared some books that she loved (that conveniently included some pictures).
- Encouraged me to keep stretching my reading muscles.
It can seem an impossible task to help our students stretch themselves while simultaneously honoring their choices. And while choice should ultimately take precedence for their personal reading, finding this balance can help students expand their view of literary possibilities.
featured image: DeathToTheStockPhoto