Tips for Teaching Young Language Learners: Drop Everything and Read

Drop Everything and Read

Reading is a basic tool in the living of a good life.
-- Mortimer Adler

Second graders Ho Min-Kyung and Lee So-ri sit quietly on the floor, sharing a quilt and Jan Brett's The Mitten. Nearby, classmate Kim Gun-Whee sprawls on a rug, giggling occasionally as he reads a dilapidated copy of Laura Numeroff's Dogs Don't Wear Sneakers. The whole room, in fact, is a mass of children and books. Even the teacher seems to be in on the action as she sits at her desk with the latest Grisham novel. What's happening in this classroom? These children and their teacher are enjoying D. E. A. R. time, a fresh method of turning kids "on" to independent reading.

What is D. E. A. R.?
Drop Everything And Read time, better known as D. E. A. R. time, is a time regularly set aside in the classroom schedule for both students and their teachers to "drop everything and read.." D. E. A. R. time conveniently accommodates a variety of student interests and ability levels, since each student selects for himself or herself the book or books he or she wishes to read. D. E. A. R. is not intended to be . . .

a substitute for other language arts instruction -- D. E. A. R. supplements the regular reading program by encouraging independent reading, but it does not replace guided reading.
an extra activity that gets plugged into the schedule when another lesson finishes early or dropped from the schedule when a lesson runs longer than expected or a fire drill interrupts class. D. E. A. R. time is "dear." It is an important part of the daily or weekly classroom schedule. It is scheduled for the same time each day or week so students recognize that D. E. A. R. time is a priority and so that they can look forward to this special period.
a time for students to select books. When D. E. A. R. becomes a regular part of the classroom schedule, each student should bring a book from home or select a book from the classroom library before D. E. A. R. time begins. When D. E. A. R. time arrives, every student should be prepared to pull out immediately a pre-selected book and begin to read.
a graded activity. D. E. A. R. time has one purpose: getting students excited about reading. Although book reports and reading quizzes may serve a purpose in direct reading instruction, they should never infringe upon D. E. A. R. time. If students want to tell about the books they have read (and many will), they may write recommendations for their books and post these on a bulletin board in the class library center, or add an evaluation for the book to a classroom database.
a teacher's escape from teaching. D. E. A. R. time should be quality time, but not necessarily a large quantity of time. Ten minutes a day for younger students or two fifteen- or twenty-minute periods each week for older students is ample. Remember, the goal of D. E. A. R. is to encourage students to read independently. Give them class time to begin a work, to get interested in the story, then let them finish it at home!

Making D. E. A. R. work for you . . .

Build a large classroom library -- include books from a variety of genres and books written at various reading levels. Children surrounded by books are more likely to read books.
Develop a literature-rich classroom environment. Create comfortable areas for reading; put a large rug, bean bag chairs, large pillows, child-size rockers, and so forth in the library area. Make sure reading area is well-lit. Display prominently posters about various books. Hang student-created book mobiles around reading area. Let students take turns "advertising" their favorite books. For younger students, purchase stuffed animals related to favorite stories -- Winnie the Pooh, Clifford, Arthur, Paddington Bear, etc. Set up a file system through which students can share their comments on the books they've read with the class. Read excerpts from various books aloud to class; show students the book from which you are reading, and let them know that the book is available in the class library. In general, let students see that you place a priority on reading.
Expose children to a variety of genres. Some children think they don't like reading because they haven't liked the selection of literature to which they've been exposed. Present nonfiction titles including biographies, autobiographies, historical works, and scientific works. Present a range of fiction including adventure, fantasy, mystery, science fiction, historical fiction, and general selections. Present poetry and humor. Help students understand that books, like ice cream, come in a myriad of flavors. . . . There's something for everyone!
Teach students how to find books in the library. Teach all students how to find fictional works according to the author's name and how to look for books in card catalog or database. Teach older students how to use the Dewey Decimal system.
Enlist parental support. Ask parents to take their child to the library regularly, to buy books for their child, and to donate books their child has outgrown to the school for others to enjoy. Encourage them to discuss the book their child is reading with the child and to let the child see them reading.
Set aside regular times in the class schedule for reading. If D. E. A. R. time is set to begin at 2:15 every Tuesday and Thursday, then it should begin at 2:15 every Tuesday and Thursday, except in the case of life or death emergencies.
Make sure every child has a book to read before D. E. A. R. begins. A good way to do this is to hold a book check right before recess or lunch. Any child who does not have a book at book check should take a few moments to select one from the class library so that he or she is ready to read when D. E. A. R. begins.
Allow children a high degree of control over their reading selections. You may choose to disallow some series of books because of objectionable content, but try not to limit genre or reading level. Whether the child selects an easy book that he or she can read for pure enjoyment or a hard book that poses a special challenge does not matter. All that matters is that the child learns to enjoy reading.
If a child begins reading a work in D. E. A. R. time, only to discover that he or she intensely dislikes the chosen book, let the student choose another book. Sometimes, it may take a student a chapter or two to get interested in a book, so you might encourage the child to keep reading (or even begin reading at a later point in the book) and at least give the book a chance. A few students may also try to take advantage of this option, and it may occasionally be necessary to make these students choose a book and stick with it. As a general rule, though, avoid requiring a child to read for pleasure a book he or she does not find pleasurable.
Purchase some sturdy portable cassette players and a selection of books with accompanying tapes (or narrate popular stories onto cassettes). Let children with major reading problems listen to the story and follow along in the books. While they may not be reading independently, they are still making associations between words and meaning, and they will enjoy getting the author's message from the book.
Do not make students report on their reading. Encourage them to share their favorite books with other students, but don't demand that they share. Remember, D. E. A. R. time is supposed to be fun! -- not another academic exercise.
Always read with your students during D. E. A. R. time. Remember, students are watching your example. D. E. A. R. is not the time to grade spelling tests or prepare for math class. It's a time to show students that reading is fun!