We teach middle schoolers, right? So, when we think about the ideas of shared and buddy reading, we might associate them with the elementary classroom. Maria Nichols challenges us to consider that because not all of our students are functioning successfully with the demands of sixth grade text, these scaffolds may be just what the doctor ordered. We are reminded that using shared reading after third grade, the purpose is to deepen and improve the quality of thinking through discussion about text. It supports students in thinking and talking as, what Maria refers to as, text users, text participants, and text analysts", through purposeful talk. Shared reading allows for feedback and immediate support. Charting this conversation as you navigate the text with students reminds them later about kind of thinking they were able to do and how they used that text for support.
As far as "buddy reading" is concerned, alone students may have difficulty sustaining reading for a long period of time. But, with a reading partner, they know there's someone to turn and talk to about the text. When taught, kids can use the partnership to share ideas, exciting moments in the text, reading preferences, or a last verbal practice before sharing ideas aloud in front of the whole class, a sort of peer coaching if you will. Remember that this is not necessarily for the whole class. We have kids who have built enough reading stamina and are so engaged, they don't need a reading partner. On the flip side, we also have those that are striving to work toward that and need a strong relationship with a peer to help move them toward independence.
Ultimately we must challenge ourselves to think about what is "elementary" when it comes to the needs of our students and not let preconceived notions hinder us from doing what's best.
