Dear George, I'm quite sure that I introduced the short stories and novels we read that year in class by telling you all something about the author or something about the plot. Perhaps, for a little variation, I sometimes introduced some vocabulary words. I didn't understand how important it was for you to be thinking about the selection before you began reading the selection. Tapping into prior knowledge meant seeing if you had read another story b that same author. I was the only one doing something before we began reading--and I wonder why I was confused that you all were sometimes so passive. Reading is an active process and that activity starts long before you turn to the first page of the book. ................................................................................................................... Dear George, I was always so impressed at how well you listened to what I said about stories before we read them. Then, I head you tell someone in the hall, 'Yeah, if you listen to her before we read the story, then it's okay if you don't read it or don't get it. She's already told you all the important parts.' So, while I was busy providing meaning for you, you were busy figuring out what you needed to remember so that you didn't actually have to comprehend anything on your own. We were quite a team, George. Quite a team.
Kylene Beers, When Kids Can't Read What Teachers Can Do, pp. 73/101
