Pre-K teachers: how can I incorporate reading to students 7 times daily into pre-K schedule?

Question

It makes me crazy when I substitute teach in pre-K and kindergarten classes in schools in poor neighborhoods and the emphasis is on lining up quietly. The emphasis should be on constantly reading to these kids, who will NOT get it at home. I will be student-teaching in the fall, and then will be a certified teacher. I want to read to the class while lining up for recess, which will not work. But how can I get in lots of reading time around the time constraints?

I just spent 3 days at a school in a poor neighborhood and not one day did the teacher read aloud. She kept putting on a movie. She assented when I asked casually if it would be ok if I read them a story.
Another time, again in a school serving mostly poor kids (hey, this is reality! although it may not be much better in schools attended by wealthier students) the other teacher assistant, who was not a sub, actually told me not to read to the kids during the 10 minutes prior to being called for the bus. She said "they weren't used to it". I kept silent but was appalled.
I begin to see why the literacy problem looms as large as it does in these communities. The schools are reneging on their responsibility.
Of course the problem is that parents don't encourage recreational reading at home. I know that full well. And I for one am going to counter that with whatever it takes so my students walk out that door at the end of the year as ready for next year as I can get them.

Oh, I didn't mean to come off as judgmental. I had 7 kids of my own and know the burdens on parents. I have pretty high tolerance of parents who don't get involved in their kids' education--I confess I was one of them! The one thing I did right was create a home where recreational reading was "what we did".

But I know parents have burdens. I want to give their kids lots of experiences --field trips, etc--to speed their language acquisition and readiness for reading so we can get on with it. I am sorry I came off as so cold, didn't mean to. I'm just frustrated with teachers who don't seem to feel urgency for these kids. The teachers are young, they just don't have my years of experience with my own kids, for one thing. Again, thanks for all the help. Some of the stuff I already know, but some is new to me and I'm grateful you took the time to help me. Thanks to all for your comments.

Answer 1

I fully agree with Teacher Man's response about your judgemental statements. You see an incomplete snapshot when you go into a school for a day or two. Don't judge a teacher by that view.

That being said, here are a few things you can do when you have your own classroom.

1. Label everything and use them with the kids.

2. Start the day with a story while the kids are eating breakfast.

3. Read a story aloud while they're laying down for naptime.

4. Have a letter/sound of the week and create activities aroung it.

5. Calendar time.

6. Computer programs and activities.

7. Take them to the library.

8. Writing their name and letters.

9. Dictating sentences to you or someone who can write them. Practice reading them.

10. Word wall, with pictures and words.

11. Listen to books on tape.

12. Have lots of picture books around.

13. After kids recognize their names they can mark themselves present or write their names in a certain place to sign in.

14. Make letters with play doh. Play with magnetic letters. Tracing letters, lace up letters, sandpaper letter, glue letters, etc.

Remember that all kids are not ready to read, especially in pre-k. Sometimes they need pre-reading skills, like tracking from left to right, recognizing letter and that letters represent sounds and put together they make words, which have meaning.

Reading as they're lining up for recess is a really bad idea, (and if you know that, why did you mention it?) and kids need the structure of lining up and learning the rules. Remember, at this age most of them have never been in school before, and behavior needs to be under control before learning can take place. They need to know what is expected of them in order to be successful, and you need to start at their developmental level if they are to learn.

You can't read constantly to kids, especially ones this young. They need to play and explore, and know that there's more to school than sitting and listening to a book. You are setting them, and yourself, up for failure if you expect them to sit and listen to a book all day.

Little kids need centers with different activities, lots of play time, and it helps if you can form a partnership with the home that isn't judgmental and accusing about the parents not caring about reading. They may not be able to read well themselves, or they may not have the resources available, or knowledge as to what to do. If it's a poor area they may be working several jobs, or deal with other factors.

If you want to work with kids in poor areas/inner cities you might want to take a look at Ruby Payne training. It might make you a little more compassionate, non-judgmental and aware of your students.

Good luck!

Answer 2

The emphasis on lining up quietly is to get the children to remind the children of behavior that is acceptable. And they are not lining up constantly. If were you are there is no reading time then ask why. In our local pre-k there is story time and music time and free time. Also the parents are sent home with books every day to read or even put the tape in and just flip the pages for their child. In kindergarten the children have homework books for both the parents and the children. And they have story time. You also need to remember that children this young do not want to sit and be read to all day they need more stimulation than sitting and being read to. If in the area you are planning on working the parents are not working with their kids on reading then find ways to get them involved. Many parents do not know what is needed to be done after school because no one told these young parents what goes on at these ages in school and I know a job is not an excuse but maybe they are having a hard time finding out. The parents need to be taught what the child is going to be doing from the get go in each grade so that they can help the child and work with the educator and be on the same page. I have met parents that don't understand a report card let alone what the child is suppose to be doing at school. It's not the income level of the area you are in it's the lack of communication between parents and schools. Some schools do this and some don't. Also there is funding here for after school reading programs through the state see if there is that were you are and start it but reading to kids when they are suppose to get inline and be quiet is going to confuse them because you are still talking .

Answer 3

Stress quality reading over quantity reading.

Moreover, I find your question slightly offensive:

1. Thinking by substituting a few times, you better understand the needs of the students.

2. Some certified teachers do not trust subs to do any relevant teaching for fear that they do not understand their students' needs.

3. Stating that "poor neighborhoods" do not value reading. Poor does not always mean illiterate.

When you become a certified classroom teacher with your own students in your own classroom, then hopefully, you will come to realize your misconceptions.

Good Luck....

Answer 4

Reading to the kids at every opportunity is not the answer. Making sure that the kids are exposed to POSITIVE reading experiences and encouraged to improve and read on their own is what you want to do. You are right, children from low socioeconomic situations do not usually have the supports at home that other children do. That said, give them those supports yourself. Be a role model, read when you have time to yourself, or when the kids are reading silently too. Let them know that reading is fun.
I am student teaching soon also, and I feel your frustration.

Answer 5

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