Revisiting the Basal
Basal readers get a lot of grief in education circles these days. Prepackaged curriculum that claim to meet all of the many complex requirements of teaching, with teacher’s editions that have all the answers and worksheets for everything, all meant to make teaching easier, more straightforward, and user-friendly.
Of course, anyone who has spent just one day in a classroom knows that the basal text rarely works that way. Students don’t respond the way the book says they should, their answers are so far off-base that the teacher finds himself wondering if they were even in the same room, let alone the same story, and the diverse needs of students are rarely met with the handful of worksheets that claim to be differentiated but, in reality, usually aren’t; at least, not well.
However, there is a balance to be found. There is a way that a basal reader can be used in the classroom as a way to establish baselines with students but not take over instruction. My first year teaching at Wiley, I relied on the basal heavily, mostly because I honestly didn’t know what else to do. (I still did guided reading, groups, too, but I definitely used the pre-packaged curriculum a lot.) Over the past few years, I’ve used it less and less. I don’t think I used it with my entire class once last year. This year I’ve decided to revisit this teaching tool.
My goal is to use the shorter selections as the foundation of my whole-class lessons in literacy before switching over to guided texts with smaller groups. I am also going to use the comprehension questions at the end of selections to give students more opportunities to put thinking into practice. In addition to the reading selections, I am going to use the spelling/vocabulary features with my students. I am not convinced that the spelling features are the greatest thing out there, but I am willing to try using them again in an effort to support my students’ ability to expand their vocabularies and apply understanding of parts of words and speech.
We are going to dive into our first story from the text next week. We started today with the spelling, looking at words with long a (such as gray and pain), long e (like sweet or chief), short a (like pass or scratch), and short e (such as send or smell). While this link provides far more words than the 25-word list found in the book series, it is a useful reference for seeing the kind of words that students may encounter. Unfortunately, the document is for every single selection in the basal reader, instead of being a separate document for each story.
I am hoping that I can find the right balance between using the basal reader provided by my district and using the other resources for guided literacy and specific supports for students as I get to know them better throughout the year.