Creating Reading Affirmations in Elementary Classrooms
By Dr. Cletis Allen, Education Consultant
The past two years have illuminated many challenges present in schools across the nation, especially in elementary schools. Educators and educational experts have shifted their perspectives about learning growth and mastery. Many are shifting their approach to instruction for all learners served in their schools. Others are making curriculum choices that reflect the context and experiences of their learners. However, there are two topics that have caught the attention of stakeholders inside and outside of the classroom: social and emotional learning and reading.
The Importance of Social and Emotional Learning
If you do not know, both social and emotional learning (SEL) and reading have been at the forefront of public education for years. Teachers and parents are concerned about their children’s mental and emotional health and academic success in school. Many schools adopt school-wide programs, such as Positive Behavior Intervention and Supports, or PBIS, to focus on building mental and emotional health and managing student behavior. In my years as a classroom teacher, I have seen, and implemented, many strategies that support mental and emotional health: yoga, meditation and mindful practices, conflict resolution, classroom incentives, etc. Based on the social and emotional needs of the children, these strategies supported them in managing their decision-making practices and holding themselves accountable for their actions inside and outside the classroom.
The Importance of Reading Mastery
Like social and emotional learning, stakeholders emphasize the importance of reading mastery for children at all grade levels. For over fifty years, schools have adopted and implemented reading programs to support reading growth and mastery on district and statewide tests. The approach to reading has shifted over the years, but the goal is the same: to ensure children are independent readers before leaving K-12 educational spaces. I believe our children reach reading independence when they can apply the skills within the main areas of reading: phonemic awareness, phonics, reading fluency, vocabulary development, reading comprehension, and writing development. As a literacy integrationist, reading independence extends beyond reading instruction; reading independence occurs across content areas, contexts, languages, backgrounds, and experiences. Reading independence is inclusive of the experiences of the learner.
Integrating Reading and SEL with Reading Affirmations
With the educational focus on both social and emotional learning and reading, I believe implementing learning strategies that incorporate both areas can support children in their academic success. One strategy that helps in both areas is reading affirmations. For the past five years, I have incorporated affirmations into my own personal and professional practices. Affirmations help me focus my thoughts on the person I am and the person I am becoming. I write and say my affirmations daily as a method of applying three of my five senses to bring my visions into reality. Affirmations are an important part of my lifestyle.
Reading affirmations, just like affirmations, help children to affirm the type of reader they are and the type of reader they want to become in the future. Children develop identities that define the qualities and characteristics they see themselves becoming (Johnston, 2004). Reading affirmations help children to apply reading skills as they affirm the reading lifestyle envisioned for themselves. Reading affirmations can help children to create the narrative they want for themselves as independent readers, too. Most importantly, reading affirmations are fluid and can change over time. As children grow as readers, they can reset or revise their affirmations as needed.
You may ask, “What separates reading affirmations from learning objectives?” Well, reading affirmations start with the person whereas learning objectives start with English Language Arts/Reading standards or performance learning objectives. The person creates reading affirmations that are unique to their own goals and lifestyle. A reading affirmation can include specific reading skills, but the statement is specific to a person’s vision for themselves. Reading affirmations begin with “I” statements to personalize them to the child’s own lifestyle. The development of reading affirmations support children in taking control of their own learning as they continue down the road of lifelong learning.
Here’s a routine that you can use to start reading affirmations in your classrooms during the first few weeks of school:
- Talk about affirmations and how they are implemented in your life. Show an example of an affirmation.
- Have children illustrate feelings or emotions about reading. Discuss these feelings in small group or whole group settings.
- Write or display the phrase ‘reading affirmation’ and start a discussion about its meaning and purpose.
- Show an example of a reading affirmation, such as “I am capable of reading my favorite books.”
- Have children create 1–2 reading affirmations in a journal or designated digital writing space.
How to Implement Reading Affirmation Strategies In Your Classroom
First, you can create reading affirmation groups. Similar to creating differentiated reading groups, you can create reading affirmation groups by pairing students with peers with the same or similar reading affirmations. Have a reading prompt or question for children to discuss during group meetings that are specific to their affirmations. The development and implementation of reading affirmation groups at the beginning of the year foster a community of supporters who can help each other create their reading lifestyle throughout the school year. You can switch these groups as children reach or change their affirmations throughout the year.
Next, use these reading affirmations as conversation starters during initial reading conferences. You can use a few minutes of your one-on-one conferences with students to share their affirmations and how they are making changes in their life to become lifelong readers.
Last, have children share their reading affirmations with caregivers. Create a caregiver letter that describes the development and implementation of reading affirmations in your classroom. In this letter, provide strategies and resources to support adults with discussing reading affirmations beyond the classroom.
Try implementing reading affirmations with your students this school year and see how it supports them in reaching reading independence in their lives.
References
Johnston, P. (2004). Choice words: How our language affects children’s learning. Stenhouse Publishers.
Dr. Cletis Allen is a professional educator with over 12 years of experience in multiple roles in education, including elementary classroom educator, professional learning facilitator, curriculum auditor and writer, and governing board member for a local charter high school. Currently, Dr. Allen serves as owner of an elementary education consulting firm, CLETIS Education Consulting. Dr. Allen supports both novice and veteran educators, educational leaders, and professionals with cultivating “Instructional Equity and Excellence” within careers in the field of education.
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