Interview with a Classroom Teacher

I decided to interview a second grade teacher at my school for mini research #6.  Here are her answers:

Q: What role does literature play in the classroom curriculum? 

A: A major role, especially with the literacy program within the primary grades.  I spend approx. 30 minutes reading aloud to the children, 15-20 minutes per reading group, and then independent reading after work is completed or to build stamina reading.  Reading and literature is also stressed at home in the primary grades, from having parents read aloud to build fluency, reading for 20-30 minutes at night independently as homework or to a siblings or parent.

Q: What kinds of books are chosen?  Why and how?  

A: I tend to choose the read aloud books, either based on a theme, season, class interest, holiday, or historical figure in history that might be remembered on certain calendar days.  Typically reading group books are based on DRA level, and choices are given as well as teacher chosen books (kind of a must read and choice read situation).  I also keep library books in regular rotation as well as class library books current and with in the interests of the students. 

Chapter read aloud are chosen by me, and then series are followed if the children are interested in the series.  I also try to expose the students to different genres...fiction, historical fiction, non-fiction, and fantasy have been in rotation this year.

Q: Who decides on what books are used in the classroom? 

A:  I typically do, but the students will vote to continue a series or vote on a new read aloud book.  Reading group books, again, chosen by teacher based on DRA level, and choices of a must read and choice read are given for reading group work.

Q: What is your theoretical perspective on using children's literature in the curriculum? 

A: I believe that using literature in teaching the curriculum is crucial.  It opens up the imagination, it helps to gain understanding of content areas in the sciences.  It is vital for English as second language learners, to build comprehension using pictures and to build fluency as they learn English.  It also allows for determining the perspective of the reader and giving the grade level or above level students opportunities to look at literature in a variety of ways such as from the perspective of certain characters, the moral of the story, etc...