Teaching Reading Across the Day, Grades K-8: Methods and Structures for Engaging, Explicit Instruction
By Jennifer Serravallo
(Corwin Literacy, 2024 – Learn more)
Reviewed by Melinda Stewart
As someone who has spent 30+ years in the classroom, I found this book was able to take me back in time.
Decades ago, in 2002, I read When Kids Can’t Read, What Teachers Can Do: A Guide for Teachers 6-12 by Kylene Beers. It became one of those well-worn resources with a prominent place on my desk because it was relatable. Beers’ stories about students and her predictions about student responses matched my classroom and my students’ responses. I felt like the book and its author knew my situation.
Fast forward to today and Jennifer Serravallo’s latest work, Teaching Reading Across the Day, Grades K-8: Methods and Structures for Engaging, Explicit Instruction has also earned a special place on my desk this school year. Some may say that Serravallo’s work does not always align strictly with the science of reading, but for me, this is just the resource I need at just the time I need it. She has compiled a comprehensive, accessible playbook for fully engaged educators who aim to create lessons with individual students in mind and to integrate effective reading instruction throughout the school day.
Easy to implement strategies for all students
Serravallo excels at breaking down complex educational concepts into manageable, actionable steps. Her goal is to provide educators with methods that are both engaging and explicit, and to ensure that reading instruction is not confined to a single part of the day but woven throughout, thus encouraging transfer. This approach helps foster a love of reading in students and develops their skills in a meaningful context.
Serravallo’s integration of skills and strategies supports frequent exposure to and practice with elements of phonics and structured literacy within authentic reading experiences. She recognizes that for students to truly benefit from reading instruction, they must be actively involved in the learning process.
The book is rich with strategies for meeting the diverse needs of students, ensuring that each one receives the specific instruction and support they need to develop reading proficiency. Serravallo models strategies that capture students’ interest – from interactive read-alouds to hands-on activities that make reading both fun and relevant. These strategies are backed by research and presented in a way that is easy for teachers to implement.
Detailed explanations of a range of techniques
Serravallo does not shy away from the importance of explicit instruction. She provides clear guidelines on how to teach specific reading skills and strategies, stressing that students need to have a strong foundation on which to build. The book covers a range of instructional techniques, from phonemic awareness to comprehension strategies, each presented with detailed explanations and practical examples.
Each chapter follows a predictable format and delves into different aspects of reading instruction. In each chapter, there is a lesson in action and an insightful reflection by Serravallo. As an ELD instructor, I found her emphasis on responsive teaching particularly noteworthy. She encourages educators to continually assess their students’ needs and to adapt their instruction accordingly. This flexibility is key to meeting the diverse needs of students in any classroom.
Another impactful discussion was that of integrating reading across different subjects. Serravallo provides concrete examples of how to incorporate reading skills into science, social studies, and math lessons. This interdisciplinary approach not only reinforces reading skills but also helps students see the value of reading in all areas of their lives.
In Teaching Reading Across the Day, Grades K-8: Methods and Structures for Engaging, Explicit Instruction, Serravallo’s blend of theory and practice offers teachers a research-based roadmap for creating a classroom environment where reading is a central, dynamic component of the learning experience.
Melinda Stewart has been an educator for 30 years. She has an MA in Teaching, Education and Learning and has done graduate work in the areas of English as a Second Language, Reading, Spanish, and most recently English Language Arts. She is currently working as a Spanish teacher and ELM coach at Fairmont Junior Senior High School. Melinda is an MEA and AFT professional development facilitator and trainer who has a deep passion for learning and equity.
