If you can read this issue of the Recorder, you can thank your first grade teacher! If you love reading, that teacher should be your hero. In spite of centuries of teaching children to read successfully, educators are becoming even more aware of how to approach the teaching of language arts so that children can become better readers.
Because knowledge about cognitive development and brain research is now providing very useful insights in teaching strategies for classrooms, the North American Division Department of Education has embarked on an ambitious project to introduce a totally new language arts curriculum in all Adventist schools. First and second grade classrooms will introduce the program — called Pathways — this coming fall in the Pacific Union. The other elementary grades will begin using it over the next five years.
It was certainly time to update the reading program. The present reading curriculum in Adventist schools has been used since 1983. The basal reader and workbooks will be replaced by a much more interactive approach where children will enjoy choosing to read lots of actual trade books and doing plenty of writing.
“Developed by the NAD Reading Committee in conjunction with the Kendall-Hunt Publishing Company, Pathways is a comprehensive literacy program that teaches the language arts as integrated subjects," explains Debra Fryson, associate director of education at the NA. "English, spelling, handwriting, phonics, vocabulary/word study are taught in the context of reading and writing. This approach makes instruction more relevant and meaningful. More importantly, Pathways integrates faith and learning.”
During the first week of January, approximately 175 first and second grade teachers in the Pacific Union gathered in Ontario with the superintendents and/or associates from all seven conferences to be inserviced. About 14 presenters and five exhibitors schooled educators on the changes that will be coming to their classrooms starting in the 2007-2008 school year.
Students and parents should start to see significant differences in the ways their teachers will teach reading. Martha Havens, associate director of elementary education for the Pacific Union, planned the two days of intensive workshops. “It is our desire that teachers will be able to explore the teaching of reading in a different way, a way that will continue to ignite the natural curiosity of the young mind," she said. "The wonders of reading should allow the discovery of an awesome God who has given us a wonderful universe to learn from, to care for, and to share with others.”
One of the special presenters was second-grader Natalie Splaine from the Antioch Christian School in Northern California. Along with her teacher, Connie Torkelson, Splaine demonstrated how this new program will work in the classroom. “I like reading because I get to read interesting stories," explained Splaine. "I like writing because it’s fun to make up stories.” It was clear to the group watching this young student that she will be thanking her teacher someday for her love of learning.
Another surprise guest was Michael Ratcliffe, a young man with cerebral palsy whose story inspired a reading book for children called Michael Never Gives Up, by Marcy Munsterteiger and published by Concerned Communication. Although his story will be featured in another Recorder article, teachers were thrilled to meet the “man behind the story.”
Throughout the session, the presenters encouraged teachers to embrace the many components of the new reading program and to foster a love of reading and writing in their students. However, it was Debra Fryson who perhaps captured the essence of why all it is so important. With tears in her eyes, Fryson impressed upon the teachers that leading children to Jesus is their primary task.
She recounted reading an article written by a teacher about one of her teachers in Women of Spirit magazine(published by the Women’s Ministry Department of the NAD). “This teacher asked her students at the end of the school year to make an appointment to meet her in heaven," recalled Fryson. "However, it became a very specific invitation when she asked them to meet her on the second Sabbath at the fourteenth palm tree on Silver Street and right after the worship service.”
Fryson went on to say, “I am hoping that every Adventist teacher will make the same appointment with their students — that is truly the real reason why we teach reading or any other subject to our students. And, how about if we make sure our students know to meet at the exact same palm tree on the same street!”
