Exemplary Practices 2008

A Classroom of Critics

Literary criticism is a long established discipline, one that is important when it comes to critically analyzing our cultural norms and values. That's the way it works in the adult world. But what happens when the literary critics are only six-years old? Anne Guay, who teaches grade one at Saint-Clément Primary School in Mont-Royal, Quebec endeavors to ignite a passion for literature at a very early age, just as children are beginning formal schooling.

Mrs. Guay's approach to teaching reading and writing is comprehensive and multi-faceted.

At the beginning of the school year, students are not given any books. Mrs. Guay asks her students to bring a book from home that links what they will learn in school and what they already know. This exercise enables children to discuss their interests with each other and the content of the books they present.

At each stage during the year, the group studies a different literary genre. Students learn the vocabulary for each. Every week specific periods are devoted to reading. For three periods each week, students are taught reading strategies that involve decoding, interpreting whole words and understanding the meaning of text through images and context. They are taught in groups and the strategies are adapted to each student's needs. Mrs. Guay works in collaboration with her colleagues teaching students in a way that is adapted to their reading level.

One period each week is allocated for learning to anticipate or react to different literary texts. During another period students select the books they intend to read. The structure of the class also includes monthly visits to the municipal library, in the company of parent volunteers. The pupils familiarize themselves with various sections of the municipal library connected to the literary genres studied in class. They also get to know the employees of the library and understand what they do.

When students in Mrs. Guay's class are learning to write, the start point is the computer keyboard using Microsoft Word. From there they progress to using image creation software, called Lopart. It allows the students to send images and postcards by email to their parents.

Students keep a daily diary of their writing enabling them to develop and improve their technique. Research on the Internet makes it possible for students to prepare and present a project connected to a subject of interest from something they've read online.

Students also take part in special activities that aim to develop their capacity to read and understand. The activities include the "dodo de Noël", "parcours littéraire" or an open house for parents. Students are always encouraged to read, to express themselves and to explain what they have understood. Each child has a portfolio documenting their progress. It is a tool that Mrs. Guay presents to parents as part of each child's evaluation.

Moreover, a collaboration that Anne Guay established with Les Éditions Québec Amérique Jeunesse — a Quebec-based book publisher — exposes students to literary criticism. Students participate in the reading and critiquing of real manuscripts prior to publication. By taking part in the reading and the criticism of manuscripts before their publication, these young children become part of the publishing process. As a result, Ms. Guay is helping to create a generation of young readers and writers who share her passion for literature.