In the first chapter of , No More Independent Reading Without Support, Miller writes about finding the time to implement instructional reading support to a class. Miller made observations in many grade levels throughout a day. Her findings were somewhat expected. Teachers waste too much time away from constructive learning time. Miller observed the mundane task that happen in every classroom across the United States. She noticed that a lot of time is wasted on transitions and lining up. Personally, I think that I spend way too much time trying to reel the students back in after transitioning from one subject to another. I would like to implement a process that helps eliminate wasted time.
Miller also discuss the "reading block." She noticed that lots of reading activities were happening during this time, but no actual reading was taking place. I really try to provide my students the time to read independently, while also provided reading instruction. The students are given time in the morning to read independently and then during our scheduled "reading block," I provide reading instruction. During this time, the students perform more group or whole class reading.
"Children learn to read by reading... but not without instructional support." It seems like this would be obvious thing to any teacher, but in reality, at least for me, it is incredibly difficult to get my students to read even with the added instructional support. We have recently made a classroom for everyone to read 20 books by Christmas break. Students have asked to read more, but I don't know if that is because they actually want to read or they want a reward at the end of meeting their goal. This concerns me, because I don't know if they are actually taking the time to read and absorb the text, which would provide them the tools to become better/ accelerated readers.
I'm glad to hear that your intentions are to have students become better readers. I'm also glad that you're questioning the reasons behind them wanting to read for their Christmas goal. It's important that students enjoy reading but sometimes it may take an incentive to get that ball rolling. Pulling in your observation that students need instructional support during independent reading, you can use conferencing to find out what types of books your kids are reading for their goal. Using this information, you can steer them towards books they may like to read and get them hooked on an author or series. Taking time to have conversations with your readers and showing them that you care enough to learn about them as learners will help make this contest more meaningful.
ReplyDeleteHi Chloe,
ReplyDeleteI appreciate the ways that you are working to ensure that your students have consistent time to engage in independent reading and that you are working to ensure that it is meaningful. I also love the way you are setting a goal for their reading. Heather makes a great point that it is important to find out what students are motivated by so that you can ensure that they are reading for meaning and reading for pleasure instead of reading only for a reward. Conferencing is one of my favorite ways to not only monitor what students are reading but to interact with them and to find out if they understand through our conversations. It is also a way that I can provide them with individualized instruction. Sincerely, Dawn