Amanda Maciejewski’s Blog Post #2 Section 2: No More Independent Reading Without Support

      After reading section one of, No More Independent Reading Without Support, I felt I needed to keep reading the book. I know I said this in my last blog post, but I feel it needs to be said again. In the past I have only had DEAR time every once in a while, and my students were only allowed to grab a book after they finished an assignment. The books they were allowed to read were from the previous unit I taught or a basket of books I had multiple copies of. Section two gave me some great practices that are critical for effective independent reading.
       One of the practices is to allow the students to choose what they read. I am guilty of only allowing my students to only read what I put out for them to read. They were allowed to choose from what I put out, but it was generally the same subject area of book. Now looking back I know why they would become bored and not want to read for very long. Barbara Moss states, “letting kids choose what to read motivates them to read even when it is not required.” (19) Last year I started putting out a variety of books and allowing my students to choose five books from the variety. I was amazed at how long they would sit there and read. They also started bringing books in from home for me to read or for them to share with their friends. After reading this section I realize that by giving them choice it makes them want to read and become readers.
      Another practice that I am now implementing in my classroom is, that students need explicit instruction about what, why and how readers read. In the past I would just say go read. Why did I not think that my kindergarten students don’t know how to hold a book, turn the pages, look at the pictures, and what book is best for them. Those are not things I should just teach in my small reading groups. I should be teaching those in whole groups, so that my students know how to be independent readers. Reading the section on how difficult independent reading materials should be was eye opening. This is something that I will have to continue to monitor and make sure each student is reading books right for them. I am guilty of giving my students the easier little readers because I think they can read it so it is perfect. According to our text, giving students too easy of a book can hamper their growth. It is important to make sure to give the students harder text so that they can grow as readers.
      Having my students talk about what they have read is another practice I am working on implementing in my classroom. This last week we discussed using a buddy to read to or talk to after they read. We practiced with a reading buddy. I loved hearing my students talk about their books. These discussions did not only happen during independent reading time. I walked by a student who was reading a book after finishing an assignment. He was telling another student all about the book he was reading. I hope to use the Reciprocal Teaching idea that Barbara Moss discusses in our text. My students are now just summarizing the books they are reading. I like the idea of discussing a book using the four reading strategies- questioning, clarifying, summarizing and predicting. These are four strategies I am going to have to teach my students, so they can use them during their book discussions.
      Section 1 of No More Independent Reading without Support, gave me some wonderful ideas to what works best with independent reading. Many of the strategies and practices I did not use. I am seeing how important independent reading is in order to help my students continue to grow in reading. My goal as a teacher is to have my students become lifelong readers. Independent reading is a great step in order to see that this goal is achieved.