Brooke Confer’s Blog Post #2 Section 2: Why Not? What Works?

After reading Section 2, from No More Independent Reading Without Support, I could totally relate to the frequent terms that have been used while I have been teaching to describe the sustained silent reading time that students need to have. Everything from DEAR, SSR, and USSR. During these times that I would try to promote this type of reading I noticed exactly what I thought would happen, the kids were not into it at all. They would be up switching books and looking around the room like they were disinterested. The problem that I of course didn’t realize was my fault was that I never really taught them how to have independent reading time.

          As the author states in this text, “IR refers to the time students spend reading self-selected texts.” Teachers have a hard time sometimes allowing the students to pick whatever they want to read especially if they know it’s not on their level or too easy. I am so guilty of that one. But, I know that I wouldn’t want anyone telling me what book I should read if I am really interested in it. The author goes on to state that if we know IR is effective, why don’t we focus more on it? I can say that I do have a time in my two hour reading block that is for groups to have this IR time. Do I always see it working? No. That’s because I have not actually taught them, other than the difference between fake and real reading, how to enjoy IR time.

          The author also shows the readers that IR can drastically improve academic performance. That is a huge incentive into why teachers need to make time to do this. This leads me to the next statement. I am running out of time to do these reading conferences, reading groups, and writings. When am I going to be able to sufficiently allow the students to read for a long period of time? These are the questions that I will eventually figure out I am sure, but it takes time.

          My last part of this blog totally agrees with the author as she states that students should read a variety of texts. I am blessed that we were given a start at classroom library and have access to a variety. My students seem to really enjoy the non-fiction material a lot. I know as time moves on and the more I read in this book, I will become a better reading teacher and understand the needs that our students need when it comes to becoming a better reader.