While reading section one of No More Independent Reading Without Support I found myself agreeing with most everything Miller had to offer on the topic of independent reading. I agree that it is vitally important to the success of my children as readers (and learners as a whole). I do struggle with finding time for independent reading along with our guided reading groups. Emily and I were discussing this earlier this week. We want to use best practices in our classrooms, but what happens when there are so many best practices that you can't fit them all in? I think that's where I am right now-finding out which best practices are the best for me?
I know I want to incorporate more independent reading-where my students are free to choose what they read and I am able to listen to them read and talk with them about their book and their reading throughout the week. I thought the list of things that Miller described from her observations of reading blocks were very interesting because many of them did waste time-like worksheets and word searches. Miller and I agree that the basal is not the way to help our students become lifelong readers (who enjoy it!)! My takeaway from the chapter is this: "The more opportunities we can give children to read, the better" (p.9). Now, I've just got to find the time (maybe by helping us get faster at transitions, or perhaps doing guided reading groups 3 days a week instead of 5) to give my kids even more opportunities to read!
Your question is a good one--which practices are best for me? And, to add another level--which practices are best for my students? You're already realizing that some practices (like those worksheets and word searches, which I remember doing in school!) aren't best for our students, and we can minimize those to maximize other time. Your ideas about trying guided reading groups 3 days a week instead of 5 might be a place to start!
ReplyDeleteHi Keri,
ReplyDeleteI loved how you articulated where you are right now with the question, "How do I find out what best practices work for me?" I believe that the careful selection of the strategies and structures we use need to work for our students' needs as readers and writers and they also need to provide us time for what we value. If we value student choice and time spent independently reading, then it would make sense that the majority of time would be spent in this. I enjoyed reading Miller's text when she reminded us that teaching reading is effective only when it is meaningful and students are engaged in actually reading texts. I am wondering would it be possible for you to meet with one guided reading group during independent reading time and then spend the rest of your independent reading time monitoring and conferencing? Melissa's idea of doing guided reading 3 days instead of 5 would allow you and your students the opportunity to enjoy independent reading the majority of the time. Thanks, Dawn