Michaela Welker - Blog Post #1 - Miller: Section 2

August – Blog 1

Miller (2013), Section 2:  Why Not?  What Works?  Why Independent Reading Matters and the Best Practices to Support It

After reading this selection, I was forced to reflect on my reading instruction. I am somewhat familiar with the structure of reading workshop and I try to implement it into my classroom, however, I was able to see that I was not being a very effective teacher because I was doing just what the title of the book says, which is not supporting my students during their independent reading time. I think that it probably reflects in last year’s reading scores as well.

During a typical day during reader’s workshop, I’ll teach a mini-lesson to the students using a mentor text. I try and model the strategy I’m trying to teach to the students. I have the students write some notes in their reading journal under the strategies section to help them during their independent reading time. Then, I have them get their book bins, which they have about five self-selected books, sticky notes, bookmarks with reading strategies on them and a pencil to help to practice the reading strategy while they read. However, where I fall short is during that time, I would sit and get other stuff done. I was not conferring with students or listening to them read. I also would have them turn and talk to a partner to share what they read and talk about the strategy – what some issues were that they faced or some things that surprised them while reading. What I feel that I need to work more on is conferring with students, setting goals with them, and also tracking their progress. I also need to focus more heavily on having specific options for students to use to respond to their reading to help make their purpose for reading more concrete.

I really related to the author on page thirty-four because I have tried conferring with students in the past, but I also had the same issue that she had which was finding enough time to meet with all my students in a timely fashion. I could spend the whole time conferring with just one student – which is ineffective because there can be so much information presented in that one conference that it is overwhelming for that student and all would be lost anyways. Like the author, I gave up. Therefore, I need to find effective ways to confer with my students and an organized way to keep up with the data that I receive from those interviews. This will also be easier for me to create lesson plans because the interviews will help drive instruction. I will be able to see what students need and create mini-lessons based on those needs.

Another area I need to develop is my classroom library. I would like to find more exciting informational texts, magazines, and comics that students can read as well. I would also like to invest in more interest based books such as Captain Underpants and other novels that students are excited to read. To me, this will help my students be more engaged.

Lastly, I would like to find creative ways for students to respond to reading either through posters, graphic organizers, Kidblog, Padlet, Literature Circles, or via other means to help students deepen their understanding.

Overall, the reading was helpful and it really helped me to reflect on my classroom instruction and pinpointed ways that I can bolster my instruction and make it more meaningful and authentic for my students.