I really enjoyed this chapter because it stressed the importance of read alouds and shared reading in the reading curriculum. As we have switched our reading instruction around, I have found that there is less time for our novel studies, which we normally do using a shared reading model. We have several sets of class novels that we normally study during reading. All of these books are high interest, social studies standards aligned, and reading level appropriate for most of our students. Since we do not have as much time for shared reading during the day with the readers workshop model, I have used these books to guide my after school reading instruction. Reading these books aloud with the students is one of my favorite parts of teaching. It seems that there is nothing better than being fully immersed in a book with a large number of 5th graders. My students beg to read more and more each day and I hear them discussing the book in the hallways during the day. All of this reading excitement stems from the fact that we are reading these books together. I am convinced that my students would not be as excited about these books/ understand these books as well as they do if they were not provided with support and discussion while reading them.
I make a point to include shared reading into my social studies and science lessons whenever possible. The students enjoy being read to even though they are almost in middle school. I feel as though the read alouds help build a community of learners and readers in my classroom. Our mutual connections with the text teach us different things and bring us closer together as learners and readers.
Routman states that "when used in connection with shared reading aloud, guided reading groups become more efficient- they boost and support what has already been demonstrated and practiced" (133). I honestly feel as though this statement is very true and evident during my book club meetings. My students seem to have a good grasp on how to communicate about texts with one another. In a perfect world, a reading program would include shared reading, small group reading, and independent reading. In planning my reading instruction for next year, my goal is to set aside more time for shared reading.
I know you love those novel studies, and you were very creative with how to use them with limited time this year (after school!). I wonder if next year you could somehow work them into mini-lessons in your reading workshop? That way, you could still include all the students in that shared reading experience (since most, but not all, attend after school) and then send them forth after 5-10 minutes of teaching through shared reading to apply their reading skills to their own books of choice. Or, like you say, to use them for SS/science instruction. I appreciate the efforts you've made this year to protect your independent reading time for your students!
ReplyDeleteHi Cassie,
ReplyDeleteI am glad that you chose this chapter to read because many times as upper grade teachers we can prioritize read alouds and independent reading but forget the value of meaningful shared reading. I agree with Melissa that these could definitely be part of mini-lessons and certainly integrated into content area instruction to build background knowledge and a love for reading.