Blog 5 - No More Independent Reading Without Support

In the remainder of this section, "But That," Miller and Moss provide us with some strategies that we can add to our tool belt. They label these strategies as "Tactics," and they cover a wide variety of topics. They discuss how to guide independent reading through classroom libraries, organization of those libraries, and monitoring. They then tell us to use that monitoring and conferring part to further our instruction and help our students on their level, and with the skills that are specific to them. If we notice that a larger group of students is missing something, that is when we would take the time to "catch" or "refocus" the group. Miller and Moss then go on to talk about the interaction between students. Students should reflect and share with each other. They should even engage in book clubs and lean on each other to help foster their learning and further improve the ability to become successful readers. Finally, we should assess them independently to get a real feel for their learning and improvement. 

This last piece seems to tie in everything we have talked about in this course thus far. We should use that monitoring and conferring portion in order to differentiate our instruction. Not all readers may need the same supports, so we really need to examine who needs what in order to provide meaningful instruction. Aha! Validation strikes again! The reflection, sharing, and book discussion section really validates what I took away from Module 6. While we need to guide and demonstrate learning, we almost need to let our students go and learn from each other. It seems as though in utilizing this tactic, our students will take away more meaningful experiences and connections. The idea of assessing students independently is something I think we do anyway. We need to know what they can do on their own. Have they made gains on their own? Or do they rely on us as teachers or their peers to gain insight into what they are reading? By thinking about these things, we can even further differentiate, and mold our instruction to better suit our students' needs. 

I absolutely loved this book and actually learned much more than I thought I would. I will definitely be sharing it with my co-teacher, and am looking forward to implementing some of the strategies with her. 

Blog 4 - No More Independent Reading Without Support

The final section of this book, section 3, is titled "But That." In the previous sections we learned what not to do, and what should be done instead. Now, the authors have begun to lay out the framework for how to make that happen. They break down the reading block in to 3, possibly 4, components. A short focus lesson should start the reading block, then students should practice what they have learned during a section of time that is scheduled for "Independent Reading." During this time, teachers can catch up, or re-teach as needed. Then, the teacher and students should reflect and share what they have learned. Miller and Moss go on inform us that in order for Independent Reading to be effective we must structure and teach in a certain way. Students need to be clear on their purpose of reading. Then, they need to engage in authentic reading. Is this something they would do in the real world when reading? Teachers should also support their choice. Finally, explicit instruction should be provided about why readers read. All of these components are necessary for readers to be successful during independent reading time. 

I mentioned in my previous blog, that I was unsure about the "focus lesson" or "mini-lesson." In this section Miller and Moss let us know that it is o.k. to teach that lesson in a small group. I feel much more comfortable about that section of the block after reading this section. This is something that I feel classroom teachers have become confused by with the mandated 90 minute reading block. A whole group focus lesson may be effective for some things. However, students with learning disabilities are probably going to need support in many different areas than your average elementary student. So, small group focus lessons may be necessary when students with disabilities are in the class. 

Another thing I enjoyed in this section was the idea of teaching students their purpose for reading. This is something that I feel should be taught at the beginning of the year when procedures are being taught and practiced. No matter the skill or purpose that the students are reading for, the same questions should be asked: What's my purpose for reading today? What am I going to try to figure out? How will I demonstrate my understanding for my learning goal? If students can learn this process from the very start, they should have a better understanding of their expectations through the year during independent reading time. Then, this same skill could be transferred to reading in any setting. Content classes, enjoyment reading, and even standardized testing. 

This section of the book really tied things together for me, and I look forward to reading about the "Tactics" in the remainder of this section. 

Blog 3 - No More Independent Reading Without Support

Continuing Section 2 - In the last part of this section, the authors sum up a lot of what we have already learned in this course. Teachers need to conference with their students and provide instruction based on their observations in a variety of methods. whole groups, small groups, pairs, and one-on-one. Also, something that Miller and Moss talk about to an extent is classroom libraries and varieties of text. Actually they support Fountas and Pinell's claim that a classroom library should have "between 300 and 600 titles."  Wow! Miller and Moss also speak the level of texts that students should be reading during IR time. They note that may independent texts are not the best. That actually students may benefit more from more difficult texts. Finally, the authors examine the idea that this cannot be done without the proper tools and support. Students needs incentive programs in order to want to strive to make progress and read more. They also need a variety of text to choose from. However, the key lies within the teachers. Teachers need ongoing professional development in order to continue to help their students. 

Not being a classroom teacher, I do not know the struggle of stocking a classroom library, but I do know that our literacy coach has worked really hard to get materials   for our teachers to use and stock their libraries with. So, this is something that other people are taking note of as well. I also truly enjoyed the notion that not all instruction has to come in whole group. This is something that I think general education teachers have gotten hung up on with the mandated 90 minute ELA block. They feel that they have to teach that mini lesson to the whole group, and they also feel that workshop needs to take place in the same manner and structure every day. I have worked closely with Marilyn Friend over the course of the past two years, and she states that for students with learning disabilities, this cannot be the case. I would think that this would be the same for a heterogeneous group of students regardless. So, it was nice to see some validation in that. We need to be more flexible during that 90 minute block and our teaching methods so that we can reach every student every day!

Blog 2 - No More Independent Reading Without Support

Section 2 - In this section of the text the authors begin to expand on their theory. If you recall the first section was titled "Not This," and the authors explained the issues surrounding independent reading time in most elementary school settings. This section is titled "Why Not? What Works?," and here the authors begin to delve into their rationale about how to make independent reading work and make it purposeful. Here, Miller & Moss make their case for why Independent Reading should become Scaffolded Silent Reading (ScSR). With ScSR, students are supported in their independent reading, they are still allowed to select their text, and read on their own at their own pace, but with support. There is a chart in the text that, in my opinion, outlines this process very well. It states that teachers should support student book selection, so that students find "just right"  books. Also, not only should a variety of genres be represented for each level, but students should be encourage to select different genres by using a "genre wheel" to help them decide.teachers should also conference with students and hold them accountable for what they are reading by asking questions and creating discussions that aide them in their independent reading.

As a special education teacher, I have always been focused on the "can they read?" aspect of student's reading. However, one comment that the authors made, made me realize that  should also be fostering a love of reading. Miller & Moss stated that, "the best readers read the most, and the poorest readers read the least." That one statement made me think that not only should I be focusing on whether or not my students can read, but do they want to read? If they don't want to read when they leave my classroom, what good have I done? They need to be reading both inside of school and outside of school in order to become a successful reader. This section not only made me think about what I should be teaching, but how. So, I guess Miller and Moss have made a believer out of me so far!

Blog 1 - No More Independent Reading Without Support

I chose to read, No More Independent Reading Without Support, by Debbie Miller, and Barbara Moss. 

Chapter 1: This is actually an entire section entitled "Not This." The chapter/section focuses on how independent reading is necessary, yet not utilized effectively in most schools. The authors examine the time constraints that most teachers fear when they try to implement independent reading time. The authors then elude to the issues of wasted time in schools altogether. The examine a specific school and their use of things like "calendar time," "morning announcements," "noisy transitions," and "DEAR time." While the incidents were specific to one school we all know that activities like this take place in manner of fashion in all schools. By merely examining these issues, one can only assume that Miller and Moss plan to offer solutions to these situations, and in turn state that there is indeed time for independent reading in classrooms. 

I have, of course, not yet finished the book. However, it seems like a promising read. I can only hope that Miller and Moss continue their examination of misused time in schools, and that they enlighten us on how to change things. I think most of us know that independent reading time is important in order to foster a love of reading in children. Now, we just need to know how to execute it!

Week Five- Differentiation

In this week’s book report from “No More Independent Reading Without Support” by Miller and Moss, I have learned ways to accommodate and strengthen students’ reading skills through differentiated instruction, support, and assessment techniques that are beneficial not only for struggling readers but for good readers as well. I took notice when I read upon allowing students adequate time to discuss what they have read to others in class. I believe this is a great strategy for me with each of my students because it is a way for them to explain what they know and have understood verbally. It also gets my students to regurgitate what I have taught them in class. As students as discussing their chapter summaries, I reinforce important concepts that relate to what they have read. My students enjoy taking the initiative to read what they enjoy outside of class and connect it to what they are learning from the textbook inside of class. I like to have my students work in small groups to have shared reading responses, to conduct student-led discussions, and to complete a Four Corners activity, where they would post important concepts and ideas from the literary resources that I provide to them relating to the daily lesson that I have recently taught. “Peer discussion is one way that students can demonstrate their knowledge of their reading, which helps to make them accountable and improves comprehension (Miller and Moss, pg. 35, 2013). I also like to have my students keep a daily journal of free-writes of what they have learned during the week. I try to have at least two to three individual student conferences for striving readers as well as good readers so that I can progress monitor their reading skills, strategies, and comprehension levels.

Week Four- Informational Text

As a physical education teacher, I’ve learned how important it is to incorporate a variety of different genres and informational texts that are developmentally or cognitively appropriate for the types of readers I have in the class. It is essential that I teach all of my students how to read for comprehension through different learning modalities. “To become readers who can master the complex texts necessary for college and workplace success, students need to read a lot” (Miller & Moss, pg. 24, 2013). I strive to incorporate time within the week for my students to visit the school’s library for research purposes. I want my students to be skilled in locating resources through traditional print and online/digital print. It is important that my students are well versed in the different genres. When it comes to book reports, I have my students research important facts using technology, and then choose from a different number of online formats to create an informational guide or info-graph to present to their peers. I always find time to listen to my students’ opinions as well as their thoughts regarding the different types of genres that they have read outside of class. “If we want children to become life-long readers, we need to give them materials that interest them, and to do so means including informational texts, historical fiction, poetry, magazines, graphic novels, and other genre” (Miller & Moss, pg. 27, 2013). I’ve learned that some of my struggling readers will have trouble understanding the difference between fiction and nonfiction books, and it is my responsible to show them what fiction and nonfiction books are. It is more than just showing students how to read, it is showing students how to read for mastery. During reading instruction, I will work with individual struggling students and conduct miscue analysis, then create a plan of action to strengthen my students’ phonemic awareness, vocabulary, comprehension, accuracy, and fluency.