Blog 3:
No More Independent Reading Without Support
Earlier in this book, a term was introduced that
explains to me what the authors are trying to accomplish - “scaffolded silent
reading” or ScSR. Although the authors
use the acronym IR in the remainder
of the book, I think ScSR is more appropriate. They advise teachers to move
beyond reading while their students are reading to actively conferencing with students
as they are reading independently. The authors state that teachers need to be:
*assessing “the match between student
self-selected books and students’ abilities by listening to them read,
*coaching students in using reading strategies,
*and engaging them in book discussions.”
With so much emphasis placed on test scores, the
authors state that “At every grade level for all ability groups,
*individual
schema-based learning (Students connected new learning to what they already
knew. As students engaged in IR, teachers provided individualized instructions
when students encountered obstacles.),
*conceptual
learning (Students self-selected with teacher coaching, two expository
trade books on the same topic and then read them back to back.), *transactional learning (Readers
silently read teacher-selected fiction books related to a thematic unit and
engaged in teacher-monitored classroom discussions based on the texts.)
produced the highest comprehension scores.
Situated practice, workbook practice, and basal reader groups produced the
lowest scores.”
Early readers need more scaffolding during ScSR to
include oral reading activities like repeated reading, choral, echo, partner,
or assisted oral reading along with explicit reading instruction. Readers need
to talk about what they read and be held accountable through reading logs and
written summaries. The authors recommend using the reader’s workshop model
where a focused lesson is presented, then students spend the majority of their
time reading and practicing what they learned during the focused lesson.
Students then close the reading time by reflecting and sharing what they have
learned.
Striving readers benefit even more from ScSR than
average or above average readers. They need more help in selecting appropriate
books and instruction on reading strategies. For many of these striving students
and for more and more of our other students, reading at school is the only
reading they will do all day.
Hi Sande!
ReplyDeleteI really enjoyed reading your blog post. I often forget that some students only reading time is when they are at school, so they really need that time in school to engage in literacy based activities. I like how the authors advise teachers to move beyond reading while their students are reading, and to conference with students as they are reading independently. I think at times it can feel so overwhelming to know that you need to help every student in the class, but sometimes we as teachers could be hindering the child from learning when we read-aloud when the students are supposed to reading independently.
Hi Sande,
ReplyDeleteLike you the term, Scaffolded Independent Reading provides teachers with opportunities and the expectation to meet students where they area as readers and to assess, coach, and engage students at every level to help promote growth. You shared how the authors stressed providing students with individual schema-based learning, conceptual learning, and transactional learning opportunities in order to grow comprehension. You shared how the authors recommended a workshop model where teachers can present strategies for students to apply during independent reading, providing the teacher with opportunities to differentiate instruction through one on one and small groups. This chapter aligned well with our articles and videos in module 4.
Sincerely,
Dawn and Melissa
Sandra, you have included many different strategies when teaching students how to read. I'm reading the same book (No More Independent Reading Without Support) and I heave learned many new strategies to assist my students as they read for comprehension and fluency. I have learned how to scaffold reading instruction for my students, and how to provide cognitively appropriate reading structures for my diverse learners. I like how to use talk in your classroom and then hold your students accountable through formative assessments techniques.
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