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!
Hi Whitney,
ReplyDeleteI am glad that you chose Miller's book, No More Independent Reading Without Support because she does a solid job explaining what independent reading should be and how it can, when done with intent and within meaningful contexts, be the most transformative part of a teacher's reading program. Like you, her first chapter really opened my eyes to what we reduce independent reading to many times in our schools. Miller explains from the get go that independent reading isn't just self-selected reading time or an early finisher activity. For independent reading to be effective she argues it must be informed by assessment and be applied with effective instruction that supports the reader. I am looking forward to finding out what you think about her suggestions later in the book.
Sincerely,
Dawn
Everything they said makes sense. However, I am not that classroom teacher, so I am wondering how some of this will apply to me. I am hoping there will be some strategies that I can incorporate during my co-teaching times, or even during my pull-out times so that I can support my students while they are not directly working with me. Hopefully I can develop some strategies, or even come up with some accommodations that will support my students during their independent reading time in the classroom.
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