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.