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.
Hi Whitney,
ReplyDeleteIt sounds like this section of the book was the most beneficial and validating for you as a teacher. You shared how you were glad that Miller and Moss explained what to do in order to provide students with effective independent reading instruction, explaining how to provide a mini-lesson to model both behaviors and strategies for students to apply during independent reading. During this critical application of the strategies taught, the teacher needs to be able to check in with students one on one and/or in small groups to assess and to provide differentiated instruction.
You shared in your second paragraph how you were glad to learn that this mini-lesson can be provided in a small group setting. In fact, I believe this really helps us differentiate our instruction because many of our students benefit from different strategies. If we can provide them based on their need/ability/and interest followed by opportunities for them to apply the strategy in their own books we promote growth.
Like you, I also liked how the authors stressed the importance of helping students define their purpose for reading each day and for different texts.
Sincerely,
Dawn
I did really enjoy this section. I wasn't sure how to add that my co-teacher and I already have a plan for how to implement that small group mini-lesson. We, as a district, have adopted iReady. We are hoping to be able to utilize this in our small group instruction, and actually create skill groups. It was just nice to be validated in that!
ReplyDelete