Friday, October 9, 2015
Claire Foote: Section 1 Not This
While reading this article I found it intriguing that many of the 'time wasters' are very familiar to me. It's made me re-evaluate how I am using class time. I've always thought that DEAR is a good idea. I never though about how "we can't see what's happening inside their heads." When my students are listening to a song I always have them follow the words on the page with their finger because, and I always tell them this, I can't see through their eyes that they're with me. I always 'say' it but never thought about that when it comes to individual reading. I also though liked this quote from the article: "They realized they'd been doing all this stuff 'about' reading, but never got to actually read and practice what teachers were working so hard to teach them." We need to help them apply these skills we're teaching them!
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Claire, I get that you knew eyes on words for learning songs was important, but I love that you now get that eyes on text for reading is powerful for students becoming better readers--practice does make perfect.
ReplyDeleteYour last quote sticks with me as I reflect on my own teaching. I often taught reading as a first grade teacher without really allowing my students much time to practice what I had taught. Teaching 4K has opened my eyes to so many great practices I could have implemented with my first grade students. I think so many people see centers as a time for students to play, however, this is actually a time for students to practice the skills we teach them in class in a non-threatening manner. I believe that having centers in every grade would be a great way to provide students with this independent practice in all subjects.
ReplyDeleteHi Claire,
ReplyDeleteI appreciate the connections that you made to this section of the Miller Moss text. I agree with you that when SSR and DEAR was first introduced to me I was excited about the school wide time to spend engaged in independent reading. As teachers we were encouraged during that time to read ourselves to model and while I agree that modeling is important I remember vividly thinking that I need to be finding out what they are reading. Routman and Miller provide a wealth of strategies for how we can provide support for our readers during reading workshop so that the independent reading time that is most valuable is supported through instructional mini-lessons and with feedback through conferencing. I agree with you that we need to provide our students with the opportunities to apply what they are reading. Tell me what ideas you have for the application and support of reading with your students. Sincerely, Dawn