“Finding the minutes” is such a struggle for so many of the
great practices that could and should be a part of the school day. This idea to look at current schedules and
“to-do” lists with a skeptical eye is a great one. So often we do things just because it is “the
way we always have”. In education, we
have to remember to be flexible and willing to change- both our habits and our
mindset. This section is a great
reminder of that.
The very accurate descriptors of what reading time usually
looks like in the typical classroom really call us out. Our end goal is to build effective,
self-motivated readers who engage in reading for a variety of purposes, but our
practice seldom has the opportunity to mimic this end. I am interested to see the descriptors of the
offering of a variety of both structured and non-structured reading
opportunities in this text.
Hi Robin,
ReplyDeleteI agree with what you said in your blog post. I need you to tell me what book and what section/chapters you read and some specific suggestions or quotes from the book that you found beneficial. Thanks, Dawn
This post is based on my reading of "No More Independent Reading Without Support", Section One. It led me to think about the benches I have been guarding. I have found that releasing control of some classroom duties and to the students (such as handing out and putting away materials, especially) have allowed me more time to individually conference and discuss with students areas of concern and to congratulate them on successes.
ReplyDeleteGiven the nature of my program, I am certainly worried about the challenge finding time for independent reading as discussed in this chapter. There are opportunities for silent reading built in to higher levels of our reading program, but at the lower levels there is not. This, obviously, does not offer the opportunity for choice. As discussed on page 7, I know that my students have mastered the appearance of reading, but I do wonder what thought processes they are going through as they read. Are they questioning? Are they making connections to prior learning? Are they simply silently word calling to appease their teacher?
This post is based on my reading of "No More Independent Reading Without Support", Section One. It led me to think about the benches I have been guarding. I have found that releasing control of some classroom duties and to the students (such as handing out and putting away materials, especially) have allowed me more time to individually conference and discuss with students areas of concern and to congratulate them on successes.
ReplyDeleteGiven the nature of my program, I am certainly worried about the challenge finding time for independent reading as discussed in this chapter. There are opportunities for silent reading built in to higher levels of our reading program, but at the lower levels there is not. This, obviously, does not offer the opportunity for choice. As discussed on page 7, I know that my students have mastered the appearance of reading, but I do wonder what thought processes they are going through as they read. Are they questioning? Are they making connections to prior learning? Are they simply silently word calling to appease their teacher?