One of my first thoughts in beginning reading this chapter
is of the time period just after end-of-the-year state standardized
testing. I am speaking of the minutes
just after a portion of the group I have monitored has finished, but before the
entirety of them have completed their assessments. Students most always bring 2 books with them,
and almost every time, one or more will raise his/her hand to tell me that
he/she is “done reading”. I will take a
look at the 2 chapter books the friend has brought to testing and out of
obligation ask, “Both books? You have finished both books?” And this friend will assure me that, yes,
indeed he/she has read both books and enjoyed them immensely.
The opportunities for independent reading in my class in a
normal day are quite rare, but on these infrequent occasions, I watch my
friends rifle through my (admittedly) sparse library, choose a book or two,
turn the pages (sometimes looking at them, sometimes not), and trading them out
for new “page-turners” in a matter of minutes.
I remember how much I enjoyed reading at the elementary school level, so
I was quite shocked when I first experienced this- how could they not love
reading? Why engage in the outward
behaviors of reading without caring to actually read?
There are so many moving parts to a successful independent
reading situation. It really does take a
concerted effort to provide an environment that is conducive to effective
independent reading. The chart on page 14 that compares traditionally
implemented SSR to a scaffolded silent reading is very helpful to taking an
honest look at what we currently do and really drives this point home.
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. I believe the chart you are referring to comes from Miller section one. Thanks, Dawn
This post is based on "No More Independent Reading Without Support", Section 2. It is so easy to forget that independent reading benefits so many other academic areas other than those expressly related to reading. While the chart on page 12 expressly deals with reading-related skills, the information students gain gives them everything from a depth of prior knowledge to increased problem-solving skills. I had not realized that the Common Core standards addressed the need for Independent Reading, as mentioned on page 15. In order to be truly ready for a productive life beyond our classroom, students truly need to be able to do this.
ReplyDeleteWith the advances of technology, apps and websites, we are better able to inexpensively provide a greater variety of reading material encompassing such a much wider range of subject matter and writing styles... what a great time to be challenged with implementing Scaffolded Silent Reading!