Blog 3: Amanda Stephens- October Blog :Miller (2013) Section 1: Not This

Blog 1: Amanda Stephens- August Blog :Miller (2013) Section 1: Not This
Is There Enough Time?  And Is Time Enough to Support Independent Reading?

     Reading this chapter really makes you think!  Have you ever wondered if you are teaching correctly?  Sure you have,  Let's be honest, we all have.  After reading this chapter I am reconsidering a lot of the ways I teach reading and the amount of time I devote to reading. The author begins this chapter  by simply stating, "Children learn to read by reading...." (Miller 2013).  She goes on to explain that it is imperative that we give children the opportunity to read whenever the opportunity arises. The time of day should not determine whether you are reading or not.  For example, from nine o'clock until ten o'clock we will do reading rotations, activities and worksheets and then put reading away for the day.  It should also not be something that we struggle to find time for but rather something that is easily built in to our every day schedules/routines.
       The author goes on to state that we (teachers) are "Guarding Benches" (Miller 2013).  By this she means how much time we spend doing other "fluffy" things besides using instructional time to read. She mentions that calendar, morning announcements, transition songs etc, and lining up are among the "extras" that we need to cut down on.  So, what am I going to do to cut the "fluff" in my classroom?
     My classroom is made up of twenty-five young readers whose reading ability ranges from picture books to books with maybe two sentences per page.  With this broad range of  "readers" I have got to make time for reading and reading instruction.  I feel that I  have reading instruction pretty well covered.  We spend an hour and a half each day doing five small group rotations that are based on reading instruction. Each group is a fifteen minute rotation where the children are instructed on reading strategies, given reading activities,  given the opportunity to "read" books that they choose, and have books read to them (books on tape/cd).
      I do not however, have independent reading time covered so well.  I have got to let go of some of the "fluff" in my classroom in order to give my students more time to put their hands on books that interest them without me interrupting or interjecting my thoughts/opinions.  I plan to take what the author says to do and utilize it by reducing the amount of time I spend on calendar each day.  I also plan to use water breaks and transition times as a way for my students to visit the classroom library and choose books that are just right for them.  Another way I plan to take what I have learned from this chapter and apply it in my classroom is to not limit myself  or my class to reading only in the morning.   I want them to enjoy reading all day every day.  I know there is time and I plan to make it!