India Rowe's October Post Miller (2013) Section One: Not This: Is There Enough Time?

This section is about not only finding the time for independent reading, but making independent reading meaningful and productive.  I can relate to the illustration of the soldier guarding the bench.  Sometimes we, as teachers, hold onto practices in our classroom because that is the way we have always done something or we feel comfortable with those practices because that is the way we were taught as students.  My first year as a teacher, I taught reading using a story from the basal every week because that is how I was taught as a student, and it felt comfortable.  However, when our grade level transitioned to giving students ownership and choice during reading activities, I realized the power of independent reading.  Although it was an uncomfortable transition at first, we realized we were doing the right thing for our students.  Like the teachers in Baltimore mentioned in the book, we finally knew our students as readers!  Miller states that “providing long and growing periods of time for independent reading, along with focused instruction, is essential for children’s growth as readers” (Miller, 2013, p. 9).  I agree that along with independent reading, students should have the opportunity to practice reading strategies and reflect on their reading selections through conferences and teacher feedback.  It is our role to give students the necessary support to help them become confident and effective readers.  Time to read is important, but teachers need to set the meaning and purpose for the independent reading time.