Margaret
Quinn Sept. Miller, Section 1: Is There Enough Time? And Is Time Enough to
Support Independent Reading?
Students who are given time to read can connect with others as well as learn about themselves. They are able to come to their own conclusions, use their imaginations, and extend each other's thinking. True reading will increase vocabulary and boost self -confidence of our young readers. I found it interesting when I read about the group of teachers who admitted that they don't know their students as readers. I never realized that I too, do not know my students as readers. I have conferenced with them, but I haven't been asking the right questions to prompt further learning. When I say "Great Job! Excellent Reading!”, the students leave smiling, but they put the book back and go to the classroom library to get another one. Instead, students need to be given more Q3 and Q4 questions in order to keep them digging for more knowledge. As I reflect on my teaching, students need to be able to reflect on how they learn and read. I love the DEAR (Drop Everything And Read) idea! We always allow students to read first thing in the morning, but they need more time throughout the day to pick up a book and get lost in their stories.
The use of the calendar in the school she visited was an unbelievable waste of time. It shocked me to know that 27 minutes were wasted on three grades singing the same Days of the Week Song and counting how many days they have been in school. We need to remember that repetition of a comfortable daily lesson isn't always the best use of your time. Time is so precious. Nobody can stop the clock and restart it for the day. Make the most of every day because before you know it, Christmas will be here and you still won't know your students because you have been singing the Days of the Week Song instead of conferencing, conversing, and reading with your students. Also, the passage about teachers lining students up by what they are wearing, what their names start with, or allowing students to call on each other to line up was utterly ridiculous. I understand that the teachers were probably just giving their students choice, but this is a time waster. Line students up quickly and effectively, so you can get from point A to point B in the fastest manner without missing a beat. Our school does an amazing job of utilizing the time we do have, other than the announcement time. But, birthdays have to be announced, Bo Time Leaders have to have pictures taken, attendance on the computer and on our blue cards, lunch count has to be done, and other things that are outside the circle of our control will continue to happen.
Reading 'about' reading vs. reading was enlightening! I never realized how much time we spend on several things that are "about reading". Looking up definitions, using vocabulary words in sentences, practicing spelling, digging for comprehension questions are all part of my centers! All these skills are apart of reading, but it is not true reading. I am looking to change my centers to be more geared towards reading, writing, thinking, wondering, inferencing, and coming to conclusions.
It was saddening to think that students who read books that are too hard for them might think they just aren't “real readers”. I want my students to feel successful and grow as readers. Giving a child a book that is too difficult for them gives them a reason to give up before they can begin, which leaves them feeling defeated. Students have natural sense of curiousity which blooms as they read. We need to do everything we can to keep that alive, so each child reaches his/her potential to the fullest. Conferencing can lead us to be able to help our students reach personal/academic goals more effectively. Like this section says, we can't see inside their heads, so we need to talk with them, ask questions, and read with them to know what they are thinking. Are they understanding what they are reading? Are they making any other world connections? Can they understand and depict the main idea? We need to get them thinking and reading with a purpose, so there isn't any more racing to finish or glossing over empty words. We need to strive to get our students thinking again and reflecting on their own understanding of the books they choose to read. Ask them why they chose that book. We can help them know who they are as readers.
Students who are given time to read can connect with others as well as learn about themselves. They are able to come to their own conclusions, use their imaginations, and extend each other's thinking. True reading will increase vocabulary and boost self -confidence of our young readers. I found it interesting when I read about the group of teachers who admitted that they don't know their students as readers. I never realized that I too, do not know my students as readers. I have conferenced with them, but I haven't been asking the right questions to prompt further learning. When I say "Great Job! Excellent Reading!”, the students leave smiling, but they put the book back and go to the classroom library to get another one. Instead, students need to be given more Q3 and Q4 questions in order to keep them digging for more knowledge. As I reflect on my teaching, students need to be able to reflect on how they learn and read. I love the DEAR (Drop Everything And Read) idea! We always allow students to read first thing in the morning, but they need more time throughout the day to pick up a book and get lost in their stories.
The use of the calendar in the school she visited was an unbelievable waste of time. It shocked me to know that 27 minutes were wasted on three grades singing the same Days of the Week Song and counting how many days they have been in school. We need to remember that repetition of a comfortable daily lesson isn't always the best use of your time. Time is so precious. Nobody can stop the clock and restart it for the day. Make the most of every day because before you know it, Christmas will be here and you still won't know your students because you have been singing the Days of the Week Song instead of conferencing, conversing, and reading with your students. Also, the passage about teachers lining students up by what they are wearing, what their names start with, or allowing students to call on each other to line up was utterly ridiculous. I understand that the teachers were probably just giving their students choice, but this is a time waster. Line students up quickly and effectively, so you can get from point A to point B in the fastest manner without missing a beat. Our school does an amazing job of utilizing the time we do have, other than the announcement time. But, birthdays have to be announced, Bo Time Leaders have to have pictures taken, attendance on the computer and on our blue cards, lunch count has to be done, and other things that are outside the circle of our control will continue to happen.
Reading 'about' reading vs. reading was enlightening! I never realized how much time we spend on several things that are "about reading". Looking up definitions, using vocabulary words in sentences, practicing spelling, digging for comprehension questions are all part of my centers! All these skills are apart of reading, but it is not true reading. I am looking to change my centers to be more geared towards reading, writing, thinking, wondering, inferencing, and coming to conclusions.
It was saddening to think that students who read books that are too hard for them might think they just aren't “real readers”. I want my students to feel successful and grow as readers. Giving a child a book that is too difficult for them gives them a reason to give up before they can begin, which leaves them feeling defeated. Students have natural sense of curiousity which blooms as they read. We need to do everything we can to keep that alive, so each child reaches his/her potential to the fullest. Conferencing can lead us to be able to help our students reach personal/academic goals more effectively. Like this section says, we can't see inside their heads, so we need to talk with them, ask questions, and read with them to know what they are thinking. Are they understanding what they are reading? Are they making any other world connections? Can they understand and depict the main idea? We need to get them thinking and reading with a purpose, so there isn't any more racing to finish or glossing over empty words. We need to strive to get our students thinking again and reflecting on their own understanding of the books they choose to read. Ask them why they chose that book. We can help them know who they are as readers.
I enjoyed this section of this book so much. I think you will find that after reading the whole book you will find many ways to improve independent reading. We do need to think about how we spend the time that we have and what is really worth our investment. True independent reading time with support reaps great rewards.
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