In this particular article, I agree wholeheartedly with the concept that when we "set children loose" (to have SSR or DEAR reading time), with no focus or support, it can lead to fake reading and ultimately disengagement. Isn't disengagement a huge fear among teachers when it comes to their students reading habits? I know it can definitely be one of my fears. I don't want to be remembered as a teacher who forced, made, or even coerced a student to read because of a rule or scheduled time on our daily schedule.
The many activities throughout the school day that can "eat up" truly devoted reading time was an eye opener to me. As a first grade classroom teacher, I am definitely guilty of devoting lots of time chunks to several routines. (calendar, transitions, announcements, etc.) Although several of these daily activities are very necessary to use for specific occasions, sometimes they could be shortened or omitted to devote to true pleasure reading times.
Also, there are several times that our younger learners have the tendency to race through lots of books so that they can say they have "read" more than their peers or that they have a faster learning pace than their classmates. What we need to do is carve out the time for the teacher to show them what behaviors they need to practice as they read and the teacher needs opportunities to monitor and give feedback on how students are using those behaviors. SSR time give teachers "invisible" feedback that may be about an "invisible process" by the students.
Modeling is always a key role for a teacher to display. It's benefits can be imperative. However, modeling silent reading for your students isn't always going to give them the benefits of how to enjoy, comprehend, or even question a reading text. We may have to re-evaluate our class schedules to adjust to fitting in more quality pleasure reading time. We never know, but during these times, it could possibly be when a child's light bulb will flicker the brightest!
Knowing your passion for teaching, I am sure you will not be: I don't want to be remembered as a teacher who forced, made, or even coerced a student to read because of a rule or scheduled time on our daily schedule. I know first grade is really thinking about some changes - I would love to help out and encourage you all to make the changes you know will benefit your young readers the most.
ReplyDeleteHi Sara,
ReplyDeleteYou brought up many valid points in your blog post. I agree with you that we can benefit from taking Miller up on her suggestion of critically evaluating our classroom schedule to determine where we can tweak/adjust/eliminate practices that do not maximize time in meaningful reading and writing. I also agree with you that modeling is one of our most effective strategies when helping to support our students' grow as proficient readers. When we show them what proficient reading looks like through modeling we give them tangible behaviors to emulate with their own independent reading and that scaffolds growth. Sincerely, Dawn