Miller, Section 2 Why Not? What Works? Why Independent Reading Matters and the Best Practices to Support It Blog #2 Teresa Knox

      Independent reading can be very effective as Miller states in his article. It helps students improve fluency, increase their vocabulary, and the reading achievement also increases. In the classroom I try to conference with the students as they read and record their responses about the book. This can also get the students excited to read when they know the teacher will eventually come around to them so they can read their book.

     Reading outside the classroom us very important as well. Miller discussed how students are in a higher percentage rate by reading 30 minutes to an hour a day. Finding the time to read daily in the classroom can be a challenge for me. I notice throughout my day while teaching, the most time we have to read independently is by the end of the week.During that time I conference with as many students as possible during the actual scheduled time. Of course students have a choice to decided what they want to read to keep them focus on a particular book. Then they will have lots of reading practice overtime to help increase their reading achievement.

     Miller also talked about how it is important to have lots of books in your classroom library. This helps the students choose what they want to read. Having a variety of different genres can make the classroom library more interesting for the teacher and the students.

Dawn Mitchell's Blog Post 3 – Debbie Miller’s Section II of No More Independent Reading Without Support and Regie Routman's Chapter 7 – Make Assessment Instruction’s Working Partner

Dawn Mitchell's Blog Post 3 – Debbie Miller’s Section II of No More Independent Reading Without Support and Regie Routman's Chapter 7 – Make Assessment Instruction’s Working Partner

During the month of October our literacy professional development focuses on formative assessment, specifically the benefits of using Running Records and Miscue Analysis to determine not only what reading level a student is on, but more importantly who the student is as a reader, and how the student reads.  This provides us with an opportunity to use this information as a formative assessment tool and also as an instructional tool.

In October’s blendspace you will find a variety of resources including examples of informal reading inventories, videos of students reading to use for miscue analysis, excerpts of articles, and relevant activities to help you to apply authentic reading assessments with your students.

This month I read Section II of Debbie Miller’s No More Independent Reading Without Support and every part in this section spoke to the importance of providing support through instruction and through formative assessment for our students’ independent reading.  In the table provided on page 16, Miller says to grow as independent readers students not only need classroom time to read and choice of what they read, but they also need explicit instruction about what, why, and how readers read.  They need to read a large number of books and a variety of texts, and they need teacher monitoring, assessment, and support, as well as opportunities to engage with others to talk about what they’ve read.

Later in this same section, Miller specifically outlines specific actions such as individual schema-based learning, conceptual learning, and transactional learning as effective support structures for supporting student growth.  Miller also listed successful teacher intervention behaviors including teacher responding to student questions, teacher-led discussions, and teacher monitoring and modeling of comprehension strategies as effective as well.  It was no surprise to me that the authors found that, “It is the specific actions that teachers take to support students during silent reading periods that produce significant growth in students’ comprehension.” 

In my own experience as a reading teacher I have seen first-hand how in a reading workshop where the independent reading time is supported with a mini-lesson that provides students a goal or invitation for them to try out a new reading strategy the students have a purpose and a direction for their reading and it is targeted toward their growth.  I’ve also seen when the students during their try it out time during independent reading are supported with formative assessment strategies such as miscue-analysis and conferencing that provide differentiated support work to build a relationship with the student and help them to form their identity as a reader and a writer within a wider collective classroom community of readers and writers.

 I’ve also seen how these formative assessment strategies are also instructional in nature.  The students when they are reading to you and to their peers and/or are discussing what they’ve read benefit tremendously from the experience and we as teachers are able to use that meaningful experience to gauge student understanding and can build on that with the next mini-lesson.

Our reading assessments do not have to be limited by what is criterion or norm referenced or standardized.  In fact, the teacher’s assessments are the ones that provide our students with the most support.  In chapter 7 of Routman’s Reading Essentials, she says “As much as possible, we teachers need to do our own ongoing assessments with our students using materials that students are already reading or are likely to read.  Our own assessments are the ones that really drive instruction.  Someone else’s materials and notes rarely give the full documentation we obtain through first-hand observations of students we know well.” (page 99).

She gives a series of questions in this chapter that I have found helpful to guide my reading assessments: 

                *Is this a valid and useful assessment?

                *How am I using this assessment?

                *What goals am I setting?

                *Who else do I need to inform?

I also really love her Framework for an informal reading conference that she outlines on page 104.  She follows this natural routine in her work with students.

                *Bring me a book that you can read pretty well.

                *Why did you choose this book?

                *What is the reading level of this book for you?

                *Tell me what the book is about so far?

                *Read this part of the book for me.

                *Tell me what you remember about what you just read?

                *Let’s discuss your strengths and what you need to work on. (Sets Strengths and Goals)

                *How long do you think it will take you to complete this book?

Routman says, “Sitting right next to a student, observing him read, probing her thinking, is the best way I know to evaluate all aspects of a child’s reading and move the student forward.  While there are many informal reading inventories available as well as all kinds of formal tests, the most accurate information is obtained by carefully observing the child by your side, in the act of reading.” 

I want to make more opportunities in my work with students to have them engaged as readers and writers and to value the time spent listening, watching, supporting, and coaching them to be read longer, to read stronger, and to foster a love for what they read and what they learn from it. 

Sincerely,

Dawn

Jeff Young’s Blog Post: Miller Section 2 September

In Section 2, Miller discusses why independent reading matters and the best practices that support it.  If independent reading (time students spend reading self-selected texts) is done correctly, students WILL become better readers.  Miller cites seven “best practices” that are critical for effective independent reading.

The first best practice Miller discusses is giving students “just right” independent reading time based on the proficiency of the reader.  Just the right time may be approximately twenty to forty minutes of daily reading.  The second best practice Miller emphasizes is the importance of allowing students to be able to choose what they read.  Miller states that children who read self-selected texts are more motivated readers and retain more of what they read.  The third best practice teachers must implement is providing explicit instruction on how to choose the right books and how to read genre-specific texts.  The fourth practice Miller discusses is the idea of increasing the number and variety of complex texts students read.  Complex texts that Miller states “offer new language, new knowledge, and new modes of thought.”  The fifth practice Miller writes is the need for students to have easy access to lots of books.  Miller states the importance of not only having a well-stocked school library, but a classroom library full of books that vary in genre and level.  The sixth practice involves the support students need from teachers during independent reading time.  Miller outlines three intervention behaviors teachers need to exhibit during IR.  These include: “teacher responding to student questions, teacher-led discussions, and teacher monitoring and modeling comprehension strategies.” Teachers can accomplish this through whole group instruction leading into IR time followed by conferences directed by the teacher.  Individual conferences provide students with a level of accountability that is needed to boost growth.  Lastly, Miller cites that students need opportunities to share what they read.  Miller states that text discussions can “enhance critical thinking, metacognition, and the ability to structure arguments.”

Miller stresses the importance of the teacher being actively involved with students during independent reading through modeling, guiding, and fostering active discussions. 

Jeff Young’s Blog Post: Miller Section 1 August

At the beginning of my teaching career (before the scripted reading program was implemented) I was able to give my students 30 to 45 minutes each day to read.  I saw much growth in my students as readers during those early years.  Students were eager and confident readers as observed through conferencing with students twice a week.  A few years later our school adopted a scripted reading program that very time consuming.  I no longer had time to give my students as long of an independent reading time as before. 

Finding time for independent reading is a theme in Section 1 in of Debbie Miller’s book entitled No More Independent Reading Without Support.  Debbie Miller writes about her observations in teachers’ classrooms in Baltimore.  She makes notes of activities that she feels teachers may be able to take out in order to create room for independent reading.  Some of those activities included the ever famous “calendar time”, school morning announcements, transitions, and endless worksheets to name a few.  Miller’s observations made me reflect on my own teaching experience and some activities that I could have taken out to create more time for independent reading. 

The other theme in the chapter was about the importance of creating structure and guidance within the independent reading block.  Debbie writes, “For students to do more than race through lots of books, they need a teacher to show them what behaviors they need to practice as the read, and the teacher needs opportunities to monitor and give feedback on how students are using those behaviors.” I agree completely with Miller on this point.  When I conferenced with my students, I was able to know them as readers and how best to guide them to become better readers.  

Schmidt's Blog Post #1

Routman (2003) Ch.3- Share Your Reading Life

Sept. 30, 2015
            I have always been a reader, and have always had a love for reading. It brought (and still brings) so much joy to me to just dive right into a good book. I am disappointed I haven't been reading for pleasure lately as much as a should. It is sad that not many students read for pleasure. To me it is very puzzling. Teaching a generation of students that don't read as much for fun as I do, it is very important for me to show my love for reading with my students. If I do that throughout the year, maybe, just maybe, I can turn some reading-haters to some reading-lovers.
           One thing that I read that I really need to be reminded is to encourage our students to be reading all the time, and knowing what they want to read next before they even finish the book(s) they are working on completing. By doing this, it is also encouraging students to share their reading with others, talking about their book and sharing thoughts and opinions. I can think of at least one student right off the top of my head that really dislikes reading. This student is always zoning out when we are reading a book in class. One thing I learned is that I need to find out what he likes, get a book that relates, and get him started in reading. When people read what they enjoy, they grow a lot more and learn a lot more than books of the opposite. I also learned of the importance of "Book Talks", or providing the children opportunities to "sell" the book they are reading or have read. This gets students excited about reading, and seems to help promote a growth in reading because when students hear about a book their classmate or friend read, they are likely to want to read it to because of the recommendation.
           I need to make sure that I am modeling reading appropriately, and just showing my love for reading with my students. Once I do this, I can ignite a flame in these precious children's lives to love reading as much as I do.
          This was such a great read.... I definitely learned a lot!

Kelli Donald's Blog Post #3: Routman Chapter 5--Organize an Outstanding Classroom Library

My personal classroom library is a continuous work in progress.  These past two years are the first years in my career where I have actually had a somewhat organized classroom library.  According to the chapter, a good library has at least 200 books.  My library is no where near that, but I will say it continues to grow and it is about double what it was at the beginning of last year, thanks to Scholastic. :)  The books in my library are currently organized by Accelerated Reader level.  I realize recently this way of organizing has become a big no-no.  And I understand the reason for that.  It is much easier for students to pick book they like if the books are organized by genre and subject.  But I'm proud to actually have a somewhat organized classroom library, so regrouping my books will have to be a summer time project.  I have books from 1.0 all the way to 6.0.  Fiction and non fiction are all available.  Most of my books are chapter books.  I would definitely like to get more beginning reader books to meet the needs of all of my students.  Since I order trendy and popular books every time I order from Scholastic, my students are very pleased with the choices they have.  I do like the idea of having students make a Top Ten list of books, authors, and subjects they like to read.  One more idea from the chapter I would like to incorporate is a comfortable and quiet reading area for my students.  However, since I am having such a difficult time incorporating independent reading into the day, this area just hasn't become a priority yet.  I would also like to have an efficient checkout system since some of my books in the past have walked off. :)

Sept. Blog Chapter 2 Teresa Knox

September 29, 2015

Laying the Foundations

           

            Sounding out words was interesting to me because that is what we teach our children to do as they read and learn words. Reading this article I noticed that if student's process the sources of information, the meaning, the language structure, and the visual cues they are gaining knowledge of what is going on in the story. Struggling readers may have difficulty maintaining  all three sources of information. Looking at the picture first and understanding the picture can help them figure out the words also. When students are looking for certain words in a text, he or she should be prompt to find cues instead of sounding out the letters. Finding the balance during reading is a great source of information. The teacher can help students in small group learn how to find words in a text by using the pictures.

            Planning effective instruction as a teacher can be accomplished by working with students in groups, performing a running record assessment, maintaining anecdotal records, and conferencing with the students. Every child is different, therefore we have to decide which strategy or network piece works better for that child. A balanced literacy approach can help the teacher and the student become successful in reading and progressing many ways. Children need time while reading to observe, participate, practice, and strengthen their abilities to become better readers. It is very important to have the four components of balance reading before you can think about letting a student read independently. These four components are read aloud, shared reading, guided reading, and independent reading. There must be an instruction piece, assessment piece, and an individual piece for each individual.

            Read-aloud are important because this helps builds the community of you and your students. During shared reading, the teacher may use this as instructional purpose once the students are comfortable with the story. Guided Reading is reading in smaller groups. The main focus here is to have that semi one-to-one with the students to see how far they have become as readers. Individual reading is when children have the time to put their strategies to work. This is a good time for the teacher to do a running record or individual conference with the student.

            

         Lastly, a perfect tool to track the students reading level is the comparison chart of leveled texts. This chart helps the teacher understand what reading level a child is on and where they are headed. I used this type of chart in my class from the past  to track students and observe their progress.