I chose to read this chapter about independent reading
because independent reading is something that I strive to include in my class
schedule for at least a few minutes every day and I am interested to learn ways
that I can improve this in my class. The chapter starts off by discussing reasons
why students need to be doing more reading. Not only is it important to do
whole group and small group work, but to be doing more reading too. Not only
should students spend more time reading, but the book says that they need to
spend time reading books that are on their level and not too difficult for
them. Research strongly supports independently reading. It says that students
who read more, read better, and have higher reading achievement. This is a
vital point to remember as a teacher because it’s been proven how beneficial reading
is. Even though our young 4K children can’t truly read yet, they will never
learn if we don’t allow them reading opportunities.
Through reading this chapter I learned that independent reading
provides a practice that requires learners to become successful, self-regulating,
and self-monitoring readers. I also learned that as a teacher, I should be
giving my students responses and feedback about their reading so that they can
apply what we’ve been learning and to check that they are reading for
understanding. One thing that I would like to implement in my classroom during
independent reading is what I do during the reading time. I would like to start
conferencing with the students about what they are reading and asking questions
about the book. I would also use this time to go over some reading strategies
with the student and listen in as they read so that I can take notes and
informally assess the class. The end of the chapter discusses giving students a
choice of what they would like to read and I always do that in my classroom. I
will usually put out books that go along with the theme or topic that we are
learning about but there is a variety of options for the students to choose
from. I also put out books that we have read during read aloud because they are
familiar to the students and some of the students can read them just from
memorization. I really think that they enjoy that choice and the chapter says
that choice contributes greatly to their growth as readers.
Great points, Samantha! Yes, there seems to be this misconception that since little ones "can't read" (what they're trying to say is "can't decode printed text independently"), we don't need to provide them with time to read. But if we get better at reading by reading, this argument makes no sense at all! Little ones can read pictures and re-construct stories read aloud--all important ways to engage in the reading process! Some things you can listen for in conferences with the little ones are (1) What types of language are students using as they read? Storybook, daily communication, one-word labels? (2) How are they creating meaning? Pictures, prior readings of the text, personal experiences? (3) Are they engaging with the print at all? Are they pointing? Are they finding letters in their name or words they know with/without being prompted? I can't wait to hear how conferencing goes for you!
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