M. Jeter November Blogpost 4

Debbie Miller’s No More Independent Reading Without Support, ‘An Instructional Framework for Supporting Classroom Independent Reading’

For November’s blogpost, I chose to write about Miller’s Section 3, which elaborated on support for independent reading in the classroom. Miller writes that the direct link between strong instruction and follow-up in independent work is a key component of Independent Reading. I agree with Miller’s statement because it is true that students, and adults, must be able to practice independently what they have learned, to make sure that they have a grasp on the material, to be sure that they fully understand. Miller goes on to describe a ‘recommended’ day during reading time, which consisted of 3 parts; the focus lesson, independent practice/reading for the students and time to come back together, as a whole group, to share and reflect about their reading. All three parts of the reading time are important. By using this strategy, students will benefit the most from reading time during school.

Miller goes on to talk about some guiding principles for instruction, whose acronym is PACE.

P for Purpose- What are students working toward? What are our learning goals?

A for Authenticity- Does the work that I’m asking my students to do happen in the world, outside the classroom?

C for Choice- Do students have opportunities to make choices about what to read, where to read, and with whom?

E for Explicit Instruction- How will I show, model, or demonstrate just what I want children to practice and learn how to do?

These principles, if followed, are ones that will support student growth in reading. Just as the acronym states, PACE, it takes time for students to develop and master the skill of reading, and if teachers work with them, at a ‘pace’ that is just right for that student, and with support, they will be successful.