I really enjoyed reading this chapter. My teaching philosophy is much like this chapter. I totally agree that we as teachers must take advantage of every moment we have in the classroom for authentic instruction. We can't expect students to know what we want them to do if we don't first model. Modeling what a good readers does is an effective way to help students become better readers. For some of our students they didn't grow up listening to good readers. In fact many of their parents are not proficient readers. Therefore the only example some have is their teacher.
For upper elementary students, especially 5th graders need more shared and independent reading. I liked that the book addressed that in a way by referring to focusing on what students need to improve instead of focusing on creating guided reading. I'm not suggesting the book refers to no guided reading, it shouldn't be the "end all be all". Shared reading and allowing students choice it their reading and allowing time for that independent practice can really improve students' reading level.
The format the book discusses focuses on modeling your thinking as a reader and then allowing students to share their thinking. I have used this model and was able to determine that my students struggle with inference and the authors use of figurative language from listening to their thinking about a novel we were reading as a class. I did like that the chapter acknowledges that when using a shared reading, it is important not to stop but to read through so that students don't miss crucial information about the plot.
Reading and Writing definitely go hand in hand. Sometimes it is difficult to get students to make that connection especially if they are not strong readers. Looking at text like a writers has to be taught during reading and students need to be encouraged to write like an author they enjoy reading. I have students write in a Reading Response Journal as well as in a Writer's Notebook to accommodate high stakes essay test.
I'm glad you found that this chapter validates your current practice, especially with independent and shared reading! :-)
ReplyDeleteWhat we believe as teachers is the reality of our instruction. Everything we do in the classroom stems from what we value most. We all have days when we are on fire, students are excited, and every moment is purposeful. Why can't every day be like that! :) We often get bogged down with things on our to do list or issues with individual students. However, we need to learn to anticipate these and learn to compensate for them instead of allowing it to district our excitement and our sense of urgency. If we are promoting urgency through scheduling every minute with purpose, students will catch on to that and be motivated to jump on the "hurry and learn" wagon. It is kind of like a sermon . . . something to reflect on every now and then. I know I am preaching to the choir - but, actually, I'm not preaching at all. Just thinking out loud. Thanks for listening! :)
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