The author was emphatic that students need more
time practicing reading.Consider how
much time your students actually read each day.Discuss ideas you may have read for allowing/encouraging more time for
students to read?
I really have a hard time trying to figure out how much time my students actually spend reading each day. I think it varies with the day, the class, and the activities assigned. Some days I think they may spend an hour reading, other days it may only be ten to fifteen minutes. I believe some class discussions are so thorough the students never read the assigned text. I also see students doing a lot of skimming on internet sites for information for assignments. As far as true reading for information and pleasure goes, I think the majority of my students are only reading for ten minutes a day.
Jerrie, the students who are skimming for info. must be high school aged? Several years ago, I ran across info. about reading only 20 minutes per day (or evening) and I still believe that is a good rule of thumb. It may take ten minutes just to settle in. We want them to enjoy it! Your comment makes me a bit sad~ can you somehow coax them into just a little bit more time?
In an inservice, the presenter said her son came home and told her he accidently got into the book. He was playing the game of fake/skimming reading and got caught up in the book for real.
I work with preschoolers and they do not read. I really feel that in most of the preschoolers' homes that I service, not much reading goes on. When I go on home visits, I always take at least one book to read. I read that book to the preschooler, and then leave it and an activity sheet with the parents to do with their child. The next time I come, I use a different book and activity sheet. Sometimes the books get read again, other times I question, but at least they are given the opportunity. In the preschools I work in, the library center is not open daily. After reading this book, I question - why? When I have a student in the library center, I go there to read a book, and usually other kids come to listen as well. I don't feel that preschool teachers read enough to their students. Some don't read daily to them. I think using one book for the week and doing activities with it throughout the week works well. Kids like to listen to books a few times. Then, they begin to say part of the predictable parts and become quite engaged.
I can't even fathom a home where children are not read to. I know they are out there, far too numerous these days. This is just so sad. I have very sweet memories of reading to and with my children from infancy. Every time I visit my grand kids, I get to participate in their bedtime routine that involves them choosing books for me to read to them. I've also visited my grand daughter's classroom and read to her class as a mystery reader. I hope that the time spent reading with grandma will be among their fondest memories of time they've spent with me. It is so sad that so many children have never had that experience:((
Maybe you could share this book with your preschool teachers. I wonder what they are doing instead of reading to their students? As a book lover...and I do love the kids books, I can't understand why they wouldn't be reading. I tried to find time with my Kindergarteners to read to them and not only for "reading time".
I totally agree! Research has shown that reading and discussing a book for at least a week and better yet 2 weeks teaches children good language and comprehension skills at the preschool age. It saddens me to see not much reading and discussion happening in these preschools. I remember when a book dictated the theme for 2 weeks with multiple activities and skills addressed.
I know that reading to preschoolers is key in school success. I read ALL the time to my oldest and not as much to the 2nd or 3rd child and my oldest reads all the time the other two read but not nearly as much.
I work with Kindergarten and they are just now getting to the reading part of the curriculum. They read daily in their small groups and then the flip books are sent home with the idea that they will read them to their family at night. Having a Kindergartner of my own I know that he is excited when he brings these books home and takes pride in reading to his father and myself. Each day our Kindergarten students are also expected to go to the library before going to gathering in the gym to check out a new library book. The idea is that every night someone is sitting down with them and modeling reading to them. My guess is in the majority of the homes the book never comes out of the book bag. We do things like Book IT to try and help motivate the reading at home but again only a hand full probably do this with their children.
In my own classroom I always try and have a book to read to my groups of students during pull out time to go along with our theme of the week. I am hoping to spark interest in my students, help model good reading skills, and I work on the kids being able to ID their sight words as we read.
My second half of the year as a Kindergarten teacher, I started reading chapter books for about 30 min. The students could sit or lay down. Not only were they getting good modeling but I also practiced the skill before reading about recapping what happened in the book and occasionally some predicting. It got the students settled down after lunch recess and before the writing teacher came in.
I also teach Kindergarten, and I also read a book to my group of students every day. They seem to really enjoy the books that we read and I think it definitely helps spark their interest in reading. They especially love when I bring in a book on CD or have a book on the iPad...it spices things up a bit and shows them a variety of ways to read books.
I agree that reading practice is needed for all students. With State Assessments getting closer the reading time is less, unless you finish the practice test fact and then get to read. Some of my HS students read on their own, but when I hear their schedules and wonder how, they have a love of reading. Reading time is built into classrooms, but sometimes is used as a catch up time. I have a GS student who carries her book down the hall reading, not a good idea, but she loves to read and has a book with her at all times.
It's unfortunate that state assessments take a lot of time out of instruction or even free reading time. As it was mentioned in the book, one student went from not passing to passing with flying colors after being given time to read in class. Of course I think there was some instruction that assisted in that, but as it is mentioned, students need time to practice the reading skills they are learning. What better way than free reading time.
Its unfortunate that state assessments take up so much time that students don't have time to do one of the things that would best prepare them for taking them! In my fantasy world, the new state assessment won't get in the way of real teaching or authentic learning, students will read because they want to, and not just when they have nothing else pressing to do.
For me as the Deaf education teacher I don't spend a lot of time with my students. I do not know how often they are reading at home or at school. I did like the idea in the chapter about having set time in class for reading. It definitely would take a little bit to get the expectations and the habit formed in younger grades. I remember as a Kindergarten teacher I wanted quiet time after the lunch recess to have the students settle down a bit. I turned off the lights and the students could either look at books or do a puzzle. If I were to do that again, I would just have it dedicated to reading books. I would also set out more books and a greater variety of books. That is one of the downsides of being a new teacher, my book library wasn't big. I also wanted quiet which is very hard for Kindergarteners. I think part of that came from not having the great variety of books for them. I also think the idea of reading time when a student finished his/her work is great. There are books out there with activities for students to do after they finish. I think adding the choice of free reading time is a wonderful use of the down time.
Yes because many students would go right for the puzzles and never choose reading. I know thinking back as a kid I would have choose puzzles. Even in JH and HS I didn't like it when we had free reading because I could never concentrate to read. I always wished I was like my other friends and cuddle up and read away but I could have nothing going on around to be able to understand what I was reading.
What I've seen within school hours that is very effective this year is a teacher who is using literature circle roles and 3-4 books in the classroom simultaneously. I read with a group of my students and the accountability for the roles and the student-led discussions has taken reading to a higher level, I truly believe.
In fact, when I started this book, it sounded so familiar that I went to her and asked if she had read it. "Yes, she acknowledged, my district used 'The Book Whisperer' as professional development, along with some others..." (she grins like the Mona Lisa)
We read for about 40 minutes. The room is quiet except for the book discussions. The students have had some choice in what they're reading; she has done a book talk with them before they chose their books. We are finishing the novels in roughly two to three weeks' time.
I think that more schools (and the government) should read this book. It is full of ideas and proof that free reading time works at improving reading ability and vocabulary knowledge.
I, too, have had classrooms where there were 4-5 different books going on at the same time. I really enjoyed the variety of text that was read and the connections the students would often make to the texts. I think that after reading this book, I could have done things a little different to be more effective. I agree that more schools and administrators should read this book. Sometimes I think schools are so focused on the state assessments that free reading gets pushed to the side trying to get ready for the assessment. This book really demonstrates how important free reading is.
Even though I have an 88 minute block for my Reading Lab classes, I always lament how little time my students actually spend reading. My students do spend approximately 25 minutes reading each day, but none of this time is free reading. This book is causing me to reevaluate my reading lessons. Are the activities I'm having my students do really contributing to their success as readers or are they getting in the way of it? If I were to take the author's advise about providing free reading time, would I get the same results she gets? I can hardly wait to read the rest of the book to see what her reading lessons are like in between all of the time she allows for real reading.
I understand where you are coming from as far as asking will you get the same results. I think that often time we get caught up in reading that as the author said she thought everyone loved to read like she did. I think that is the key is to reach to all students and by allowing them to read their own books that they enjoy builds upon a reading program. Alot of times teachers read the same book and test on the book so how could you measure if this is working?
Most of the books my students read in my class we read as a group. But I have lots of class sets of books so during the year they do get to choose which ones to read. That helps motivate them a little more I think. On their own however some do no reading at all!
I work with preschool age students. I think it is sad to see that there is not a lot of reading that I see as I go into home visits. I think this is why vocabulary is not there when they enter school. I think most of their time is spent on computer based programs which does all of the talking for them. I encourage picture books to families to build vocabulary but many families do not have books within their home. I think it is very upsetting that these students have no basis of what a book is. I feel that within the preschool room there is maybe 5-10 minutes of reading in the classroom. This is not the students choosing a book but the teacher lead reading. The reading center is always open however maybe one student chooses the center. There is listening centers occasionally of stories to listen to within the classroom again teacher chosen books. I feel that letting the students choose the books may encourage more reading. In preschool they are just beginning to build on reading but teaching the beginning skills such as where to find the author, illustrator and what they do for the book, that a book goes from front to back and the title. I tell parents it is amazing what a book will do for a students vocabulary. Even if words are not read just spend time talking about the book and the pictures.
I just had an idea that you may want to suggest to the preschool teachers, what about having a differnet student each day pick a book to be read aloud to the class. This could be done right away in the morning or before they leave for the day. Builds excitement for the students know they will get to pick out a book and then the teacher is reading books that are interesting to them.
Heather, That is a good idea. Kids love to be read to! I think time just gets away, and teachers sometimes don't prioritize reading. Teachers sometimes focus on activities more than reading. Getting to choose the book would be exciting for them.
I agree with you on how much little time I see the preschool teachers in my school focusing on reading. In one of the rooms I frequent, the bookshelf is stuck in an empty slot in the room, not really a center at all with nothing inviting the students to go. I do not ever see students going to the bookshelf and picking a book to read. When the teacher does read to the class it is the last of the day for about 10 minutes. The book is read but no real discussion or teaching of the many items that could be discussed from the book take place. It seems there are too many rote academics that need to be taught for students entering kindergarten. That's too bad!
I do not know how much the students I work with read each day. I have them for a short amount of time to work on speech-language skills. I do use books for units with my language students; therefore, those students either listen to reading or read the selections if they can. I am not sure how much more time I could squeeze into these sessions for students to read. My focus is developing vocabulary, listening comprehension, and story grammar as well as developing oral language.
I work with Kindergarten and Kinderprep aged students. They are not reading yet, but they often frequent the library center to "read" books that we have read during the week or that are of their own interests. I read at least one book every day with my students. While reading it, we ask and answer questions about the story, make predictions, make connections with the text, etc. I often choose one book that we will read multiple times throughout the week to really hit hard the comprehension pieces of reading. My students seem to enjoy their center time when they choose to read, and I sometimes find them reading the book the way that has been modeled for them. Even my most challenged students will want to read and will ask me to read a book to them.
When I taught older (4th/5th/middle school) students, I often had multiple books going during the same class period...sometimes as many as 4 or 5, depending on the class. Other teachers sometimes thought I was crazy, but it was my way to differentiate my classroom and have students buy into reading and think it was important. I used to love watching the lightbulb moments that happened during those groups. It made me feel like they were learning and applying their learning to what they were reading.
I am just hoping that someday most of my students will read. I know I have some who are way different and although I wish they could, we end up reading to them. I have six others who are either on the brink of reading or emerging reading. I do have a 20 minute time per day in my reading station time that they will get reading with an adult. I should put in more reading time; for example, when I'm interrupted by phone calls, etc like the author mentioned, they should be trained to pick up a book (whether it is looking at pictures or reading for real)
(my reply button thing won't work so that's why I'm at the bottom)
Angela, I really believe that any kind of reading or conversation that takes place with most of my students does take place at school. So I always keep this in mind because that may be all they get. Especially when I think about background knowledge---when I read a book with or to my students I automatically work with it as if they have no background knowledge because with many topics, most of my students don't. That way I can try to help them form some connections.
When reading through academic texts (just 2nd grade) will even look up on google images some unfamiliar words so they can picture what we are talking about and I can help explain them so they can begin to form some connections as we go through the text.
I really like the idea of having 3 or 4 books going at the same time in class. I think most of our gen. ed. classrooms have rotations but most rotations are skill work and most of the time only one station is a group reading a book. I was thinking if book groups were going at the same time, then each group could work on advertising or promoting their book to the other groups. Then everyone would feel the importance of book time instead of just another rotation.
Yes, Ginger, I am looking forward to see how they communicate with each other about their novels. This time around the books followed a similar theme, previously, they were written by the same author. I will try to let you know~
We still have AR in our school so our students can have an entire class of reading daily depending on their schedule. However most students only have 2-3 classes per week of AR time. I do see some students always carrying a book and reading whenever they can, like waiting for the bus after school. This book was written from the perspective of an elementary teacher. At the junior high level it can be difficult to get students to steal those extra moments during the day to read. They would rather visit with their friends. In my reading class we read every day. So far we have read 6 stories and 5 books. this does not include the many worksheets and short texts we have also read. Unfortunately for some of my students that is the only books they are reading and finishing. Even though they have AR time during the week they are not using it effectively. I am not sure where in the day we can steal extra moments to read, at the junior high level there is not alot of wait time between various activities. I have been able to "hook" my students on a particular author or a series of books. I see them going to the library to check out a particular book and may even having to put their name on a waiting list because it's a very popular book, like the "Hunger Games" series. Several years ago it was "Twilight" and before that "Harry Potter". Those hooks are great, I just wish it would happen to more of my sped kids!
The reading time my students have varies mainly because of the difference in ages. I try to read to my kindergarten and 1st graders as much as I can. My 2nd through 6th grades students read everyday for at least 20 minutes. I either have them read to an adult, to a peer or older student, or I have an adult read to them. I love the idea of a notebook to talk about the books they are reading. Very few of my students seem excited about the books they are reading they are simply reading to achieve an AR goal. My fourth grade boys have really gotten into the Diary of the Wimpy Kid books and they will talk about what they are reading with one another but that is the only time that I have heard my students talking about books they are reading.
I hate AR. My children hated AR. There is something about being told you have to read so many points that turns you off reading! It completely takes you away from reading and you are only doing it to get points.
I give my students at least 2 hours a week to read what they choose. I sometimes think that their free choice picks are above their comprehension levels. I also think that they do fake reading or are only skimming the book. Our high school English teacher requires a book report each quarter. I encourage my students to start early on these books to have an understanding of the book for their book report.
I really have a hard time trying to figure out how much time my students actually spend reading each day. I think it varies with the day, the class, and the activities assigned. Some days I think they may spend an hour reading, other days it may only be ten to fifteen minutes. I believe some class discussions are so thorough the students never read the assigned text. I also see students doing a lot of skimming on internet sites for information for assignments.
ReplyDeleteAs far as true reading for information and pleasure goes, I think the majority of my students are only reading for ten minutes a day.
Jerrie, the students who are skimming for info. must be high school aged? Several years ago, I ran across info. about reading only 20 minutes per day (or evening) and I still believe that is a good rule of thumb. It may take ten minutes just to settle in. We want them to enjoy it! Your comment makes me a bit sad~ can you somehow coax them into just a little bit more time?
DeleteIn an inservice, the presenter said her son came home and told her he accidently got into the book. He was playing the game of fake/skimming reading and got caught up in the book for real.
DeleteI work with preschoolers and they do not read. I really feel that in most of the preschoolers' homes that I service, not much reading goes on. When I go on home visits, I always take at least one book to read. I read that book to the preschooler, and then leave it and an activity sheet with the parents to do with their child. The next time I come, I use a different book and activity sheet. Sometimes the books get read again, other times I question, but at least they are given the opportunity.
ReplyDeleteIn the preschools I work in, the library center is not open daily. After reading this book, I question - why? When I have a student in the library center, I go there to read a book, and usually other kids come to listen as well. I don't feel that preschool teachers read enough to their students. Some don't read daily to them. I think using one book for the week and doing activities with it throughout the week works well. Kids like to listen to books a few times. Then, they begin to say part of the predictable parts and become quite engaged.
I can't even fathom a home where children are not read to. I know they are out there, far too numerous these days. This is just so sad. I have very sweet memories of reading to and with my children from infancy. Every time I visit my grand kids, I get to participate in their bedtime routine that involves them choosing books for me to read to them. I've also visited my grand daughter's classroom and read to her class as a mystery reader. I hope that the time spent reading with grandma will be among their fondest memories of time they've spent with me. It is so sad that so many children have never had that experience:((
DeleteMaybe you could share this book with your preschool teachers. I wonder what they are doing instead of reading to their students? As a book lover...and I do love the kids books, I can't understand why they wouldn't be reading. I tried to find time with my Kindergarteners to read to them and not only for "reading time".
DeleteI totally agree! Research has shown that reading and discussing a book for at least a week and better yet 2 weeks teaches children good language and comprehension skills at the preschool age. It saddens me to see not much reading and discussion happening in these preschools. I remember when a book dictated the theme for 2 weeks with multiple activities and skills addressed.
DeleteOuch - preschool should be one of the easiest time to fit in reading!!
DeleteI know that reading to preschoolers is key in school success. I read ALL the time to my oldest and not as much to the 2nd or 3rd child and my oldest reads all the time the other two read but not nearly as much.
DeleteI work with Kindergarten and they are just now getting to the reading part of the curriculum. They read daily in their small groups and then the flip books are sent home with the idea that they will read them to their family at night. Having a Kindergartner of my own I know that he is excited when he brings these books home and takes pride in reading to his father and myself. Each day our Kindergarten students are also expected to go to the library before going to gathering in the gym to check out a new library book. The idea is that every night someone is sitting down with them and modeling reading to them. My guess is in the majority of the homes the book never comes out of the book bag. We do things like Book IT to try and help motivate the reading at home but again only a hand full probably do this with their children.
ReplyDeleteIn my own classroom I always try and have a book to read to my groups of students during pull out time to go along with our theme of the week. I am hoping to spark interest in my students, help model good reading skills, and I work on the kids being able to ID their sight words as we read.
My second half of the year as a Kindergarten teacher, I started reading chapter books for about 30 min. The students could sit or lay down. Not only were they getting good modeling but I also practiced the skill before reading about recapping what happened in the book and occasionally some predicting. It got the students settled down after lunch recess and before the writing teacher came in.
DeleteI also teach Kindergarten, and I also read a book to my group of students every day. They seem to really enjoy the books that we read and I think it definitely helps spark their interest in reading. They especially love when I bring in a book on CD or have a book on the iPad...it spices things up a bit and shows them a variety of ways to read books.
DeleteI agree that reading practice is needed for all students. With State Assessments getting closer the reading time is less, unless you finish the practice test fact and then get to read. Some of my HS students read on their own, but when I hear their schedules and wonder how, they have a love of reading. Reading time is built into classrooms, but sometimes is used as a catch up time. I have a GS student who carries her book down the hall reading, not a good idea, but she loves to read and has a book with her at all times.
ReplyDeleteIt's unfortunate that state assessments take a lot of time out of instruction or even free reading time. As it was mentioned in the book, one student went from not passing to passing with flying colors after being given time to read in class. Of course I think there was some instruction that assisted in that, but as it is mentioned, students need time to practice the reading skills they are learning. What better way than free reading time.
DeleteIts unfortunate that state assessments take up so much time that students don't have time to do one of the things that would best prepare them for taking them! In my fantasy world, the new state assessment won't get in the way of real teaching or authentic learning, students will read because they want to, and not just when they have nothing else pressing to do.
DeleteFor me as the Deaf education teacher I don't spend a lot of time with my students. I do not know how often they are reading at home or at school. I did like the idea in the chapter about having set time in class for reading. It definitely would take a little bit to get the expectations and the habit formed in younger grades. I remember as a Kindergarten teacher I wanted quiet time after the lunch recess to have the students settle down a bit. I turned off the lights and the students could either look at books or do a puzzle. If I were to do that again, I would just have it dedicated to reading books. I would also set out more books and a greater variety of books. That is one of the downsides of being a new teacher, my book library wasn't big. I also wanted quiet which is very hard for Kindergarteners. I think part of that came from not having the great variety of books for them. I also think the idea of reading time when a student finished his/her work is great. There are books out there with activities for students to do after they finish. I think adding the choice of free reading time is a wonderful use of the down time.
ReplyDeleteYes because many students would go right for the puzzles and never choose reading. I know thinking back as a kid I would have choose puzzles. Even in JH and HS I didn't like it when we had free reading because I could never concentrate to read. I always wished I was like my other friends and cuddle up and read away but I could have nothing going on around to be able to understand what I was reading.
DeleteWhat I've seen within school hours that is very effective this year is a teacher who is using literature circle roles and 3-4 books in the classroom simultaneously. I read with a group of my students and the accountability for the roles and the student-led discussions has taken reading to a higher level, I truly believe.
ReplyDeleteIn fact, when I started this book, it sounded so familiar that I went to her and asked if she had read it. "Yes, she acknowledged, my district used 'The Book Whisperer' as professional development, along with some others..." (she grins like the Mona Lisa)
We read for about 40 minutes. The room is quiet except for the book discussions. The students have had some choice in what they're reading; she has done a book talk with them before they chose their books. We are finishing the novels in roughly two to three weeks' time.
DeleteI think that more schools (and the government) should read this book. It is full of ideas and proof that free reading time works at improving reading ability and vocabulary knowledge.
DeleteI, too, have had classrooms where there were 4-5 different books going on at the same time. I really enjoyed the variety of text that was read and the connections the students would often make to the texts. I think that after reading this book, I could have done things a little different to be more effective. I agree that more schools and administrators should read this book. Sometimes I think schools are so focused on the state assessments that free reading gets pushed to the side trying to get ready for the assessment. This book really demonstrates how important free reading is.
DeleteEven though I have an 88 minute block for my Reading Lab classes, I always lament how little time my students actually spend reading. My students do spend approximately 25 minutes reading each day, but none of this time is free reading. This book is causing me to reevaluate my reading lessons. Are the activities I'm having my students do really contributing to their success as readers or are they getting in the way of it? If I were to take the author's advise about providing free reading time, would I get the same results she gets? I can hardly wait to read the rest of the book to see what her reading lessons are like in between all of the time she allows for real reading.
ReplyDeleteI understand where you are coming from as far as asking will you get the same results. I think that often time we get caught up in reading that as the author said she thought everyone loved to read like she did. I think that is the key is to reach to all students and by allowing them to read their own books that they enjoy builds upon a reading program. Alot of times teachers read the same book and test on the book so how could you measure if this is working?
DeleteMost of the books my students read in my class we read as a group. But I have lots of class sets of books so during the year they do get to choose which ones to read. That helps motivate them a little more I think. On their own however some do no reading at all!
DeleteI work with preschool age students. I think it is sad to see that there is not a lot of reading that I see as I go into home visits. I think this is why vocabulary is not there when they enter school. I think most of their time is spent on computer based programs which does all of the talking for them. I encourage picture books to families to build vocabulary but many families do not have books within their home. I think it is very upsetting that these students have no basis of what a book is. I feel that within the preschool room there is maybe 5-10 minutes of reading in the classroom. This is not the students choosing a book but the teacher lead reading. The reading center is always open however maybe one student chooses the center. There is listening centers occasionally of stories to listen to within the classroom again teacher chosen books. I feel that letting the students choose the books may encourage more reading. In preschool they are just beginning to build on reading but teaching the beginning skills such as where to find the author, illustrator and what they do for the book, that a book goes from front to back and the title. I tell parents it is amazing what a book will do for a students vocabulary. Even if words are not read just spend time talking about the book and the pictures.
ReplyDeleteI just had an idea that you may want to suggest to the preschool teachers, what about having a differnet student each day pick a book to be read aloud to the class. This could be done right away in the morning or before they leave for the day. Builds excitement for the students know they will get to pick out a book and then the teacher is reading books that are interesting to them.
DeleteHeather,
DeleteThat is a good idea. Kids love to be read to! I think time just gets away, and teachers sometimes don't prioritize reading. Teachers sometimes focus on activities more than reading. Getting to choose the book would be exciting for them.
I agree with you on how much little time I see the preschool teachers in my school focusing on reading. In one of the rooms I frequent, the bookshelf is stuck in an empty slot in the room, not really a center at all with nothing inviting the students to go. I do not ever see students going to the bookshelf and picking a book to read. When the teacher does read to the class it is the last of the day for about 10 minutes. The book is read but no real discussion or teaching of the many items that could be discussed from the book take place. It seems there are too many rote academics that need to be taught for students entering kindergarten. That's too bad!
DeleteI do not know how much the students I work with read each day. I have them for a short amount of time to work on speech-language skills. I do use books for units with my language students; therefore, those students either listen to reading or read the selections if they can. I am not sure how much more time I could squeeze into these sessions for students to read. My focus is developing vocabulary, listening comprehension, and story grammar as well as developing oral language.
ReplyDeleteI work with Kindergarten and Kinderprep aged students. They are not reading yet, but they often frequent the library center to "read" books that we have read during the week or that are of their own interests. I read at least one book every day with my students. While reading it, we ask and answer questions about the story, make predictions, make connections with the text, etc. I often choose one book that we will read multiple times throughout the week to really hit hard the comprehension pieces of reading. My students seem to enjoy their center time when they choose to read, and I sometimes find them reading the book the way that has been modeled for them. Even my most challenged students will want to read and will ask me to read a book to them.
ReplyDeleteWhen I taught older (4th/5th/middle school) students, I often had multiple books going during the same class period...sometimes as many as 4 or 5, depending on the class. Other teachers sometimes thought I was crazy, but it was my way to differentiate my classroom and have students buy into reading and think it was important. I used to love watching the lightbulb moments that happened during those groups. It made me feel like they were learning and applying their learning to what they were reading.
I am just hoping that someday most of my students will read. I know I have some who are way different and although I wish they could, we end up reading to them. I have six others who are either on the brink of reading or emerging reading. I do have a 20 minute time per day in my reading station time that they will get reading with an adult. I should put in more reading time; for example, when I'm interrupted by phone calls, etc like the author mentioned, they should be trained to pick up a book (whether it is looking at pictures or reading for real)
ReplyDeleteReply to Angela:
ReplyDelete(my reply button thing won't work so that's why I'm at the bottom)
Angela,
I really believe that any kind of reading or conversation that takes place with most of my students does take place at school. So I always keep this in mind because that may be all they get. Especially when I think about background knowledge---when I read a book with or to my students I automatically work with it as if they have no background knowledge because with many topics, most of my students don't. That way I can try to help them form some connections.
When reading through academic texts (just 2nd grade) will even look up on google images some unfamiliar words so they can picture what we are talking about and I can help explain them so they can begin to form some connections as we go through the text.
Reply to Sherri,
ReplyDeleteI really like the idea of having 3 or 4 books going at the same time in class. I think most of our gen. ed. classrooms have rotations but most rotations are skill work and most of the time only one station is a group reading a book. I was thinking if book groups were going at the same time, then each group could work on advertising or promoting their book to the other groups. Then everyone would feel the importance of book time instead of just another rotation.
Yes, Ginger, I am looking forward to see how they communicate with each other about their novels. This time around the books followed a similar theme, previously, they were written by the same author. I will try to let you know~
DeleteWe still have AR in our school so our students can have an entire class of reading daily depending on their schedule. However most students only have 2-3 classes per week of AR time. I do see some students always carrying a book and reading whenever they can, like waiting for the bus after school. This book was written from the perspective of an elementary teacher. At the junior high level it can be difficult to get students to steal those extra moments during the day to read. They would rather visit with their friends. In my reading class we read every day. So far we have read 6 stories and 5 books. this does not include the many worksheets and short texts we have also read. Unfortunately for some of my students that is the only books they are reading and finishing. Even though they have AR time during the week they are not using it effectively. I am not sure where in the day we can steal extra moments to read, at the junior high level there is not alot of wait time between various activities. I have been able to "hook" my students on a particular author or a series of books. I see them going to the library to check out a particular book and may even having to put their name on a waiting list because it's a very popular book, like the "Hunger Games" series. Several years ago it was "Twilight" and before that "Harry Potter". Those hooks are great, I just wish it would happen to more of my sped kids!
ReplyDeleteThe reading time my students have varies mainly because of the difference in ages. I try to read to my kindergarten and 1st graders as much as I can. My 2nd through 6th grades students read everyday for at least 20 minutes. I either have them read to an adult, to a peer or older student, or I have an adult read to them. I love the idea of a notebook to talk about the books they are reading. Very few of my students seem excited about the books they are reading they are simply reading to achieve an AR goal. My fourth grade boys have really gotten into the Diary of the Wimpy Kid books and they will talk about what they are reading with one another but that is the only time that I have heard my students talking about books they are reading.
ReplyDeleteI see the same thing at the middle school level. Some of my students read only to meet their AR goal while others read because they actually like it!
ReplyDeleteI hate AR. My children hated AR. There is something about being told you have to read so many points that turns you off reading! It completely takes you away from reading and you are only doing it to get points.
ReplyDeleteI give my students at least 2 hours a week to read what they choose. I sometimes think that their free choice picks are above their comprehension levels. I also think that they do fake reading or are only skimming the book.
ReplyDeleteOur high school English teacher requires a book report each quarter. I encourage my students to start early on these books to have an understanding of the book for their book report.