The interest in this article was automatic after reading the title. Of course, students must read to progress in their reading ability, but where do we find the time? In this chapter, Miller talks about all the times during the day that we could maximize our time. After observing multiple classrooms during their daily and weekly routines, they noticed that too much time was spent on lining up, packing up, ineffective reading, repeated instruction from grade to grade, etc. How can we maximize the time so that we can incorporate Independent Reading with support?
Most of the things in this chapter have been addressed at our school. Our morning announcements (WAME) no longer take up our instructional time. That has definitely been addressed. Pack up time - rarely do I do this early in my room. Most of the time my instruction is running all the way until announcements start. Then, we start packing up. Lining up could be consolidated, but only depending on the class. I still have students that want to run to the front of the line. In those classes, I have to have a system to eliminate "situations".
I probably should not assign reading as an early finisher assignment. My students already have guided reading time with another teacher and I feel as if I am spending time with ineffective reading. This year I have tried to reserve more time to working with students on reading. It is hard. We are already struggling trying to teach the content. With more experience, I will fine tune my timing so that I can get the most out of the day.
Allowing your students to read after they have finished their work is not time wasted. One way you can make sure they are reading is by doing a 1-2 minute turn and talk at the conclusion of the reading time where they can discuss what they have read. You can be one of the people to turn and talk to. Change who you talk to each day so they never know if you are going to be their partner or not. If they have chosen a book they have the ability to read, and are interested in reading, chances are they really are reading it, If they aren't we have to find out why. Was the book too hard? Too easy? Was the content not matched to their interest? Did they not like the author's style? All of these these things can help make that independent reading time more effective!
ReplyDeleteHi Laura,
ReplyDeleteI appreciate how after reading this chapter you took time to reflect on your daily schedule and where in your day you are able to reduce any non instructional time and where you can tweak and really maximize the time your students are spending in meaningful instruction and engaged independently as readers and writers. This isn't always easy because we never get any more time, but we can be more intentional about how we use the time we have. Thank you! Sincerely, Dawn