Routman begins this chapter by providing some excellent statistical data that suppports how important independent reading is and corralates it to the fact that the more kids read, the better readers they become. As educators, we all know this, we see those students who are always reading score higher on tests every year compared to those students that you have to force to pick up a book and read.
Routman poses the question, "How much independent reading time in the classroom is enough?" I agree with him, when he says that it is up to the ability and stamina of the reader. Stonger readers can get more out of a longer independent reading session becuase they have them stamina to get drawn into the story and throughly process it as they are reading. Weaker readers may benefit from shorter periods of reading where they can focus on one skill at a time.
Another key step in a successful independent reading process is book selection. This is an area that I am currently having to work on with several of my students. Many want to read "fun" books that are below their level, or books that they have already read. For lower level readers, Routman suggests that they need to feel some success before moving onto something more challenging but that the lack of reading challenging texts with only hamper growth.
This year I have been making a concerted effort to provide as much independent reading time as possible with my students, as well as trying to conference individually with each student once a week. It is a challenge, sometimes even a struggle, but then, when I start talking to my students about what they are reading and I see them get excited, or they come up to me later to tell me something that happened in their book, it reminds me of why independent reading is so important.
I have found that often lower level readers will read "too easy" books because they can feel successful with the text. As long as it isn't the ONLY books they read, something can be gained from them reading "easy" books, even ones that they have read previously. There are many books that I have reread. Because I knew how the book ended, I noticed things that seemed insignificant the first time I read it. Talking to your students about a varied reading diet may help. It is okay to explore and read books that are too hard and books that are too easy.However, we also have to be reading "just right" books that will help us continue to grow. AR book ranges are just one way of assessing a students reading range and they are not set in stone. If students feel labeled by these measures, we are limiting them to books in this range. Some student's ranges may have jumped a lot and students would miss out on a lot of great books within the range they "skipped." If a student guessed correctly on some of the questions, the reading range may be inflated and he/she may feel frustration when trying to read these texts. STudents need to be able to pick "just right books" outside of AR book levels. Part of encouraging a love of reading is respecting their rights as readers. We all know there are students who will take advantage and abuse those rights, and those students can be dealt with individually! You are so right about some of our readers needing their reading time broken into chunks. I think it is awesome that you are able to conference with your students weekly! I can't wait to hear how these meetings are allowing you to get to know them better and how they are being used to guide your instruction!
ReplyDeleteHi Carolyn,
ReplyDeleteI loved reading your response to Routman's chapter this month and how you have worked to increase the amount of independent reading time you provide your fifth graders. You are right in understanding that every students' stamina level is different and it is important to provide options for our students to have a brain break between periods of independent reading to turn and talk, to create a reading response, to have a conference, etc. Thanks, Dawn