Monday, May 26, 2014

Myths and Fairy Tales About Independent Reading in ELA

What does an effective independent reading program look like?  Is there strong research to support it?  Do young readers just choose any old book they like and it's okay for their reading time and thinking?  What are "just right" books for young readers?  What do readers do before, during, and after reading a self-selected book?

These are a few key topics around the discussions of effective independent reading instruction.  Far too many folks have misinformation or a misunderstanding;  the former is a bit of a concern for many of us who have launched independent reading programs within their ELA curriculums but hear about colleagues and parents who think it just a D.E.A.R. program…a throwback from the 1970's.  A good program takes time to tweak and bring to full maturity.  My own IR is still a work in progress too.

ELA folks who have studied Nancie Atwell and Donalyn Miller's work with reading will no doubt understand the knowledge, talent, effort and commitment it takes to bring a "mature" independent reading approach to ELA instruction.  Offering students opportunities to read and read like crazy takes much behind the scenes preparation.  First, and foremost, is a passion to read young adult literature and keep ones self in the know about contemporary literature, particularly the literature which changes lives.  Communicating with readers runs a close second, and offering students multiple opportunities to write about and talk about the books they're reading is a hot third.  A great deal of celebrating goes on in IR, Book Talks, record keeping, reflection, sharing, blogging, letter writing, cajoling, patience, and more.

More goes on than meets the eye during an Independent Reading session.  For more thinking about this topic, please check out this article which provides a basic framework as well as the current research to support it…Independent Reading- The reading & Writing Project.

If you're considering launching an IR program, you should be commended.  Find a mentor, build that library, follow some good blogs, and for heavens sake, you won't be sorry to have read the best book on the planet about reading and books:  The Book Whisperer.  This book, as one blogger put it, is like striking gold!

-views of a Middle School ELA IR Teaching Nut!


5 comments:

  1. Jacquie,
    I am so glad we got to chat about this very topic on Friday. I think we all have an understanding of what happens in other classrooms, but until we get to visit one another, conversations, like ours, need to happen! :) Thanks again for sharing.
    ~Amanda

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    1. I dream of a day our kids have the time again to participate in the IR ideal. It's at risk of going by the wayside if we're not careful to protect time for it in a schedule. Thanks for supporting IR, Amanda!

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  2. I loved the part about keeping up with what the kids are reading... I think this is very important. This is the reason I read the Harry Potter series to begin with when I was working here at after school more than a decade ago, and they ended up being my favorite books of all time. Even recently, connecting with the kids about the Divergent series or The Fault In Our Stars has been fun :)

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    1. Megan, I think I recall when you were reading those books. I recall you speaking to how much you loved them. You were psyched! Are you a Goodreads.com member. Some of our kids are and would love to "follow" what you are reading and have you follow them. I have not been able to work much with Goodreads this year but am hoping I can next year. Jenn V., Colleen, Kathy...all are members! Come join.

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  3. I have always felt independent reading was important and the article, "Independent Reading" from the Reading Writing Project reinforces the importance of it. I also think it is important for students to write and/or discuss about what they read. I used to have students write about the books they were reading. We would have book talks where students would try to persuade other students to read it. It was a competition to see how many of their classmates would want to read it after they shared their book review. I have not had students do that this year because of Springboard and time. Students do write about what they read, but shorter quick writes. I also feel validated that we can not only rely on lexile levels as an accurate measure of text complexity because it does not assess content and meaning. The article you shared goes into depth about that Jacquie. Thanks for sharing.

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