Reflection: Routines and Procedures Critical Responses to Writing - Section 1: SSR


We've been reading at the beginning of class consistently for more than half the year now. I have definitely started slacking on any formal check ins with this and have been thinking a lot lately about how to make sure this time is a valuable use of time and resources.

Here's what I'm thinking. We sort of derailed when we were reading A Tale of Two Cities because so many students used their SSR time to read the class novel. I don't feel bad about this. I think it is important to build in supportive reading time for reading difficult texts. Where I think I failed was that I didn't ramp us back up during this time when we don't have a class novel.

I don't think it is a total fail, though. I guess I have to decide how I'm measuring success with this. I haven't been assessing their fluency, speed or comprehension, but my classroom now has a strong culture of reading. This to me is success, even if it isn't formal.

Students have been reading all year. My informal assessments (through casual conversation about books, etc.) have shown me they are enjoying what they are reading. For example, one student got the non-fiction text, Lone Survivor for Christmas. He has been singing its praises for a month and now many of my boys have copies of the book and are reading it and talking about it. I've also had a couple of girls come up to me and ask for a list of books to look for because they are reading through series too quickly. Because we have similar reading tastes, I've managed to get them hooked on new series or titles that I've really enjoyed this year. (Need some suggestions? My favorites recommendations this month have been Conjured, The Night Circus, The Fault in Our Stars and Cassandra Clare's series The Mortal Instruments Series)

So, do I need to do a few more formal check ins or something like that to really make me feel better about using ten minutes a day for SSR? Sure. But in an era where there are so many formal check ins and incredibly rigorous standards to address, perhaps it isn't so bad to have a classroom routine that is helping my students to be better readers--something I hope will maintain long after they are my students.

  How to Jazz Up SSR
  Routines and Procedures: How to Jazz Up SSR
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Critical Responses to Writing

Unit 10: Narrative Writing: Creating, Revising and Publishing Narrative
Lesson 5 of 5

Objective: SWBAT reflect on their ability to write narratives using effective technique, well-chosen details and well-structured events by reviewing and commenting on their final drafts.

Big Idea: The standards ask students to think critically about their writing. What better way to help them do this than providing time for authentic reflection.

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