Reflection: Organizational Systems Background Knowledge and Independent Reading - Section 2: Application

 

I wish I could tell you honestly that during independent reading time, I'm circulating among my students, stopping in to confer, to check for understanding and to challenge with my guiding questions.

This does happen, but not as much as I want it to.

In the beginning of establishing independent reading time in my classroom, when we were still building our stamina, I read alongside the students. I read adolescent literature, so that they saw me as a peer reader. I wanted to build the kind of relationship with my students where we recommended books to each other, where we share a love of reading. And it was a success! ALL of my students have become independent and sophisticated readers. 

Bus, as they became more independent and confident in reading, I became more laissez faire. At times, I jump behind my desk to plug in grades, or I respond to a plethora of parent emails. This is a valuable time, and I know I need to use it to push my readers, but when it's silent in my classroom and my students are engaged in their books, the temptation to catch up on my work is real.

Does this happen to anyone else? What are some tips or guidance for avoiding this "temptation"?

  What I'm (Really) Doing During Independent Reading
  Organizational Systems: What I'm (Really) Doing During Independent Reading
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Background Knowledge and Independent Reading

Unit 5: Independent Reading
Lesson 18 of 20

Objective: SWBAT: Make connections between what they are reading independently to our book, or to themselves.

Big Idea: Sometimes we get so wrapped up in new concepts, we forget to give the kids an opportunity to practice reading on their own.

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1 teacher likes this lesson
Subject(s):
English / Language Arts, text to text connections, Reading, Comprehension (Reading), Reading Fluency, background knowledge, schema, text to self connections, text to world connections
  55 minutes
 
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