Terri Thrailkill: Blog post #4 But That-An instructional Framework for Supporting Classroom Independent Reading by Debbie Miller

This chapter, written by Debbie Miller, certainly overlapped Regie Routman’s chapter on independent reading that I have read and recently blogged about. Routman’s article convinced me of the importance of a well executed independent reading time in the classroom,  and this article confirmed, clarified and extended  my growing knowledge about this topic.

Debbie Miller states that a key component of independent reading is “the direct link between strong instruction and follow-up and independent work.”  I enjoyed reading her description of what a day in the reading block should look like.  Beginning with the short, well-planned focus lesson, the teacher explicitly teaches what she wants the students to learn, and demonstrates how it will help them be a better reader. Following this lesson, students have an opportunity to practice on a text that they select from a range of real books and materials. During this time, the teacher monitors their progress, conducts student conferences, and gives students opportunities to write and talk about their reading, whether talking with a partner or small group. Immediately following independent reading time, students come back together to share thoughts about what they have read and talk about what they have learned about themselves as readers. Miller suggests that one third of the reading block time be designated for explicit teaching, and the remaining two thirds be devoted to independent reading, writing, conferring, and perhaps a small needs- based group.  This brief description helped me understand and picture what an effective independent reading time should look like in the classroom. Described as “active, engaging, and joyful”, Miller says this framework “is based on the principles of time, choice, response, and community, and it allows for in depth teaching and learning, flexibility, differentiation, and ultimately, independence.”

As Miller discussed her four guiding principles for instruction--purpose, authenticity, choice, and explicit instruction—the question about authenticity made me stop and think. “Does the work that I’m asking my students to do happen in the world, outside the classroom?” Keeping this in mind would certainly impact my planning, getting rid of some of the “busy work” for more real world alternatives. I also gained perspective on the importance of teaching students how to talk about what they are reading when Miller reminded me that “reading is a social activity” that adults do all the time.  As Barbara Moss explains “talking about texts together not only improves comprehension and makes children aware of how they can use strategies according to the kind of text  and the demands it places on them as readers, but also motivates them to read independently so that they’ll have something to talk about with their peers.” As the teacher models her thinking, consistently inviting students into the discussion, and carefully listening to what they have to say, the students will learn “conversational moves that will support independent talk with their peers”,  and thinking strategies that will help them during their IR work.  Having students turn and talk with a partner is a good way for students to practice accountable talk as well as the art of conversation, in addition to preparing them for student led small-discussion groups.

Miller outlined ten tactics that teachers can use to keep independent reading moving forward in the classroom.  Tactics number four and five deal with monitoring IR and using the information to differentiate instruction. This will be helpful to me as I strive to help struggling readers in first grade. Miller says that “monitoring student actions and behaviors, and then conferring with those who need our encouragement and support, is what intentional teaching is all about.” She suggests that teachers pay attention to the books students are reading, noticing whether or not they are reading a balance of author, genres, and levels of difficulty.  Look carefully at their reading logs to see if their responses are becoming more sophisticated and focusing on big ideas and not just retelling.  Notice if students are engaging in conversations with each other about their reading. Do they support their thinking by citing evidence from their text to support their thinking? This kind of monitoring should help decide which students you need to confer with. Conferring with students allows teachers to personalize instruction and support students as they use what they have been taught in large and small group lessons. When conferring, take notes and use this information to set goals with students, to share with parents during conferences, and to help determine small-group instruction based on needs your have observed.  I plan to use the sample questions that Miller suggests as I confer with some of my students in the near future.

I also feel that Miller’s thoughts about the importance of students reflecting on and sharing their learning is an aspect that may be easy to overlook.  Thought must be put into how students will be expected to track their reading, reflect on it and set goals for themselves based on what they are noticing. This gives students ownership of their learning. Questions to guide student reflection offered in  the tactic seven section will be helpful. 

Student and teacher should share in the responsibility for students’ learning and their growth over time. Tactics nine and ten deal with the student assessment.  I want my students “to be aware of what they can do today that they couldn’t do yesterday, and to be aware of the processes they used—exactly what they did—to get there”,  just as Miller does. Creating informal formative assessments that match the learning goal is Miller’s suggestion of how best to ensure that every child grows as an independent reader every day. This would take to think through, but would serve to help students see the purpose in what they are doing. Students should have opportunities to decide how they will share their understanding of what they are reading.  Sticky notes, notebook entries, pictures, blog entries , and book reviews are a few possibilities. The most important thing is that we support their move toward reading independence by allowing them a voice in the process.

Throughout my teaching career, I came to understand just how much reading really does matter and how important it is to keep up with recent research and best practices in teaching reading.  Learning models and instructional frameworks my change some, but the goal remains constant—to help each child become an independent reader in order to be a lifetime learner.  So, I loved what Debbie Miller said in summarizing why she wrote this book—“Readers read to get smarter and learn about themselves, other people, and the world.  Reading is something they can do independently that empowers them to control their lives and make the world a better place. “