Independent reading lays the foundation for students becoming enthusiastic, lifelong readers! In order to develop reading strategies and become a more analytical reader, students need time to practice. In my classroom, students have an opportunity to read independently each day. During this time they can read a book of their choice or the book from their book club group. This time allows students the opportunity to practice the strategies they have been learning. This time also allows students to have a voice in the reading process, as they’re learning to contribute to their own knowledge. Because they have opportunities to select the books they read, they have greater control over what they want to learn, giving them ownership in the reading process, and adding to their overall success and enjoyment of reading.
In order to engage students in reading practice, they not only need books accessible to their reading level but also ones which include high-interest titles and topics. My current classroom library contains over 2,000 books for student's independent reading. I am constantly adding relevant, accessible, high-interest books for children. Looking for a list of must reads? Go here.
Reading Aloud is one example of whole group instruction that occurs daily in my language arts instructional block. Students typically have a higher listening comprehension than that of their independent reading level. Read Aloud lessons allow an opportunity for students to demonstrate reading comprehension and depth of analytical thinking with complex texts. Additionally, daily read alouds allow me to expose students to texts at grade level or higher and develop lessons that; 1. Build positive associations about text 2. Build a richer vocabulary 3. Build background knowledge 4. Create opportunities for accountable talk about text and 5. Teach students how to agree/disagree respectfully as well as build off one another’s ideas.
For a list that includes some of my favorite Read Alouds over time-Click Here!
Whole group lessons are great for modeling strategies, shared readings, shared writing, and read alouds. In my classroom whole group instruction consists of a 15-20 minute mini-lesson with an additional 5-10 minutes of guided practice. Students typically meet at the carpet area during whole group instruction.
Small group instruction is a way for teachers to scaffold lessons and target instruction to best meet the learning needs of all students. Small group instruction can occur through guided reading groups, strategy groups, centers/learning stations, and through literature circles or book clubs. In my classroom students are grouped according to reading levels, learning needs, and/or book interest. Each group can be anywhere from 2-6 students who share a common text. They receive instruction and guidance in a small group environment where support can be tailored to their specific needs. In addition to receiving instruction, they also practice sharing revelations about text, asking thought-provoking questions, and listen to and share ideas about characters and plot. The groups are flexible and change often throughout the year.
To view my favorite resources for designing small group instruction-Click Here!
When it comes to the middle grades, there never seems to be enough time to squeeze in reading and writing content. I often alter the structure of my writing instruction depending on the time allotted to the language arts block. Some years I have taught writing through a structured workshop model, while other years I have embedded writing within reading lessons. There are so many opportunities to have students write about what they read. Creating and taking advantage of these opportunities has proven to be very effective.
Regardless of the main structure, there are four key teaching practices that must be included to truly make a difference in student writing:
Providing strong models of writing for students
Opportunities for shared writing
One-on-one conferencing
Creative ways to publish and share writing with peers
I have found that if I stick with these 4 teaching practices, I will definitely see student writing improve over time. The modeling provides a strong structure for students to follow and an expectation to rise toward. Shared writing allows them to be part of the process, provides opportunities for think-alouds, and gently guides students in learning how to think, write, then revise. Conferencing is the heart of my writing instruction. In order for students to work more diligently on the content, organization and revising of their own writing, it is best when the feedback is direct, specific and personal. The only way to do that is through a conference. Then publishing helps to create seriousness around deadlines, allows them to be proud of what they have written, and hear and see the ideas of their peers. All four practices create room for student growth in their own writing and can always be embedded into a language arts block.