I have a question about how you structure independent reading. Do you set a date for them to have their books finished by? (You mentioned an independent reading assignment on here, so I'm wondering if that has a specific due date.) I've been having an existential crisis (as teachers are wont to do) about wanting kids to read at their own pace (meaning, if you're reading 2 hours per week, you're good!), but also wanting them to push themselves to finish an entire book. But when I set a deadline, there are inevitably kids who are slower readers who are really struggling to finish on time. Any advice for how to handle this? :)
Hey, Kenzie! We just have a rolling expectation: when you finish a book, you start a new book. So we are starting and stopping books at different times. Every week, everyone is expected to read for two hours. And while I check in on their progress toward their reading rate, I don’t put a grade on that. I do grade the reading response they write about their independent reading each week. If a kid isn’t making adequate progress in a book, we’re going to talk, troubleshoot, I might get parents involved, etc.
I highly reccommend Penny Kittle's Book Love. I read it years ago and it transformed my independent reading practice within the classroom. One big takeaway was that students do not have to finish books within a given time frame. If I have a student who is reading War & Peace and another who is reading a graphic novel, I would not expect the two to be read at the same rate. Years ago I ran into the problem of students who finished a book in a given time frame refused to read another one because "it's not time to read another one." The student has met the goal and doesn't want to overachieve.
It’s the only regular grade. On occasion, we’ll make a field note about words found in our books.
Love this look into your classroom, as always!
I have a question about how you structure independent reading. Do you set a date for them to have their books finished by? (You mentioned an independent reading assignment on here, so I'm wondering if that has a specific due date.) I've been having an existential crisis (as teachers are wont to do) about wanting kids to read at their own pace (meaning, if you're reading 2 hours per week, you're good!), but also wanting them to push themselves to finish an entire book. But when I set a deadline, there are inevitably kids who are slower readers who are really struggling to finish on time. Any advice for how to handle this? :)
Hey, Kenzie! We just have a rolling expectation: when you finish a book, you start a new book. So we are starting and stopping books at different times. Every week, everyone is expected to read for two hours. And while I check in on their progress toward their reading rate, I don’t put a grade on that. I do grade the reading response they write about their independent reading each week. If a kid isn’t making adequate progress in a book, we’re going to talk, troubleshoot, I might get parents involved, etc.
Hi Rebekah! Could you tell me more about your reader responses?
I highly reccommend Penny Kittle's Book Love. I read it years ago and it transformed my independent reading practice within the classroom. One big takeaway was that students do not have to finish books within a given time frame. If I have a student who is reading War & Peace and another who is reading a graphic novel, I would not expect the two to be read at the same rate. Years ago I ran into the problem of students who finished a book in a given time frame refused to read another one because "it's not time to read another one." The student has met the goal and doesn't want to overachieve.