It depends; for some of my freshmen, it helped remind them why they loved to read. For others, it was a chance to pretend to read the same book all year.
It's not silent, but yes. First graders tend to read out loud to themselves. It's easy to fall into a conversation. If it's about the books they're reading I smile.
((Reading is a quiet, somewhat lonely hobby. Some kids need the social side of reading for it to be a pleasant experience.))
In our 80-minute high school blocks, I carve out 10-15 minutes a day. Sometimes writing tasks come from student choice reading, sometimes we just read. When we have assigned readings, I all students to try and balance reading two texts in a particular time frame.
A very productive time. I would use it to pull various kids up to my desk & talk to them about what they were reading, what they chose from the class library, what they would like to see more of in the reading bins. One on one time. Updated classroom libraries are crucial for independent reading.
sophomores did it every friday, all year, they started carrying books around with them because they didn't want to get docked points for not having one, am calling that a success
we do about 10-15 minutes a day. I love it! Most of my students usually have difficulty with reading comprehension so as a school, this is part of addressing that
I've thought about switching to this model but I always turn back to independent reading. There's less to monitor and manage, such I think fosters a strong sense of independence. If you're looking for a social element, have students share in small groups what they are reading periodically.
I’ve been following along but hesitant to chime in bc my sped context is so different. But here goes!
-about 1/2 my students are severely dyslexic & still building basic reading skills (in 9-12th grades) so IRT can be painful and isolating
-for that reason I do a lot of communal read-alouds
-read-alouds are hard at the beginning of the year, but they lean in and enjoy them much more over time. I have methods of supporting dyslexic readers and they show more skill and courage as we go
-lack of block periods also makes SSR difficult on a daily basis
-but I’d love to work in more of this
Not in ELA but in world language; mine in levels 1.5, 2, 3 start 4/5 classes by reading 10 minutes from books at their proficiency level in Spanish and that they choose and can switch at any time, then fill out a half page summary/brief reflection in English. It is mostly successful… (1/2)
… students feel very proud of themselves when they finish a chapter book in Spanish all by themselves (levels 2+)and I get to track their comprehension and offer suggestions/have conversations via checking their journals. I’ve read most levels 2-3 books so I can discuss and recommend with experience
I realize not everyone has (1) the opportunity to read so much of their library and (2) a proficiency leveled library (yay WL CI readers!) and (3) 90 minute block classes. For me it’s been valuable for acquisition and confidence and a good beginning to class (3/3)
My students looked forward to our IRT. It was structured with reading goals, partner talk and reporting out after reading for three 10 min chunks. In Sept we started with 7min chunks & worked up to 10min. Goals: predict, question, connect, summarize, what's important & why, character attributes.
Such a great way to start each class. So few opportunities - or expectations - to sustain focused reading outside English class. I find the key is linking students with texts they actively want to read. Builds their confidence & curiosity when engaging with more complex texts.
I do daily silent reading with my CP classes, but not my AP classes because I'm on a 4x4 and only see my students for half a year and I need that time to cover other material. When I had them all year I did.
We had to work really hard on rebuilding kids' ability to focus for any length of time before it was effective, after returning from online learning. I'm convinced our phone ban helped us there, but it has been a slog to build stamina.
I usually do a reading day or period of time one day a week and have found it to be really successful. No tech. I read too, BUT, it has to be consistent, students often need help choosing a book they will want to read, have some kind of associated assignment that lets them share their book.
Following this. I believe it is incredibly important. It is all choice reading in my classroom and I believe it helps foster a life long enjoyment of reading. It also provides daily time for reading that some students wouldn’t otherwise do. And the students who love reading, still love do.
For the second time in my 10 year career, I was thoroughly challenged throughout the year about my Independent Reading approach this past school year. Parent believed their child didn't need this time because they were reading at home already. Journals and reflection revealed ... (1/2)
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I created this series of content standards writing prompts that helped keep them more honest about reading. https://docs.google.com/document/d/1I1XXcPY0btm7ri9FHpLO1WEG2TarRfa6UcoTOefMsD0/edit?usp=drivesdk
((Reading is a quiet, somewhat lonely hobby. Some kids need the social side of reading for it to be a pleasant experience.))
Otherwise it's only beneficial for the students who can already read.
Also agree with above for them to have a way they're sharing and connecting around what they're reading.
-about 1/2 my students are severely dyslexic & still building basic reading skills (in 9-12th grades) so IRT can be painful and isolating
-for that reason I do a lot of communal read-alouds
1/2
-lack of block periods also makes SSR difficult on a daily basis
-but I’d love to work in more of this
Turned into a case of one student's perceived needs over the community's.
I stuck to my gut and continued starting each day with time to read. Tons of student success! (2/2)