Over the past few weeks, we have been busy getting to know ourselves as readers. We’ve spent time reflecting on our good and bad habits as readers while understanding what we need in order to make reading the VERY best it can be. We reviewed familiar strategies for picking “just-right” books that are well-matched to us as readers—ones we can read smoothly, with accuracy and comprehension while realizing that every single reader is in a different place in his or her reading life.
Readers have learned the importance of reading faster, stronger, and longer. They’ve studied their in-class and at-home reading logs to discover patterns and to set new goals to push themselves as readers. They’ve learned to read with meaning, not just whipping through the words like they’re on autopilot. They’ve taken time to create book recommendations to share their favorite “must-read” books with their peers.
Through these lessons and more, students have become aware of their reading interests and are learning to enjoy various genres, authors, and series that they’ve never read before. They feel empowered as they begin to take responsibility for their own learning, and their reading lives are beginning to flourish. As a result, they’re on the road to becoming conscious, deliberate readers who take responsibility for reading increasingly more difficult books in a wider variety of genres.
While observing students these first few weeks, conferencing with them, and studying their reading logs, I’ve learned a great deal about each student’s unique reading life. Last week, students reflected on their lives as readers by offering a window into the strategies they’re using to select books that fit them as readers and by providing evidence to support that books they’re picking are indeed “just-right” books.
Readers have learned the importance of reading faster, stronger, and longer. They’ve studied their in-class and at-home reading logs to discover patterns and to set new goals to push themselves as readers. They’ve learned to read with meaning, not just whipping through the words like they’re on autopilot. They’ve taken time to create book recommendations to share their favorite “must-read” books with their peers.
Through these lessons and more, students have become aware of their reading interests and are learning to enjoy various genres, authors, and series that they’ve never read before. They feel empowered as they begin to take responsibility for their own learning, and their reading lives are beginning to flourish. As a result, they’re on the road to becoming conscious, deliberate readers who take responsibility for reading increasingly more difficult books in a wider variety of genres.
While observing students these first few weeks, conferencing with them, and studying their reading logs, I’ve learned a great deal about each student’s unique reading life. Last week, students reflected on their lives as readers by offering a window into the strategies they’re using to select books that fit them as readers and by providing evidence to support that books they’re picking are indeed “just-right” books.
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