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Answer the following questions about your series:

1. What shift did your episode cover?

2. What is the misconception and what are the ways we can address them in the classroom?

Answer question 3 OR respond to another post

3. What is a follow-up question you have after listening to the podcast episodes?

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1. The shift covered in the episode I chose was related to strategy instruction in comprehension.

2. There were a few misconceptions identified in this episode. One misconception is that comprehension is a skill; the authors argued that comprehension is more of an outcome of various processes than it is a skill. Their basic thought in approaching this misconception is to not teach strategies in isolation, especially when texts are difficult or foreign to a student.

3. One of the authors mentions that the end goal of all of this instruction is meaningful reading (which she is stating gets lost in the process). My question would be, what is meaningful reading or what does it look like in this age range?

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1. I watched Season 2, Episode 7 of the Six Shifts which discussed the sixth shift of reimagining independent practice in the literacy classroom (for developing readers). I wanted to learn about this shift because as a substitute teacher, I have witnessed students with a lack of intrinsic motivation to engage in literacy activities or read independently. As a result, I was intrigued by this subject because I hope to develop strategies that can help encourage students to want to practice their literacy skills.

2. One of the misconceptions discussed in this podcast episode is that self-selected independent reading is the most use of time in the literacy classroom (3:54). Another misconception discussed in this episode is the idea that independent reading and self-selected reading are the same thing. Cunningham, Burkins, and Yates suggest that we should “stretch our paradigm” of independent reading from a more narrow idea that independent reading is always and only a student reading silently from one self-selected text to expanding our definition to include a variety of effective and science-based reading practices (4:56). They also highlight the importance of continuing to honor the power of independent choice for students. We can address these misconceptions by bringing an open heart and an open mind to create space for educator reflection about literacy practices.  This episode reinforces “how to unlock literacy not just for some children, but for all children” (1:29).

3. My follow-up question after listening to the Podcast is how can we engage families to ensure that students are motivated to independently read and select books for themselves based upon their own personal interests? Students have varying skills and interests, which can influence how an educator selects books and other literacy materials in the classroom. As a result, I am curious how we as educators can appropriately involve families so that family members are aware of what their children are reading so that students feel motivated to read both inside and outside of the classroom setting.

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1. What shift did you episode cover?

The 6th Shift: Reimagining independent reading and writing practice in the literacy classroom

2. What is the misconception, and what are the ways we can address them in the classroom?

Misunderstanding 1: Self-selected independent reading is the most important use of time in the literacy classroom. The authors are not trying to diminish what teachers have been doing, but rather recognizing that there are some things we have gotten wrong. The relationship between spending a lot of time with books and becoming a good reader is not as straightforward as we have been led to believe. We can address this in the classroom through reflective practice and understanding that the ways things have been done in the past may not be the most effective way to do things now.

Misunderstanding 2: Independent reading and self-selected reading are the same thing. If we can make space for independent reading, being a single student, reading silently, from one self-selected text, we can make a space for a variety of more effective and science-aligned reading practices. While still honoring the research supporting the important power of choice. Similar to misunderstanding one, I think this also takes some reflective practice and thinking about what areas of support our students may need to ensure they can achieve higher literacy levels. While also practicing their ability to choose and pursue their interests.

3. What is a follow-up question you have after listening to the Podcast?

How might this shift play out when thinking about a student who shows resistance to reading a self-selected text? What do you do when the power of choice is not enough, or perhaps when motivation is lacking? Also, the authors discussed the importance of momentum being necessary to make a shift, it could start small. I am wondering how I would spread this shift outward to get colleagues and parents involved as well?