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Watching this video made me reflect on how different reading time can be for students at varying levels. Students who struggle with reading are not given the same amount of time to read as students who are on grade-level reading. While reading interventions are still important and necessary, struggling readers need to experience the same opportunity of reading as other students. For any student to grow as a reader, they need time to read. As teachers, it is critical for us to know our students as readers, and determine their strengths as well as next steps to support them in their reading development.

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One thing that really stood out to me was that only 17% of kids read everyday. We know that reading is important, but we also have to make time for them to read. I think this gets to be even more challenging as students get older. In middle school, we have 50 minute class periods. That means our ELA teachers get 50 minutes each day to teach BOTH reading and writing and all of the other intricacies that go along with that. For those teachers to make time for reading in their class everyday would make their already tough job, even tougher. Because of that, my school requires 20 minutes of SSR during study hall everyday. As students get older I think that “people” believe that kids will start to take on the responsibility of making time to read, but in reality as students get older, they get busier with sports, clubs, activities, volunteering, and work, so it becomes even more important for us educators to make time for reading at school. I am glad to work in a building where it is a priority that every student is given time to read every day.

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The statement the resonated with me the most was "our neediest students are doing the least amount of reading, when they should be doing the most amount." I must have asked myself 100 times how can I improve my reading time to facilitate more purposeful reading. I totally agree that when we pull small groups we have a focus in mind whether it be a skills or strategy and then students either are reading enough or they aren't getting the reading support that they need in order to be successful. I believe that being successful is part of what builds that love of reading for students. They aren't going to want to continue to read if they are constantly struggling. I want to create a reading community where students feel positive about both what they are reading as well as  their ability to read. I would love to create one on one reading conferences with students. These conferences would not be so much skills based but more personal and meaningful. Creating a reading relationship around speaking and listening, allowing students time to just read with me and then react to what they have just read.

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"We are communicating to them that reading is fun to those that can do it well." When I listened to this my mouth dropped. I never thought of pulling kids during sometimes the only time that they can read for pleasure as harmful. Whenever my resource teacher asks for schedules and when she can pull kids she asks for when it isn't whole group. This can be so hard to leave when there is a "reading community" going on in the classroom. I want to create a culture where all students get the time to read without being pulled for intervention work.

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Independent reading time is vitally important for all students in the classroom, especially our striving readers. The video discussed the importance of striving readers getting the time to read independently. I also connected with the statement about these striving reader missing out on the community of readers that is taking place in the classroom while they are at intervention. Having students share the parts of reading that make them excited can create a classroom community where students are looking forward to reading. If these students are missing that time, then they are also missing the exciting part.

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This video talked about the importance of giving students to time to read is going to improve their enjoyment of reading. They explained that independent reading is only fun for students who know how to read. This resonated with me because it made me think of my struggling readers. They enjoyed the books that I had in my library but they did not have the skills to read them. So they were missing out of the enjoyment of reading for something they are interesting in. It was also interesting about the conversation with reading interventions. I have many students go see the reading specialist during guided reading and when I think about it they missed out on their independent reading time while with the reading specialist.

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This video resonated with me on so many different topics, but specifically when they said interventions are happening during classroom reading time. This happened all last year for me so my students were not getting to be in the classroom reading environment because they were with interventionists. This did not feel right to me because these students were missing out on the time in the classroom to work on reading stations and work in a small reading group with me. They also mentioned in the video that only 17% of students get reading time each day. I don't see how this is possible and I feel teachers need to be putting more of a focus on daily reading. One thing I appreciate about our schedule is that we have built in time each day where students should be reading, not receiving reading instruction, but just reading.

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In order for students to practice and learn reading, they need to be reading in the classroom. A quote that stuck out to me from this video was, "Reading is fun for the people who can do it well". I can relate to this because as a student growing up, I didn't have very much confidence in myself with reading. I didn't want to read because I wasn't good at it. Due to that, I developed a fixed mindset about reading and still to this day do not have as much confidence in myself when it comes to reading. It is important to a child's development to allow them time to explore books and explore reading, even if they think they're not good at it. Another powerful quote from this video was, "All children should get to access [that reading time] everyday". This is important because in order to improve and grow with reading, students must actually be reading. Providing students with this opportunity in school is crucial because they may not be getting the opportunity at home.

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The video sends a powerful message that reading should be something that all students are doing each day. Although interventions are important, we must find ways for students to stay in the classroom and participate in our reading community. When Donalyn Miller shared that educators can inadvertently send the message to students with interventions that "reading is fun for the people that can do it well, but that's not you" made me reflect on my teaching this past year. All students need to have pleasurable experiences with reading and books that can spark their interest. I plan to work on being more mindful of my students who leave the classroom for various reasons during the day to ensure that they are getting time to engage with reading as much as the other students. I also hope to build my classroom with chapter book series at various levels that will ignite motivation for reading.

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We have to make reading happen for all students. I am one of those teachers that knows that reading is important and I am guilty of not providing students enough time to read during the day. A quote that stuck out to me was, “The neediest kids in our school, may be doing the least amount of reading.” They are the students that are being pulled for intervention during stations. That seems to be an ideal time for them to leave the classroom, but they’re missing out on time to read and the learning community that is taking place in the classroom. We send a message to them that reading is fun when you are able to read, but because you are not on grade level then you can’t be involved in what the rest of the class is doing. I am looking forward to taking this knowledge to my building principal and having a conversation with SPED teachers and interventionists.

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This biggest quote that stood out to me was, "How can you teach kids reading without kids reading?" This quote resonated with me because it is so true. I had three students who were pulled out for reading intervention during guided reading time. They would miss out on individualized reading time which means they were missing the opportunity to practice good reading skills due to the fact that they were practicing identify author's point of video and other things with another teacher. I think there is a lot of truth on reading communities and how all students no matter what skill level they are at, need to have access to the same amount of time to read everyday. Struggling readers are only going to get better if they practice.

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A quote that really stuck out to me in the video was when one of the speakers said that "our neediest children in our schools are the ones doing the least amount of reading, when they should be the ones doing the most." I see a lot of teachers at my school wanting to "protect" these students from difficult tasks and frustration, so much that they simply don't let them try anything difficult. I've seen teachers give students on reading-specific IEPs the answers just because that is easier than teaching them to be productive readers. At my school in particular, there is a disconnect between general education teachers and the resource teachers. I teach multiple co-taught language arts classes and every time we give students reading time in class, my resource teacher will pull these students out with her. As a new teacher, I don't know how to fight this because I feel like there's so much about special education that I still don't know and don't want to step on anyone's toes. Additionally, this is beyond my and my co-teacher's control, but the students with the most need always get put into the same class, to the point where we have 12 or more students with IEPs within a class of 30 students. In this situation, we find we can never support any student efficiently and we end up frustrating ourselves, sometimes questioning our teaching ability.

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Something that really stuck with me was what Miller said, "the message might be sent that reading is fun for the people who can do it well but that's not you." I cannot count on both hands how many times I heard students last year say, "I am not a good reader and I know it." Students who are struggling readers know they are struggling, they know their classmates are able to read big chapter books with ease. They also notice that these are the same classmates who actually want to read during IDR. I think this shows how important it is to show that reading can be fun for everyone and is a fun activity that can be done everyday. How can we show that reading is fun even when it is difficult sometimes? I think about what I can do, specifically for struggling readers, to bring more fun into independent reading.

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The video points out that reading communities in schools advantage the capable readers and continue to disadvantage the students who are not reading on grade level.  She also points out that through the current system we are teach students that reading is fun only for those who can do it well.

I know I am guilty of planning reading rotations in a way that my students who receive intervention get pulled during "read to self". In my mind I had originally thought I was helping because these students are struggling readers. After watching this video and reading the articles in the module I see that my "read to self" station is probably the most important stations my students  do. Making independent reading meaningful is something I want to improve in my classroom going into next year.

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A quote that stuck out to me was, “Our neediest children in the school might be doing the least amount of reading, when they should be doing the most amount.” I feel like we constantly run into this problem across all content areas, as the kids who need help have to receive the help at some point, but that time is most likely going to interfere with instructional time. I don’t think we know the right answer to this problem, except that there’s not enough time for all of it to happen in one school day. Because of this, I feel it’s that much more important for teachers to intentionally build time and activities based on students' needs and strengths that allow for meaningful reading experiences during the limited time these readers do have. This is another way to combat building reading communities that disadvantage students not at grade level mastery. By implementing purposeful activities and reading at an appropriate level, we can help these students become more confident readers who start to participate and feel part of a positive reading community.

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I was surprised that only 17% of the students surveyed were getting daily reading time at school. All teachers know that reading is important, so this statistic is not necessarily the decision of individual teachers, but it comes down to the busy schedules in our schools. I often have had students pulled out for intervention often during independent reading time, like the video discussed. Those students were also often the ones that disliked reading. I was frustrated because I wanted these students to have a chance to just read for pleasure and not have to always be doing assignments, tasks, and interventions related to their reading.

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A big topic from the video that stood out to me is the amount of time that our reading block actually consists of kids reading. This is something that I have not reflected on much and I think that it is true that we spend a lot of time completing organizers and discussing, which are valuable too, but all students deserve time to just read they love. The quote, "Reading is fun for the people that can do it well" also stood out to me. Unfortunately, with our master schedule it is true that intervention students miss a lot of classroom reading time. It is the teacher's role to still help intervention students be a part of the reading community taking place in the classroom.

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It really resonated with my that they said you cannot teach reading without actually doing the reading. I feel as if this is so true and that though graphic organizers can support the reading, they should not take over for the reading. I now see that sometimes students may learn more from actually actively reading whether that be in a read aloud, small group, or independently. In conclusion, I will take it with me that "all students benefit from reading" and therefore we should see reading time as the perfect opportunity to pull kids for interventions. In addition, I will continue to incorporate graphic organizers, but remember that they should not distract students from the active reading process because students do learn as they read!

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"our neediest children in our school may be doing the least amount of reading". Often times students are taken out for intervention and do different activities such as graphic organizers in groups. Although this is helpful, many times students are missing out on critical independent reading time that is crucial to help them become a stronger reader. That reading time is beneficial to all students and all students should access it every day. Only 17% of students in a survey got daily reading time, even though all of the teachers noted it is important. This video opened my eyes up to the important of independent reading for all students and reading for pleasure during the day at a time and not strictly educational. I will keep this in mind next year and allow time for all students to independently read at a set time each day.

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The first thing that jumped out at me was when they were discussing how our "reading" time is often not a lot of reading. More often we are focused on completing organizers and other reading tasks that take up our reading time. This is okay for advanced readers, but our disadvantages readers are now being held back from the time they need to just read. Additionally, only 17% of surveyed students had daily reading time! It is shocking that we promote literacy so heavily but do not give students time to engage with a text on their own.

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"How do you teach kids reading, without kids reading", the gentleman said this in the video and it stuck with me because reading is a tool that students will need to utilize throughout their whole life. Students need to be in a book in order to understand how to read, support tools can be helpful but should not be mistaken for direct instruction. The students need guided reading time to learn strategies and how to read, after the teacher intervention, they then need time to practice the skills they worked on. The students need independent reading time to implement what they have learned about reading strategies and techniques. Incorporating independent reading time can be challenging however not impossible. It is necessary to imbed independent reading into each day and create this opportunity for every student.

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When watching this video it reminded me of the professional text I read during this course, From Striving to Thriving." In this book they talked about how our students who need to read to most are the ones who are being pulled out of the classroom for interventions and in turn are getting the least amount of time to actually read. Something that stood out to me was the point of these lower readers missing out on their only time to read for pleasure. How can we expect these students to develop a love for reading while they are having that only opportunity taken away from them. I think one of the reasons why so few students receive daily reading time although their teachers know it is important is due to the rigorous curriculum. Unfortunately, independent reading time could be replaced by other content that students are going to be assessed on. It is so important for all students, but especially lower reader, to have daily exposure to independent and pleasurable reading time. This video reminded me that I need to advocate for this time for my students next year, even if it means cutting something else out.

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Something that stood out to me was that only 17% of students get daily reading time. As teachers, we know reading time is extremely important, but yet some teachers don't do anything to change their schedules to provide more reading time. Students who read more will have a larger vocabulary, better understanding of language, better comprehension skills, and more general knowledge picked up through various texts. Daily reading can also help the brain make connections between the written and spoken word. For students who are younger, reading daily can help them stimulate their imagination and expand their knowledge of the world sound them. As a teacher myself, I want to be better about setting aside time to let my students explore the class library. It's important for students to start reading at a young age.

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One of the quotes that stuck out to me from the video was "the message might be sent that reading is fun for the people who can do it well. But that's not you," said by Donalyn Miller. This really resonated with me because in my class from last year, many of the students that enjoyed reading were students who were better at it. I also am now pondering the best solution for students who receive reading intervention. Like Miller discussed in the video, students who receive intervention may be the ones doing the least amount of reading. I think that this point brings up what teachers are asking, what are best practices? Should I let my students read or should I encourage them to go to intervention? How can I ensure that I am providing the experience that my students need in order to best assist them? While watching, I also thought about the ways that I can provide more time to allow my students to read, uninterrupted. I will look into my schedule and see where this may fit in.