Voices from the Field

Here’s what teachers are saying:

Getting to know my students

“For me, the IDR conference is just like a snapshot of where they are at the time. When I listen to them read a passage, I ask ‘What are you reading now? Why did you choose this book?’ I just want to get some background information on what their interests are and where they are. It gives me an idea of the choices of the books they’re making and what they’re having trouble with.”

Making time to practice

“IDR is an essential part of my day. There has to be time for independent reading practice for the students, time for them to place the strategies that we’re learning about into their own reading.”

The most important part of the instructional day

“As far as I am concerned, IDR is the most important part of the instructional day—when kids are engaged with text and lose themselves in their reading. It is how we know we have accomplished the goal.

“If students cannot read themselves and understand what they read, then our instruction is a waste of time. We might as well not teach reading if we aren’t going to let the students select books and read!”

What we want for our children

“I want my children to leave this school wanting to read more and more.

“I want them to know how to use their judgment to find a book at the right level and to use the strategies we have taught.

“And I want them to LOVE reading. If they don’t love it, what is the point?”

It carries my instruction over the finish line

“That’s where all the learning comes for the student. And it is an interactive time for me. I pull up a chair and find out what is going on for my students—in their heads with their books.

“I listen to them read. I find out what is making sense and what isn’t. I check that they are reading in appropriate books. I confirm their use and understanding of the strategies we work on. It carries my instruction over the finish line.”

My kids want to read

“I have my kids shop for books, like real readers. They shop for things they want to read. I have the books organized so they can find what they are looking for. The books are presented in categories: fiction, nonfiction, biography, and topics.

“I teach kids how to find books that are appropriate for them. They learn to think about their schema about the book or topic, how much text, the size of the text, the length of the book, their level of interest in the topic.

“My kids want to read. And nobody wants to sit for the IDR period with a book that is too hard or not compelling. They know how to pick a book that fits.”

Collections that give kids variety

“I want every child here to be a reader, to feel like a reader. For that to happen we have to have choices and options.

“We try to create a literate environment where kids can read really good stuff. In the spring, I ask each teacher what they need in the way of books. What are their kids interested in? We make our lists, and then want to make those books available.

“DSC helps us build the collections that give kids the variety we want for them.”