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Reading in the Wild: Wild Readers Dedicate Time to Read

I am SO excited to start the Reading in the Wild book study hosted by The Brown Bag Teacher!  I have read this book at least three times so far and am looking forward to sharing my thoughts with all of you on Thursdays this summer!

This week, the link-up is hosted by:

Think, Wonder, & Teach

Each chapter addresses one characteristic of a life-long reader, since that is what we want our students to become.  Miller starts off with the idea that readers need to dedicate time to read.

This is hard!  As an adult, I struggle to squeeze in time to read.  But Miller makes a good point, you don't need to sit down for a half hour to read every time.  Squeeze in small amounts throughout the day.   Carry a book with you always, in case of a "reading emergency."  

After reading this book the first time, I decided to do just that.  I carried a book with me in the car at all times.  One day, I got stuck at a doctor's appointment for over two hours.  Instead of playing on my phone and becoming bored/agitated, I whipped out my book!  The time flew by and I didn't mind the wait at all.   Encourage students to do the same and brainstorm together places where they could read.

Miller also mentions talking to students about "binge reading."  This is when a reader just. can't. put. a. book. down.  Discuss with them reasons why they might binge read.  The book was so good.  I was on the edge of my seat.  I wanted to finish it before the movie came out.  So many reasons!  I've always been a binge reader.  When I was younger, I would curl up on the floor of my bedroom and finish a book in one sitting.  Now I struggle to read during the school year, simply because I know I'll stay up too late to "finish one more chapter."  This is what we want students to do!

There are two concepts from this chapter that I want to incorporate into my reading classroom next year; independent reading observations and status of the class.  

Utilizing independent reading observations will allow me to identify students who are struggling with their reading or are finding it difficult to enjoy.  It's a 10-minute observation, for three days, of a student who seems to be "fake-reading" during independent reading time.  The observation then leads to a conference with the student in an effort to help them become successful in reading class.

I'll also have students create a Status of the Class log in their notebooks.  Here, they will record the title of their book, the page number they are on and a one-sentence summary of what is happening in their book.  This is beneficial to not only myself and the individual student, but the rest of the class as well.  Students may hear something interesting that their classmate is sharing and be encouraged to pick up that book next!

Want to join the fun of this book study?  Hop on over to The Brown-Bag Teacher to link up your post! 


 Next week, we will be reading Chapter 1: Creating a Workshop Schedule that Works for You (pg. 37-41).  I am looking forward to picking up some new ideas on how other teachers organize their reading time in the classroom.


  1. You know, I have to agree with you on the waiting room reading. Having a book with me has made me a much more patient pregnant lady. :)

    I'm also looking forward using the observation form next year. I'll have to wait until I have my own class again to try the Status of the Class log, but I think I could really help teachers by going in and observing kiddos for several days during those first few weeks!

    Loved your post!

    Third Grade Bookworm

  2. Love your blog! I'm also going to be incorporating the independent reading observations next year. I really want to be able to identify any fake readers and work with them to become wild readers!

    Fifth Grade Wit and

  3. A two hour wait for a doctor without a book would be a nightmare! I get very frustrated when I forget my book, and I'm still living in the dark ages without a smartphone, so then I'm really stuck!

    I'm curious about how the status of the class works for you, because that is one thing I struggle with. How long does it take you to do it? Do you feel like it helps with accountability?

    Forever in Fifth Grade

  4. I keep a Kindle App on my phone for when I get stuck at the doctor's office. If its an appointment for a child... I bring the ipad as well. Can you tell us more about status of the class?

    Think, Wonder, & Teach

  5. Hi Sara! I love that you tried out the edge reading/reading emergencies Miller mentioned in the book - go you! I thoroughly enjoy reading, but must admit that I don't bring a book everywhere. It's something I definitely need to try. Miller's individual reading observations sound like a wonderful intentional way to ensure that all students are becoming 'readers'! I'm loving your new blog design! :) Thanks for linking up!


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