10/09/2026
Reading growth happens in the practice.
We can teach a reading strategy.
We can model it.
We can create anchor charts, provide graphic organizers, and guide students through a lesson.
But here's the question I want us to consider:
What happens when students have to use that strategy on their own?
I've seen how easy it is to mistake participation for independence.
A student can answer questions during a mini-lesson, complete a graphic organizer, and explain a strategy when prompted.
But when that same student returns to their independent book, the strategy may not show up at all.
They go back to retelling instead of analyzing.
They make an inference but can't explain what evidence supports it.
They keep reading even when the text no longer makes sense.
Or they wait for the teacher to tell them what to notice.
This doesn't automatically mean the lesson was ineffective.
It may mean the student needs more opportunities to practice, more targeted feedback, or support recognizing when and how to apply the strategy.
That's where our instructional decisions matter.
Are we giving students opportunities to practice what we've taught?
Are we listening to their thinking during conferences?
Are we using small groups to address specific needs?
Are we observing how they apply strategies while reading books, they've chosen themselves?
And are we using what we learn to determine the next step?
Because practice isn't just about doing more work. Its about helping students become more capable of doing the work independently.
When we observe students closely, we can identify what they understand, where they need support, and when they're ready for greater independence. And something important happens along the way.
Students begin to recognize their own growth.
They figure out a difficult part.
They support an idea with evidence.
They realize they can make sense of a text without waiting for someone else to explain it.
That is where confidence and comprehension begin to grow together.
My belief has always been that we must understand the learner, start where they are, and use what we learn to plan their next steps.
We don't need every student doing the same thing at the same time. We need every student receiving the instruction, practice, and support that will help them move forward.
Let me ask you this:
When you teach a reading strategy, what do you look for to determine whether students can actually use it independently?
I'd love to hear how you're thinking about this in your classroom. Share in the comments below
