What a thought-provoking post!

Last year I taught grade 6, but this year I teach year 7, and even though there is only one year difference, the difference between how reading is structured is completely different.

As I am primary trained it is incredibly difficult to move from teaching reading five hours a week to teaching reading three hours a week. It is much more difficult to run reciprocal reading and independent reading/conferencing plus include a whole class novel (which I think is incredibly important in order to model comprehension skills. It is definitely a balancing act.

Something that I found to work with my class, though, is to teach them reading skills and strategies that I actually use myself. After completing one Masters degree and now completing another, I find that i engage with texts a lot more than I used to, so try and pass on that engagement to my students. That way they can see the real life connection, and why it is important to sometimes pause and think about questions/connections/inferences etc.

It is a real balancing act with the rest of the curriculum, but by squeezing in reading skills with humanities as well, it seems to work. I think it is because my students can see the real purpose, it is not just for the sake of it.