Post on 27-Jan-2016
Independent ReadingP-12Loddon Mallee Region
Session Outline• Literacy Frameworks
• Research
• Reading Behaviours
• Text Selection
• Formative Assessment
• Home/school Partnerships
LITERACY ELEMENTS
• Read Aloud
• Shared Reading
• Guided Reading
• Independent Reading
SPEAKING & LISTENING
OBSERVATION&
ASSESSMENT
• Write Aloud
• Shared Writing
• Guided Writing
• Independent Writing
5
GRADUAL RELEASE OF RESPONSIBILITY
MODELLINGThe teacher
demonstrates and explains the literacy focus being taught. This is achieved by thinking aloud the
mental processes and modelling the
reading, writing, speaking and
listening
The student participates by
actively attending to the demonstrations
SHARINGThe teacher continues
to demonstrate the literacy focus,
encouraging students to contribute ideas
and information
Students contribute ideas and begin to
practise the use of the literacy focus in
whole class situations
GUIDINGThe teacher provides scaffolds for students
to use the literacy focus. Teacher
provides feedback
Students work with help from the teacher and peers to practise the use of the literacy
focus
APPLYINGThe teacher offers
support and encouragement when
necessary
The student works independently to apply the use of
literacy focus
Role of the teacher
Role of the student
Pearson & Gallagher
DE
GR
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OF
CO
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RO
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KnowWant to KnowLearnt
Individually brainstorm;
– What you know about Independent Reading– What you want to know about Independent Reading
INDEPENDENT READING Description
Independent reading is central to successful
reading development.
Students select and read engaging and interesting
material daily, independently and individually.
Students need to be engaged by the text, discuss text and explain their understanding
INDEPENDENT READING Classroom Indicators- Instruction
Time must be scheduled daily for independent reading to occur. A structured take home reading program for all primary students is expected.
For secondary students, a structured reading program is essential in addition to library borrowing.
Students:
• promote books to others
• practise reading at home each night : home and school partnership is fostered
• practise what has been taught in whole class, small group and individual reading activities
• reflect on and articulate their reading goals
INDEPENDENT READING Classroom Indicators- Instruction (continued)
Teachers:
• select particular students to confer with, guide and teach at point of need
• support students to develop and monitor their own reading goals• promote reading of quality literature and texts• discuss and enjoy texts with individual students, observing what
they know and can do • provide guidance with text choice - noticing when students
choose texts beyond their control • monitor choice to ensure a broad range of successful and
enjoyable reading experiences
INDEPENDENT READING Classroom Indication- Resources
• Classroom environments foster enjoyment, and appreciation of reading
• A range of high quality literature is accessible in classrooms, and central libraries
• Wide range of interest and difficulty levels• School library is closely linked to classroom reading
programs• Partner reading arranged with peers and adults• Well organised take home and library programs
RESEARCH
VARIATION IN AMOUNT OF INDEPENDENT READING
Anderson.R,Wilson,P.,and Fielding, L. Reading Research Quarterly, Vol.3,1988. Growth in reading and how children spend their time outside school.
Skill instruction is not enough. In fact when reading takes a back seat to skill instruction, one has to ask the age old question about the cart and the horse.
To develop the ability to read fluently requires the opportunity to read- a
simple rule of thumb.
R. Allington “if they don’t read much, how they ever gonna get good”
“The average higher-achieving students read three times as much each week as their lower-achieving classmates, not including out-of-school reading.”
(Allington, Richard. 2006)
DISCUSSIONWhat are the implications of this research for you?
What do you know about this
reader?Where might you take this
reader?
DI SNOWBALL2009
We need to know…• What is the level of text complexity students can
read independently and show competency with the above?
• What are the range of texts students can read independently and show competency with the above?
• What is the amount of reading students are engaged in (easy, instructional and challenging?)
Proficient Readers• Know what they need to comprehend from a text
• Are aware of the purpose for their reading and direct attention to the parts of the text they most need to comprehend for that purpose.
• Are able to assume different ‘stances’ toward a text. For example, a child can read a book from the point of view of different characters, of a book reviewer, or of a writer seeking new techniques for his or her own work.
• Identify difficulties they have in comprehending at the word, sentence and whole text levels. They are flexible in their use of tactics to revise their thinking and solve different types of comprehension problems.
• Can ‘think aloud’ about their reading process. They are aware and articulate the surface and deep structure strategies they use to identify words, read fluently, and create solutions to reading problems.
• Can identify confusing ideas, themes, and/or surface elements (words, sentence or text structures, graphs, tables, etc.) and suggest a variety of means to solve the problems they encounter.
• Are independent, flexible and adaptive:– They show independence by using surface and deep structure strategies to solve reading problems and
enhance understanding on heir own.– They demonstrate flexibility by using particular strategies such as determining importance to a greater or lesser
degree depending on the demands of the text.– They are adaptive in their ability to ‘turn up(or turn down) the volume’ a particular strategy or use all the
comprehension strategies in concert.
• Use text management strategies. They pause, reread, skim, scan, consider the meaning of the
text, and reflect on their understanding with other readers of the text, and reflect on their
understanding.”
Keene E and Zimmerman, S (2007: 64 - 65)
Di Snowball 2009
• Text Selection- Level, Forms, Environment, Engagement
• Formative Assessment- Conferences, Journals, Reflection
• Home Partnership
TEXT SELECTIONLevel, Forms, Environment, Engagement
Text Level Independent Reading
Forms
Environment
Students in classrooms containing literature collections read 50% more
than students in classrooms
without. However, to be enticing a classroom
library must be well designed .
Faye Bolton “Classroom Libraries 2009’
Research by Bissett
• Focal area in the classroom;• Partitioned, private and quiet;• Carpeted and have comfortable seating, such as bean bags, rocking
chairs and couches;• Five to six books per student;• Stocked with books that provided a variety of genre and degrees of
challenge• Room nearby for five or six students to read;• Consists of two types of shelving (regular and open -faced book shelves); • Literature oriented displays and props (to promote re-enactments and re-
readings);• Organised into categories, such as author, poet, text type and topic.
Morrow and Weinstein ‘Increasing children's use of literature through program and physical design changes. Elementary School Journal, 83, 131-137.
‘
VIDEOWhat ideas can you take back to your school/classroom?
ENGAGEMENT- What takes readers ‘off track’
• Lack of interest or motivation• Insufficient/inappropriate resources• Standards/testing• Absence of support• Inability to break the language barrier• Insufficient background knowledge• Lack of reading strategies• Insufficient reading experience• Inappropriate teacher intervention• Interaction
Don Holdaway
BRAINSTORMIn table groups, choose one area that takes ‘readers off track’ and brainstorm ways to support
How to promote Independent ReadingDon Holdaway
• Environment• Time• Choice• Response• Groups• Support• Management Routines• Motivation- incentives, talks, author visits, ‘literature gossips’• Parental Involvement• Student evaluation
FORMATIVE ASSESSMENTReading Conference, Reading Journals, Reflection Time
Reading Conference- Conversations• Focused• Usually follows a predictable structure• Reading goals developed and monitored• Both teacher and student share responsibility for
conversation but student has responsibility of reading• Take place where students read their text (not
teacher’s desk)• Scheduled regularly• Shift the learning• Generally recorded• Used to drive instructional teaching
OBSERVATION- Video• Teacher
• Student
Reading Goals• Student friendly language• Often derive from reading conference and guided
reading• Achievable• Immersion- students should be constantly sharing and
reflecting on these goals in order to build language and metacognition
• Meaningful• Relevant• Short and sharp• Personalised
Reading Journals• A reading response journal is a notebook that students use
expressly for talking, thinking and writing about what they read. • In their journals, students share feelings, reactions, and ask
questions about element, including characters, the setting, symbols, the plot, and themes of the books they are reading.
• Response journals can help teachers assess students' comprehension and critical thinking abilities.
• Should not take over the allocated time for reading.• Evidence of the reading conference is often in the journal,
including the students reading goals
Education World
Adapted from Regie Routman
Unknown Word I infer it means I used… Example Sentence
A Running Record is a record of reading behaviors, that readers make as they are reading. Running Records were developed by Dr. Marie Clay, as a way for teachers to quickly and easily assess their students' reading behaviors "on the run", so to speak
• monitor ongoing student progress in reading
• find out which particular skills and strategies students a using
• focus on specific needs of individual children
• group together children with similar needs for reading instruction
• choose books at an appropriate level for your students
Reflection Time
Reflection time follows each reading and writing
workshop. Students question, analyse and discuss their own and
others’ learning.
Something new for me…
In my head I was…
I found it helpful to…
I was challenged by…
HOME /SCHOOL PARTNERSHIP
• National Assessment of Educational Progress results, for example, show that the percentage of children who say they read for fun almost every day dropped from 43% at grade 4 to 19% at grade 8 (Rich, 2007).
• Research tells us that children whose families encourage at-home literacy activities have higher phonemic awareness and decoding skills (Burgess, 1999), higher reading achievement in the elementary grades (Cooter et al., 1999), and advanced oral language development (Sénéchal, LeFevre, & Thomas, 1998).
Instructing parents to simply, "Read to your child" or "Encourage your child to read at home" may be a
start, but it is not enough • Parent information nights- reading & comprehension skills• Keep reading simple and short• Show parents evidence of success and statistics• Personalise reading to individual student• Provide options for different reading stages• Provide texts, booklists, websites for ideas• Teach parents about ‘book choice’• Invite parents into the classroom
KnowWant to knowLearned
• What have you learned?
HOME PLAY