Independent Reading
P-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
MODELLING
The 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
SHARING
The 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
GUIDING
The 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
APPLYING
The 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
EE
OF
CO
NT
RO
L
Know
Want to Know
Learned
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 the text
and explain their understanding of the text.
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/school partnership is
fostered
• practise what has been taught in whole class, small group and
individual reading
• 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
• 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.”(Richard Allington, 2006)
DISCUSSION
What are the implications of this research for you?
What do you
know about this
reader?Where might
you take this
reader?
Video clip
DI SNOWBALL
2009
We need to know…
• What is the level of text complexity students can read independently and show competency with?
• What are the range of texts students can read independently and show competency with?
• 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 their 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’ of 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 SELECTION
Level, Forms, Environment, Engagement
Easy Text (95%+ accuracy)
Engagement
(Choice & Environment)
JUST RIGHT TEXT
Text Level: Independent Reading
Forms
Comics
Magazines
Novels
Newspapers
Digital Texts
Poetry
Familiar Texts
Author Studies
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 text types 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.
„
VIDEO
What 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
• InteractionDon Holdaway
BRAINSTORM
In table groups, choose one area that takes „readers off
track‟ and brainstorm ways to support them.
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 ASSESSMENT
Reading 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, 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 student‟s 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 are
using, or not using,
• focus on specific needs of
individual children,
• group 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
Early Childhood Lower/Middle PS Middle & Later Years
•Read books to child
•Read books together
•Talk to your child about the story
•Repeated readings of favourites
•Encourage reading along even if
it‟s memorisation
•Discuss and ask questions about
the text
•Provide a range of text types
•Model reading in front of child
•Provide time and space for child to
read daily
•Read stories to child
•Listen to child read
•Support problem solving
•Discuss and ask questions about
the text
•Provide range of text types
•Model reading in front of child
•Provide time and space for child to
read daily
•Read for a range of purposes-
recipes, shopping lists, signs
•Model reading e.g. daily
newspaper
•Talk about newspaper articles
•Visit and subscribe to libraries etc
•Provide range of text types
•Buy books as presents
•Multimedia/multimodal texts
Know
Want to know
Learned
• What have you learned?
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