Independent Reading: A Structure of the ACPS Literacy Model Catherine Hamilton March 4, 2016 TechFEST

Outcomes Define and discuss what independent reading looks like in an ACPS classroom Experience an independent reading block in order to understand how it is implemented in the classroom 2

Essential Question How can I effectively implement independent reading in my classroom? 3

Teacher Competencies (R2S) Support readers in identifying texts they can read independently. (2.4) Implement reading workshop including shared reading, guided reading, independent reading, and interactive read aloud. (2.7) Provide students with ample access to high-interest, culturally appropriate print and digital texts, and ample time to read those texts. (2.13) Use instructional activities that increase understanding and enjoyment in reading. (2.15) Model a love of reading and writing. (5.2) 4

Norms Participate actively in reflections and discussions. Respect ideas, opinions, and contributions of others (limit side conversations). Apply respectful and professional use of technology. Add unrelated questions or comments to the “Parking Lot” to discuss at the end. 5

Questions?? Be sure to put your questions on a sticky note in the Parking Lot or on your Exit Slip at the end of this session. Include your address if you want me to contact you. The Reading Coach in your building will also be able to assist you. 6

Activator Work in table groups to complete a T chart on chart paper: What Independent Reading IS What Independent Reading IS NOT 7

“…almost everything, from phonemic awareness, to phonics, to comprehension, is developed through independent reading and writing.” - Richard Allington,

“When we are pressed for time, independent reading is usually the first thing cut. However, a carefully monitored independent reading program is the single most important part of your reading instructional program.” - Regie Routman 9

Part of the ACPS Literacy Model model.acps.schoolfusion.us/modules/groups/group_pages.pht ml?gid= &nid=241611&0154a2&0154a2 10

Components of Independent Reading Mini-Lesson (5-10 minutes) Modeling, think-alouds of focus strategy Reading & 1:1 Conferences (30 minutes) Running records, anecdotal records Reading responses, reading logs Strategy Share [and compliment] (5-10 minutes) 11

Gradual Release Research 12

Independent Reading and Gradual Release Read Aloud (teacher explicitly models) I (teacher) do it Shared Reading (practice together) We do it Independent Reading (student practice) You do it 13

Tools to Select “Just Right Texts” Scholastic Reading Intervention (SRI) – Lexile Levels Recommended Reading Report Fountas & Pinnell Benchmark Assessment System (BAS) & Leveled Literacy Intervention (LLI) Running Records Other Anecdotal Records/Notes 14

Reading Level Correlation Chart ela.instruction.acps.schoolfusion.us/modules/groups/integrated_home.phtml?gid= &sessionid=12c02bfebd8be d38118f1ac10 15

How Do We Get Started with Independent Reading? 16

Rituals and Routines Start slow Model/teach, practice, and monitor the reading behaviors first Teach students to monitor their own engagement (book bags, book logs & reading response) Resources: -On Solid Ground by Sharon Taberski -Guiding Readers and Writers Grades 3-6 by Fountas and & and Pinnell 17

Reading Log Example Reader’s Name ___________________________ Reader’s Lexile _______________ DateBook Title & Author & Lexile GenrePages Read (Starting Page) Pages Read (Ending Page) Reading ResponseE(Easy) JR(Just Right) H(Hard) Adapted by Cat Hamilton from the READ 180 Modeled and Independent Reading Log 18

Reading Response Examples 19

Any other ideas? Turn and talk about things you have used during your independent reading conferences. Share out ideas. 20

Let’s Experience It! Book Teaser/Book Talk/Book Commercial Read Aloud Strategy Lesson Reminder Think back to read aloud (modeled) and shared reading (practiced together) What was the Author’s Purpose in writing this text? Read and Respond in some way/Confer and Collect Data Share (T&T, share out/Teacher Compliments students 21

Debrief What did you notice? Thoughts on the experience? How might this work in your classroom? 22

Remember… “To learn to read, learners need to read.” ~Frank Smith “Children who practice reading become better readers.” ~ Richard Allington 23

A thought about conferencing… “Any time we spend with a child is an opportunity to teach. If we make an assessment and don’t use it to move teaching and learning forward, the assessment is largely a waste of time. Use your informal reading evaluations to do needs- based teaching. Ask yourself: ‘What’s most important to teach at this moment for this child to move him forward?’” Regie Routman, Reading Essentials 24

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Reflection: Turn & Talk How can I effectively implement independent reading in my classroom? What is my role in creating life-long readers? (optional) What are my next steps? 26

Handouts Content -Samples of: -reading logs -checklists -rubrics -conference forms -List of professional development resources 27

Questions?? Be sure to put your questions on a sticky note in the Parking Lot or on your Exit Slip at the end of this session. Include your address if you want me to contact you. The Reading Coach in your building will also be able to assist you. 28

Exit Slip Please take a moment to complete the exit slip. Give it to me on the way out. Thank you!!! Catherine Hamilton– Reading Coach at North Aiken Elementary 29