Independent Reading Time

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Presentation transcript:

Independent Reading Time A key element of a reading for pleasure pedagogy © 1985 Anthony Browne From WILLY THE CHAMP by Anthony Browne Reproduced by kind permission of Walker Books Ltd

Aims Consider our own experiences of reading Review our practice Share and develop ideas for independent reading time Plan ways forward to enrich this time.

Key findings from Teachers as Readers In order to effectively develop children’s RfP, teachers need to develop: Knowledge of children’s literature and other texts Knowledge of children’s reading practices An RfP pedagogy, encompassing: social reading environments reading aloud independent reading time informal book talk, inside-text talk and recommendations As Reading Teachers - teachers who read and readers who teach Reciprocal and interactive reading communities. (Cremin et al., 2014)

Your experience of reading for pleasure (volitional reading) When do you RfP? Where might you be? What kinds of texts do you read? Do you talk to others about what you read?

Can you name these acronyms? ERIC SQUIRT USSR OTTER DEAR Do they suit your Independent Reading time?

ERIC time: planned and timetabled Review your practice ERIC time: planned and timetabled ERIC time Frequency Time allowed Time slot Reception Year One Year Two Year Three Year Six Year Five Planning can help ensure entitlement for all. Less experienced readers may not read much independently at home. Readers need time to develop their interests and preferences, learning to persevere with different kinds of texts. For further ideas to review current practice, see: https://researchrichpedagogies.org/research/theme/independent-reading

Research suggests…. Independent reading time practices that support RfP are characterized by: Informality, offering a relaxed, sustained time Child ownership Conversation about texts Child choice of texts. (Cremin et al., 2014; Gambrell, 2011; Skeeters, 2016)

Informal, relaxed and sustained Do they sometimes read silently? read in pairs? read aloud? chat? Can they sit/lie where they like? With whom they wish? But The how best to organise and display them to tempt? ** tempt? ** Do you ever read outside? Is your reading area used? Is there enough time to get into a text and develop perseverance?

Child ownership of this time Watch this classroom clip on supporting independent RT What do you see as the key messages? What might be challenges? What might be benefits? https://researchrichpedagogies.org/research/ theme/independent-reading

Talk as a critical part of independent reading Possibilities Two minutes at the start of ERIC e.g. Why did you choose it? What do you think is going to happen? Who is your favourite character? Five minutes at the end of ERIC e.g. What happened today in the story? What fact interested you? What picture was your favourite? Would you recommend the text? During ERIC e.g. Sitting alongside children talking and joining in their conversation NB Avoid interrupting anyone reading You could have a set space for those who wish to be silent that day. Discuss the time and space in school that children have to talk about what they read in assigned reading time and at home.

Child choice of texts Can they choose from anywhere? What kinds of texts do individuals tend to choose? Do you document this? Is the range tempting and broad enough?

Helping children to make their choices Watch this classroom clip – does the curved ball work for you too? https://researchrichpedagogies.org/research/theme/independent-reading

Classroom implications Now there is ERIC own reading time… this has gone to 10 to 15 minutes every day at least. This has prompted more book talk and informal recommendations. (TaRs teacher, Medway) I thought they’d mess about if I gave them more choice about what they can do, but it hasn't turned out like that- providing that they have books that motivate them- that seems to be key. (TaRS teacher Birmingham) We vary it now, some days I allow talk, other times I insist on quiet. It surprises me that the talk is about books!! (TaRs teacher Barking and Dagenham) 13 13

Planning ahead: Developing independent reading time Which aspects do you want to develop? Informality with sustained time to read Child ownership Talk as a crucial part Child choice of texts

Do consider sharing your development work on the RfP site https://researchrichpedagogies.org

References Cremin, T., Mottram, M., Collins, F., Powell, S. and Safford, K. (2014). Building Communities of Engaged Readers: Reading for pleasure. London and NY: Routledge. Gambrell, L. (2011) Seven Rules of Engagement: What’s most important to know about motivation to read Reading Teacher, 65(3):172-178. Skeeters,K. et al., (2016) The Top Five Reasons we love giving students choice in reading English Leadership Quarterly 38(3) 6-7.