Independent Reading

Literacy Vision Statement Aiken County Public Schools demonstrates an unwavering commitment of the educational community to embrace their responsibility for ensuring that each student at any level becomes a successful reader and writer.

Classroom Implementation -Teacher presents a focused mini-lesson whole group or individually based on a reading strategy and/or skill. -Teacher models the reading strategy and/or skill for the student/students using text. (This could be done during Read Aloud or Shared Reading time.) -Students read independently for an extended period of time ( minutes daily). -Teacher meets with individual students as they read to guide them through reading strategies and/or skills. -Teacher documents students’ progress (running records, anecdotal notes, etc.) -Students reflect on and share their personal reading experiences and strategies they used with the class.

Matching Children to Books Knowing my children and my books Creating book baskets, book bags, etc. Lexile level Variety

How Can We Help Students Select Appropriate Books? Regie Routman “Just-Right” Books

So How Do We Get Students To Become Self-Sufficient Independent Readers? Mini-lessons – Modeling – Think Alouds – Sharing of Own Reading Building Stamina Conferences Sharing of Reading Experiences (reflection)

A thought about conferencing… “Any time we spend with a child is an opportunity to teach. If we make a 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

Architecture of a Conference Listen to child read aloud – Monitor for fluency – Skill/strategy check Comprehension check – Story/content knowledge – Word knowledge Always provide praise Possible teaching point

Independent Reading “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 So how can we fit it all in????

Sample Schedule 8:15-8:30 Read Aloud 8:15-8:30 Read Aloud 8:30-9:00 Independent Reading/Conferencing 8:30-9:00 Independent Reading/Conferencing 9:00-9:15 Shared Reading 9:00-9:15 Shared Reading 9:15-9:45 Centers/Small Group/Guided 9:15-9:45 Centers/Small Group/Guided Reading Reading 9:45-10:00 Reflection (Center evidence, 9:45-10:00 Reflection (Center evidence, review, read aloud) review, read aloud) 10:00-10:30 Writing Block (integrated 10:00-10:30 Writing Block (integrated w/ S.S./Sci) w/ S.S./Sci)

Sample Schedule 8:00-8:10 Read Aloud 8:10-8:40 Shared Reading 8:40-9:10 Guided Reading/Literacy Centers 9:10-9:15 Reflection 9:15-9:30 Independent Reading 9:30-10:00 Writing

Scheduling Activity

Resources Morgan, D., Mraz, M., Padak, N., & Rasinski, T., (2009). Independent reading. New York, NY; Guilford. Routman, R., (2003). Reading essentials. Portsmouth, NH; Heinemann.