LITERACY-BASED DISTRICT-WIDE PROFESSIONAL DEVELOPMENT Aiken County Public School District January 15, 2016 LEADERS IN LITERACY CONFERENCE

Independent Reading: A Structure of the ACPS Literacy Model Amanda Meyer Michelle Green LEADERS IN LITERACY CONFERENCE

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

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

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.

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

“…almost everything, from phonemic awareness, to phonics, to comprehension, is developed through independent reading and writing.” - Richard Allington, 2009

“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

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

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 (5-10 minutes)

Gradual Release Research

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

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

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

How Do We Get Started with Independent Reading?

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 & Pinnell

Individualized Book Bags Organized Library

Anchor Charts for Getting Started

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

Reading Response Examples

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

Let’s Experience It! Strategy Lesson Reminder Think back to read aloud (modeled) and shared reading (practiced together) When we’re reading, we should be developing questions about what we’re reading. Read/Conference Reflect on Post-Its “Questions & Connections” Share/Reflect

Debrief Thoughts on the experience? How might this work in your classroom?

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

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

Contact Information Amanda Meyer – Reading Coach at Redcliffe Elementary Michelle Green – Reading Coach at Horse Creek Academy

More Questions?? Be sure to add any questions to the parking lot/exit slip with your e- mail address for us to contact you. Feel free to contact the reading coach in your building for more information.

Take-Away Packet Content -Samples of: -reading logs -checklists -rubrics -conference forms -List of professional development resources

Exit Slip Please take a moment to complete the exit slip. Be sure to pick up a “Take-Away Packet” when you leave your exit slip at the door. Thank you!!!