1. Independent Reading in the Moorhead Area Public Schools

2. Content Objectives for Today
Understand the reasons for an investment in classroom libraries
Identify and understand the essential supporting characteristics of independent reading.
Understand the district expectations for establishing a well organized classroom libraries.

3. Language Objectives for Today
Have a conversation with a peer about the ways you can
Strengthen classroom practices to support independent reading.
Strengthen the organization of your classroom library to support effective book selection.

5. We have a common vision. . .

6. We’ve ready to start building a strong common foundation . . .

7. Not of bricks, but of BOOKS as the FOUNDATION of our reading classrooms. . .

8. Books and Time to Read Them . . .

9. We’ll need less of some things . . .

10. To make time for other things . . .

11. And this. . .

12. And this . . .

13. Like this. . .

14. And this. . .

15. And this . . .

16. And this. . .

17. So what can we ALL do starting NOW?

18. Get ALL kids reading more. Really reading with real books. Every day
Get ALL kids reading more. Really reading with real books. Every day. Lots. Period.

19. Nurture the LOVE of Reading
Be a READING teacher
Read aloud every day
Refer to your students as READERS
Let your kids see you love books

20. INDEPENDENT READING
Time kids spend reading SELF-SELECTED texts.

21. Why Independent Reading?

22. Because Choice Matters
The research is “robust and conclusive”
Kids will read more
They will understand more
They will be more likely to continue reading
They will demonstrate higher levels of engagement and attention

23. Self-selected reading is twice as powerful as teacher selected reading in developing motivation and comprehension.
Guthrie and Humenick 2004; Lindsay 2010

24. Letting kids choose what to read motivates them to read even when it is not required. - Ainley, Hidi, and Benrdorff, 2002

25. Because VOLUME Matters

26. Equal Volume - the 50/50 Shift

27. Classroom Time to Read

28. Time is NOT a Romantic Notion . . . It’s a CHOICE!
Crayola curriculum
Schmoker
Reading and writing vs. stuff ratio
Allington
Less stuff “about reading” more real reading
Miller

29. How much is enough? Grade Minimum Minutes Kindergarten 15 – 35
1st grade
20 – 40
2nd grade

30. Standing Guard

31. Common Core Standards
Daily opportunities for students to read texts of their choice both in and out of school.
Students should have access to a wide range of materials on a variety of topics and genres. . . including informational texts and literary non-fiction as well as literature.

32. Benefits of Independent Reading
Oral reading accuracy
Reading rate
Reading expression
Reading comprehension
Engagement
Performance on achievement measures

33. What else should we consider?

34. 4 Keys to Successful Independent Reading
Student Choice
Time in School
Teacher Support
Access to Great Books

35. Not just DEAR or SSR but. . .
Independent Reading with

36. What Kind of Support A caring teacher who will . . .
Talk to them about what they’re reading
Encourage them to stretch themselves
Help them learn about what real readers do
Be patient with their book choices, both good and bad

37. Explicit Whole Group Instruction
What do good readers do?
How do they do it?
How do readers choose “good-fit” books?
Three ways to read a book:
Retell the story.
Read the pictures.
Read the words.

38. Book Selection Strategies
Teachers who guide book selection facilitate time on task for all students.
Block and Pressley 2007; Ehri et. al. 2008

39. Differentiated Instruction
Conferences
Strategy groups

40. 1-1 conversations with kids about what they’re reading.

41. Opportunities to Talk About Reading
To partners
In small groups
In conferences

42. Opportunities to Write and Draw About Reading
In journals
In reader’s notebooks

43. Access to Great Texts
If children are to read a lot throughout the day, they will need a rich supply of books they can actually read. . .there exists a large and potent research base supporting supplying children with books of appropriate complexity. Simply put, students need enormous quantities of successful reading to become independent readers.

44. Different Purposes for Different Collections
Library / Media Center
Guided Reading Bookrooms
Classroom Libraries

45. Children read 50 – 60 percent more in classrooms with libraries than without them.
Morrow 2003; Neuman 1999; Kim 2003

46. An abundance of trade books in classrooms was found to predict gains on statewide reading, writing, and science tests.
Guthrie et al. 2000

47. High income students have access to 4,000 times the number of books as low income students.
Nueman 1999
Low income students depend on schools for access to books and reading material because they often do not have books at home or access to libraries and bookstores.
Nueman and Celano 2001

48. Students in the classrooms with most books consistently outperform students in classrooms with fewer books.

49. Our goal is 500 – 1,000 HIGH QUALITY books in every classroom . . .

50. Housed in an appealing, accessible, well-organized library

51. The GOOD News . . .

52. Some books are on their way!

53. What will you get?
Books
Baskets
Labels

54. A Base Collection for Every Classroom
This is the “first installation”.
Custom built for MAPS based on your feedback
Will be pre-labeled
Will come with baskets
Will stay with the grade level and classroom

55. When will the books arrive?

56. It’s not a complete library, but. . .

57. How should we prepare?

58. Organize the Books We Have

59. Give Our Classroom Libraries Center Stage and Some TLC

60. We interrupt this program. . .

61. Physical Space
Accessible
Inviting
Room to grow

62. Take Stock of Your Current Collection

63. Consider discarding “the DUDS”

64. Booksource Classroom Organizer

65. Book Retriever App

67. How should I sort my books?
Level
Topic
Genre
Author
Series

68. A word about levels . . .

69. What’s the deal with tubs?

70. Labeling Books and Baskets

86. All libraries are a work in progress. . .

87. Most Important Consideration
Does it work for your kids?
Is the collection easy to access?
Can they can find the books they want efficiently?
Do they understand how to return books?

88. Making Choice Work

89. Book Shopping Procedures

90. Individual book bags or baskets

91. Teach Kids to Honor and Cherish Books

92. Be DRAMATIC about mistreatment of books . . . Think Aloud

93. What about a checkout system?

94. Whether you’re starting from zero or from 1000s. . .

95. Make the classroom library a centerpiece of the classroom.

96. Carve out a time in the day for independent reading. . .
No rotations
No worksheets or activities
Just YOU, Your KIDS, and BOOKS

97. Content Objectives for Today
Understand the reasons for an investment in classroom libraries
Identify and understand the essential supporting characteristics of independent reading.
Understand the district expectations for establishing a well organized classroom libraries.

98. Language Objectives for Today
Have a conversation with a peer about the ways you can
Strengthen classroom practices to support independent reading.
Strengthen the organization of your classroom library to support effective book selection.