1. Saskatchewan Reads for Middle Years
This professional development module for teachers uses Regina Public Schools document as its anchor.
Provide a handout of “Regina Public Schools Reads for Middle Years: Big Ideas of Reading”:
Document page numbers are referenced on slides
Independent Reading Module utilizes “Regina Public Schools Reads for Middle Years: Big Ideas of Reading” document ”

2. Saskatchewan Reads Background
A support for teachers in meeting the provincial outcome “80% of students will be reading at grade level by 2020.”
The work of the Provincial Learning Team
teachers, administrators, directors and First Nations authorities
A research-based companion document to the ELA curriculum

3. Big Ideas of Reading
What are your beliefs about learning to read and teaching reading?
Turn and talk
Share out
Proceed to slide 6 if staff have completed any other module

4. Big Ideas of Reading
Skim the section “Overarching Principles” from Saskatchewan Reads (p. 2-3)
Check the bullets that concur with your beliefs about learning to read and teaching reading
Which statements were new?
Share out

5. Goals of Proficient Reading
Read page 4
Proficient readers incorporate all three goals when reading
Engaged readers
Comprehension
Fluency

6. Gradual Release of Responsibility
Page 6 and 7
- Not necessarily a linear process but responsive to student neeed
Pg. 6

7. Gradual Release of Responsibility
Teacher models making connections to whole class
Teacher and students practice making connections together
Teacher works with students who require support for making connections
Students practice making connections with independent reading selections
Page 6 and 7
Sample strategy: Making Connections
Students read independently for comprehension, engagement, and fluency.
Students practice using strategies independently with “just-right” self-selected texts.
Teacher monitors, supports, and confers with individuals.

8. Independent Reading
TASK: Thumbs up if you agree with the following statements:
Independent reading is….
Silent.
Active.
Students reading on their own without purpose with the teacher modelling silent reading.
The teacher observing individual students’ reading behaviors, conferring with student about their reading, and keeping records of their observations and conversations.

9. Independent Reading TABLE TASK: Review the table on pg. 16
Discuss ‘KNEW’ (what you already knew)
Discuss ‘NEW’ (what you learned)

10. Independent Reading Choosing Texts Purpose
Inclusive and culturally responsive
Wide range of engaging and relevant texts
Students self-select just right texts with teacher guidance and support
Purpose
To consolidate, practice, and reflect on learned skills and strategies
To foster competent and confident readers
To apply B-D-A reading strategies
Page 15
B-D-A: before reading, during reading, after reading
Pg. 15

11. (Conferring: The Keystone of Reader’s Workshop, Patrick Allen)
Video
“Conferring serves to individualize our instruction, move children from guided to independent practice, and provide daily opportunities to know – really know – our students.”
(Conferring: The Keystone of Reader’s Workshop, Patrick Allen)
This video demonstrates one-on-one conferring during independent reading:
Video: (Seravallo – follows architecture of a conference) (3:38)
Conferring Recording Form

12. Management and Assessment
Sample Schedule
Assessment
Record keeping

13. Sample Schedule Language Arts minutes per week:
Grades 1-5: 560 minutes
Grade 6: 510 minutes
Grades 7-8: 300 minutes
Time
Group #
9:10-9:30
Whole Group Instruction: mini-lesson (modelled and shared reading)
9:30-9:50
Guided Reading / Conferring
Reading/Writing
Reading
9:50-10:10
Writing
Instead of working with a guided reading group, a teacher can opt to confer with individual readers about their self-selected texts and reading goals.

14. Assessment
Student data is gathered through observation and conferencing with students.
Teachers utilize tools including checklists, anecdotal records, reader response, reading inventories and surveys.
Teacher gathers evidence and provides feedback on strategies, goals, text selection and stamina.

15. Sample Record-Keeping
Conversations
Observations
Products
Examples of tools:
Observation/Conversation checklist (handout)

16. Other Record-Keeping Tools
Conferring Recording Sheet Reader Response Prompts Reading Inventory
Other tools can be used to engage students in independent reading:
- conferring recording sheet and binder
reader response prompts and journal
reading inventory

17. Sample Resources Nelson Literacy Reading Power
Sample Nelson Literacy independent reading lesson plan (note: guided reading lessons are used for independent reading lessons for those students who are able to read and complete the tasks independently)
Sample Reading Power independent reading lessons

18. Reflection Questions
How does the information gained through individual conferences impact whole and small group instruction?
How do I organize my independent reading block to gather information and provide feedback in an effective way?
Pg. 15