1. “Balanced Literacy” Independent Reading Viterbo EDUC 640 “Balanced Literacy” Independent Reading Viterbo EDUC 640 Sharon Garvey - Instructor Sharon Garvey - Instructor

2. Garvey - Viterbo Balanced Literacy Class Big Ideas Defining “Balanced Literacy” (final) Understanding essential components of an effective literacy program Establishing structures and effective strategies for a balanced literacy program Increasing knowledge base of information and resources, including the internet Practicing and applying as appropriate and possible

3. Four Types of Reading Experiences  Reading Aloud to students  Shared reading – whole class  Guided reading – small group  Independent reading Garvey- Viterbo

4. Research Strongly Supports Independent Reading  Research definitely shows that students who read more, read better, and have higher reading achievement.  The value of free-choice voluntary reading in classrooms has recently been called into question.  In order to maintain this critical practice, you may need to cite research linking independent reading with achievement.

5. Independent Reading (No Support)  Independent Reading: Students read independently  Encourages strategic reading  Increases comprehension  Supports writing development  Extends experiences with a variety of written texts Garvey-Viterbo

6. Independent Reading (cont.)  Promotes reading for enjoyment and information  Develops fluency  Fosters self-confidence by reading familiar and new texts  Provides opportunities to use mistakes as learning opportunities  Reader independently solves problems while reading for meaning. Garvey-Viterbo

7. Sustained Silent Reading or Independent Reading? Sustained Silent Reading  Student chooses any book to read  Daily time to read, 10-30 minutes  Optional classroom library  Book may be above reading level  No checking by teacher  No writing involved  No teaching involved  No reading goals set Independent Reading  Student chooses any book to read  Teacher may guide selection  Daily time to read, 30 minutes or more  Excellent classroom library, essential  Student reads mostly “just-right” books  Teacher monitors comprehension  Student keeps a reading record  Teaching occurs during a conference  Teacher and student set reading goals

8. Connecting Independent Reading with Teaching and Evaluating  Independent reading is an important part of all reading programs.  In a successful independent reading program it’s important to make sure students are:

9.  Matched with a book or other reading material they can read and understand.  Reading a text they enjoy.  Practicing and trying out strategies that have been demonstrated and worked on during class  Being monitored, assessed, and evaluated on the books they are reading  Being taught strategies and how to apply them to problem solve and read independently  Setting and working on goals to further improve their reading competency

10. Regie Routman says…  “My years in the classroom have shown me that when a daily sustained silent reading program includes not only careful monitoring of students’ progress but teaching what the student needs to know to be able to move forward, reading comprehension improves. This is not necessarily true when students are just given time to read. (ex. Computer prog.)

11. Independent Reading is not just another activity.  Crucial learning context in which the reader assumes responsibility for applying smart reading behavior in order to gain and maintain understanding.  Independent reading provides the indispensable practice that literacy learners require to become successful, self-regulating, self-monitoring readers.

12. Independent Reading Program is Essential  A carefully monitored independent reading program is the single most important part of your reading instructional program.  Easy to implement and manage – kids love it

13. Components of an Independent Reading Program  A well-designed and well-stocked classroom library  Sustained time each day in which to read  Teacher as reader  “Just-right” books  An array of genres  Time for sharing and book talks  One-to-one student-teacher conferences (to include teaching, assessing and evaluating on the spot, and goal setting)  Well-maintained reading records  Procedures to follow

14. Directed Independent Reading “When you are reading today:  Try using the strategy we’ve been working on.  Notice how your character is behaving and what makes him behave that way  Visualize a setting the author describes.  Make a connection to your life.  Etc.

15. Value Independent Reading in Kindergarten  Increase from about 10 minutes at the start of the year to about 20 by midyear  Become familiar with the way books work,  Concepts of print,  Informational books, Fiction books  Authors,  Poetry,  And to develop positive attitudes about reading

16. Partner or Paired Reading  Good way for students to read independently and grow as readers.  Research shows that taking turns reading increases reader involvement, attention, and collaboration.

17. Teach Students How to Select “Just-Right” Books  “Just-Right” Books are ones that make students stretch – but just a little bit  Reading only easy books is not enough for continued growth.  “Light reading”, is however, critical for becoming a successful reader.  “Hard” books are fine once in a while when interested in a topic, but a steady diet is counterproductive

18. Don’t Underestimate the Importance of Choice  A study of middle school students found that students preferred independent reading and teacher read-alouds above most other activities  Reading competence is closely tied to the amount of time children spend reading on their own, and students read more when they can choose their reading materials.  Reading satisfaction also begins with personal choice.