1. Stephanie Brant Gaithersburg Elementary School Gaithersburg, Maryland Take the Journey: Putting Independent Reading Into Practice

2. Today we will discuss: Share Ideas to Build a Community of Readers Think about an Independent Reading Plan and resources that support it Reflect on Current Practices

3. Think about everything you are currently doing that encourages independent reading. What is really working? What current activities and ideas could you further develop and add on? Getting Started

5. As part of our strategic plan we have intentionally built in independent reading activities that strengthen and encourage independent reading among our students and their families. These activities include: Throughout the SCHOOL In the CLASSROOM At HOME and in the COMMUNITY Gaithersburg Elementary Independent Reading Plan

6. Aug/Sept Professional Development on Independent Reading Strategies Label rooms with favorite books “Mrs. Brant loves to READ!” bulletin board (rotates each month) Book Talks – begin with grade 5 during morning announcements (to continue daily through June). We also do them during staff meetings. Begin Daily Independent Reading in each classroom Librarian set up the “Guys Read” section in library Daily Reading 30 minutes/day at home every night (homework) October Book Talks Books and Bagels Parent Education Nights (split between K-2 & 3-5) Begin Book Club for Boys Feedback given around rituals/routines for independent reading Creating Innovators parent book club November Book Fair – evening event Open House – give parents books Parent Conferences - reading commitment Walk-through to give feedback on environment for reading December Books and Bagels Reading contest leading up to break. Which class can read the most minutes the last week before break? Winter break reading commitment Discuss how stamina is being built; monitor stamina

7. January Celebrate winter reading commitment Books and Bagels Creating Innovators parent book club Parent Reading Survey February Family field trip for library cards “Books we LOVE” bulletin board Genre challenge March Read Across America Celebration Book Fair Books and Bagels Literacy Night (Grades PK-2) April Spring Break reading commitment Books and Bagels Walk-through to give feedback around independent reading and the use of technology/vocabulary May Give staff book to encourage independent reading Literacy Night (Grades 3-5) Gaithersburg Book Festival Summer reading commitment June/July BOGO Book Fair Public library presentation to invite students to the library Walking field trips to the local public library branch Bookmobile twice weekly to distribute books to students Twice monthly phone calls to students to remind them to read and log their minutes

8.  A short, engaging, and enthusiastic presentation so others want to read the same book. Currently a practice on our morning announcements.  It uses every one of the language arts: reading, writing, and speaking.  Booktalks are not just isolated events. One booktalk after another builds a solid, supportive, and energized community of readers, eager to dive into books peers recommend. SCHOOL

9.  Strengthens reading skills by motivating reading practice  Recognizes readers (reader of the week)  Schools can participate during the school year by signing up online  Students can log and track every minute read on the easy-to-use website SCHOOL

10. Scholastic Summer Challenge (May to August):  A free online program that offers everything you need for a successful summer reading program  Resources for students, teachers, and parents related to summer reading  Students can log minutes toward weekly challenges SCHOOL

11. “The more engaged children are with reading at school the more likely they are to read at home.” Community Literacy SCHOOL

12. CCSS for English Language Arts Instructional Shifts: Students read a true balance of informational and literary texts Provide more time and space and support for reading with comprehension Students engage in rich and rigorous conversations about text Classroo m

13.  Preview stacks for students  Change the choice for students  Mid-year reading survey with students  “Next to Read” List  Birthday Books  Reading Commitments “Allowing students to choose their own texts fosters engagement and increases their interest and motivation to read.” Classroo m

14. Research Reveals: Students who spend 20 minutes per day reading books independently are exposed to 1.8 million words per year and score in the 90th percentile on standardized tests. Anderson, R.C. “Growth in Reading and How Children Spend Their Time Outside of School.” Reading Research Quarterly 28 (3) p.292, 1998. Classroo m

15. How do we: Help students read a true balance of informational and literary texts? Provide more time and space and support for reading with comprehension? Help students engage in rich and rigorous conversations about text? Classroo m

16. Community Engagement and Opportunity Books and Bagels Birthday Books Scholastic Book Fairs Bookmobile Reading Commitment HOME/ Community

17. Literacy Nights Scholastic Book Fair Family Event Family Library Trip Open House Parent Reading Survey o How often do you read at home? o In one word, how do you feel? o Do you feel comfortable asking about your child’s reading progress? Community Engagement and Opportunity HOME/ Community

18. HOME/ Communi ty

19. HOME/ Communi ty

20. Group Sharing of Best Practices and Observations

21. As a school leader, you have the power to connect kids with books they want to read. www.scholastic.com/bookfairs/principa ls/resources.asp Principal’s Guide

22. In the Principal’s Guide, you’ll find tools and resources to help you instill a love of reading at your school, including:  An archive of articles, reproducible documents, and links to Scholastic websites  Details on a Principals Advisory Board, a network of professionals helping Scholastic Book Fairs create innovative learning resources for parents and educators  “Reader Leader” eNewsletter written by and for principals Principal's Guide Resources

23. The Reader Leader e-newsletter provides:  Commentary from Donalyn Miller, teacher and author of The Book Whisperer  Tech Tips from Principal Dr. Rob Furman  Alyson Beecher provides great ideas to keep reading fresh and fun!  Shared success stories written by principals for principals  Guest columnists who are educators offering advice and weighing in on important issues Reader Leader Quarterly e-Newsletter

24. “Children who read as few as six books over the summer maintain the level of reading skills they achieved during the preceding school year. When children are provided self-selected books at the end of the school year, many not only maintain their skills, but actually make reading gains.” Anne McGill-Franzen and Richard Allington, “Bridging the Summer Reading Gap” Studies Reveal:

25. Early Intervention “A child who is not reading on grade level by the end of third grade is four times as likely to drop out of school when compared to peers who are reading on grade level.” “Poor children who are not reading on grade level by the end of third grade are 13 times more likely to drop out than wealthier and proficient peers.” See “Double Jeopardy”, Anne E. Casey Foundation and Hernandez, D.J. (2011), paper presented at AERA meeting in New Orleans, LA

27. Of the ideas you’ve heard today, what might be a fit for your school? What would move your school’s strategic plan forward? Identify one or two new ideas that you can use to expand your independent reading plan? Getting Started