1. Independent Reading in the Moorhead Area Public Schools Grades 3-5 January 15 2014

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’re ready to start building a strong common foundation...

7. Not bricks, but 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...

13. Like this...

14. And this...

16. Like this...

17. So what can we ALL do starting NOW?

18. 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? GradeMinimum Minutes 3 rd Grade30 - 45 4 th Grade30 - 50 5 th Grade30 - 60

30. 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.

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

32. What else should we consider?

33. 4 Keys to Successful Independent Reading Student Choice Time in School Teacher Support Access to Great Books

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

35. 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

36. 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.

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

38. Differentiated Instruction Conferences Strategy groups

39. 1-1 conversations with kids about what they’re reading.

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

41. Opportunities to Write About Reading In journals In reader’s notebooks

42. 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.

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

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

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

46. 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

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

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

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

50. The GOOD News...

51. Some books are on their way!

52. What will you get? Books Baskets Labels

53. 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

54. When will the books arrive?

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

56. How should we prepare?

57. Organize the Books We Have

58. Give Our Classroom Libraries Center Stage and Some TLC

59. We interrupt this program...

60. Physical Space Accessible Inviting Room to grow

61. Take Stock of Your Current Collection

62. Consider discarding “the DUDS”

63. Consider Less “Guarding of Books”

64. Consider Breaking Up Novel Sets

65. Booksource Classroom Organizer

66. Book Retriever App

67. www.librarything.com

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

69. A word about levels...

70. What’s the deal with tubs?

71. Labeling Books and Baskets

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

88. 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?

89. Individual book bags or baskets

90. Teach Kids to Honor and Cherish Books

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

92. What about a checkout system?

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

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

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

96. 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.

97. 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.