1. LITERACY-BASED DISTRICT-WIDE PROFESSIONAL DEVELOPMENT Aiken County Public School District January 15, 2016 LEADERS IN LITERACY CONFERENCE

2. Independent Reading: A Structure of the ACPS Literacy Model Catherine Hamilton Kristen Buice LEADERS IN LITERACY CONFERENCE

3. Outcomes Define and discuss what independent reading looks like in an ACPS classroom Experience an independent reading block in order to understand how it is implemented in the classroom 3

4. Essential Question How can I effectively implement independent reading in my classroom? 4

5. Norms Participate actively in reflections and discussions. Respect ideas, opinions, and contributions of others (limit side conversations). Apply respectful and professional use of technology. Add unrelated questions or comments to the “Parking Lot” to discuss at the end. 5

6. Activator Work in table groups to complete a T chart on chart paper: What Independent Reading IS What Independent Reading IS NOT 6

7. “…almost everything, from phonemic awareness, to phonics, to comprehension, is developed through independent reading and writing.” - Richard Allington, 2009 7

8. “When we are pressed for time, independent reading is usually the first thing cut. However, a carefully monitored independent reading program is the single most important part of your reading instructional program.” - Regie Routman 8

9. Part of the ACPS Literacy Model http://literacy- model.acps.schoolfusion.us/modules/groups/group_pages.pht ml?gid=2324881&nid=241611&0154a2&0154a2 9

10. Components of Independent Reading Mini-Lesson (5-10 minutes) Modeling, think-alouds of focus strategy Reading & 1:1 Conferences (30 minutes) Running records, anecdotal records Reading responses, reading logs Strategy Share (5-10 minutes) 10

11. Gradual Release Research 11

12. Independent Reading and Gradual Release Read Aloud (teacher explicitly models) I (teacher) do it Shared Reading (practice together) We do it Independent Reading (student practice) You do it 12

13. Tools to Select “Just Right Texts” Scholastic Reading Intervention (SRI) – Lexile Levels Recommended Reading Report Fountas & Pinnell Benchmark Assessment System (BAS) & Leveled Literacy Intervention (LLI) Running Records Other Anecdotal Records/Notes 13

14. Reading Level Correlation Chart http://3rd-grade- ela.instruction.acps.schoolfusion.us/modules/groups/integrated_home.phtml?gid=4424727&sessionid=12c02bfebd8be9791036d38118f1ac10 14

15. How Do We Get Started with Independent Reading? 15

16. Rituals and Routines Start slow Model/teach, practice, and monitor the reading behaviors first Teach students to monitor their own engagement (book bags, book logs & reading response) Resources: -On Solid Ground by Sharon Taberski -Guiding Readers and Writers Grades 3-6 by Fountas and & and Pinnell 16

17. Reading Log Example Reader’s Name ___________________________ Reader’s Lexile _______________ DateBook Title & Author & Lexile GenrePages Read (Starting Page) Pages Read (Ending Page) Reading ResponseE(Easy) JR(Just Right) H(Hard) Adapted by Cat Hamilton from the READ 180 Modeled and Independent Reading Log 17

18. Reading Response Examples 18

19. Any other ideas? Turn and talk about things you have used during your independent reading conferences. Share out ideas. 19

20. Let’s Experience It! Strategy Lesson Reminder Think back to read aloud (modeled) and shared reading (practiced together) What was the Author’s Purpose in writing this text? Read/Conference Reflect on Post-Its “Questions & Connections” Share/Reflect 20

21. Debrief Thoughts on the experience? How might this work in your classroom? 21

22. A thought about conferencing… “Any time we spend with a child is an opportunity to teach. If we make an assessment and don’t use it to move teaching and learning forward, the assessment is largely a waste of time. Use your informal reading evaluations to do needs- based teaching. Ask yourself: ‘What’s most important to teach at this moment for this child to move him forward?’” Regie Routman, Reading Essentials 22

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24. Reflection: Turn & Talk How can I effectively implement independent reading in my classroom? What is my role in creating life-long readers? What are my next steps? 24

25. Contact Information Catherine Hamilton– Reading Coach at North Aiken Elementary CHamilton917@acpsd.net Kristen Buice– Reading Coach at Oakwood Windsor Elementary Kbuice@acpsd.net 25

26. More Questions?? Be sure to add any questions to the parking lot/exit slip with your e- mail address for us to contact you. Feel free to contact the reading coach in your building for more information. 26

27. Handouts Content -Samples of: -reading logs -checklists -rubrics -conference forms -List of professional development resources 27

28. Exit Slip Please take a moment to complete the exit slip. Be sure to pick up a “Handouts Packet” when you leave your exit slip at the door. Thank you!!! 28