1. Independent Reading
and Reading Response

2. “There are few ideas more widely accepted than that reading is learned through reading.” National Reading Panel, 2000

3. Where in the day do students have the opportunity to learn more about reading by reading?

4. During independent reading!
“Independent reading is a context within which children can see themselves as readers and build habits that can last a lifetime.”
--Fountas & Pinnell, 2006

5. What researchers say…
Richard C. Anderson concluded from his study on the role of independent reading of trade books in children’s reading achievement “that wide independent reading makes substantial contributions to children’s present reading achievement and their growth as readers over time.”
--Linda G. Fielding, “Point of View: Richard C. Anderson,” Reading Researchers in Search of Common Ground
“The importance of reading as an avenue to improved reading has been stressed by theorists, researchers, and practitioners alike, no matter what their perspectives. …it is generally agreed that practice in reading develops better readers.”
--National Reading Panel, 2000
“When children are given adequate time to engage with texts on a daily basis, their improvement in literacy development is substantial.”
--Tony Stead, in Good Choice! Supporting Independent Reading and Response K-6 citing Stephen Krashen, The Power of Reading
“Not only does having access to trade books motivate students to read, it also increases their reading achievement.”
--Guthrie, Schafer & Von Secker, 2000

6. …and the professional literature confirms…
“A longstanding, highly respected body of research definitively shows that students who read more, read better, and have higher reading achievement.”
--Regie Routman,
Reading Essentials
For more specifics on the importance of independent reading, consult:
Allington, What Matters for Struggling Readers
Allington, “What I’ve Learned About Effective Reading Instruction from a Decade of Studying Exemplary Elementary Classroom Teachers,” Phi Delta Kappan
Fader, New Hooked on Books
NAEP Trends in Academic Progress Report
Scholastic, “The Impact of Trade Books on Reading Achievement” a combination of two articles by Dr. D. Ray Reutzel and Susan B. Neumann
Taylor, Pearson, et al., “Beating the Odds,” CIERA Report #2

7. …is that independent reading matters.
What makes it so essential to successful reading development?

8. Why Independent Reading is Essential
The “independent reading” referred to and solidly supported in the research…
…is an integral part of a comprehensive literacy framework.
…provides daily time for sustained reading.
…offers choice while matching readers with just-right books.
…invites wide reading with a well-stocked classroom library.
…is purposefully structured and well-monitored by the teacher.
…is a meaningful experience surrounded by literate thinking and talk.

9. Independent Reading as Part of a Comprehensive Literacy Framework
Independent reading is planned practice.
Independent reading completes the gradual release. The teacher releases responsibility to students for applying new learning.
Students have the time they need to orchestrate the strategies and skills they are learning during read aloud and shared reading.
Teachers have the time they need to confer with readers, monitor progress, and continue the cycle of teaching and learning.

10. Without independent reading, where will students practice?
If you were taking tennis lessons, and your instructor skillfully showed you how all the things you needed to know but never gave you time to practice, how effective would you be in putting it all together and becoming a tennis player?

11. “When we teach reading, we are teaching children to do something
“When we teach reading, we are teaching children to do something. Children can’t learn to swim without swimming, to write without writing, to sing without singing, or to read without reading.”
--Lucy Calkins, The Art of Teaching Reading

12. The Importance of Sustained Reading
When given opportunities to read for extended periods of time, readers get better at reading by:
Reading more—quantity matters!
Making reading a habit—it’s daily and predictable
Reading widely—readers have time to immerse themselves in a variety of genres, authors, and topics
Building fluency
Expanding vocabulary and background knowledge that supports comprehension
Nurturing a sense of inquiry and desire to learn—developing expertise on a topic of study
Discovering preferences—devouring favorites and gaining deeper understandings of texts they are committed to
The reading stamina that students develop also prepares them for the demands of lengthy passages on standardized tests.

13. Choice in independent reading makes a difference.
If given a choice, would you prefer to read a text you’ve selected or one that someone selected for you?
Of course, you would prefer to choose your own text. Why?

14. Choice Engages and Empowers Readers
Readers are motivated to read when, by choice, they read to…
…satisfy their own interests.
…pursue their passions (favorite authors, topics, etc.).
…set their own purposes for reading (I want to read this text because it will help me learn more about ___.).
…meet their own goals.
…read what their friends have recommended.
Learning to exercise choice is a powerful experience in itself.

15. What message do we send when we make all the choices?
In what ways might choice be offered to students beyond that of self-selected text?
What difference would it make for readers to have choice in where they read? In how they respond to their reading?

16. Choice Balanced with Just-Right Text
The importance of matching text with readers cannot be understated.
During independent reading, students must be reading high-success texts—texts that they can read with accuracy (95% or above), fluency, and comprehension.
This ensures that students can monitor their understanding (know when they aren’t getting it) and can effectively apply the strategies and skills they are learning to problem-solve when needed.
Quick, accurate reading also preserves energy for thinking deeply about text.

17. However, students can still have choice among the texts that are just right for them.
How will students know what just-right text is?

18. Teach Students How to Select Just-Right Texts
Even the youngest readers can learn simple criteria for selecting books:
I like this book. I enjoy reading this book.
I know almost all the words and I can figure out the words I don’t know.
My voice sounds smooth, not bumpy. My voice sounds like the teacher’s voice during read aloud.
I remember what I read. I can talk about it with my friends.
Use this or similar language in a series of think alouds to model selecting just-right books in K/1.
Use shared writing to create a chart that your community of readers can refer to often.

19. How might the criteria for selecting just-right text look different as readers grow and change?
How could maturing readers be encouraged to expand and refine their text selection?

20. Selecting Just-Right Texts (cont’d.)
Over time, readers can learn additional ways to preview and select just-right text:
Notice what the title and cover reveal
Seek favorite authors, illustrators, characters, topics, genres
Read the front and back flaps
Skim the book to discover what it’s about
Sample part of the text
Consider their level of familiarity with genre, content, writing style
Monitor their understanding and know when they aren’t comprehending

21. Independent Reading Invites Wide Reading
Wide reading increases readers’ comfort and familiarity with different kinds of texts.
Readers develop loyalty to authors, series, and characters.
Readers sample different writing styles and discover their own mentor texts.
Readers expand their knowledge of world and develop cultural understanding.
Variety promotes flexibility in processing many kinds of texts.

22. Support Wide Reading with an Effective Classroom Library
Have a range of texts appropriate for all levels of reading ability and interests.
Include a variety of genres, balancing fiction and nonfiction.
Have enough texts so the library is not depleted with regular use.
Organize the library with students so they know how to access texts.
Spark interest in reading with book talks and book shares.
For more information on building and maintaining a classroom library, visit the district’s literacy website, “Independent Reading” link, to view a self-guided PowerPoint presentation on “Classroom Libraries.”

23. Independent Reading is Structured
Well-rehearsed routines and clear expectations pave the way for the important work of independent reading.
Explicitly model and practice routines with students.
Above all, readers should clearly understand the purpose for independent reading.

24. Establishing Expectations
Students will need to know:
What to read (how to find reading materials and return them)
Where to read
Will they sit in their seats or choose personal reading spots?
Appropriate voice levels
(silent reading for fluent readers—Gr. 2 and up)
Expectations for movement
Will they have all the materials needed or is it okay to go back and forth to the class library, sharpen pencils, etc.?
Expectations for book handling
If and how reading will be recorded in logs
What to do when assistance is needed
How to know when reading time is over

25. Establishing Expectations in K/1
Use shared writing to create rules together and post for easy reference.
This is one example for a kindergarten classroom.
Find your bookbox.
Take it to your personal reading spot.
Read quietly.
Keep reading until you hear the music.
Put your bookbox away.
Come to the carpet to share.

26. Reading Logs Readers in Grades 2 and above may record what they read.
Reading logs help students track the quantity and variety of their reading.
This information is useful in:
making informed reading choices
recommending books to friends
setting goals and celebrating accomplishments
Reading logs may be part of a larger Reader’s Notebook in the intermediate grades.

27. Independent Reading at the Beginning of the Year in K/1
Independent reading can begin on the first day of school.
K/1 readers should have the opportunity to:
Browse alphabet books, counting books, and other concept books
“Read” picture books
Notice and learn from the photos in simple informational texts
Behave like readers
Day 1 is not too soon to begin to see yourself as a reader!

28. K/1 Independent Reading
Very soon, more reading materials may be added to students’ independent reading boxes:
Songs, chants, poems, and other familiar text from shared reading
Small copies of familiar big books
Guided reading texts that students can read with accuracy, fluency, and comprehension
Some of these texts may still be “read” from memory. Just like in writing, students’ approximations should be accepted until the point at which they are ready to transition away from reading-like behaviors to reading simple texts by attending to print.

29. Time-on-task is an issue for all readers.
How can teachers in Grades 2 and beyond ensure that independent reading time is spent reading?
What routines and expectations may be the same?
What differences might there be?

30. More Time for Reading Instead of activities and centers, students may:
browse and read from the classroom library
read and/or retell previous read aloud texts
explore special bookboxes with books by one author or on one topic
reread familiar poems and shared reading
read from group bookboxes (books from guided reading)
read with partners
read from own bookboxes
This expanded reading opportunity does not replace independent reading time. It supplements in a way that offers choice.

31. Why can't this type of reading practice be considered independent reading?
While this extra practice is valuable, it’s missing an essential element–-teacher monitoring.
This key characteristic separates independent reading, as an essential element of a comprehensive literacy framework, from merely reading independently.

32. Monitoring Progress in Independent Reading through Conferring
Beginning with the youngest readers, conferring adds dimension to independent reading.
The teacher spends time side-by-side with students, listening to them talk about their reading and communicating a genuine interest in them as readers.
Literate conversations push readers to think more deeply about text and about their processes as readers.
Teachers learn about their students’ strengths and areas for growth—vital information for planning future instruction.

33. Conferring: Text Selection
Through conferring, the teacher carefully monitors and scaffolds text selection:
Is this text a good match with readers? Are students reading with accuracy, fluency, and comprehension?
How deep is the level of comprehension?
Is reading balanced (among genres, topics, authors)?
Are students reading enough? (using time wisely)
What are students’ interests?

34. Conferring: Differentiation
With skillful conferring, the teacher also differentiates for readers.
Specifically reinforcing what readers do well
Prompting students to apply problem-solving strategies
Teaching through 1:1 demonstrations when needed
Re-teaching skills needed by this reader that other readers have already mastered
Modeling and engaging readers in literate talk
Encouraging students’ reflective thinking about their own processes for solving words and making meaning
Setting and monitoring reading goals

35. Conferring: Setting Goals
Setting goals and assessing progress toward those goals is another key aspect of conferring.
Goals should be matched to instruction, changing over time as readers grow, and worded so students clearly understand.
When readers know what is expected of them, they are able to partner with the teacher in making progress.

36. Setting Goals with Primary Students
“What I’m Working On” reflects the current range of teaching and expected learning.
Through discussion, the teacher and student identify strengths and set a goal to work toward.
Then at the close of the conference, the teacher can remind the student of the goal and set an expectation for applying it in reading.

37. What might a conference look and sound like in the primary grades?
It may be helpful to think of conferences on a continuum.

38. A K-2 Conferring Continuum
Emergent Readers
While making meaning, most of an emergent reader’s energy is on processing print.
A critical aspect of conferences with these readers is listening to and recording oral reading so the teacher can monitor developing strategies for processing print.
Early Fluent
Readers’ fledgling strategies for processing print are growing stronger; running records help teachers identify specific strengths and areas for continued growth.
As early as the end of 1st grade, many readers have become proficient decoders. They have figured out “the system” and begin transitioning to silent reading.
Fluent
As these readers move into 2nd grade, teachers will still want to monitor accurate, fluent reading and comprehension.
Conferences begin with conversation about the text. Then, during oral reading of a short passage, miscues are recorded and analyzed and fluency is noted.

39. Conferring with K-2 Students
This is one way to structure a conference with emergent and early fluent readers.
It is also appropriate for supporting below grade level readers in 2nd grade.
Taking a running record is embedded in the conference.
This step-by-step guide for primary conferring may be located on the district’s literacy website at the “Independent Reading” link.

40. Conference Record Keeping
Conference forms are a matter of personal preference. Design a form to meet your needs.
This form has space for a running record and includes questions from Literacy By Design to assess comprehension.

41. Conferring: How long? How many?
Once a teacher has developed some fluency with conferring, conferences in K/1 should each take about 5-7 minutes.
During a typical 20-minute independent reading time, that might mean that a first grade teacher:
Confers with two focus students
Checks-in with two other students
Over the course of the month, in an average-sized class (25), the teacher would see every student at least once and some students more frequently, depending on need.

42. Conferring with Intermediate Readers
What differences are there?
What principles of conferring remain the same?
Conversational tone
Teacher learns about the readers’ strengths and needs
Specific reinforcement of what the reader is doing well
Monitoring text selection
Teaching/differentiation
Reflective thinking
Setting and revisiting goals
Decoding strategies are usually in place, so conferences with intermediate readers focus on depth of comprehension.
Texts are longer—meaning teachers may not have specific knowledge of their content. Generic questions can support teachers in monitoring comprehension.
Conferences may include review of reading logs and sharing of a Reader’s Notebook.

43. Probing Depth of Comprehension
The teacher asks questions that will help to determine the student’s level of understanding.
Generic questions can support this conversation even when the teacher has not read this specific text.
(Fiction)
Have you discovered a problem? Tell me about it.
What have you noticed about the main character? (traits, change over time, etc.)
What’s happening right now?
(Nonfiction)
What have you learned or want to remember?
What have you noticed about how this text is organized? How is that helping you read and understand?

44. Monitoring Comprehension
Many factors may affect depth of comprehension.
In conferences with intermediate readers, the teacher is also monitoring:
Use of strategies to comprehend (e.g., inferring, connecting)
Just-right text (Does the reader have the necessary background knowledge?)
Fluency and pacing
Self-monitoring and use of strategies to fix-up meaning
Ability to learn and use new vocabulary
Wide reading
Skillfully, the teacher uses this information to
guide the student in appropriate ways
inform future instruction

45. Returning to the tennis metaphor--what does an instructor do to ensure that you experience success in learning tennis?
The instructor watches you try your hand at serving (practice). S/he assesses your skill level, and then moves to your side to guide you, helping you with your delivery right at the point of need.

46. Conferring is the teacher’s opportunity to assess need during practice and then mentor and teach right at the moment that students need it most.
Every child should feel successful when the conference is over and the teacher moves on.

47. Independent Reading is Surrounded by Literate Thinking and Talk
The literate talk that begins in read alouds is the basis for the thinking and responding that readers will eventually do independently.
Teacher modeling and discussions in read aloud teach readers how to think and talk about text. The richer the talk, the deeper and more insightful the responses.
Beginning in kindergarten, readers can use these models to think about and respond to their independent reading.
Literate talk is facilitated by choice of read alouds. “They should be meaningful and memorable texts that excite and inform students and help them understand themselves and the world.” –Reading for Life: The Learner as a Reader

48. Reading Response in K/1
Readers first need to experience success in responding during whole group.
Teachers can encourage students to participate in:
predicting and inferring
making meaningful personal connections
comparing/contrasting texts and authors
discussing characters—their traits, their choices, lessons learned
sharing new learning
supporting thinking with details from illustrations and from the text
developing favorite authors
establishing purposes for reading
expressing opinions and evaluating texts
reflecting on reading processes

49. Questions to Spark Literate Conversation
Do you think the story could have happened in real life? Why or why not?
Where do you think the author got the idea for this story?
What do you think the story is going to be about?
What might happen next?
PLOT
These questions support critical thinking about story.
Students first need to experience success in thinking and talking about text during whole group time.
How is the main character the same or different from you?
Did the character learn something? What?
How did the character change in the story?
How is the character feeling? Why?
CHARACTER
Have you ever been to a place like this? What was it like? How does that help you understand the story?
Does the setting change? How? Why?
Where is the story taking place?
SETTING
Is this author trying to tell us something about people and they way they live?
Is there a lesson that we can learn?
THEME

50. Sharing after Independent Reading
Extend the opportunity to apply these models for thinking and talking about text to independent reading.
Model and encourage literate talk during individual conferences.
Bring students together at the end of independent reading for sharing. Make this a special time to share:
Something learned from reading
Something noticed about text
Something a student has learned about him/herself as a reader

51. Independent Reading Share (cont’d.)
Drawing the reading community together to share after independent reading supports all readers.
With increasing sophistication, readers can talk about:
Success in problem-solving text
Success in applying strategies to understand text
Reading recommendations

52. Book Talks and Book Shares
Use this time to give book talks.
Offer a brief overview.
Read a short passage that includes to spark interest.
Make connections between topics, authors, genre as appropriate.
Share why the book is worthy of reading.
Students can use this model for preparing their own book shares—promoting books they believe would appeal to other readers.

53. Moving into Written Response
As readers continue to be immersed in a wide variety of quality literature and literate conversations, they become smarter with words and ideas about texts and about the world.
Discussions, independent reading share, and conferences have all been a sort of “oral rehearsal” for written response.
It’s time to take it to writing. Students’ words and ideas are begging to be heard!

54. Reading Response in K/1
The earliest responses can take the form of pictures with simple text.
Arthur is fune.

55. Reading Response in First Grade
As readers grow in their ability to think and respond, they can be expected to spend more time on the written portion of response.
Teachers may use shared writing to create responses (to read alouds) beginning with simple sentence stems:
I (we) liked…
I learned…
I felt…
I think…
I noticed…
I wonder…
It reminds me of…
These simple stems can be glued inside a Reading Response Journal.
Writing is thinking on paper. With experience, readers will develop more fluency of thought and written responses will become more complete. The sentence stems they may have depended on to get started can be found embedded in a larger response.

56. Poetry Response
When poetry is an integral part of students’ daily reading lives, they enjoy responding to it, too.
These stems may get students started, but later their responses will increase in complexity.
This poem makes me feel…
This poem reminds me of…
This poet likes to…
This poem is special because…
I like this poem because…

57. In closing… --Lucy Calkins, The Art of Teaching Reading
Finding time may be the greatest challenge of all.
Randy Bomer, in Time for Meaning, suggests that what we really mean when we say that there is not enough time, is that “it’s hard to choose and control what we do with the time we have.”
He further suggests that “finding clarity of purpose” makes it easier to find time for the things we value.
So, what is the real purpose for independent reading? It goes well beyond increasing student achievement.
“If our goal is to help children compose richly literate lives, then we need to give them time each day to do just that.”
--Lucy Calkins, The Art of Teaching Reading