BREAKFAST PROFESSIONAL LEARNING GOLDFIELDS NETWORK FEBRUARY, 2010 Independent reading in the classroom

What is independent reading?

Silent reading (USSR, DEAR) Independent reading Student chooses any book to read Daily time to read (10-30 mins) Optional classroom library Book may be above or below reading level No checking by teacher No writing involved No teaching involved No reading goals set Student chooses any book to read Teacher may guide selection Daily time to read (30 mins 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 Independent vs Silent Reading

Where does it fit in the literacy lesson? Most teacher support Least teacher support Read aloudShared readingGuided readingIndependent reading

Whole classIndependent or groupWhole class Mini lesson Modelling a strategy Demonstration Independent reading Individual conference Response to reading Small group focussed teaching:  Oral language  Read aloud  Shared reading  Guided reading  Reciprocal reading  Literature circles  Book clubs Reflection Share time 20%60%20% The reading lesson

Text selection – I PICK I chose the text myself Purpose – Why am I reading this text? Interest - Am I interested in this text? Comprehension – Do I understand what I am reading? Know – Can I read most of the words?

I PICK…. posters /anchor charts / bookmarks

“Until now, I never associated a successful independent reading program with a well- organised classroom library.” (Classroom teacher) The issues: Teachers control how they are managed Students don’t know how to select books they can read The book collection is too difficult for students to access Too little time has been set aside for reading

Classroom libraries Visible, attractive and inviting area in the room Collections of books, sorted according to category (When students help create the library, they use it more.) Levelled books, clearly labelled so that students can identify their level easily (40-50% of books should be in this category) Supportive charts and posters Student and teacher recommendations, ratings, book talks Use your school librarian!!

“It really doesn’t matter much what kids read as long as they read and enjoy what they’re reading.” (Regie Routman)

Book collections Levelled texts Author collections Genre collections Topic collections Series or character collections Current topic study collections Other texts- comics, maps, cards, songs, poems, magazines Shared reading texts, guided reading texts Books which have been read aloud Shared writing texts

Book boxes Mostly ‘just right’ texts A selection of fiction and non-fiction Enough texts to read for the duration of IR time Log or journal Pencil Bookmark Headphones

Monitoring independent reading Conferences Observations Focussed teaching groups Reflection time Student reading journals

Goldfields network literacy wiki