1. Welcome! Independent Reading, Leveled Libraries, and Fluency Every child is a good reader with the right book.

2. YOUR NAME Formerly:

3. Introductions Please share: Your name Your position A Point of Pride about your students and their learning last year

4. By the end of this session participants will be able to: make connections between reading independently and fluency. teach students to choose a “just right” text. level books for independent reading, and be able to use those books daily during the Literacy Block. establish routines for self-selected reading. motivate students to select texts with a variety of genre, era, and perspective. Every child is a good reader with the right book.

5. Turn & Talk: If you selected 10 struggling readers in your school, how many would have a desk full of texts they could read accurately, fluently, and with understanding? Research indicates that struggling readers are more likely than better readers: to be reading material that is difficult for them, to be asked to read orally, to have their attention focused on accuracy rather than comprehension, to be interrupted when they misread a word, to be interrupted more quickly, to pause while reading and wait for a teacher to prompt, and to be told to sound out a word. Fluency: Still Waiting After All These Years by Richard Allington In order to be a fluent, comprehending reader, the individual must be able to read most words in a text with little effort or attention. - What Really Matters in Response to Intervention by Richard Allington, 2009 Independent Reading and Fluency

6. What does the term “Just Right” mean? Independently = 99-100% accuracy Proficiently = 90% comprehension Emmett Betts, 1946; Richard Allington, 2011 How do I help my students find their “Just Right” level? Find the highest level at which each student has basic understandings of text. Grade 1 Example: CC.1.3.1.A – Retell stories, including key details, and demonstrate understanding of their central message or lesson. CC.1.3.1.K – Read and comprehend literature on grade level, reading independently and proficiently. Choosing a “Just Right” Text

7. By the end of this session participants will be able to: make connections between reading independently and fluency. teach students to choose a “just right” text. level books for independent reading, and be able to use those books daily during the Literacy Block. establish routines for self-selected reading. motivate students to select texts with a variety of genre, era, and perspective. Every child is a good reader with the right book.

8. With a partner, please read the emergent reader text provided. Jot a list of characteristics of the text. Be prepared to share what you noticed. Leveling Books for Independent Reading

9. Compare your list with these common characteristics of emergent reader texts: - Strong picture support - Limited text on a page - Controlled text - Opportunities to apply beginning knowledge of alphabetic principles - Opportunities to apply knowledge of concepts of print - Repetitive patterns - Natural language With a partner, please read the emergent reader text provided. Jot a list of characteristics of the text. Be prepared to share what you noticed. Leveling Books for Independent Reading

10. Text Complexity and the PA Core Standards K indergarten Foundational Skills: Read emergent reader text with purpose and understanding. Range of Reading: Actively engage in group reading activities with purpose and understanding. Grades 1–3 Foundational Skills: Read on-level text with purpose and understanding. Range of Reading: Read and comprehend literary nonfiction, informational text, and literary fiction on grade level, independently and proficiently.

11. Turn and Talk: K indergarten Grades 1–3 Group reading activities may include read-aloud, shared reading, partner reading, small-group reading, reader’s theater, choral reading, etc. Independently = 99 – 100% accuracy Proficiently = 90% comprehension Emmett Betts, 1946; Richard Allington, 2011 Define “group reading activities.” Define “independently and proficiently.”

12. Text Complexity and the PA Core Standards Small Group Exercise What should students be able to do with text as a reader by the end of their first-grade year? List them.

13. Text Complexity and the PA Core Standards

16. By the end of this session participants will be able to: make connections between reading independently and fluency. teach students to choose a “just right” text. level books for independent reading, and be able to use those books daily during the Literacy Block. establish routines for self-selected reading. motivate students to select texts with a variety of genre, era, and perspective. Every child is a good reader with the right book.

17. Provide Student Choice Ensure High-Success Reading Connect to Instruction Document Reading History Establish Explicit Expectations Build Reading Stamina Provide Opportunities to Converse Organize Texts Routines for Self-Selected Reading

18. Provide Student Choice Ensure High-Success Reading Connect to Instruction Document Reading History Establish Explicit Expectations Build Reading Stamina Provide Opportunities to Converse Organize Texts Routines for Self-Selected Reading Turn and Talk: What current opportunities do your students have for choice in reading? Are there additional opportunities for choice that can be provided? Source: John Guthrie and Nicole Humenick. (2004). Motivating Students to Read: Evidence for Classroom Practices that Increase Reading Motivation and Achievement

19. Provide Student Choice Ensure High-Success Reading Connect to Instruction Document Reading History Establish Explicit Expectations Build Reading Stamina Provide Opportunities to Converse Organize Texts Routines for Self-Selected Reading Turn and Talk: What current opportunities do your students to engage in high-success reading? Are there additional opportunities for your students to engage in high-success reading?

20. Provide Student Choice Ensure High-Success Reading Connect to Instruction Document Reading History Establish Explicit Expectations Build Reading Stamina Provide Opportunities to Converse Organize Texts Routines for Self-Selected Reading Turn and Talk: How do you connect your instruction throughout the literacy block?

21. Routines for Self-Selected Reading

22. Provide Student Choice Ensure High-Success Reading Connect to Instruction Document Reading History Establish Explicit Expectations Build Reading Stamina Provide Opportunities to Converse Organize Texts Reading Log Routines for Self-Selected Reading Turn and Talk: What current opportunities do your students have for documenting their reading history? Are there additional opportunities that can be provided?

23. Provide Student Choice Ensure High-Success Reading Connect to Instruction Document Reading History Establish Explicit Expectations Build Reading Stamina Provide Opportunities to Converse Organize Texts Routines for Self-Selected Reading

24. Provide Student Choice Ensure High-Success Reading Connect to Instruction Document Reading History Establish Explicit Expectations Build Reading Stamina Provide Opportunities to Converse Organize Texts Routines for Self-Selected Reading Students who read for an hour per day for pleasure can increase their reading level by 2.66 grade levels per year. Paul, T., Patterns of Reading Practice, 1996

25. Grade 1 Example: CC.1.6.1.A – Listen actively and respond to others in small and large group situations with appropriate questions and ideas. Routines for Self-Selected Reading Turn and Talk: What current opportunities do your students have to converse? Are there additional opportunities for conversation that can be provided? Provide Student Choice Ensure High-Success Reading Connect to Instruction Document Reading History Establish Explicit Expectations Build Reading Stamina Provide Opportunities to Converse Organize Texts

26. Provide Student Choice Ensure High-Success Reading Connect to Instruction Document Reading History Establish Explicit Expectations Build Reading Stamina Provide Opportunities to Converse Organize Texts Routines for Self-Selected Reading Turn and Talk: How are texts organized in your classroom library? What new way might you try? What additional levels of resources do you need in your class?

27. By the end of this session participants will be able to: make connections between reading independently and fluency. teach students to choose a “just right” text. level books for independent reading, and be able to use those books daily during the Literacy Block. establish routines for self-selected reading. motivate students to select texts with a variety of genre, era, and perspective. Every child is a good reader with the right book.

28. Comprehensive Literacy Framework (School District of Philadelphia) Independent ReadingThe Teacher Is:The Students Are: Wide range of materials in a variety of genres -Providing time and materials - Working with small groups of students -Selecting books, magazines, and newspapers to read - Reading texts in various genres and formats Motivating Students Toward WIDE Reading Characteristics of Engaging Classroom Libraries Single title, non-static, rotating river of books. Selections across a number of publishers. Balanced for Literature and Informational texts. Developed with a multicultural, multi-gender, multi-perspective lens. HOW?

29. Every Child, Every Day by Richard Allington Every child… 1.Reads something he or she chooses. 2.Reads accurately. 3.Reads something he or she understands. 4.Writes about something personally meaningful. 5.Talks with peers about reading and writing. 6.Listens to a fluent adult reader.

30. Independent Reading in Action: Eddie

31. The student is… …the most important person in this school. Without students, there would be no need for this institution. Not a cold enrollment statistic, but a flesh and blood human being with feelings like our own. Not someone to be tolerated so that we can do our thing―they are our thing. Not dependent on us; rather, we are dependent on them. Not an interruption to our work, but the purpose of it. We are not doing them a favor by serving them; they are doing us a favor by giving us the opportunity to do so. Thank you!