Plan for and Monitor Independent Reading
As we have reached a time in education where there is such an emphasis on standardized test scores many teachers have come to a point where there is so much focus on guided reading and using a structured reading program and activities and little time is actually spent on students practicing what they are learning, which is to read. As with anything that we want to be good at we must practice and teachers need to allow 20-30 minutes per day for students to practice reading independently.
Independent reading as we will talk about today does not mean allowing students to choose any book of their liking and then read or pretend they are reading without being closely monitored by the teacher. Teachers must plan for and monitor students reading throughout the independent reading time. This varies from silent sustained reading in that in independent reading a students are allowed to choose any book to read, but teacher may guide selection. Students are reading 30 minutes or more versus 10-30 minutes in a silent sustained reading program. In an independent reading program there is an excellent classroom library. Students are reading mostly “just-right” books, teacher monitors comprehension, student keeps a reading record, teaching occurs during a conference and the teacher and student set reading goals.
Connect what students are reading with teaching and evaluating. As students are reading ensure students are:
· Matched with a book (or other reading material) they can read and understand.
· Reading a text they enjoy.
· Practicing and trying out strategies that have been demonstrated and working on in class.
· Being monitored, assessed, and evaluated on the books they are reading.
· Being taught strategies and how to apply them to problems solve and read independently.
· Setting and working on goals to further improve their reading comprehension.
Occasionally, you may want to direct independent reading by offering and then following up and evaluating the following examples:
· Try using the strategy we’ve been working on.
· Notice how your character is behaving and what makes him behave that way (for fiction).
· Visualize a setting the author describes.
· Make a connection to your life.
· Be on the lookout for a strong chapter lead- an enticing beginning.
· Reread when you lose meaning.
· Use what you already know to figure out what words mean.
· Note how an illustration or visual helps your understanding.
Use structured partner reading as part of an independent reading program. By participating in partner reading, students become less dependent on the teacher. Partner reading increases reader involvement, attention and collaboration. Model with another student what partner reading looks like and great guidelines such as:
· The reader holds the book.
· Sit close enough so both partners can see the words.
· Take turns reading.
· Go back and reread if you don’t understand.
· Turn and talk.
· Problem solve with your partner.
· If your partner is stuck on a word:
o Give your partner time to think
o Go back and reread.
o Read past the work and come back.
o Slide through it.
o Put in what makes sense.
o Sound it out with your partner.
o Look at the pictures.
o Ask if they would like your help.
o Tell your partner what the word is.
· Enjoy Reading!
Also, create with your students criteria for “just-right” books. A “just-right” book for 1st grade may be the following:
· I like it.
· I can read most of it.
· I can understand it and tell someone what it’s about.
A “just-right” book for a grade 4-5 class may be the following:
· It’s interesting; you like it!
o The title is appealing.
o You know and like the author.
· You are comfortable reading!
o The print is the right size.
o You like the illustrations.
o Some places are smooth; some are choppy.
· You can read it!
o You understand the plot and can predict.
o You can tell others what it is about.
o There are only a few words per page you don’t know.
Independent reading time is so very important to the reading program. It is when they engage themselves with a text and come to love reading. I find this time most challenging with the struggling readers. They are the ones most often off task, only skimming a book at best. This is the time I like to have conferencing with them to help them find a more interesting and appropriate book. They need the reading practice so much...and it is our responsibility to help them engage.
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