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Independent Reading
Purpose:Silent Sustained Reading vs. Independent Reading
❖ To increase the time students read (stamina)
❖ To increase the amount of reading students do
❖ To enable students to practice their reading
❖ To increase the time students read (stamina)
❖ To increase the amount of reading students do
❖ To improve reading competence through instruction and practice of comprehension strategies
❖ To enable students to manage and keep records of their reading
Procedures: Student RoleSustained Silent Reading
❖ Read ContinuouslyIndependent Reading
❖ Read continuously
❖ Reflect on reading and keep own records
❖ Confer with teacher
❖ Think about and write responses to their reading
Procedure: Teacher RoleSustained Silent Reading
❖ Read as a model for students
❖ Monitor student behavior
Independent Reading❖ Mini-lesson/Set
purpose for reading
❖ Confer with students about their reading
❖ Keep records of reading behaviors
❖ Use observations to drive further instruction
Literacy Perspective❖ Classroom Environment
❖ Materials needed:❖ Books, books, books
❖ Journal or log
❖ Atmosphere❖ Set expectations; teach procedures
❖ Room arrangement❖ Reinforces reading enjoyment and
independence
Conferring With Readers
Purposes of Conferences❖ Engage in meaningful interaction that supports
the reader’s ability to process text with understanding and fluency
❖ Teach the reader, NOT the text
❖ Become a set of ears, a guide, a sounding board
❖ Help the student solve problems/apply fix-up strategies
-Fountas and Pinnell, 2001
Topics for Conferences❖ Breaking the Ice
❖ Sampling Oral Reading
❖ Encouraging Monitoring and Reflection
❖ Encouraging Connections
❖ Encouraging Critical Reading
❖ Extending Reading Interests
❖ Extending Fix-Up Strategies
-Fountas and Pinnell, 2001
Anecdotal Records
Anecdotal Records
Scheduling & Record Keeping❖ Mark on your record sheet students you want to
confer with in depth and those you want to check in with briefly
❖ Have a place where students can sign up if they want to request a conference
❖ Write down what you want to remember about the reader
❖ Make note of a need for class mini-lessons
❖ Keep short but pertinent notes to inform your teaching and assessment of a reader
Fountas and Pinnell, 2001
Let's watch this in action . . .
Reflecting and Responding
Writing About ReadingHow to Respond
❖ Sketch or drawing
❖ Web
❖ Chart or List
❖ Letter
❖ Cartoon or Story Board
❖ Written Reflection or Summary
Where to respond❖ Reading Journal
❖ Reader’s Notebook
❖ Blog Book
❖ Literary Diary
❖ Story Scrapbook
❖ Sticky Notes
