Self-Selected Reading

Four Blocks Literacy

“The purpose of this block is to build reading fluency to support students in becoming more independent in finding and reading text at their own independent

reading level, and to build confidence in students as readers.” (Erickson & Koppenhaver, 2007).

What is Self-Selected Reading?

Erickson, K., & Koppenhaver, D. (2007). Children with disabilities: reading and writing the four-blocks way. Greensboro, NC: Carson-Dellosa Publishing Company, Inc.

Why is SSR important?

The Self-Selected Reading block allows students to:• practice reading.• read books at or below their reading level to gain confidence and skills.• access a wide range of text types and genres.• have the opportunity to read for pleasure• increase fluency in application of skills learned in guided reading and working with words.• build intrinsic motivation

Self-Selected Reading Stages

The Self-Selected Reading Block has 3 parts:

• Teacher Read-Aloud and Mini-Lesson

• Independent Reading and Conferencing

• Sharing

Teacher Read-Aloud and Mini Lesson

“Reading aloud to children is the single most important activity for creating the motivation and background knowledge essential for success in reading” (Cunningham, Hall & Sigmon, 1999).

•At the beginning of the Self-Selected Reading Block the teacher chooses a book to read to the class (5-10mins).• Reading aloud from a variety of books will help every child realize there are books out there they can’t wait to read.•Mini-Lesson – The teachers helps students learn how to find books of interest and use strategies and technologies to read and share more independently.

Independent Reading and Conferencing

Ways of organising books.•Tables with book tubs•Centres (e.g. big book centre, magazine centre, class-authored centre).•Book creates and centres combined•Tarheel Reader Bookshelf•iPad books.

Ways of reading•You can “pretend read it”•You can “picture read”•You can read by reading all the words.

Conferencing•While the students read, the teacher conferences with a few students so that they can also observe and provide the support some children will need to grown in their independent reading.

References

All information in this presentation has been sourced from:

• Cunningham, P. M., Hall, D. P., & Sigmon, C. M. (1999). The teacher’s guide to the four blocks. Greensboro, NC: Carson-Dellosa Publishing Company, Inc.

• Erickson, K., & Koppenhaver, D. (2007). Children with disabilities: reading and writing the four-blocks way. Greensboro, NC: Carson-Dellosa Publishing Company, Inc.