Reading is Supposed to be Quiet, Right? Wrong! — Sweet Tea and a Live Oak Tree

In our classroom, I utilize a reading workshop model. A mini-lesson followed by independent reading and guided reading. I’ve always wondered how I could make independent reading more robust. I love the “why” of independent reading but there were always a few students who weren’t totally into it. Given that so much time is spent independent reading […]

via Reading is Supposed to be Quiet, Right? Wrong! — Sweet Tea and a Live Oak Tree

Guided Reading Self-Assessment: Test yourself!!

Imagem-blog-Geopi-CamilaΟ  I use an assessment to determine the levels of my students (Assessing Reading Progress: Setting Goals & Monitoring, The most important focus for guided reading success, )

Ο  I group my students based on their reading levels or needs (How to group students, How do I find out what my students need? The most valuable resource for literacy instruction)

Ο  My groups are made of less than 6 students (Teachers can respond to children’s reading more effectively. Amendum, et al., 2009)

Ο  I know the reading behaviors needed for my students to reach their next level (Guided Reading freebies!  The most valuable resource for literacy instruction)

Ο  I know the text characteristics for all the levels represented in my class (F & P Guided Reading Text Level Descriptions)

Ο  I select books based on appropriate text characteristics for each level (Find information for selecting appropriate texts here)

Ο  My students reread previous books for the first few minutes of the lesson (The Power of Rereading)

Ο   I use running records to assess my students’ growth or frustration once a week, per student (Running Records Resources, Running Records App)

Ο  I move students based on the results of the weekly running records (Assessing Reading Progress)

Ο  My book introduction allows students to access the text, but leaves them work to do (How to Craft Strong Book Intros for Guided Reading)

Ο  I take anecdotal notes while students are reading and note strengths and weaknesses (Observing and Noting Reading Behaviors)

Ο  I engage groups in conversations about the text

  • Literacy develops best through social interaction and dialogue with others (Dowhower, 1999)
  • Teachers should make a shift from asking predetermined questions designed to ensure that the students arrive at the “right” meaning to facilitating conversations that encourage students’ exploratory talk as they arrive at a deeper meaning (Gavelek and Raphael, 1996)

 

Ο  I have a variety of appropriate independent, shared, or project-based activities for the remainder of the class that keep them engaged while I am working with my groups (What does research say about literacy centers?,  Powerful resource for small group instruction)

Ο   There are no interruptions during my guided reading lessons from the remainder of my class (How do I organize my classroom for small group instruction?, 3 ways to ensure success at small group and center time, Powerful resource for small group instruction)

Ο  I make sure when my groups leave the table they are applying what we practiced during guided reading (Critical component for guided reading success)

How’d you do?

J.

Critical Component for Guided Reading Success & FREEBIES!!

There is only one way to know if your students are transferring the strategies you teach in guided reading to their reading behaviors, and that is…independent reading!  reading

If you do not have 15-20 minutes in your day for independent reading, find a way to fit it in!  And by the way, you need to be available during this time to observe and confer with your students!

What the research says…

Students who read independently become better readers, score higher on achievement tests in all subject areas, and have greater content knowledge than those who do not (Krashen 1993; Cunningham and Stanovich 1991; Stanovich and Cunningham 1993)

Students who do a substantial amount of voluntary reading demonstrate a positive attitude toward reading is upheld in both qualitative and quantitative research (Long and Henderson 1973; Greaney 1980; Hepler and Hickman 1982; Greaney and Hegarty 1987; Reutzel and Hollingsworth 1991; Shapiro and White 1991; Mathewson 1994; Barbieri 1995; Short 1995)

Students’ reading achievement has been shown to correlate with success in school and the amount of independent reading they do (Greaney 1980; Anderson, Fielding and Wilson 1988)

Time spent reading contributes to reading achievement in ways that simply doing worksheets or other activities does not (Allington, 2002; Foorman et al., 2006)

We become more proficient at what we practice (Cullinan 1992)

 

A few things to consider…

You may need to build the stamina of the students to read for 15-20 minutes at a time, especially if they are new to independent reading.  Start with 3-5 minutes if you need to- rather than having 20 minutes where you are redirecting behaviors for 15 of them!

Make sure students have several books they can read independently, in case they lose interest in one or finish before time is up.  They should also have one or two books that stretch them a bit in the direction of the next level they are working toward.

Allow students to find a space alone n the room where they can get comfortable or move away from others to focus on reading.  Rug squares or pillows would be a good investment.  This sends the message that reading is enjoyable and not just a desk and chair activity!

Consider giving students the opportunity for the last few minutes to talk with a partner about what they read.  You can even offer a topic for  them to discuss like What was something interesting you read? or What made you laugh while you were reading?  Or you could have them discuss a skill you are working one like, What did you learn about your character? or Was your book fiction or non fiction?  How do you know?  This brings in social context of riding and creates accountability for their reading time.  At some point students can begin to come up with sharing ideas or questions.

What should YOU do?

Observe:  Simply watch reading behaviors of the class as a whole, or individual readers to determine teaching or support needs.  Especially when you are introducing things and building stamina.  Here is an inventory you can use to note student behaviors during independent reading.  You can adjust the form as needed here EngagementInventory

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Confer:  Listen in to students’ reading while scaffolding, questioning, or checking on specific strategies you’ve taught during your guided reading lessons.  How else will you know if they are actually applying the strategies they have learned properly- or at all??  Before leaving each student, tell them 2 things they did well and one thing they should work on…”2 Hugs and a Push” or “2 Glows and a Grow”.

Here are some sample of conferencing forms…click on them to get the PDF

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Found some amazing information and freebies here…
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   Here is a free download I found there…
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What are some ideas you have for independent reading?  Comment below!
Enjoy,
J.

How to be a Teacher Reading Role Model!

I was taught in college that to be a teacher reading role model, I should read in front of my students; not just read aloud, but actually sit down and read in front of them so they could see how much reading meant to me. So when I embraced independent reading, I did just that; pulled my […]

via How to Be A Teacher Reading Role Model – Without Actually Reading In Front of Your Class —

Blog for book suggestions made FOR students BY students!!! Love this!!

What is My Next Book?  Bloguntitledrobot

Great site where students can go to tell a little about what kind of reader they are and what kinds of books they like, and then get suggestions from Ms. Scheele’s 5th graders on what they should read next.  The site even allows for visitors to also respond with suggestions to letters sent requesting good reads.  Although these students are in the 5th grade, students from all grade levels can use the site.  The class will conduct research to find the next great book for anyone!  This is a WINNER!!

Click here to visit the site!

Here is a sample from the site…

Dear Next Great Book,
I like fantasy books a lot.  I am really into the Sister’s Grimm series.  I am hoping that you will help me find a really good book.  Thank you 🙂
Sincerely,
Fantasy Lover
Dear Fantasy Lover,
We really think that you will like The Grimm Legacy.  It is so good!  It is fantasy, mystery and it is about magic objects and The Grimm brothers.  We think it would be right up your alley.  It is at the book fair now!
 
We also think you might like Peter Nimble.  We think it is a good book and it is filled you adventure and fantasy.  Everyone who has read it has LOVED it!
 
Lastly, you might want to try Bigger Than a Bread Box.  We have LOVED it and many of us have not been able to put it down.  It is a story of a girl growing up and dealing with some tricky issues and it is FILLED WITH MAGIC!
 
Enjoy!
Next Great Book
What a great idea to get students excited about reading!  Then, why not start your own suggestion sharing in the classroom??  Check this one out…
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Enjoy, J.