Independent ReadingIndependent Reading

G iving s tud e nts a chance to practice G iving s tud e nts a chance to practice

what the y have le arne d and G iving You what the y have le arne d and G iving You

a chance to se e it!a chance to se e it!

Independent ReadingIndependent Reading

Independent reading provides opportunities for Independent reading provides opportunities for children to practice independent reading children to practice independent reading

s trategies with jus t-right books . During this time s trategies with jus t-right books . During this time to read large quantities of text of their choos ing, to read large quantities of text of their choos ing,

s tudents get to know themselves better as s tudents get to know themselves better as readers . Paired with conferences , independent readers . Paired with conferences , independent

reading encourages s tudents to take reading encourages s tudents to take respons ibility in their growth as readers . respons ibility in their growth as readers .

S tructure of Ind e pe nd e nt S tructure of Ind e pe nd e nt

R e ad ingR e ad ing

• Mini-le s sonMini-le s son

• S tud e nts R e ad wh ile the S tud e nts R e ad wh ile the

Te ache r C onfe rs or m e e ts with Te ache r C onfe rs or m e e ts with

S m all groupsS m all groups

• S haringS haring

Type s of Min i-le s sonsType s of Min i-le s sons

• Proce d ure s/Routine sProce d ure s/Routine s

– C lassroom e xpe ctationsC lassroom e xpe ctations

– S hopp ing for books , whe re to s it, e tc.S hopp ing for books , whe re to s it, e tc.

• Living a Re ad ing LifeLiving a Re ad ing Life

– H ow re ad e rs choose booksH ow re ad e rs choose books

– H ow re ad e rs care for booksH ow re ad e rs care for books

• What Re ad e rs D oWhat R e ad e rs D o

– H ow re ad e rs m ake s e nse of te xtH ow re ad e rs m ake s e nse of te xt

– H ow re ad e rs fix com pre he ns ion whe n the y d on’t und e rsatndH ow re ad e rs fix com pre he ns ion whe n the y d on’t und e rsatnd

• H ow Re ad e rs G rowH ow Re ad e rs G row

– Reading habitsReading habits– Exploring other genresExploring other genres

C onfe rring with S tud e nts C onfe rring with S tud e nts

• If a te ache r use s ind e pe nd e nt re ad ing tim e If a te ache r use s ind e pe nd e nt re ad ing tim e

for sm all groups , the re should also be for sm all groups , the re should also be

anothe r tim e for the te ache r to confe r one -anothe r tim e for the te ache r to confe r one -

to-one with s tud e nts .to-one with s tud e nts .

• C onfe rring is critical to m oving s tud e nts C onfe rring is critical to m oving s tud e nts

forward as re ad e rs and m aking d e cis ions forward as re ad e rs and m aking d e cis ions

about what to te ach ne xt.about what to te ach ne xt.

O ne -on-one m e e tings are the ultim ate confid e nce

bu ild e rs for s tud e nts . The y’re e spe cially e ffe ctive as

follow-ups to (ins truction), whe n s tud e nts practice a

s trate gy. Your und ivid e d atte ntion to e ach ch ild m ake s

the m fe e l that you care about the ir le arning and will try to

he lp the m und e rstand and im prove (R obb 1 998, 7-8)

What is a confe re nce ?What is a confe re nce ?

A short inte raction be twe e n te ache r and s tud e nt d uring A short inte raction be twe e n te ache r and s tud e nt d uring

the work tim e of R e ad e rs Workshop . The follow m ay the work tim e of R e ad e rs Workshop . The follow m ay

occur:occur:

Lis te n to a s tud e nt re ad aloud to d e te rm ine accuracy and flue ncyLis te n to a s tud e nt re ad aloud to d e te rm ine accuracy and flue ncy

Ask que s tions re gard ing what the s tud e nt is re ad ing to d e te rm ine com pre he ns ionAsk que s tions re gard ing what the s tud e nt is re ad ing to d e te rm ine com pre he ns ion

D e m onstrate the s trate gie s of proficie nt re ad e rs , s uch as se lf-m onitoring by us ing a D e m onstrate the s trate gie s of proficie nt re ad e rs , s uch as se lf-m onitoring by us ing a

look-back s trate gylook-back s trate gy

E xplain the value of us ing re ad ing strate gie s re gularlyE xplain the value of us ing re ad ing strate gie s re gularly

Re inforce d ire ct instruction d one in whole -class s e ttings by re pe ating a point, such as R e inforce d ire ct instruction d one in whole -class s e ttings by re pe ating a point, such as

how to us e the R e ad e r’s Note book/Re sponse Note book corre ctlyhow to us e the R e ad e r’s Note book/Re sponse Note book corre ctly

C onve rse with the s tud e nt about any proble m you have notice d or that the s tud e nt C onve rse with the s tud e nt about any proble m you have notice d or that the s tud e nt

has id e ntifie dhas id e ntifie d

Make re com m e nd ations re gard ing te xts the s tud e nt m ight e njoy or be ne fit from Make re com m e nd ations re gard ing te xts the s tud e nt m ight e njoy or be ne fit from

re ad ingre ad ing

D iscuss re ad ing hab itsD iscuss re ad ing hab its

S trate gize with the s tud e nt about what ne e d s to happe n ne xtS trate gize with the s tud e nt about what ne e d s to happe n ne xt

E valuate the s tud e nt’s re ad ing accuracy by taking a running re cordE valuate the s tud e nt’s re ad ing accuracy by taking a running re cord

WH E R E AR E WE ? WH AT AR E WE WH E R E AR E WE ? WH AT AR E WE

TR YING TO D O ?TR YING TO D O ?

What is happe ning in What is happe ning in my my classroom and what am I classroom and what am I

trying to d o with it? Whe n we plan we ne e d to trying to d o with it? Whe n we plan we ne e d to

re m e m be r to ask the se que stions and forgo re m e m be r to ask the se que stions and forgo

““what am I going to say next?”, or “what is my what am I going to say next?”, or “what is my activity for Monday morning?” activity for Monday morning?”

(Bom e r, 1 995, 200)(Bom e r, 1 995, 200)

Take tim e to re fle ct and cre ate the opportunitie s Take tim e to re fle ct and cre ate the opportunitie s

for you and your stud e ntsfor you and your stud e nts

C onfe rring Tips :C onfe rring Tips :

Ke e p a nurturing toneKe e p a nurturing tone

G ive s tud e nts tim e to th inkG ive s tud e nts tim e to th ink

Follow up with m ore que stions , not Follow up with m ore que stions , not

answe rsanswe rs

Lis te n care fully for d is tre s s s ignalsLis te n care fully for d is tre s s s ignals

S e t goals !S e t goals !

Ke e p s im ple re cord sKe e p s im ple re cord s

Ke e p the s tud e nt’s ne e d s d riving the Ke e p the s tud e nt’s ne e d s d riving the

confe re nceconfe re nce

Type s of C onfe re nce sType s of C onfe re nce s

A “Le arning about the Re ad ing Proce ss” A “Le arning about the Re ad ing Proce ss”

C onfe re nceC onfe re nce

A “G e tting to Know You” C onfe re nceA “G e tting to Know You” C onfe re nce

A “Bu ild ing a Re ad ing Life ” C onfe re nceA “Bu ild ing a Re ad ing Life ” C onfe re nce

A “Making an E valuation” C onfe re nceA “Making an E valuation” C onfe re nce

A “Taking an Action” C onfe re nceA “Taking an Action” C onfe re nce

A “Le arning about the Re ad ing Proce s s” C onfe re nceA “Le arning about the Re ad ing Proce s s” C onfe re nce

Most fre que nt type of confe re nceMost fre que nt type of confe re nce

S trate gie s as sociate d with m aking s e nse of the te xt are ad d re s s e dS trate gie s as sociate d with m aking s e nse of the te xt are ad d re s s e d

C om pre he ns ionC om pre he ns ion

Intre pre tationIntre pre tation

C ritique C ritique

Pe rsonal R e sponsePe rsonal R e sponse

C onne ctions (t-t, t-s , t-w)C onne ctions (t-t, t-s , t-w)

Pe rspe ctivePe rspe ctive

O p inionO p in ion

C raftC raft

Pre d ictingPre d icting

Text bound aspe cts of re ad ingText bound aspe cts of re ad ing

S um m ariz ing usually occursS um m ariz ing usually occurs

Q ue stions to ask d uring “Re ad ing Proce ss” Q ue stions to ask d uring “Re ad ing Proce ss”

C onfe re nceC onfe re nce

• What ne w th ings have you trie d in your What ne w th ings have you trie d in your

re ad ing late ly?re ad ing late ly?

• What d o you th ink is going to happe n ne xt What d o you th ink is going to happe n ne xt

in the book?in the book?

• H ow would you com pare th is book to _ _ _ _H ow would you com pare th is book to _ _ _ _

• What ge nre would you class ify th is book What ge nre would you class ify th is book

as?as?

• H ow would you d e scribe th is author’s H ow would you d e scribe th is author’s

s tyle ?style ?

A “G e tting-to-Know-You” C onfe re nceA “G e tting-to-Know-You” C onfe re nce

Typ ically at the be ginning of the ye ar to ge t to know the s tud e nt’s s tre ngths , ne e d s , Typ ically at the be ginning of the ye ar to ge t to know the s tud e nt’s s tre ngths , ne e d s ,

inte re sts , and we akne sse s… they in turn ge t to know your style and s tructure , and rituals inte re sts , and we akne sse s… they in turn ge t to know your style and s tructure , and rituals

and routine s of a confe re nceand routine s of a confe re nce

G ive a surveyG ive a survey

In what ways d o you cons id e r yourse lf to be a good re ad e r? A not so good re ad e r?In what ways d o you cons id e r yourse lf to be a good re ad e r? A not so good re ad e r?

H ow m any books have you re ad in the last m onth?H ow m any books have you re ad in the last m onth?

What are the last two th ings you re ad ?What are the last two th ings you re ad ?

What type of books or m agazine s d o you like to re ad m ost?What type of books or m agazine s d o you like to re ad m ost?

What top ics d o you like to re ad about?What top ics d o you like to re ad about?

D o you have a favorite author?D o you have a favorite author?

What d o you like about that author?What d o you like about that author?

D oe s anyone in your fam ily re ad a lot?D oe s anyone in your fam ily re ad a lot?

D oe s anyone re ad aloud to you?D oe s anyone re ad aloud to you?

What are you favorite books/texts to lis te n to (on tape or whe n som e one re ad s What are you favorite books/texts to lis te n to (on tape or whe n som e one re ad s

aloud to you)aloud to you)

D o you re ad m ore at hom e or at school?D o you re ad m ore at hom e or at school?

Afte r giving the s urvey you can d e te rm ine flue nt re ad e rs… m e e t with your non Afte r giving the s urvey you can d e te rm ine flue nt re ad e rs… m e e t with your non

flue nt one s right away so you can ge t the m s tarte d on cre ating and m e e ting flue nt one s right away so you can ge t the m s tarte d on cre ating and m e e ting

goalsgoals

For young and e m e rge nt re ad e rs th is s urvey can be give n orallyFor young and e m e rge nt re ad e rs th is s urvey can be give n orally

A “Bu ild ing a R e ad ing Life ” C onfe re nceA “Bu ild ing a R e ad ing Life ” C onfe re nce

TE AC H ING S TU D E NTS H O W R E AD ING IS A PAR T O F TH E IR D AILY LIFE TE AC H ING S TU D E NTS H O W R E AD ING IS A PAR T O F TH E IR D AILY LIFE

ins id e and outs id e the classroomins id e and outs id e the classroom

S tud e nts can gain inform ation and e nrich the ir live s by re ad ing, but som e m ust S tud e nts can gain inform ation and e nrich the ir live s by re ad ing, but som e m ust

be e xplicitly taught th is factbe e xplicitly taught th is fact

Focus on:Focus on:

S e tting re ad ing goals (i.e . re ad ing all the works of a favorite author, find a S e tting re ad ing goals (i.e . re ad ing all the works of a favorite author, find a

non-fiction book on a top ic of inte re st, trying ne w ge nre s , re ad ing for longe r non-fiction book on a top ic of inte re st, trying ne w ge nre s , re ad ing for longe r

pe riod s of tim e , find ing out what type s of books the y e njoy)pe riod s of tim e , find ing out what type s of books the y e njoy)

H e lp ing the s tud e nt und e rstand the ir surround ings wh ile re ad ing--H e lp ing the s tud e nt und e rstand the ir surround ings wh ile re ad ing--

brainstorm ing place s to re ad at hom e and school--he lp ing the m sche d ule brainstorm ing place s to re ad at hom e and school--he lp ing the m sche d ule

whe n the y’re going to be able to re adwhe n the y’re going to be able to re ad

Bringing pe ople toge the r around books--e ncouraging book talks am ong Bringing pe ople toge the r around books--e ncouraging book talks am ong

stud e ntsstud e nts

Q U E S TIO NS TO AS K D U R ING A “BU ILD ING A RE AD ING LIFE ” Q U E S TIO NS TO AS K D U R ING A “BU ILD ING A RE AD ING LIFE ”

C O NFE RE NC EC O NFE RE NC E

• Afte r re ad ing _ _ _ books on (top ic), has your inte re st change d or s h ifte d in Afte r re ad ing _ _ _ books on (top ic), has your inte re st change d or s h ifte d in

any way? D o you still want to re ad m ore about th is top ic? H as re ad ing about any way? D o you still want to re ad m ore about th is top ic? H as re ad ing about

th is top ic incre ase d your inte re st in any re late d top ics?th is top ic incre ase d your inte re st in any re late d top ics?

• Afte r re ad ing books by _ _ _ _ d o you want to continue re ad ing all of h is/he r Afte r re ad ing books by _ _ _ _ d o you want to continue re ad ing all of h is/he r

books?books?

• You se e m to be m oving ve ry qu ickly through (se rie s or author’s books ). D o You se e m to be m oving ve ry qu ickly through (se rie s or author’s books ). D o

you th ink you are re ad y for som e th ing m ore challe nging?you th ink you are re ad y for som e th ing m ore challe nging?

• You have trie d re ad ing outs id e , in the library, and in your be d room . Whe re You have trie d re ad ing outs id e , in the library, and in your be d room . Whe re

d o you m ost e njoy re ad ing? Whe re d oe s the m ost e ffe ctive re ad ing occur?d o you m ost e njoy re ad ing? Whe re d oe s the m ost e ffe ctive re ad ing occur?

• Whose re com m e nd ations for books and othe r re ad ing d o you se e m to Whose re com m e nd ations for books and othe r re ad ing d o you se e m to

agre e with the m ost? Is the re any poss ib ility for you to form a re ad ing agre e with the m ost? Is the re any poss ib ility for you to form a re ad ing

re lationsh ip with that pe rson?re lationsh ip with that pe rson?

A “Making an E valuation” C onfe re nceA “Making an E valuation” C onfe re nce

• Allow you to note the s tud e nts ’ progre ss wh ile Allow you to note the s tud e nts ’ progre ss wh ile

he lp ing the s tud e nts le arn the hab its of be ing he lp ing the s tud e nts le arn the hab its of be ing

re fle ctive , prod uctive , and progre ss ive re ad e rsre fle ctive , prod uctive , and progre ss ive re ad e rs

• From the “ge tting to know you” confe re nce you From the “ge tting to know you” confe re nce you

should be aware of e ach s tud e nts ’ us e of should be aware of e ach s tud e nts ’ us e of

particular s trate gie s ..from that knowle d ge you particular s trate gie s ..from that knowle d ge you

will d e te rm ine and e valuate what strate gie s will will d e te rm ine and e valuate what strate gie s will

be use ful for e ach stud e nt.be use ful for e ach stud e nt.

• Running re cord s will be use d gre atly at th is type Running re cord s will be use d gre atly at th is type

of confe re nce . of confe re nce .

Q ue stions and prom pts to be gin a “m aking e valuation” Q ue stions and prom pts to be gin a “m aking e valuation”

confe re nceconfe re nce

• What d o you know about the s tory’s plot?What d o you know about the s tory’s plot?

• Te ll m e what has happe ne d so far in the book you are re ad ing?Te ll m e what has happe ne d so far in the book you are re ad ing?

• H ave you re ache d the clim ax of the s tory ye t?H ave you re ache d the clim ax of the s tory ye t?

• D o you fe e l any attachm e nt to the characte rs?D o you fe e l any attachm e nt to the characte rs?

• D o you fe e l com fortable with the ge nre ? What d o you alre ad y know D o you fe e l com fortable with the ge nre ? What d o you alre ad y know

about the ge nre ?about the ge nre ?

• H ave you had too m uch e xposure to a particular ge nre ?H ave you had too m uch e xposure to a particular ge nre ?

• H ow d oe s that re ad ing s trate gy that we talke d aboout last tim e work H ow d oe s that re ad ing s trate gy that we talke d aboout last tim e work

for you?for you?

• H ave you be e n re ad ing a varie ty of ge nre s?H ave you be e n re ad ing a varie ty of ge nre s?

• Is th is book too d ifficult for you? *Is th is book too d ifficult for you? *

• Is the vocabulary unfam iliar? *Is the vocabulary unfam iliar? *

• What progre s s have you m ad e toward your re ad ing goals?What progre s s have you m ad e toward your re ad ing goals?

• What has be e n your be s t re ad ing e xpe rie nce ye t?What has be e n your be s t re ad ing e xpe rie nce ye t?

• What proble m s have you e ncounte re d in re ad ing th is te xt?What proble m s have you e ncounte re d in re ad ing th is te xt?

The S trate gie s of Proficie nt R e ad e rsThe S trate gie s of Proficie nt R e ad e rs

• Activitating re le vant, prior knowle d ge (sche m a) be fore , d uring and Activitating re le vant, prior knowle d ge (sche m a) be fore , d uring and

afte r re ad ing te xtafte r re ad ing te xt

• D e te rm ining the m ost im portant id e as and the m e s in a te xtD e te rm ining the m ost im portant id e as and the m e s in a te xt

• Asking que s tions of the m se lve s , the author, and the te xts the y re adAsking que s tions of the m se lve s , the author, and the te xts the y re ad

• C re ating visual and othe r se nsory im age s from te xt d uring and afte r C re ating visual and othe r se nsory im age s from te xt d uring and afte r

re ad ingre ad ing

• D rawing infe re nce s form the te xtD rawing infe re nce s form the te xt

• R e te lling or synthe s iz ing what the y have re adR e te lling or synthe s iz ing what the y have re ad

• U tiliz ing a varie ty of U tiliz ing a varie ty of fix-up strategiesfix-up strategies to re pair com pre he ns ion whe n to re pair com pre he ns ion whe n

it bre aks d ownit bre aks d own

A “Taking Action” C onfe re nceA “Taking Action” C onfe re nce

• The se happe n whe n proficie nt re ad e rs re ally th ink hard about what The se happe n whe n proficie nt re ad e rs re ally th ink hard about what

the y have take n in, and are usually affe cte d by the re ad ing, m ove d the y have take n in, and are usually affe cte d by the re ad ing, m ove d

to und e rstand , or “take action” be cause of the re ad ing… good to und e rstand , or “take action” be cause of the re ad ing… good

te ache rs will s upport and cre ate the se m om e nts d uring a te ache rs will s upport and cre ate the se m om e nts d uring a

confe re nce afte r a s tud e nt has fe lt insp ire d by a te xt by asking confe re nce afte r a s tud e nt has fe lt insp ire d by a te xt by asking

que s tions like :que s tions like :

• H ow d o you fe e l about what you jus t re ad ?H ow d o you fe e l about what you jus t re ad ?

• D o you th ink the s ituation or is sue you re ad about affe cts your life in any D o you th ink the s ituation or is sue you re ad about affe cts your life in any

way?way?

• H ow d o you th ink othe rs fe e l about th is? H ave you e ve r he ard fam ily H ow d o you th ink othe rs fe e l about th is? H ave you e ve r he ard fam ily

m e m be rs or frie nd s talk about th is is s ue ?m e m be rs or frie nd s talk about th is is s ue ?

• You can also share e nthus iasm or show inte re st by com m e nting:You can also share e nthus iasm or show inte re st by com m e nting:

• What a gre at id e a!What a gre at id e a!

• You could write the e d itor a le tte r if you fe e l th is way!You could write the e d itor a le tte r if you fe e l th is way!

• S e e if you can m ake that happe nS e e if you can m ake that happe n

S haringS haring

• Bring the s tud e nts back toge the r for a Bring the s tud e nts back toge the r for a

short sharing tim e .short sharing tim e .

• Focus on the m in i-le s son or obse rvations Focus on the m in i-le s son or obse rvations

of the ind e pe nd e nt re ad ing tim e .of the ind e pe nd e nt re ad ing tim e .

Ind e pe nd e nt Re ad ing Ind e pe nd e nt Re ad ing

S ource s :S ource s :

Am e rica’s C hoice Am e rica’s C hoice

R e ad ing Monograph S e rie sRe ad ing Monograph S e rie s

““Re ad ing C onfe re nce s”Re ad ing C onfe re nce s”