Setting up for Independent Reading

1. Setting up for Independent Reading DENVER PUBLIC SCHOOLS

2. Setting the Stage for Independent Reading •  Time •  Literacy Environment • Appropriate Materials • Rituals, Routines, and Artifacts

3. Time “When readers read less than 10-15 minutes at a time, they are less likely to engage in reading, make connections and recall what they have read.” --Linda Hoyt (2001)

4. Reading Workshop Writers Workshop Skills Block 25 min • Whole Group Instruction (E*) • ·Mini-Lesson (Shared Reading) • ·Read Aloud 7-10 min Whole Group Instruction (E*) Focus on 2grade level genres each year 30 min Whole Group Direct Instruction (E*) • Phonics • Word work • Sentence Combining 60 min Work Period 43 –48 min Work Period • Conventions Teachers are: (E*) • Instructing guided reading and/or • Holding reading conferences with 1 to 3 students Students are: (E*) • Reading independently • Partner reading • Engaging in book talks, • Engaging in book clubs • Writing in response journals • Doing author studies Teachers are: (E*) • Conferencing with individual or small groups of students Students: (E*) 1) Work on their writing and will be at various stages of the writing process: planning, drafting, meeting in response groups, revising, editing, publishing. 2) Work on genre studies 5 min Closure 5 min Author’s Chair 90 minutes 60 minutes 30 min

5. Literacy Environment • Large group area for meetings, demonstrations, and sharing

6. Literacy Environment • Areas for small group work

7. Literacy Environment • Rich classroom libraries, arranged purposefully in an inviting way

8. Literacy Environment • Comfortable spaces for reading

9. Literacy Environment • Charts and Word Walls as a visual resource

10. Materials Just as we would not ask a doctor to heal without medicine, so we should not ask teachers and schools to teach without the materials to do so. Reading material is basic to all education, and providing a rich supply of reading matter to children of all ages, as well as a place and time to read, is the first step to bridging the gap between poor and good readers. --McQuillan (1998)

11. “It is extremely important that students’ independent reading be within their control. They should be able to read these texts with ease and fluency so that they can concentrate on their responses and interpretations. Only by successfully processing texts they understand can they build reading power.” -- Fountas and Pinnell (2001)

12. Considerations for Text Selection Matching Text to Students’ Reading Levels Language Layout Content Considerations for Analyzing Text to Match Students’ Reading Levels

13. Grade level (Basal) Stages of Reading Reading Recovery Levels Guided Reading Levels (Fountas & Pinnell) Developmental Reading Assessment (DRA) Levels Kindergarten Early Emergent Upper Emergent Early Fluent Fluent 1 2 3-4 A B C A 1 2 3 1st Grade 5-6 7-8 9-10 11-12 13-14 15-16 D E F G H I 4 6-8 10 12 14 16 2nd Grade 18-20 24-28 J-K L-M 18-20 24-28 3rd Grade 30 34-38 N O-P 30 34-38 4th Grade 40 Q-R S-T 40 5th Grade 44 S-T U-V 44 6th Grade V-W X-Y Correlation of Different Leveling Systems

14. Second Language Learners “Although the research in second language is not as extensive as in first language reading, it strongly suggests that free reading in a second or foreign language is one of the best things an acquirer can do to bridge the gap from the beginning level to truly advanced levels of second language proficiency.” --Krashen (1993)

15. Rituals, Routines, & Artifacts • Rituals - The procedures. The point of a ritual is that an activity is always done the same way. It tells the students how to do things in Readers Workshop. •  Routines –The daily structure. Routines are predictable so students know what is expected and can operate independently. • Artifacts - Objects that are central to learning. Standards books, rubrics, texts, reading folders, book bags, charts. Rituals, Routines and Artifacts, NCEE, 2001

16. “We put our trust in creating calm, joyful settings with simple, clear routines.” --Shelley Harwayne