Independent Reading, Reading Journals & Classroom Libraries
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Transcript of Independent Reading, Reading Journals & Classroom Libraries
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INDEPE
NDENT READIN
G,
CLASSROOM LI
BRARIES &
READIN
G JOURNALS
GWPS:
Curriculu
m D
ay, A
ugust 2
012
Presented by Monika Gruss
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Reading is to the mind, what exercise
is to the body!
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Learning Intention
To have an understanding of…
… Independent Reading and reading journals and how to implement them in your reading program
… what a classroom library is and how to create one in your classroom
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Success Criteria
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Curiosity
Adopt Consistent Learning ProtocolsTHEORY OF ACTION FOR THE WHOLE SCHOOL
If we adopt consistent learning protocols in all classes, then all students will experience an enhanced capacity to learn, and to develop skills, confidence and curiosity.
We believe that when learning strategies, and their purposes, are clear and accessible to all our students, they are better positioned to become powerful learners.
Curiosity and Powerful LearningNMR, 2012
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What is Independent Reading?
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Independent Reading
… Independent reading is when students take on the responsibility for their own reading.
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Independent Reading
Reading with 95% or higher accuracy rate and understanding what is being read. (It’s not likely that understanding is occurring if there is less than 90% accuracy.)
THOUGHTFUL readers know how to select ‘just right books’ to read for most of their reading. They also know that easy reading and challenging reading materials are OK for specific times and purposes.
Diane Snowball, 2011
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‘Just Right Books’
‘Students are more likely to be able to choose an appropriate text when they know a variety of ways to evaluate it.’
‘Students who can effectively choose appropriate texts will be less likely to abandon books they choose and more likely to spend more time in engaged reading’.
Wutz & Wedwick, 2005
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Choosing ‘Just Right Books’
Teaching children how to make thoughtful book selection is hard work, but its not out of their reach, or ours.
Early mini-lessons on book selection should focus on the ways readers make good choices.
Debbie Miller, Reading With Meaning, 2002: page 40
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Just Right Book Ideas…
http://pinterest.com/
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More ‘Just Right Book’ Ideas…
http://pinterest.com/
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http://pinterest.com/
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What does Independent Reading look like in
the reading hour block?
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The Reading Block Structure
WHOLE CLASS FOCUS (Launch)
INDEPENDENT READING/PURPOSEFUL COMPREHENSION TASK (Explore)
WHOLE CLASS SHARE (Summarise)
Teaching Focus Group-based on the strategy
Independent Practice of the Strategy
Conferencing
Learning Intention & Success Criteria
Explanation & demonstration of the reading strategy.
Reflection/Evaluation of the strategy
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Knowledge about your student’ reading
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Why Independent Reading?
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Variation in amount of Independent Reading
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How can we support Independent Reading?
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Essential supports for successful independent reading
A CLASSROOM LIBRARY:
Range of factual and fiction material (books, magazines, audio books, newspapers, digital texts, reference material) at various levels of difficulty; range of authors, genres, topics
Resources attractively displayed (not a row of spines); organised for easy access – by topics, authors, range of difficulty (leveled – ½ of selection)
Students knowing how to choose appropriate books – just right, easy, challenging
Diane Snowball, 2011
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Classroom Libraries
Students in classrooms with well-designed classroom libraries:
1)Interact more with books;
2)Spend more time reading;
3)Demonstrate more positive attitudes toward reading, and
4)Exhibit higher levels of reading achievement
National Assessment of Educational Progress Report,
2002
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Classroom Libraries to support Independent Reading
Collection for Independent Reading
• Minimum of 5 books per student
• Half to be factual
• Part of the collection is leveled or organised so that it’s easier and faster for students to self-select easy/just right/challenging reading (remember independent reading is 95% + accuracy)
Diane Snowball, 2011
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What type of books to include in your Classroom Library
“Be choosy. Build your collection slowly. Children should be reading well-written books that promote thinking and have believable, compelling characters who talk the way real people talk and do the things real people do.”
“Don’t get into thinking all books are equal…. Quality really is better than quantity!”
Debbie Miller Reading With Meaning, 2002, p.47
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Organisation of Classroom Libraries
Author collections - appropriate for age (also used for author studies)
Genres - fact (procedures, recounts, arguments, discussions, explanations, reports) and fiction (fantasy, folk tales, myths, legends, realistic, historical, science fiction; romance, adventure, horror, mystery...)
Topics of interest to students or curriculum related
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Organisation of Classroom Librareis
Types – picture books, short stories, novels, poetry, magazines, newspapers, plays, readers’ theatre texts, references, access to interesting websites, students’ publications, comics
Series
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Miller, 2002: Reading With Meaning, page 100
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A CLASSROOM LIBRARY CHECKLIST
For more information on classroom libraries and how to start one in your classroom, see the coaching wiki - (Literacy Resources).
http://coachgruss.wikispaces.com/1.+Literacy+Resources
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Essential supports for successful independent reading
IN THE CLASSROOM:
Place for each student to keep their independent reading material (e.g. box, chair bag)
Anchor charts displaying reading strategies (success criteria) for students to anchor their learning
Diane Snowball, 2011
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Let’s be creative!
Using your iPad, use the AP ‘Show Me’ to design a library that you would love to have in your classroom!
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Essential supports for successful independent reading
ASSESSMENT FOR LEARNING:
Reading Assessment/Conferencing Book: Teacher confers with individuals during independent reading(assessing, teaching, establishing goals) and recording student’s progress in a reading assessment/conferencing book/folder
Reading Journal:Record of reading assessment and goals for each student (a reading journal for each student)
Diane Snowball, 2011
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Reading Journals
Journals can take many different formats depending on the age and experience of students.
Some students will manage a blank exercise book or jotter and be able to organise their journals according to personal preference.
Other children will need a more formal structure to their journals that will help to prompt responses to their reading.
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Reading Journals may include:
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Keeping records of student’s goals/anecdotal records
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The Reading Conference
‘The Reading Conference is a brief discussion with an individual student or small group of students. The conference may occur before, during or after independent reading takes
place.’
Morris School District
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The Reading Conference
Teachers build valuable knowledge of their students through reading conferences.
They do this by:
• Gathering information about the student’s progress and discussing this information with the student;
• Clarifying the strategies the student is using and ensuring that the student is becoming aware of how to control these strategies;
Effective Literacy Practices, Learning Media, 2003
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The Reading Conference
• Learning about the student’s personal interests and their attitudes to literacy learning;
• Identifying and discussing problems or obstacles to literacy learning the the teacher may not have been aware of;
• Providing personalised, specific feedback;
• Agreeing on goals for further learning.
Effective Literacy Practices, Learning Media, 2003
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Differentiation
• Effective conferences are planed by the teacher before they happen
• As conferences are only for a few minutes it is best to be well prepared with a focus in mind
• Using your conference/assessment book effectively will help to have a focus for each individual student….
• …. Differentiation!
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Questions you could ask during a conference
For more information, visit the coaching wiki.
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Where to now?
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A plan for action:
Think – By yourself, create an action plan on what you are going to implement in your classroom. Make sure you write all your ideas
Pair – Share you ideas with a partner. If they have some great ideas that you like, add them to your action plan.
Share – Get ready to share them with every one. Remember to add any ideas that you like to your list.
Did you meet your success criteria?
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References
Wutz, J.A., & Wedwick, L. (2005). BOOKMATCH: Scaffolding book selection for independent reading. The Reading Teacher, 59(1), 16–32.
“The Five Finger Tips of Choosing a Book to Read”http://pinterest.com
“Reading With Meaning”, Debbie Miller, 2002
Diane Snowball, Effective Literacy Teaching and Learning for All Students Presentation, 2011
Effective Literacy Practices, Yrs 5-8, Learning Media, 2003