Independent Reading, Reading Journals & Classroom Libraries


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This is a powerpoint I presented at at school as their curriculum coach.

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  • Teachers to make the success criteria
  • Karen can talk here about how to implement this idea. Bring in posters & IR rubric. Talk about process to staff
  • Karen to talk about process link to success criteria
  • Show book bag – made by my teacher aide. Ask for other ideas, parents, art project????
  • Show my chair bag, made from left over material.
  • Karen to share some of her anchor charts on comprehension.
  • Rosemary to speak to staff about how we are implementing reading journals. How do the students feel about it. Karen might step in and say a few words. Talk about the need to teach students how to write a reflective journal in writing time (Rosemary to bring anchor chart).
  • Rosemary to speak to staff about how we are implementing reading journals. How do the students feel about it. Karen might step in and say a few words. Talk about the need to teach students how to write a reflective journal in writing time (Rosemary to bring anchor chart).
  • Shannon and Emma to share their record keeping book. Discuss how they think it will work/improve their students reading.Discuss how it is excellent for reports – Evidence based.
  • A great way to start a conference in your classroom is to talk to your students about reading.My experience – identifies non readers – every child can learn to love to read – they need to find a just right book that interests them.
  • A great way to start a conference in your classroom is to talk to your students about reading.My experience – identifies non readers – every child can learn to love to read – they need to find a just right book that interests them.
  • Teachers get out their action plan
  • Independent Reading, Reading Journals & Classroom Libraries

    1. 1. Presented by Monika Gruss
    2. 2. Reading is to the mind, what exercise is to the body!
    3. 3. Learning IntentionTo have an understanding of…… Independent Reading and reading journals andhow to implement them in your reading program… what a classroom library is and how to createone in your classroom
    4. 4. Success Criteria
    5. 5. CuriosityAdopt Consistent Learning ProtocolsTHEORY OF ACTION FOR THE WHOLE SCHOOLIf we adopt consistent learning protocols in allclasses, then all students will experience an enhancedcapacity to learn, and to develop skills, confidence andcuriosity.We believe that when learning strategies, and theirpurposes, are clear and accessible to all our students, Curiosity and Powerful Learningthey are better positioned to become powerful NMR, 2012learners.
    6. 6. What is Independent Reading?
    7. 7. Independent Reading… Independent reading is when students take on the responsibility for their own reading.
    8. 8. Independent ReadingReading with 95% or higher accuracy rate andunderstanding what is being read. (It’s not likely thatunderstanding is occurring if there is less than 90%accuracy.)THOUGHTFUL readers know how to select „just rightbooks‟ to read for most of their reading. They alsoknow that easy reading and challenging readingmaterials are OK for specific times and purposes. Diane Snowball, 2011
    9. 9. ‘Just Right Books’„Students are more likely to be able to choose anappropriate text when they know a variety of ways toevaluate it.‟„Students who can effectively choose appropriate textswill be less likely to abandon books they choose andmore likely to spend more time in engaged reading‟. Wutz & Wedwick, 2005
    10. 10. Choosing ‘Just Right Books’Teaching children how to make thoughtful bookselection is hard work, but its not out of their reach, orours.Early mini-lessons on book selection should focus onthe ways readers make good choices. Debbie Miller, Reading With Meaning, 2002: page 40
    11. 11. Just Right Book Ideas…
    12. 12. More ‘Just Right Book’ Ideas…
    13. 13.
    14. 14. What does Independent Reading look like in the reading hour block?
    15. 15. The Reading Block Structure WHOLE CLASS FOCUS (Launch) Learning Intention & Success Criteria Explanation & demonstration of the reading strategy.INDEPENDENT READING/PURPOSEFUL COMPREHENSION TASK (Explore) Teaching Focus Group Independent Practice of -based on the strategy the Strategy Conferencing WHOLE CLASS SHARE (Summarise) Reflection/Evaluation of the strategy
    16. 16. Knowledge about your student’ reading
    17. 17. Why Independent Reading?
    18. 18. Variation in amount of Independent Reading
    19. 19. How can we support Independent Reading?
    20. 20. Essential supports for successful independentreadingA CLASSROOM LIBRARY:Range of factual and fiction material (books,magazines, audio books, newspapers, digital texts,reference material) at various levels of difficulty; rangeof authors, genres, topicsResources attractively displayed (not a row of spines);organised for easy access – by topics, authors, rangeof difficulty (leveled – ½ of selection)Students knowing how to choose appropriate books –just right, easy, challenging Diane Snowball, 2011
    21. 21. Classroom LibrariesStudents in classrooms with well-designed classroom libraries:1) Interact more with books;2) Spend more time reading;3) Demonstrate more positive attitudes toward reading, and4) Exhibit higher levels of reading achievement National Assessment of Educational Progress Report, 2002
    22. 22. Classroom Libraries to support IndependentReadingCollection 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
    23. 23. What type of books to include in yourClassroom Library“Be choosy. Build your collection slowly. Childrenshould be reading well-written books that promotethinking and have believable, compelling characterswho talk the way real people talk and do the things realpeople do.”“Don‟t get into thinking all books are equal…. Qualityreally is better than quantity!” Debbie Miller Reading With Meaning, 2002, p.47
    24. 24. Organisation of Classroom LibrariesAuthor collections - appropriate for age (also used forauthor 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
    25. 25. Organisation of Classroom LibrareisTypes – picture books, short stories, novels, poetry,magazines, newspapers, plays, readers‟ theatre texts,references, access to interesting websites, students‟publications, comicsSeries
    26. 26. Miller, 2002: Reading With Meaning, page 100
    27. 27. A CLASSROOM LIBRARY CHECKLISTFor more information onclassroom libraries and howto start one in yourclassroom, see the coachingwiki - (Literacy Resources).
    28. 28. Essential supports for successful independentreadingIN THE CLASSROOM:Place for each student to keep their independentreading material (e.g. box, chair bag)Anchor charts displaying reading strategies (successcriteria) for students to anchor their learning Diane Snowball, 2011
    29. 29. Let’s be creative!Using your iPad, use the AP „Show Me‟ to design alibrary that you would love to have in your classroom!
    30. 30. Essential supports for successful independentreadingASSESSMENT FOR LEARNING:Reading Assessment/Conferencing Book:Teacher confers with individuals during independentreading(assessing, teaching, establishing goals) andrecording student‟s progress in a readingassessment/conferencing book/folderReading Journal:Record of reading assessment and goals for eachstudent(a reading journal for each student) Diane Snowball, 2011
    31. 31. Reading JournalsJournals can take many different formats dependingon the age and experience of students.Some students will manage a blank exercise book orjotter and be able to organise their journals accordingto personal preference.Other children will need a more formal structure totheir journals that will help to prompt responses totheir reading.
    32. 32. Reading Journals may include:
    33. 33. Keeping records of student’s goals/anecdotalrecords
    34. 34. 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
    35. 35. The Reading ConferenceTeachers 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
    36. 36. 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
    37. 37. 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!
    38. 38. Questions you could ask during a conferenceFor more information, visit the coaching wiki.
    39. 39. Where to now?
    40. 40. Did you meet your success criteria?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 ideasPair – 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.
    41. 41. ReferencesWutz, 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”“Reading With Meaning”, Debbie Miller, 2002Diane Snowball, Effective Literacy Teaching and Learning for All Students Presentation, 2011Effective Literacy Practices, Yrs 5-8, Learning Media, 2003