This power point presentation shows the importance and research of independent reading through a wide variety of topics. It includes current research, ways to set up this approach in your K-5th grade classroom and ideas for assessment.

1. THE IMPORTANCE OF
INDEPENDENT READING
IN GRADES K-5
Gretchen Haynal
American College of
Education
Masters in Literacy
K-12
Original Contribution

2. LITERACY NEED: TIME
SPENT WIDE READING
“There is much evidence
that unless children read
substantial amounts of
print, their reading will
remain laborious and
limited in effectiveness
(Allington, 1984,
Stanovich, 1991).” (p.1)

3. WHAT THE RESEARCH
SAYS
This chart is adapted
from Adams (2006)
with baseline data
from Anderson,
Wilson, and Fielding
(1988).

4. WHAT THE RESEARCH
SAYS
One important aspect for
consideration, is that young
learners do not simply
become good, independent
readers later on by being
read to, but by the quality
of the interaction
(conversation) between the
adult and young reader,
Snow (1966).

5. Following a final analysis of the
data, some commonalities surfaced
in the ways these (effective)
teachers understood and practiced
independent reading in their
classrooms.
The study’s findings were clear that
the highly effective teachers they
used in this study conduct
independent reading in ways that
differ significantly from traditional
Silent Sustained Reading programs
upon which the original National
Reading Panel conclusions were
based. In other words, the
independent reading practices
highly effective teachers taught
children were effective. National
Reading Panel (2000)
What? No
Silent
Sustained
Reading
(SSR)? How
else will my
reader’s read
independentl
y?

6. A FOLLOW UP TO THE
STUDY….

7. INDEPENDENT READING
LESSON PLAN
Title: Text Sets: A Meaningful Way to
Imbed Independent Reading into the Daily
Classroom Routine
Grade: Grades K though 5
Objectives:
CCSS.ELA-Literacy.RI.3.1
Ask and answer questions to demonstrate understanding of a text,
referring explicitly to the text as the basis for the answers.
CCSS.ELA-Literacy.RI.3.4
Determine the meaning of general academic and domain-specific
words and phrases in a text relevant to a grade 3 topic or subject area.
CCSS.ELA-Literacy.RI.3.5
Use text features and search tools (e.g., key words, sidebars,
hyperlinks) to locate information relevant to a given topic efficiently.
CCSS.ELA-Literacy.RI.3.7
Use information gained from illustrations (e.g., maps, photographs)
and the words in a text to demonstrate understanding of the text (e.g.,
where, when, why, and how key events occur).

8. STANDARDS
This lesson will cover the following key
terms from the standards:
- Ask and answer questions, referring to
the text for answers
-Determine the meaning of vocabulary
words using context clues
-Sufficiently use text features in non
fiction text

9. PROCEDURES
The teacher will create text sets for each
student to be able to read independently.
The text sets include:
-books on all levels focused on the subject of the set
-QR codes students can scan to watch short videos on the
topic
-various articles from such sources as Readworks.org and
Newsela.com
-photos on the subject of the set

10. PROCEDURES
All students in the classroom should be allowed to pick a text set
topic that interests them. It is important to have at least ten to
twelve of the sets in a classroom of 18 to 20 students, to allow for
that choice, or for two students to independently be using the same
text set at once.
Expectation for using the sets:
-Students are to remain reading independently during the time the
sets are in use
-It is important to write down new or interesting facts that you
learned through reading these different types of text independently.

11. PROCEDURES
Once students are settled
with their text set, the
teacher will rotate around
the room, listening to
students read and having
meaningful conversations
about what is being
acquired through the
independent, focused
reading time.
Students are also allowed
to share their ideas they
are learning through the
text sets with someone
sitting near them.

12. ASSESSMENT
For lower grades, success will be measured by building
reading stamina independently. Students in grade
Kindergarten and first sometimes have a difficult time
reading alone for more than five to ten minutes at a time.
Stamina charts will be posted in the room where the
teacher will color in the number of minutes students are
able to complete the activity on their own.
Assessment: Kindergarten through
first grades

13. ASSESSMENT
Second
through
fifth
grades
Because this is independent reading time, it is important not to focus
too much emphasis on the assessment process, the criteria for
achievement, and performance levels. These will develop over time,
as students continue to read independently and improve their skills,
about topics that peak their interests.

14. REFLECTION:
-Students become empowered by the information they
know they attained by themselves. They rely on themselves
to read articles they may not normally have access to, as
well as watch short videos on their topic of choice.
-The students love to have control over their learning and
feel so proud that they are able to read texts that are
higher than their normal, guided reading, leveled readers.

15. Survey:
1. Was the literacy need identified and current
research used to support it?
2. Would you use this lesson in your own classroom?
3. How could you adapt it to your grade level and
students?
4. What do you think your students would find useful
in this lesson?
5. What would your students learn or accomplish as
a result of using text sets?

16. REFERENCES
Fisher, D., Frey, N. and Lapp, D. (2012) Text Complexity:
Raising Rigor in Reading. Delaware: Reading Association
Sanden, S. (2000) Out of the Shadow of SSR: Real
Teacher’s Classroom Independent Reading Practices.
Retrieved From
http://www.ncte.org/library/NCTEFiles/Resources
/Journals/L A/0913-jan2014/LA0913Out.pdf
Cullinan, B. (2000) Independent Reading and School
Achievement. School Library Media Research, 1- 15.