The document discusses strategies for implementing self-selected reading for students. It explains that self-selected reading allows students to choose their own books to read for pleasure. It provides tips for setting up book collections tailored to different reading levels, including emergent, conventional, and advanced readers. Suggestions include rotating books frequently, including fiction and non-fiction, and having books match students' interests. The document also discusses components of self-selected reading like DEAR time, teacher read alouds, reader's chair, and book reviews.

1. Self-Selected
Reading
Books for every reader

2. Jane Farrall
Jane Farrall Consulting
Sally Clendon
Clendon Consulting

3. Why do we read?
› Pleasure
› Information
› Communication
› Work
› Study
› Escape
› Entertainment

4. What do we read?
› Books
› Facebook
› Emails
› Text messages
› Tweets #AGOSCI2015
› Websites
› News……

5. What do we get from
reading?
› Vocabulary
› Connection
› Communication
› Mental Stimulation
› Stress Reduction
› Knowledge
› Memory Improvement
› Stronger Analytical Thinking Skills
› Improved Focus and Concentration
› Better Writing

6. Self-Selected Reading
› Show students WHY they would want to
read….
› Help them to become automatic in skill
application
› Give them practice to become more
fluent

7. The BIG rules
› For all students:
› It isn’t self-directed if you don’t choose it
yourself
› For conventional readers:
› You can’t get good at it, if it is too difficult

8. Setting up for Self-Selected
Reading
› 20 books per student (or more)
› Rotated frequently
› Mix of fiction and non-fiction
› Include different types of books:
› Alphabet books
› Repeated line books
› Photo based books
› Picture books
› Wordless books
› Rhyming books
› Chapter books
› Topic/theme-related books
› Custom student or classroom books
› And (most importantly) books in their areas of interest e.g.
motorbikes, make-up, animals, fairy tales

9. Components of Self-Selected
Reading
› DEAR time (Drop Everything and Read)
› Teacher Read Alouds
› Reader’s Chair
› Book Reviews

10. A mix of books

11. DEAR Time (Drop Everything
and Read)

12. For emergent students
› Give them independent access to books
› Give them the opportunity to read books
with an adult for pleasure and enjoyment
› Are you doing shared reading in this
block? (Remember to use AAC and
Comment, Ask, Respond)

13. Georgia

14. Georgia
› Emergent reader
› Georgia’s tub contains
› Custom classroom books
› Books from Tar Heel reader on topics of
interest (such as nail polish)
› Some picture books for older readers

15. Custom Classroom Books
› Produced during predictable chart writing
› Produced by some of the other students
for Georgia
› Produced by the teacher for Georgia
(check out Jess Murray on Tar Heel
Reader)

16. Tar Heel Reader
www.tarheelreader.org
› Thousands of books on hundreds of topics
› Generally suitable for emergent and early
conventional readers and writers
› Switch accessible or direct access
› Can be downloaded as PowerPoints or
ePubs

17. Picture Books for Older
Readers
› https://www.pinterest.com/janefarrall/
picture-books-for-older-readers/
› Curated by Jane and Sally J

18. Independent Access to Books

19. Independent Access to Books

20. Independent Access to Books

21. For conventional students
› Books at or below their reading level
› Books in their areas of interest

22. Make sure books are at or
below their reading level
› Put appropriate books in a tub or an area
for them to choose from
› Use Level It or similar resource to get the
reading level of books

23. Sam

24. Sam
› Early conventional reader (primer level)
› Sam’s tub contains
› Published books on topics of interest (Lego,
superheroes, Pixar movies)
› Tar Heel Reader books on topics of interest
› Some early “readers” around areas of
interest
› Some high interest favourites e.g. Dr Seuss
› Some picture books for older readers

25. Books in their areas of interest

26. Level It
› www.levelitbooks.com
› Available as an app as well
› Provides Lexile, Guided Reading, Grade
Level Equivalent and DRA level for
thousands of books
› Type in ISBN (or scan book’s barcode in
app)

27. Bailey

28. Bailey
› Conventional reader (Grade 2 level)
› Bailey’s tub contains
› Published books on topics of interest (cars, cars,
cars and transport)
› Tar Heel Reader books on topics of interest
› Some early “readers” around areas of interest
› Some picture books for older readers
› Bailey shows a preference for simpler fiction
books while focusing on silent reading,
although generally he prefers non-fiction

29. Aim for silent reading
› Once students are at a Grade 1 level (or
earlier if student has CCN)
› Talk about “inner voice”
› Provide a range of texts for working on
silent reading
› Write simple instructions for students to
follow as a start (read this “in your head”
and then do it)

30. Create different spaces for
DEAR time

31. Not everyone likes
beanbags…

32. Use a range of books and
technologies in DEAR time

33. Digital Storybooks /
Storybook Apps
Guidelines for choosing digital books:
http://www.janefarrall.com/html/appsguided.html

34. Teacher Read Alouds

35. Teacher Read Alouds
› Use this as a chance to expose students
to different types of books that they might
choose to read later
› Don’t always have to read the whole
book
› Include read alouds in your planning

36. Read Alouds

37. Reader’s Chair & Book
Reviews
› Students share a book they have read
recently
› Share with other students
› Start discussions about what books they
enjoy (and don’t enjoy)

38. Reader’s Chair

39. Reader’s Chair

40. Book Reviews