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Engaging readers: Managing independent reading
This document provides guidance for teachers on managing independent reading time in the classroom. It discusses the benefits of giving students choice in what they read, such as increased reading achievement and motivation. Challenges like not having enough books or time are addressed. Tips are provided on setting up a classroom library, selecting books, and building a routine for reading. Guidance is offered on moving reading time forward, tracking books, and adding accountability through written responses.
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Engaging readers: Managing independent reading
- 1. Engaging Readers: Managing IndependentReading Emily Kissner Bendersville Elementary School @ELKissner elkissn@gmail.com
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- 3. What do youthink? Use this Google Form so that we can find out about participants.
- 4. Benefits of readingchoice There is a strong correlation between time spent reading and reading achievement. (Allington, 2014) Students who engage in recreational literacy at school read more books at home (Block and Mangieri, 2002)
- 5. Benefits of readingchoice Fifteen minutes of reading in-school per day can lead to gains, especially with on-grade and below level readers (Block and Mangieri, 2002)
- 6. Benefits of readingchoice Access to a wide variety of books, both fiction and nonfiction, and choice of what to read are both correlated with increased motivation to read. (Allington and Gabriel, 2012)
- 7. Challenges of reading choice Insteadof being engaged with books, kids will just “pretend read”.
- 8. Challenges of reading choice Idon’t have enough books for a classroom library.
- 9. Challenges of reading choice Ihave so much to cover, there’s no time for reading!
- 10. Setting the scene Builda classroom library so that your students ALWAYS have access to books.
- 11. Setting the scene Ilike to collect nonfiction books that correlate to science topics in large bins that I can rotate in and out through the year
- 12. Setting the scene Usedbooks can be purchased at the Friends of the Library bookstore at the Gettysburg Library
- 13. Setting the scene Thisyear’s Used Book Sale will be August 1-4 at Redding Auction House, with the bag sale on Saturday Book Sale Details
- 14. Book Clubs Scholastic bookorders can be a way to get books. One or two parent purchases can get you bonus points! Book Clubs home page
- 15. Selecting Books ● Mixof fiction and nonfiction ● Picture books and novels ● Graphic novels ● Books that showcase diversity ○ Favorite authors… ○ Anthology links… ○ Student requests
- 16. Putting together yourlibrary Instead of a complicated sorting technique, I keep books in bins by author and genre, and “oddballs” on the shelves below
- 17. Reading from Day1 Gather the most exciting, most high-interest books you have and spread them out through multiple browsing bins
- 18. Reading from Day1 You’ll have some readers with specific requests, while others will enjoy browsing. Work the room! Lots of easy, attractive books will connect with readers.
- 19. Moving forward Slowly increasethe amount of time that you expect students to spend reading. Build stamina with a smile! Around Day 4 or 5, introduce a written component in which students write something about what they read that day.
- 20. Keeping track ofbooks Slowly introduce checking out of books. For the first two weeks, I don’t let students take books home. Then, they can sign out one book at a time.
- 21. Keeping track ofbooks With 6th graders, my expectation is one book/month. Here you can see my super-amazing tracking system—-writing titles on a class list.
- 22. Building a routine Workwith your readers to create a list of non-negotiables for independent reading time. Usually: ● Everyone is reading ● The room is quiet ● Stick with a book for the entire session ● No unnecessary movement
- 23. Guiding readers When studentsask me for a book recommendation, I choose 3: one very similar to their previous book, one of a similar style, and one that is a “nudge” to more complexity.
- 24. Guiding readers Teach readersto use the language of literature to describe their preferences! “First-person” or “third-person limited” or “no books in present tense!”
- 25. Adding accountability Written responsesto reading are totally OPTIONAL! If you have kids reading 15 minutes daily and completing books, you have already completed a challenge! These next steps are your level-up.
- 26. Long term goals Widereading OR Narrow reading?
- 27. Exploring Books What booksdo you want to check out? This is your chance!
- 28. References The Value ofIndependent Reading: Analysis of Research. https://www.hmhco.com/~/media/sites/home/classroom/shop- by-subject/summer-school/2017/resources/hmh_independent_re ading_libraries_white_paper.pdf?la=en The Case for Narrow Reading. Stephen Krashen. http://www.sdkrashen.com/content/articles/narrow.pdf