This document provides guidance for teachers on conducting independent reading in the classroom. It discusses establishing an environment conducive to independent reading, with a focus on increasing student reading stamina and practicing comprehension skills. The teacher's role is to provide mini-lessons on reading strategies and confer individually with students to discuss their reading, monitor progress, and identify areas for further instruction. Students are responsible for continuously reading texts of their choice and reflecting on and keeping records of their reading experience. The document also offers suggestions for topics to cover during student conferences and methods for recording anecdotal notes on individual readers.

1. Independent Reading Compiled by Jody Sulser

2. ExLL Perspective Classroom Environment Materials needed Atmosphere Room arrangement

4. ExLL Perspective Purpose Increase student reading stamina Practice comprehension skills and strategies Enable students to manage and keep records of reading

6. ExLL Perspective Procedures Teacher Role Mini-lesson/Set purpose for reading Confer with students about their reading Keep records of reading behaviors Use observations to drive further instruction

8. ExLL Perspective Procedures Student Role Read continuously Reflect on reading and keep own records Confer with teacher Think about and write responses to their reading

10. Conferring With Readers

11. Purposes of Conferences Engage in meaningful interaction that supports the reader’s ability to process text with understanding and fluency Teach the reader, NOT the text Become a set of ears, a guide, a sounding board Help the student solve problems/apply fix-up strategies -Fountas and Pinnell, 2001

12. Topics for Conferences Breaking the Ice Sampling Oral Reading Encouraging Monitoring and Reflection Encouraging Connections Encouraging Critical Reading Extending Reading Interests Extending Fix-Up Strategies -Fountas and Pinnell, 2001

14. Anecdotal Records Anecdotal Records

15. Scheduling & Record Keeping Mark on your record sheet students you want to confer with in depth and those you want to check in with briefly Have a place where students can sign up if they want to request a conference Write down what you want to remember about the reader Make note of a need for class mini-lessons Keep short but pertinent notes to inform your teaching and assessment of a reader Fountas and Pinnell, 2001

17. Reflecting and Responding

18. Writing About Reading How to Respond Sketch or drawing Web Chart or List Letter Cartoon or Story Board Written Reflection or Summary Where to respond Reading Journal Reader’s Notebook Blog Book Email Literary Diary Story Scrapbook Sticky Notes