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Self Selected Reading

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.

Education◦
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Self-Selected Reading Books for every reader
Jane Farrall Jane Farrall Consulting Sally Clendon Clendon Consulting
Why do we read? ›  Pleasure ›  Information ›  Communication ›  Work ›  Study ›  Escape ›  Entertainment
What do we read? ›  Books ›  Facebook ›  Emails ›  Text messages ›  Tweets #AGOSCI2015 ›  Websites ›  News……
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
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
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
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
Components of Self-Selected Reading ›  DEAR time (Drop Everything and Read) ›  Teacher Read Alouds ›  Reader’s Chair ›  Book Reviews
A mix of books
DEAR Time (Drop Everything and Read)
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)
Georgia
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
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)
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
Picture Books for Older Readers ›  https://www.pinterest.com/janefarrall/ picture-books-for-older-readers/ ›  Curated by Jane and Sally J
Independent Access to Books
Independent Access to Books
Independent Access to Books
For conventional students ›  Books at or below their reading level ›  Books in their areas of interest
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
Sam
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
Books in their areas of interest
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)
Bailey
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
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)
Create different spaces for DEAR time
Not everyone likes beanbags…
Use a range of books and technologies in DEAR time
Digital Storybooks / Storybook Apps Guidelines for choosing digital books: http://www.janefarrall.com/html/appsguided.html
Teacher Read Alouds
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
Read Alouds
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)
Reader’s Chair
Reader’s Chair
Book Reviews
Self Selected Reading