Take the Journey: Putting Independent Reading into Practice

Take the Journey: Putting Independent Reading into Practice

Take the Journey: Putting Independent Reading into Practice Norms for this Discussion Be Open Actively listen Ask questions Contribute your ideas Begin Planning Your Own Journey Three Pillars of Independent Reading

School * Classroom * Home Students who read independently become better readers, score higher on achievement tests in all subject areas, and have greater content knowledge than those who do not. Krashen 1993; Cunningham and Stanovich 1991; Stanovich and Cunningham 1993, cited in School Media Research (2000, v. 3) Independent Reading and School Achievement At every age level, reading more pages in school and at

home each day (on the childs reading level) is associated with higher reading scores. At each grade Level, students who read more pages every day are more likely to achieve the proficient level of performance on the NAEP Reading Assessment. Richard Allington, 3rd ed. 2011 Reading volume predicts reading growth in struggling readers. Richard Allington What Really Matters for Struggling Readers, ed.3 (Pearson 2012)

Achievement Percentile Minutes of Reading/ Day Words/Year 98 65

4,358,000 90 21.1 1,823,000 50 4.6 1,146,000

10 .1 8,000 Educators Briefing, Scientific Learning Reading Assistant, March 2008 Getting Started Staff surveys to assess understanding and practice

Classroom Walkthroughs to get a visual picture Classroom Library inventories What We Learned About Our Staff: Limited evidence of independent reading during core instruction or at other times Major gaps in what teachers know and what they do Some classrooms had fairly good libraries, others had very, very

little and they were not organized or accessible to students Start with Professional Development: Common understanding of Independent Reading What Independent Reading Is What Independent Reading is Not A critical component to a quality reading program

A substitute for a quality reading program A power accompaniment to direct instruction A substitute for direct instruction An opportunity to practice reading skills An unnecessary add-on

A change to self-select reading Reading selections in a basal Class time with students engaged Fake reading time An organized systematic program A haphazard attempt to get students to read more

A collaborative effort among teachers, students, administrators, parents Sole responsibility of the teacher Moss & Young, (2010) Creating Lifelong Readers Through Independent Reading Think, Write, Turn and Talk 1. Think and Write:

What is your current understanding of Independent Reading? What is your staffs understanding of Independent Reading? What would it take to get them to buy-in? What is the current reality about independent reading in your school? What is the evidence that backs your thinking? 2. Write down your thoughts 3. Turn and Talk to your neighbors about what youre thinking Classroom Libraries: Essential to Independent Reading

The research base on student selected reading is robust and conclusive. . . Students read more, understand more, and are more likely to continue reading when they have the opportunity to choose what they read. The two most powerful factors for improving reading motivation and comprehension are 1) student access to many books 2)personal choice of what to read. Allington & Gabriel, Every Child, Every Day, Educational Leadership, March 2012 references 2004 research by Guthrie & Humenick. Good Classroom Libraries Have:

300-1500 books A balanced variety of text types (nonfiction, literature, poetry, etc.) Organization that makes sense to the students: genre, authors, topics, levels, etc. Organized in crates or baskets that are clearly labeled with genre, author, topic, or level or a variety of these There are at least two levels of books above and two levels below the grade level Building and Maintaining the Classroom

Libraries: Teachers need about $300.00/year for the libraries Sources of Money: Title I $$ District General Budget School Budget Book Club points Book Fair $$ Donations from business Parent and family donations (classroom wishlist) Instead of appreciation gifts to the teacher how about book for the classroom library PTA

Donors Choose First Books Think, Write 1. Take a minute to think about the classroom libraries in your school: What do teachers need to improve and refresh their libraries? What are resources you could tap into to support classroom libraries? What training or capacity building do your teachers need to build great classroom libraries? 2. Write down some ideas and next steps What about summer? What about students

who do not have access to books? Give books as rewards (example: PTA fundraiser award, attendance awards, positive behavior awards) Hold book swaps and have families bring books and take books Do a summer bookmobile Give books away at the beginning of each vacation break Join the Scholastic Summer Reading Challenge and Read for the World Record! Make phone calls in the summer reminding students to read Partner with the Public Librarians to do presentations and sign up for library cards School Name:

HIGHLANDS ELEMENTARY SCHOOL Rank: 81 Minutes Read: 293166 Booktalks: The power of sharing books Kids want to read what other kids are reading! A booktalk is: A brief, engaging presentation designed to create interest in a book Share just enough to entice someone

else to read it and raise interest Students and adults can do book talks The principal and teachers can model book talks Booktalks When? Daily (or almost daily) Morning announcements At the beginning of the school day in class At the beginning of reading block

Staff Meetings So how do we create time for more reading? Creating Time How often are students pulled out from the classroom for ELL, OT, Speech, special education services, reading and math interventions, etc. Is our instructional day organized in a way to maximize large blocks of instructional time? Are students who need core instruction the most leaving

the classroom at important times? Could the pull out be turned into push in and become part of differentiated instruction? Creating Time Things to think about: District, State, and Federal Mandates for programs Current time structure: Core Reading Instruction Core Math Instruction Special Education service time Interventions (RTI extended learning) ELL service

PE, Music, Library Contractual obligations (conference and planning, breaks, etc.) Creating Time Analyze your day, how can we increase instructional time within the current day? Collaboratively create a new reality (invite teachers, specialists, paras to the table to think about the big pieces and how to make it work) Re-think the master schedule Consider common times for extended learning interventions

Ensure that Core Instructional times are sacred and untouched by pull-outs and interruptions Think about providing push-in services as part of differentiated instruction Think about co-teaching (General Ed/ELL or General Ed/SPED) Implementing Reading Workshop More on Time: Ensure that Core Instructional times are sacred and untouched by pull-outs and interruptions Think about providing push-in services

as part of differentiated instruction Think about co-teaching (General Ed/ELL or General Ed/SPED) Implementing Reading Workshop Heres what one principal found when he analyzed the amount of time students spent in pull-out programs: 2009-2010 2010-2011

Grade 2 69 minutes/day 42 minutes/day Grade 3 74 minutes/day 46 minutes/day Grade 4

79 minutes/day 52 minutes/day Total 74 minutes/day 47 minutes/day Balanced Literacy/Reading Workshop

Balanced Literacy or Reading Workshop style allows opportunities to imbed independent reading into the school day in meaningful and supportive ways and may include: Whole class instruction: Mini-lessons Application of skill from mini-lesson through independent reading practice 1:1 instruction and assessment: conferring Students read self-selected just right books Small group instruction: flexible, small groups for differentiation Increased ownership and accountability by students for their own learning Think, Write, Turn and Talk

1. Think : What strategies your are currently using that support independent reading? What strategies you would like to incorporate into your literacy program? 2. Write down what you may want to consider or new ideas youre having 3. Turn and Talk to your neighbors about ideas you have Current Status This spring we conducted classroom observations: More independent reading is evident

Students are talking about books more Classroom libraries are growing every teacher has one and they are using them (the students are excited about them) Now: We know we now have a common understanding about IR We have strategies give students access to books at school and home What we havent done:

Parent involvement hasnt been developed Next Steps for Highlands Professional Development: Organizing classroom libraries and maintaining classroom libraries Establishing Booktalks as a daily event in EVERY classroom Conferring Implementing Reading Workshop Parent Outreach

What can Principals Do? Model: booktalks, model questioning, model building a library, read kit lit Create a leadership team to guide the work Independent Reading is built into the strategic plan or school improvement plan Set goals to increase the number of minutes or the number of books read by students Work to remove the barriers of time, money, resources Set the expectations for all teachers Monitor and hold people accountable

Talk to students about what they are reading Stay current on kid lit Direct resources toward books for students: direct budgets, seek Use the free resources on Scholastic.com/bookfairs Read the ReaderLeader for inspiration and ideas Talk to other principals Include district level leaders in your thinking and ask for their support What will you do to build

a strong independent reading culture in your school?

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