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3-8-R
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last edited
by Kathy5597 5 years, 6 months ago
Standard 8: Independent Reading and Writing
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Students will read and write for a variety of purposes including, but not limited to, academic and personal.
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READING: Students will read independently for a variety of purposes and for extended periods of time. Students will select appropriate texts for specific purposes. |
3.8.R Students will select appropriate texts for specific purposes and read independently for extended periods of time. |
Student Actions
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Teacher Actions
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Students will determine a specific purpose for reading (e.g., enjoyment, research, interest).
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Students will self select a text based on interests, motivation, and ability.
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Students will use strategies to determine if a majority of words and concepts can be read successfully.
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Students will apply reading skills and strategies independently to comprehend text.
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Students will build stamina as they read independently.
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Students use sticky notes to mark their text for specific skills (asking questions, difficult words, climax, etc.)
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Students utilize graphic organizers while reading to practice reading strategies independently.
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Students will utilize reading response journals.
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Teachers explain various purposes for reading.
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Teachers provide opportunities for students to determine a purpose for reading.
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Teachers model text selection based on interests, motivation, and ability.
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Teachers provide opportunities for students to self-select a text based on interests, motivation, and ability.
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Teachers model strategies for determining if a text is too difficult.
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Teachers demonstrate use of tools to help students make decisions:
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Teachers provide opportunities to use strategies to determine if a text can be read successfully.
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Teachers model metacognitive strategies, such as answering predetermined questions, and self-questioning, to demonstrate how students should monitor their own comprehension while reading independently.
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Teachers provide opportunities for students to practice metacognitive strategies while reading independently.
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Teachers model reading for extended periods of time without being distracted or causing distractions for others.
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Teachers provide opportunities for students to build their stamina.
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Teachers utilize independent reading time to conference and/or provide mini-lessons with the students about their reading. Many teachers look at independent reading time as a time where students “Drop Everything and Read” and do not use this time to monitor or teach reading. In fact, independent reading time should be viewed as a two person process. Students at this age, still need guidance. The following are ideas that may be used during reading conferences:
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Ask them to determine genre, author’s purpose, point of view, etc.
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Discuss how they selected their books
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Ask them about characters, setting, plot
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Discuss difficult words or ideas that they have marked
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Listen to them read
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Ask them to retell/summarize
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Provide mini-lessons over weak areas you may notice (phonics, fluency, comprehension, etc)
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Make a plan for future conferences
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Determine an individual goal
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Supporting Resources
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Teacher Insights
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Daily Cafe- Good Fir Books (webpage) Daily Cafe-Conferencing(webpage) Why Read 20 Minutes A Day? (graphic) Reading Rockets: Seven Strategies to Teach Students Text Comprehension (webpage) |
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The two main purposes for reading are for literary purposes or informational purposes. Independent reading time could be used for either.
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Selecting texts for independent reading may not require much teacher guidance.
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Complexity of text varies from student to student based on individual abilities.
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When guiding students with text selection, a broad definition of “appropriate” can be used.
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Different texts are better suited for various purposes.
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While helpful, quantitative measures such as Lexile levels help students select books, they are not an exact science.
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Having brief conferences with students regularly will help teachers know more about which reading processes students are using and allow for opportunities for feedback.
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Simply assigning students to read independently at home is not sufficient. Teachers should have opportunities to observe students reading.
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If students are quiet and have a book open in front of them, they are not necessarily reading.
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Gradually increasing reading times/requirements builds stamina for students to be able to read independently for longer periods of time.
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Due to recursive nature of the standards, it is essential that teachers are aware of how all objectives within and between strands work together for optimal instruction.
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3-8-R
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