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3-8-R

Page history last edited by Kathy5597 5 years, 6 months ago

 

Standard 8: Independent Reading and Writing

Students will read and write for a variety of purposes including, but not limited to, academic and personal.

 

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 

Teacher Actions 

  • Students will determine a specific purpose for reading (e.g., enjoyment, research, interest).

  • Students will self select a text based on interests, motivation, and ability.

  • Students will use strategies to determine if a majority of words and concepts can be read successfully.

  • Students will apply reading skills and strategies independently to comprehend text.

  • Students will build stamina as they read independently.

  • Students use sticky notes to mark their text for specific skills (asking questions, difficult words, climax, etc.)

  • Students utilize graphic organizers while reading to practice reading strategies independently.

  • Students will utilize reading response journals. 

  • Teachers explain various purposes for reading.

  • Teachers provide opportunities for students to determine a purpose for reading.

  • Teachers model text selection based on interests, motivation, and ability.

  • Teachers provide opportunities for students to self-select a text based on interests, motivation, and ability.

  • Teachers model strategies for determining if a text is too difficult.

  • Teachers demonstrate use of tools to help students make decisions:

  • Teachers provide opportunities to use strategies to determine if a text can be read successfully.

  • Teachers model metacognitive strategies, such as  answering predetermined questions, and self-questioning, to demonstrate how students should monitor their own comprehension while reading independently.

  • Teachers provide opportunities for students to practice metacognitive strategies while reading independently.

  • Teachers model reading for extended periods of time without being distracted or causing distractions for others.

  • Teachers provide opportunities for students to build their stamina.

  • 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:  

    • Ask them to determine genre, author’s purpose, point of view, etc.

    • Discuss how they selected their books

    • Ask them about characters, setting, plot

    • Discuss difficult words or ideas that they have marked

    • Listen to them read

    • Ask them to retell/summarize

    • Provide mini-lessons over weak areas you may notice (phonics, fluency, comprehension, etc)

    • Make a plan for future conferences

    • Determine an individual goal

Supporting Resources 

Teacher Insights 

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)
  • The two main purposes for reading are for literary purposes or informational purposes. Independent reading time could be used for either.

    • The student, not the teacher, should determine the purpose of independent reading.

  • Selecting texts for independent reading may not require much teacher guidance.

  • Complexity of text varies from student to student based on individual abilities.

  • When guiding students with text selection, a broad definition of “appropriate” can be used.

    • Different texts are better suited for various purposes.

    • While helpful, quantitative measures such as Lexile levels help students select books, they are not an exact science.

  • Having brief conferences with students regularly will help teachers know more about which reading processes students are using and allow for opportunities for feedback.

  • Simply assigning students to read independently at home is not sufficient. Teachers should have opportunities to observe students reading.

  • If students are quiet and have a book open in front of them, they are not necessarily reading.  

  • Gradually increasing reading times/requirements builds stamina for students to be able to read independently for longer periods of time.

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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