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

• Students self-select a book based on interest, motivation, and ability.

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

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

• Teachers explain various purposes for reading independently.

• Teachers model selecting texts based on interests, motivation, and ability.

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

• 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 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 provide time for independent reading.

• Teachers monitor student text selections and provide feedback.

• Teachers monitor student comprehension and provide feedback. 

When students struggle reading the text fluently, teachers can...

• model choosing books that are too easy, just right, and challenging and explain how they determine whether a book is just right for independent reading.

• help students determine if a book is too challenging by modeling counting the number of words on a page that the student struggles to pronounce/understand.  If the student struggles with 5 or more words, they should find a less challenging text.   

When students have difficulty reading for longer periods of time, teachers can...

• help students visualize independent reading expectations by role-playing both negative and expected reading behaviors.

• help build reading stamina by having students read for shorter periods of time and adding a minute or two each day until students successfully and consistently read for longer periods of time without becoming distracted.    

• set goals with their students and chart progress.

When students always choose the same genre to read independently, teachers can...

• provide book talks to pique student interest in various genres.

• provide reading logs to help students identify which genres they may want to read next.

• Genre: a category used to classify fiction, poetry, drama, and nonfiction, usually by form, technique, or content. Fantasy, ode, one-act play, and memoir are all examples of genres.

• 4.2.F.1: Read with increasing automaticity

• 4.4.R.5:  Acquire new vocabulary