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Independent Reading Coordinators.ppt - macedonliteracy


									AGENDA- NOV 5TH
• What really matters?- Group activity

• Independent Reading Module

• Afternoon Tea

• Classroom Observation Skills- James Mulraney

• Nov 12th Reminders
What Really Matters?- 20 minutes
Graphic Organisers
1. On the your table have a 5 minute discussion about
   what you each thought of the article

2. Choose a graphic organiser that could best represent
   the groups summary/ideas/thoughts of the article

3. Complete and graphic organiser and share with whole
Independent Reading
Loddon Mallee Region

Session Outline
• Literacy Frameworks

• Research

• Reading Behaviors

• Text Selection

• Formative Assessment

• Home/school Partnerships
               LITERACY ELEMENTS

• Read Aloud            SPEAKING &    • Write Aloud

• Shared Reading                      • Shared Writing

• Guided Reading                      • Guided Writing

• Independent Reading   OBSERVATION
                             &        • Independent Writing

 Role of the

                         MODELLING                  SHARING                    GUIDING                 APPLYING
                             The teacher         The teacher continues     The teacher provides       The teacher offers
                          demonstrates and        to demonstrate the       scaffolds for students        support and
                         explains the literacy       literacy focus,         to use the literacy     encouragement when
                         focus being taught.     encouraging students          focus. Teacher             necessary

                         This is achieved by      to contribute ideas       provides feedback
                          thinking aloud the        and information
                        mental processes and
                        modelling the reading,
                                                                                                      The student works
                        writing, speaking and
                                                                                                       independently to
                                                                            Students work with          apply the use of
                                                                           help from the teacher         literacy focus
                                                  Students contribute      and peers to practise
                                                   ideas and begin to      the use of the literacy                         6
                             The student         practise the use of the           focus
                            participates by         literacy focus in
                         actively attending to   whole class situations
                         the demonstrations

                                                                                                               Pearson & Gallagher
 Role of the
Want to Know

Individually reflect on;

   – What you know about Independent Reading
   – What you want to know about Independent Reading
INDEPENDENT READING                       Description

Independent reading is central to successful
reading development.

Students select and read engaging and interesting
material daily, independently and individually.

Students need to be engaged by the text, discuss text and
  explain their understanding
Classroom Indicators- Instruction
Time must be scheduled daily for independent reading to occur. A
  structured take home reading program for all primary students is
  For secondary students, a structured reading program is essential
  in addition to library borrowing.

• promote books to others
• practise reading at home each night : home and school partnership
   is fostered
• practise what has been taught in whole class, small group and
   individual reading activities
• reflect on and articulate their reading goals
Classroom Indicators- Instruction (continued)
•    select particular students to confer with, guide and teach at point
     of need
•    support students to develop and monitor their own reading goals
•    promote reading of quality literature and texts
•    discuss and enjoy texts with individual students, observing what
     they know and can do
•    provide guidance with text choice - noticing when students
     choose texts beyond their control
•    guide choices to incorporate just the right amount of reading
•    monitor choice to ensure a broad range of successful and
     enjoyable reading experiences
Classroom Indication- Resources

• Classroom environments foster enjoyment, and
  appreciation of reading
• A range of high quality literature is accessible in
  classrooms, and central libraries
• Wide range of interest and difficulty levels
• School library is closely linked to classroom reading
• Partner reading arranged with peers and adults
• Well organised take home and library programs

Anderson.R,Wilson,P.,and Fielding, L. Reading Research Quarterly, Vol.3,1988. Growth in reading and how children spend their time outside school.
Skill instruction is not enough. In fact
when reading takes a back seat to skill
instruction, one has to ask the age old
question about the cart and the horse.
To develop the ability to read fluently
  requires the opportunity to read- a
           simple rule of thumb.

   R. Allington “if they don‟t read much, how they ever gonna get good”
“The average higher-achieving students
  read three times as much each week as
  their lower-achieving classmates, not
  including out-of-school reading.”
              (Allington, Richard. 2006)
What are the implications of this research for you?

 What do you
know about this
                             Where might
                             you take this

  Movies/Std 2.AVI

  Movies/Ind Reading

We need to know…
• What is the level of text complexity students can
  read independently and show competency with the

• What are the range of texts students can read
  independently and show competency with the

• What is the amount of reading students are
  engaged in (easy, independent and challenging?)
Di Snowball 2009

• Text Selection- Level, Type, Environment,

• Formative Assessment- Conferences,
  Journals, Reflection

• Home Partnership
Level, Type, Environment, Engagement

    Text Level Independent Reading

 Easy Text                           JUST RIGHT
(95%+ accuracy)     (Choice &           TEXT
Text Types
     Students in classrooms containing
     literature collections read 50% more
           than students in classrooms
    However, to be enticing a classroom
         library must be well designed .

                                Faye Bolton “Classroom Libraries 2009‟
                                                   Research by Bissett
•   Focal area in the classroom;
•   Partitioned, private and quiet;
•   Carpeted and have comfortable seating, such as bean bags, rocking
    chairs and couches;
•   Five to six books per student;
•   Stocked with books that provided a variety of genre and degrees of
•   Room nearby for five or six students to read;
•   Consists of two types of shelving (regular and open -faced book shelves);
•   Literature oriented displays and props (to promote re-enactments and re-
•   Organised into categories, such as author, poet, text type and topic.

     Morrow and Weinstein „Increasing children's use of literature through program and physical design changes. Elementary School Journal, 83, 131-137.
What ideas can you take back to your school/classroom?


   Movies/Independent Reading
ENGAGEMENT- What takes readers ‘off track’
  •   Lack of interest or motivation
  •   Insufficient/inappropriate resources
  •   Standards/testing
  •   Absence of support
  •   Inability to break the language barrier
  •   Insufficient background knowledge
  •   Lack of reading strategies
  •   Insufficient reading experience
  •   Inappropriate teacher intervention
  •   Interaction
In table groups, choose one area that takes „readers off track‟ and brainstorm ways to support

     How to promote Independent Reading
     Don Holdaway

•   Environment
•   Time
•   Choice
•   Response
•   Groups
•   Support
•   Management Routines
•   Motivation- incentives, talks, author visits, „literature gossips‟
•   Parental Involvement
•   Evaluation
Reading Conference, Reading Journals, Reflection Time

Reading Conference- Conversations
• Focused
• Usually follows a predictable structure
• Both teacher and student share responsibility for
  conversation but students has responsibility of reading
• Take place where students read their text (not teachers
• Scheduled regularly
• Shift the learning
• May be recorded
• Used to drive instructional teaching
•   Teacher

•   Student

              Movies/Independent Reading Conference Yr

Reading Goals
• Student friendly language
• Often derive from reading conference and guided
• Achievable
• Immersion- students should be constantly sharing and
  reflecting on these goals in order to build language and
• Meaningful
• Relevant
• Short and sharp
• Personalised
Reading Journals
• A reading response journal is a notebook that students
  use expressly for talking, thinking and writing about
  what they read.
• In their journals, students share feelings, reactions, and
  ask questions about element, including characters, the
  setting, symbols, the plot, and themes of the books
  they are reading.
• Response journals can help teachers assess students'
  comprehension and critical thinking abilities.
• Should not take over the allocated time for reading.
• Evidence of the reading conference is often in the
  journal, including the students reading goals

                                                     Education World
Adapted from Regie Routman
Unknown Word   I infer it means   I used…   Example Sentence
A Running Record is a record of reading behaviors, that readers make as they are
reading. Running Records were developed by Dr. Marie Clay, as a way for teachers to
quickly and easily assess their students' reading behaviors "on the run", so to speak

•   monitor ongoing student
    progress in reading
•    find out which particular
    skills and strategies students
    a using
•    focus on specific needs of
    individual children
•   group together children with
    similar needs for reading
•   choose books at an
    appropriate level for your
Reflection Time
 Reflection time follows   Something new for me…

each reading and writing
  workshop. Students
                           I was challenged by…
 question, analyse and
 discuss their own and
                           In my head I was…
    others‟ learning.

                           I found it helpful to…
• National Assessment of Educational Progress results,
  for example, show that the percentage of children who
  say they read for fun almost every day dropped from
  43% at grade 4 to 19% at grade 8 (Rich, 2007).
• Research tells us that children whose families
  encourage at-home literacy activities have higher
  phonemic awareness and decoding skills (Burgess,
  1999), higher reading achievement in the elementary
  grades (Cooter et al., 1999), and advanced oral
  language development (Sénéchal, LeFevre, & Thomas,
 Instructing parents to simply, "Read to your child" or
    "Encourage your child to read at home" may be a
                 start, but it is not enough
• Parent information nights- reading & comprehension
• Keep reading simple and short text
• Show parents evidence of success and statistics
• Personalise reading to individual student
• Provide options for different reading stages
• Provide texts, booklists, websites for ideas
• Teach parents about „book choice‟
• Invite parents into the classroom
• Connections to library etc
Early Childhood                        Lower/Middle PS                        Middle & Later Years
•Read books to child                   •Read stories to child                 •Model reading e.g. daily
•Read books together                   •Listen to child read
                                                                              •Visit and subscribe to libraries etc
•Talk to your child about the story    •Support problem solving
                                                                              •Provide range of text types
•Repeated readings                     •Discuss and ask questions about
                                       the text                               •Buy books as presents
•Encourage reading along even if its
memorization                         •Provide range of text types             •Multimedia/multimodal texts

•Discuss and ask questions about       •Model reading in front of child       •Talk about newspaper articles
the text
                                       •Provide time and space for child to
•Provide range of text types           read daily

•Model reading in front of child       •Read for a range of purposes-
                                       recipes, shopping lists, signs
•Provide time and space for child to
read daily
Want to know
• What have you learnt?
James Mulraney

• Feedback Sheet
• Post it note: Celebration

Nov 12th
• Bring School Literacy Plan
• Bring School NAPLAN Data- Item analysis report, 5
  year trend data
• Bring School English Online Data (if appropriate)
• Print and bring a copy of the DEECD document “key
  characteristics of effective literacy‟ found on the
  DEECD website

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