Principal 7
Independent Reading
Accomplishing this Principal in the Classroom
Independent reading is one of my favorite principles. I can confidently say that due to my parents and teachers facilitating independent reading I grew to love reading at a very early age. Independent reading is when kids get to make their own choices, explore their interests and pick books that just look cool to read. This reflects the student centered belief that students should receive many chances to select and read materials unrelated to school learning tasks. Independent reading allows children to be autonomous and apply multiple strategies and skills learned. Even if students have a specific reading level for instruction, independent reading allows students to choose books that are “just right” for them. For the most part motivation to read independent reading books is always higher than those given by the teacher.
Specific Anchor & Grade Level Standards from CCSS
CCSS.ELA-LITERACY.CCRA.R.10: This anchor standard is important for this practice because it includes reading texts independently rather then in a group setting. The choice of books will be different for independent reading compared to books chosen for small group or read aloud books. If students know how to properly select a book to read, then they should be able to read it proficiently.
CCSS.ELA-LITERACY.RL.6.1: This is important because students should be able to analyze what the text is saying and draw inferences from the text and support these ideas with evidence from the text. This shows that they are comprehending what they are reading and it is a “just right” book for them. If the book was too hard they most likely would not be able to do this.
CCSS.ELA-LITERACY.RL.6.10: For independent reading, I want my students to practice good reading strategies before, during, and after reading. I have provided students with many techniques and tips to assist them in their reading. Independent reading is a chance for students to show their understanding of these strategies and apply them with little to no scaffolding. Furthermore, I have introduced my students to a variety of genres, authors, and pieces of exceptional literature. I want to challenge students to read a variety of texts.
CCSS.ELA-LITERACY.RL.6.1: This is important because students should be able to analyze what the text is saying and draw inferences from the text and support these ideas with evidence from the text. This shows that they are comprehending what they are reading and it is a “just right” book for them. If the book was too hard they most likely would not be able to do this.
CCSS.ELA-LITERACY.RL.6.10: For independent reading, I want my students to practice good reading strategies before, during, and after reading. I have provided students with many techniques and tips to assist them in their reading. Independent reading is a chance for students to show their understanding of these strategies and apply them with little to no scaffolding. Furthermore, I have introduced my students to a variety of genres, authors, and pieces of exceptional literature. I want to challenge students to read a variety of texts.
Instructional Practices
"JUST RIGHT BOOK"
Elementary students have all of their reading materials leveled for them for the most part throughout their education, it is special that they get to choose their won independent reading book. However, they must be taught hoe to make an informed choice and pick a book that is “just right” for them. This book will be a comfortable read, fun, enjoyable and stress free. They may run into an unknown word here or there, however don’t we all? When an independent reading book is too hard to enjoy or too easy to spend time pondering it is not “just right”. I learned a method of choosing a “just right” book in my first placement in Willington, CT. I will teach my students this method on the first day reading class that I start instruction. Often times, children may select books based on what appeals to them visually. Beautifully illustrated covers, movie adaptions or even popularity among their peers draw their attention in, however the text inside may not be as appealing. The first method for searching for a “just right” book is the five-finger rule. I will ask my students to flip to the second page of the book and read through. Each time they come to a word that they cannot pronounce or do not understand they will put up a finger. If they reach the end of the page and already have five fingers up, then this book is too challenging for them. Secondly, I will challenge my students to read the first three pages and ask themselves questions. Some of these questions include: Do I understand what I am reading? When I read aloud can I read smoothly? Does this topic interest me? If students can answer yes to these questions, then this means the book would be a good fit. One issue with this practice is that the five-finger rule might not always work. To avoid this problem, it is important for the teacher to know the student’s abilities and insert his/her own advice about whether or not the book is suitable for the student. Essentially the rule is that if a book is too difficult students will become frustrated and if a book is too easy, a student will become bored. Once in awhile a challenging book or an easy book is okay for a reader. More challenging books can introduce new vocabulary and allow the student to apply decoding skills. Similarly reading books that may be considered too easy build confidence for readers as well as fluency.
A READING PORTFOLIO: BOOK REPORTS & READING LOGS
In my classroom it is already implemented that once you complete an independent reading book you fill out a book report. There are always copies available for students to take, and it is their responsibility to hand in at least one report per month. This supports the student centered belief about how readers learn that students should read frequently while they are young so that they acquire a fell for the structure of written language. Although by the time they have reached sixth grade they have most likely already acquired this appreciation for written language, it is important to note that the more students read, no matter the age, the more they appreciate and love to read. Throughout the year, I will compile these book reports into individual binders for each student in order to create a reading portfolios. Through this the students can take ownership and be proud of their reading achievements. Furthermore, keeping this log may show both the teacher and the reader achievement and areas to improve, which I will address during parent teacher conferences by showing both the student and the parent the log and discussing the benefits of actively reading outside of school. This also reveals patterns such as their stamina, if they have long amounts of time recorded this notes a student with a highly developed stamina for reading uninterrupted. I will gratefully accept reading logs at any point and time of the year and introduce this concept the same day that I model how to choose a “just right” book. One issue that I have seen as a student myself is dishonesty with reading logs. To avoid this obstacle, I would require students to get a signature from a parent each time they filled out the log. However, for some students acquiring this signature may be a difficult task. If it seems to me that the parent is either not around to sign the paper or is refusing to do so I will call home and explain the purpose of these logs. If this does not work I will work out an agreement with the student that they must be honest, I will honor this agreement as long as I do not see unreasonable times logged into their sheet.
NEW LITERACIES
I want to expose my students to the plethora of texts that are available not only in print but online as well. In the 21st century we are surrounded by unlimited choices, to a point where it may at times be overwhelming. At sixth grade students are old enough to begin maturely using internet search engines, with the supervision of adults and safety features enabled. In order to successfully apply this practice in my classroom I need to introduce and provide the resources for my students to have access to these texts. It is my job to prepare these students for their futures, which are going to be dominated by an amount of technology that we, at this point in time, cannot imagine. Not to mention, there are already amazing nonfiction websites like “Kids Post,” “CNN Student News,” and “Student News Net,” that are kid friendly and packed with reading material. It is important to note that the majority of the reading that we do as adults are of articles; may they be on the internet or in a printed news paper. It is highly likely with the growing need for instant knowledge that when my students are older they will be doing most of their article reading on constantly refreshing internet news feeds. The obvious issue in bringing these types of resources into the classroom is the concerns of parents. I would make it a point to ask all parents to sign for approval of all websites that I will allow my students access to. It is a reality in my district that a lot of my students do not have access to this technology in their homes, which is why I would like to provide them with the chance to discover what it has to offer. I will treat these webpages as independent reading books and my students will be required to fill out a nonfiction book report and a reading log upon their completion.
Elementary students have all of their reading materials leveled for them for the most part throughout their education, it is special that they get to choose their won independent reading book. However, they must be taught hoe to make an informed choice and pick a book that is “just right” for them. This book will be a comfortable read, fun, enjoyable and stress free. They may run into an unknown word here or there, however don’t we all? When an independent reading book is too hard to enjoy or too easy to spend time pondering it is not “just right”. I learned a method of choosing a “just right” book in my first placement in Willington, CT. I will teach my students this method on the first day reading class that I start instruction. Often times, children may select books based on what appeals to them visually. Beautifully illustrated covers, movie adaptions or even popularity among their peers draw their attention in, however the text inside may not be as appealing. The first method for searching for a “just right” book is the five-finger rule. I will ask my students to flip to the second page of the book and read through. Each time they come to a word that they cannot pronounce or do not understand they will put up a finger. If they reach the end of the page and already have five fingers up, then this book is too challenging for them. Secondly, I will challenge my students to read the first three pages and ask themselves questions. Some of these questions include: Do I understand what I am reading? When I read aloud can I read smoothly? Does this topic interest me? If students can answer yes to these questions, then this means the book would be a good fit. One issue with this practice is that the five-finger rule might not always work. To avoid this problem, it is important for the teacher to know the student’s abilities and insert his/her own advice about whether or not the book is suitable for the student. Essentially the rule is that if a book is too difficult students will become frustrated and if a book is too easy, a student will become bored. Once in awhile a challenging book or an easy book is okay for a reader. More challenging books can introduce new vocabulary and allow the student to apply decoding skills. Similarly reading books that may be considered too easy build confidence for readers as well as fluency.
A READING PORTFOLIO: BOOK REPORTS & READING LOGS
In my classroom it is already implemented that once you complete an independent reading book you fill out a book report. There are always copies available for students to take, and it is their responsibility to hand in at least one report per month. This supports the student centered belief about how readers learn that students should read frequently while they are young so that they acquire a fell for the structure of written language. Although by the time they have reached sixth grade they have most likely already acquired this appreciation for written language, it is important to note that the more students read, no matter the age, the more they appreciate and love to read. Throughout the year, I will compile these book reports into individual binders for each student in order to create a reading portfolios. Through this the students can take ownership and be proud of their reading achievements. Furthermore, keeping this log may show both the teacher and the reader achievement and areas to improve, which I will address during parent teacher conferences by showing both the student and the parent the log and discussing the benefits of actively reading outside of school. This also reveals patterns such as their stamina, if they have long amounts of time recorded this notes a student with a highly developed stamina for reading uninterrupted. I will gratefully accept reading logs at any point and time of the year and introduce this concept the same day that I model how to choose a “just right” book. One issue that I have seen as a student myself is dishonesty with reading logs. To avoid this obstacle, I would require students to get a signature from a parent each time they filled out the log. However, for some students acquiring this signature may be a difficult task. If it seems to me that the parent is either not around to sign the paper or is refusing to do so I will call home and explain the purpose of these logs. If this does not work I will work out an agreement with the student that they must be honest, I will honor this agreement as long as I do not see unreasonable times logged into their sheet.
NEW LITERACIES
I want to expose my students to the plethora of texts that are available not only in print but online as well. In the 21st century we are surrounded by unlimited choices, to a point where it may at times be overwhelming. At sixth grade students are old enough to begin maturely using internet search engines, with the supervision of adults and safety features enabled. In order to successfully apply this practice in my classroom I need to introduce and provide the resources for my students to have access to these texts. It is my job to prepare these students for their futures, which are going to be dominated by an amount of technology that we, at this point in time, cannot imagine. Not to mention, there are already amazing nonfiction websites like “Kids Post,” “CNN Student News,” and “Student News Net,” that are kid friendly and packed with reading material. It is important to note that the majority of the reading that we do as adults are of articles; may they be on the internet or in a printed news paper. It is highly likely with the growing need for instant knowledge that when my students are older they will be doing most of their article reading on constantly refreshing internet news feeds. The obvious issue in bringing these types of resources into the classroom is the concerns of parents. I would make it a point to ask all parents to sign for approval of all websites that I will allow my students access to. It is a reality in my district that a lot of my students do not have access to this technology in their homes, which is why I would like to provide them with the chance to discover what it has to offer. I will treat these webpages as independent reading books and my students will be required to fill out a nonfiction book report and a reading log upon their completion.