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  1. Independent Reading Elaine Gale, Hunter College & Susan Easterbrooks, Georgia State University

  2. News Flash Independent Reading = Higher Reading Scores

  3. Why Read? The more you read, the better you get at it; the better you get at it, the more you like it; and the more you like it, the more you do it. And the more you read, the more you know; and the more you know, the smarter you grow.

  4. What is Independent Reading? DEAR DIRT FVR SSR USSR Uninterrupted Sustained Silent Reading Daily Interrupted Reading Time Drop Everything And Read Sustained Silent Reading Free Voluntary Reading

  5. Why Independent Reading? 93% of SSR students did as well or better on tests of reading than students having no SSR time.

  6. IR Research: General Education

  7. Who Has the Highest Reading Skill Scores? International Association for the Evaluation of Educational Achievement report: children who were read to by their teachers children who read the most pages for pleasure daily

  8. Duration of Treatment and Outcomes of SSR Studies

  9. Reading and LearningMiddle School Children How many words can one read a year? 1 million words How many words can one learn a year without direct vocabulary instruction? 1 thousand words

  10. IR Research: DHH Education

  11. Model Silent Sustained Reading • Time to read books of their own choice • Discard books • Time to find other books • Broad reading goals • Self reading record • Observe, comment and enjoy reading stories

  12. 8 Important Factors • Access • Appeal • Conducive environment • Encouragement • Staff Training • Non-Accountability • Follow-up Activities • Distributed Time to Read

  13. What Does Daily Reading Mean for DHH Students? Learn to write and spell better Gain English language skills

  14. Independent Reading Program, How to Set Up?

  15. The How To Do List • Assessing Needs • Choosing Appropriate, Leveled Materials • Finding Time and Space • Encouraging Self-monitoring • Assessing Outcomes

  16. Assessing Needs • Independent Reading Level • Informal Reading Inventory (IRI) • Graded word list • Graded passages • Summaries and analyses

  17. Independent Reading Level The authorsat in his chair and stared at the clock. The pendulum swung back and forth as the time passed by. He was desperate to think of new ideas for his story, but his mind was a blank. This had never happened to him before, as stories had always flowed easily from his mind, usually so fast that he did not have the time to write them down before they disappeared from consciousness and new ideas took their place. But now he was stuck for inspiration, and his book deadline was approaching with a speed that truly frightened him. 1 unknown word in 100

  18. Graded Word Lists List C 5414SightAnalysis (Grade 4) Thunder _______ _______ Friendship _______ _______ Crickets _______ _______ Yesterday _______ _______ . . . 17. Medicine _______ _______ 18. Ashamed _______ _______ 19. Saddle _______ _______ 20. Anxious _______ _______ Number Correct _______ _______ Total _______ Scoring Guide for Graded Word Lists Independent Instructional Frustration 20 19 18 17 16 15 14 13 or less

  19. Flight Older airplanes were moved through the air by the use of propellers. Now, most planes are driven by large jet engines. Some fly faster than sound. The first thing you may notice about a plane is the wings that stick out on either side of its long body. Today jet planes land and take off from major airports every few seconds. People can travel around the word in only a few hours. It often takes travelers longer to retrieve their luggage than to fly to their destination. Planes have been much improved since the Wright brothers first flew in 1903. What is this passage about? (airplanes; the development of planes through the years) What kind of engines do most airplanes have today? (jet engines) How were older planes moved through the air? (propellers) In what year did the Wright Brothers fly? (1903) How do you think the Wright Brothers felt after the first flight? Why? (any logical response) Do you think jet airplanes have changed our lives for the better? Why? (any logical response) Graded Passages

  20. Summaries and Analyses

  21. Choosing Appropriate, Leveled Materials • Accelerated Readers • Leveled Readers • Developmental Reader systems from different publishing companies

  22. Accelerated Readers • 1) Student reads book • 2) Student takes a quiz • 3) You get information http://www.renlearn.com/ar/

  23. Leveled Readers http://www.pinnellandfountasleveledbooks.com

  24. Reader Systems http://www.wrightgroup.com http://www.sundancepub.com/ http://www.cup.cam.ac.uk/elt/readers/ http://www.onestopenglish.com/readers/index.htm

  25. Click video Selectbook video The following URL links to a full quality version video clip: selectbook

  26. Not all students in the same grade read at the same level

  27. Click Video Reading level video The following URL links to a full quality version video clip: reading level

  28. Finding Time & Space • 10-20 minutes a day • Quiet informal setting can go a long way

  29. Building Classroom Library • Borrow from the school library • Involve parent/teacher association • Deaf Community • Local Service Organizations • Book Fair • Used Bookstores • Exchange Books • Budget Priorities

  30. Encouraging Self-Monitoring • Self-Evaluation Questions • Self-Evaluation of Reading Form • Self-Monitoring Checklist

  31. Self-Evaluation Questions • How do you feel you are doing in reading/writing • What are your strengths in reading/writing? • What do you enjoy the most about reading/writing • What do you feel you need to do to improve your reading/writing?

  32. Self-Evaluation Form Name ___________________ Date________ Book Read _________________________________ Mark the scale below: I feel that I thoroughly understood this book I feel that I don’t understood this book Why I marked this scale as I did _________________ ___________________________________________ ___________________________________________

  33. Self-Monitoring Checklist THINKING ABOUT MY READING BEFORE READING, DID I * preview the text * predict DURING READING, DID I * stop and think * change predictions AFTER READING, DID I * think back about my predictions? * summarize in my head? To improve my reading, I need to: _______________________ __________________________________________________

  34. Assessing Outcomes • Retelling conference with teacher • Read section to friend • Book talk • Writing • Art project • Drama • Your idea • Nothing…just enjoy!

  35. Student Book Response Choices

  36. Click Video Booktalk video

  37. How Many Times Do You Need To Meet a Word Before You Comprehend It? 12

  38. IR Materials • Preschool • Elementary • Middle and High School • Older Struggling Reader

  39. Preschool Materials Wordless Predictable Pop-up

  40. More Preschool Materials Shared Reading Project http://clerccenter.gallaudet.edu/Literacy/srp/setup.html ASL/English Books LEA Language Experience Activity

  41. Elementary Materials

  42. Elementary: News

  43. Elementary: Other Email Music Maps Poetry

  44. Middle and High School Materials

  45. Older Struggling Readers Materials Magazines Newspapers Wide range of opportunities to read Postcards Posters Bumper Stickers Advertisements

  46. Older Struggling Readers: Intervention Cooperative Learning Groups Read Aloud Based on Need Strategic Reading Discussion and Collaborative Talk

  47. Close Captioning As Reading Material? What do you think?

  48. Click Video Trelease video

  49. Accessible Books Books on Video Books on Disk Big Books

  50. Pre-Service Teacher Assignment • You will choose aliteracy skill that you have identified your student needs to practice. • Develop a independent reading assessment rubric related to this objective and fill it out on the student. • Identify books for student to read independently that will enhance this skill. • Provide independent reading times over the period of one month with materials that focus on the student’s identified need. • At the end of the month, fill out the assessment rubric to identify if progress has been made on the objective.