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Scaffolded Independent-Level Reading

Should there be Classroom Libraries?. In 1983, Elley established a connection between the availability of books and early reading literacy.Later, Elley studied reading achievement in 32 countries. He found that

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Scaffolded Independent-Level Reading

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    1. Scaffolded Independent-Level Reading ckatz17755@aol.com Write to me and receive this talk in note form, sample response sheets, and a student checklist for Scaffolded Independent-Level Reading

    2. Should there be Classroom Libraries? In 1983, Elley established a connection between the availability of books and early reading literacy. Later, Elley studied reading achievement in 32 countries. He found that “the highest scoring countries typically provide students with greater access to books in the home, community, and classroom libraries” (www.edresearch.info/access, asp).

    3. What’s working with the classroom libraries and SSR or DEAR-Time in your room? What do you find most frustrating?

    4. What is Scaffolded Independent-Level Reading? WHAT DOES IT LOOK LIKE? Students read mostly self-selected “just right” texts Students read a variety of genres Students keep a reading record Students respond in writing or drawing to a variety of responses Students conference individually with the teacher Students set reading goals Students read at school during Independent Reading Time

    5. How is it different from SSR or DEAR-time? SUSTAINED SILENT READING OR DEAR-TIME Student chooses any book to read Daily reading time is 10-30 minutes Optional classroom library Books may be above reading level No checking by teacher No writing involved No instruction involved No reading goals set SCAFFOLDED INDEPENDENT-LEVEL READING Student chooses any book to read with teacher’s guidance Daily reading time is at least 30 minutes Classroom library is an essential instructional tool Student reads “just-right” books Teacher monitors comprehension Student keeps a reading record and writes a variety of responses to what has been read Instruction occurs during mini-lessons and one-on-one conferences Teacher and student set goals

    7. Scaffolding Student's Record Keeping and Accountability Student Folders Reading Logs Response Sheets Choosing Books

    8. Student Folders Contain: Book student is currently reading Back-up books ( 2 for primary, 1 for intermediate and middle) Reading Record Response Sheets These folders and books stay in school and are used during Scaffolded Independent-Level Reading

    9. Scaffolding Student’s Book Choices Students use the following methods to determine the correct book for their personal reading level: Students choose books at their color level determined by the teacher. Put a dot inside the folder to match the student’s color level. or Students use the Goldilocks Method

    10. The Goldilocks Method

    11. Self-Selected Book: Students can challenge themselves by trying a book that is one-level up from their “Goldilocks” level. Test the challenge book by opening the book to any page and reading silently. Put a finger up for each word missed. Five-fingers up=Take another book. or Students can take a Book Break and read down one level.

    12. Student Daily Reading Record

    13. Write down a question you have about the material that was covered so far.

    14. Scaffolding Teacher’s Scheduling, Leveling and Genres Scheduling Scaffolded Independent-Level Reading Determining Genres Determining Text Levels Preparing Book Baskets

    15. Scheduling Scaffolded Independent-Level Reading (30 minutes per day for one month)

    16. Determining Genres Sort the books in your collection by genre. Keep the genre simple especially if you don’t have an extensive classroom collection. Fiction Nonfiction Poetry Periodicals

    17. Leveling Books Divide genres into reading levels. Place sticky dots on the books to indicate level. Keep this simple, using four color-coded levels:

    18. Book Baskets Create book baskets of 25 books to place on each table. Rotate baskets weekly. (Middle-Level students may have fewer books in their basket.) Choose books at each level in each genre or format. Students should keep books in their pocket folders until they are done. When they finish, they should return the book to its original basket.

    19. Scaffolding Student’s Written/Drawn Responses to Reading Seven Suggested Strategies: Write a letter to a character Rewrite the story changing the setting, ending, and/or action Visualization Strategy DRTA/DLTA Make a Connection Wonderful Words Nonfiction Response

    20. Making a Connection

    21. Wonderful Words

    22. Nonfiction Response Title of the book: Author This is a nonfiction book. I know this because: Here are four facts that I learned from the book: Here are some interesting words that I found in the book (list four) : One word I especially found interesting was: I found it on page: This word means: Identify and illustrate the fact that you found most interesting. Use details in your drawing and writing:

    23. Write down one thing you will use from the material given.

    24. Scaffolding Teacher’s One-on-One Conferences Fluency Snap-shot Listen to student read Keep short running records Make notes on students’ book selection, level, and genres read Interview student about a book Determine new levels and goals Monitor written responses

    25. Reading Conference Record Sheet IR-Independent Reading Level RA- Read Aloud

    26. Informal Reading conference Bring me a book that you are reading now. Primary: Bring 5 books read that week Intermediate/Middle: Bring current book and back-up book Title of Book _______________________Genre___________________ Why did you choose this book? What is the reading level of this book for you?__Hard__Easy_Just Right Tell me what the book is about so far. Read this part of the book for me. (Take notes as the child reads orally) Tell me what you remember about what you just read. Let’s discuss your strengths and what you need to work on. Strengths: Goals: How long do you think it will take to complete this book? Reggie Routman (2003), Reading Essentials

    27. Informal conference questions “I haven’t read all the books that the students’ are reading. How will I know if they understand the book?” Fiction: What’s the problem in the story so far? What’s the main character like? Tell me about the setting? What’s your favorite part so far? What’s happening in the story so far? Non Fiction: What’s the most interesting thing you’ve learned? What’s your favorite part? What else are you hoping to learn? How is this book organized?

    28. What if a student is not understanding his selected book? Have a student read a section of the text aloud to you: Is the book too difficult-(words, concepts, vocabulary?) Does he lack sufficient background knowledge? Does he lack fluency? Does he fail to reread when something does not make sense? Is he aware that the text is not making sense to him? Does he know how to select a “just-right” book? Is he reading so slowly that he is not attending to meaning? Use the conference to help the student choose a “just-right” book. Helping the students learn how to self select books will be a critical skill in the success of supported independent level reading time. The books the students are reading should be at their independent reading level. This means that a student should be able to read approximately 98% or above of their chosen book without significant errors.

    29. What was the biggest surprise for you during this workshop?

    30. Process for Scaffolded Independent-Level Silent Reading

    31. Setting the Ground Rules Students should participate in this process. The goal is that everyone is reading quietly so that the teacher can have individual conferences with students. The rules might be: You must stay in your seat. You cannot walk around to select another book or get a tissue. Take a tissue with you to your seat before we begin and, if you need a new book, select one from the Book Basket. You cannot talk to another student unless it is a day for discussion. You cannot go to the bathroom. This should be taken care of before we start reading time. When the teacher calls you for your conference, come immediately with your folder and books.

    32. Accountability Sheet Name _____ Date _____ Title _______ Author _______ Pages Read _______ Genre ______ Decide how you are going to respond: Write a letter to a character Rewrite the story changing the setting, ending, and/or action Visualization Strategy DRTA/DLTA Make a Connection Wonderful Words Nonfiction Response Tell your buddy why you decided to respond this way. Then complete the following: I decided to respond by ______ Because ____________ Attach response

    33. Sharing Time During the last 5 minutes of Scaffolded Independent-Level Reading: Draw two names and have students book chat about their books Have one student per table share their book with their table Have all students hold up their books and share title, genre, and whether or not they like the book Stop a little earlier and invite students to “Sell Your Book” in 30 seconds. “Here’s why you have to read this book….” Talk to a buddy and tell them about your book In your group, “Say Something” about your book On Friday, use a slip of scratch paper as a book mark. Write a comment about your reading on the slip of paper. Invite students to have a written conversation about their books.

    34. Written Conversation Our evaluation today will take the form of a written conversation. On a piece of paper, write one thing you that you learned today that you didn’t know before. Pass your paper to a partner. Respond to what is written, and add something you will use from today’s talk. Again respond to what is written and add a question you still have about Scaffolded Independent-Level Reading. Answer the question if you can and return the paper to the original owner. Turn this response. Be sure your name is on the sheet.

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