Independent Reading Workshop: “With Literacy for All”. Pathways to Independence in Secondary Classrooms. Presenter: Jeanne Sesky. A Place Called School , John Goodlad.
Independent Reading Workshop:
“With Literacy for All”
Pathways to Independence
in Secondary Classrooms
Presenter: Jeanne Sesky
“Less than 2 percent of each high school day was being spent on actual reading. In spite of research that supports independent reading time as a critical component in effective literacy programs… it affords “clocking up reading mileage”, many administrators and teachers have difficulty creating effective independent reading programs.
I sit in the classroom with nothing to do,
I don’t want to read,
Then you say, “It’s all up to you.”
I think to myself, “She must be crazy;
I can read and write,
But I’m too d--- lazy.”
Then it happens--and I take a
book off the shelf.
If I fail this class,
I’m failing myself.
“True readers and writers are ‘self-winding’ and choose to read and write well beyond the care and guidance of the school system.”
-- Margaret Mooney, 1991
“But no exercise, however well ordered, will have the same effect of a genuine reading task that encourages the reader to learn what he wants to know as a result of his own initiative.”
Lifelong learners are adept at making their own reading choices.
The International Association for the Evaluation of Educational Achievement reportsthat “the most important factor in development of literacy is access to books.”
What do you do to find out what they are interested in?
Listen to them
Talk to them
Book order forms/AmazonEnjoyment
Are they displayed for appearance?
Are they organized by genre/theme?
Are they clearly labeled?
To encourage choice,
have plenty of fiction and non-fiction:
How to Books
Books for Girls
Books for BoysGenres
TIP: Ask your kids, “What gets in the way of reading?”
Consider how you will organize your library
Consider how and when students may check out books.
Consider how you will train students to use movement.
Independent reading students?
is a unique and challenging approach to reading instruction. Teachers often struggle to let go of control in terms of book selection and assessment.
Release of Responsibility encourages students to…
Consider their time
Begin to make choices
Learn when to abandon a book
Learn to find books according to: genre, author, topic, themes
Find out that they can control their readingLetting Go
Supports for Independence students?
“I believe that an assessment measure for effectiveness of these supports is whether those approaches led to engaged readers who display independence.”
-- Janet Allen,
Yellow Brick RoadsRelease of Responsibility
Book Boards/PostingsLet Me See
Sense of self
High affect for reading
Structures to Increase Independence
Topics of interest
Level of Involvement
Authentic contextEngaging Readers
Summative Assessment students?
No turning back…
… less diagnostic information
Informs my instruction…
Performance TasksWhy Authentic Assessment?
Word Walls are not just for little kids! students?
They work to focus your instruction and to act as a reminder of which academic and content vocabulary you are holding students accountable to learning
Solid repetition, using the same language frames and practicing the highlighting technique provides for authentic practice of careful reading strategies that can be transferred into the students' reading of other materials and also provides a scaffold for those students who are not yet in full production stages of their English acquisition.
Language Frames to use while modeling lesson:
This kind of explicit instruction permits ELLs the kind of structure and guided practice needed to build solid understandings of how to interpret different kinds of texts that will be given to them to read in an array of contexts. If the ELL can comprehend the message a text is trying to convey and they use questioning, inferring and observing to do this, it will help build their reading skills, which in turn will help with their acquisition of English itself.