Independent Reading
1 / 36

Independent Reading Workshop: “With Literacy for All” - PowerPoint PPT Presentation

  • Updated On :

Independent Reading Workshop: “With Literacy for All”. Pathways to Independence in Secondary Classrooms. Presenter: Jeanne Sesky. A Place Called School , John Goodlad.

Related searches for Independent Reading Workshop: “With Literacy for All”

I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
Download Presentation

PowerPoint Slideshow about 'Independent Reading Workshop: “With Literacy for All”' - sandra_john

An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.

- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript
Slide1 l.jpg

Independent Reading Workshop:

“With Literacy for All”

Pathways to Independence

in Secondary Classrooms

Presenter: Jeanne Sesky

A place called school john goodlad l.jpg
A Place Called School, John Goodlad

“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.

Two kinds of silent reading l.jpg
Two Kinds of Silent Reading



Independent Reading

S s r l.jpg

  • Time is negotiated around other events

  • Not the main structure of a reading program

  • 10-15 minutes

  • Irregular/Not Daily

  • Low-Priority

  • Students randomly choose books at any reading level

  • No strategy instruction

  • Minimal response expected

  • No teacher check-in

  • No authentic assessment

Independent reading l.jpg
Independent Reading

  • Time is carefully planned

  • A main structure of reading program

  • 30-45 minutes

  • Strategies

  • Daily/Weekly routine built into schedule

  • Select books based on interest/reading level

  • Engage/Apply reading strategies

  • Rich/Deep response expected

  • Teacher acts as model

  • Small-Group/Individual conferencing

  • Teacher monitors growth through informal reading assessments

Motivate l.jpg

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.

I can t readers l.jpg
“I Can’t” Readers

  • need help finding a book

  • need help starting

  • need help sticking to it

  • need choices offered

  • need constant monitoring

I don t know how readers l.jpg
“I Don’t Know How” Readers

  • may get started and have a book (act like a student)

  • see no value in reading

  • reading doesn’t make sense to them

  • escape into other activities

I d rather readers l.jpg
“I’d Rather” Readers

  • would rather do something else

  • can read, but choose not to

  • need to find a reason to read

  • have a variety of strategies in place

  • disengaged

I don t care readers l.jpg
“I Don’t Care!” Readers

  • The most difficult to reach “non-reader”

  • Have well-built walls of disengagement

  • Are often avid, at/above grade-level readers

  • They do not “buy in” to traditional school settings

  • Respond best to extended/challenging activities

Slide13 l.jpg

“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

What takes readers off the path l.jpg
What Takes Readers off the Path? choose to read and write well beyond the care and guidance of the school system.”

  • 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

Margaret meek learning to read l.jpg
Margaret Meek, choose to read and write well beyond the care and guidance of the school system.”Learning to Read:

“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.

Slide16 l.jpg

The International Association for the Evaluation of Educational Achievement reportsthat “the most important factor in development of literacy is access to books.”

Enjoyment l.jpg

How do you know what is enjoyable and interesting to your students?

What do you do to find out what they are interested in?




Sentence Completions

Quick Polls

Listen to them

Talk to them

Book order forms/Amazon


Genres l.jpg

How are your books arranged in your classrooms? students?

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:



Short stories

Picture books


Information books



Slide19 l.jpg

Use Crates & Bins to separate titles, genres, themes… students?


Genres21 l.jpg

Non-Fiction students?

How to Books












Historical Fiction

Science fiction



Books for Girls

Books for Boys


Ideas for environment l.jpg
Ideas for Environment students?

  • Time of reading in instructional sequence

  • Seating arrangement: bean bags, pillows, solo seating, small-group seating, library access/passes

  • Lighting

  • Noise (white noise)

  • Audio Books: Recorded Books, Listening Library, Scholastic

  • Accountability: supportive tone, Status of the Class

    TIP: Ask your kids, “What gets in the way of reading?”

Map your room l.jpg
Map Your Room students?


  • Small-group instruction

  • Independent seating

  • Direction of desks

  • Audio-Support

    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.

Letting go l.jpg

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 reading

Letting Go

Release of responsibility l.jpg

Supports for Independence students?

Read Alouds

Shared Reading

Guided Reading

“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 Roads

Release of Responsibility

Let me see l.jpg

Guiding students towards appropriate choices… students?

Book Pass

Book Blurbs

Book Talks

Book Reviews

Book Boards/Postings

Let Me See

Choosing the just right book l.jpg
Choosing the “Just Right” Book students?

  • The Five Finger Rule

  • Tell your students that if they are not sure if the book is

  • "just right" or not then they can use the Five Finger Rule

  • to help them decide.

    • 1. Open to a page of the book.

    • 2. Begin reading.

    • 3. Each time you come to a word you don’t know, hold up 1 finger.

    • 4. After you finish reading the page,

    • check to see how many fingers you are holding up.

  • Too Easy: 0 - 1 fingers

  • Just Right: 2 - 3 fingers

  • Too Hard: 4 - 5 fingers

  • Outcomes l.jpg

    Cognitive students?

    Reading endurance

    Word knowledge

    World knowledge

    Reading fluency

    Content knowledge


    Writing ability





    Sense of self



    Mental control


    Engaging readers l.jpg

    Environment students?

    High affect for reading





    Audio books



    Structures to Increase Independence

    Welcoming display


    Topics of interest



    Author knowledge



    Level of Involvement

    Authentic context

    Engaging Readers

    Why authentic assessment l.jpg

    Summative Assessment students?

    No turning back…



    Reading Counts


    … less diagnostic information

    Authentic Assessment

    Informs my instruction…

    Reading Logs

    Reading journals

    Informal Inventories

    Running Records



    Performance Tasks

    Why Authentic Assessment?

    Word walls l.jpg

    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







    Word Walls

    Using language frames as a scaffold l.jpg
    Using Language Frames as a Scaffold students?

    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:

    • I see ___________________.

    • This makes me think _______________________.

    • I'm still wondering_______________________?

    Why support eld l.jpg
    Why Support ELD? students?

    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.

    Ways to support oral language development l.jpg
    Ways to Support Oral Language Development students?

    • Sentence Frames/Sentence Starters

    • Book-Talk Time, Book Blurbs, Read Alouds

    • Time to read other students’ responses

    • Paired-Reading

    • Audio Books

    • Consider readability/age appropriateness/cultural diversity; also, lexiles, ZPD, or reading levels

    Wellness check up l.jpg
    Wellness Check Up students?

    • High-level of student engagement

    • Sense of shared community

    • Plethora of reading material

    • Students know what’s expected

    • Students know how they are accountable

    • Students show strategies/independence without supports

    • Assessments reveal increasing comprehension, vocabulary acquisition, and writing skills

    • Students WANT to read!!!