While students are reading silently in class, circulate to observe and confer. Notice patterns in the types of books students are choosing, and in how well they are sustaining engagement with their chosen book. Confer with students to ensure that they are reading books that are on an appropriate reading level and to support them in making meaning of those books. Conferring can include the following: Asking a student to read a paragraph or two out loud, noting any miscues (if there are a lot, the book might be too hard) Asking a student to talk about what is happening in that excerpt, stating simply: me more!” “Tell Helping students use strategies when they get confused (e.g., rereading, visualizing, using context clues to determine unknown vocabulary) “fix-up” Asking students what they like/don’t like a book and why (push them to cite evidence!) Suggesting titles that the student might find interesting and appropriate Suggested Lessons for Launching Independent Reading Lesson Agenda Materials Note: There should be several class days between some of these lessons 1: Introducing Independent Goldilocks handout Set purpose: Reading just-right books builds reading skills; learning to choose books that Reading (25 minutes) you like will enrich your life. Two text excerpts (one easy, Goldilocks lesson (see supporting materials): How to choose a just-right book. one hard) Teacher explains. Teacher gives each student two short excerpts with which to practice the Goldilocks routine. 2: Choosing Right” Books: Books “Just Book frenzy: Display lots of books for students to look at, ideally including some of the titles The Goldilocks Principle (45 from the recommended reading lists for the NYS modules; consider brief teacher book talks minutes) Goldilocks handout of those titles related to the module. Students have time to browse the books. Make this fun! Each student selects a few titles and drives” them using the Goldilocks handout. “test Students make selections (encourage partner selections, but each student needs his/her own copy of the text) and start reading silently. Teacher confers, focusing on students who at first glance appear to have books at inappropriate levels. Suggested Lessons for Launching Independent Reading
While students are reading silently in class, circulate to observe and confer. Notice patterns in the types of books students are choosing, and in how well they are sustaining engagement with their chosen book. Confer with students to ensure that they are reading books that are on an appropriate reading level and to support them in making meaning of those books. Conferring can include the following: Asking a student to read a paragraph or two out loud, noting any miscues (if there are a lot, the book might be too hard) Asking a student to talk about what is happening in that excerpt, stating simply: “Tell me more!” Helping students use “fix-up” strategies when they get confused (e.g., rereading, visualizing, using context clues to determine unknown vocabulary) Asking students what they like/don’t like a book and why (push them to cite evidence!) Suggesting titles that the student might find interesting and appropriate Suggested Lessons for Launching Independent Reading Lesson Note: There should be several class days between some of these lessons Agenda Materials 1: Introducing Independent Reading (25 minutes) Set purpose: Reading just-right books builds reading skills; learning to choose books that you like will enrich your life. Goldilocks lesson (see supporting materials): How to choose a just-right book. Teacher explains. Teacher gives each student two short excerpts with which to practice the Goldilocks routine. Goldilocks handout Two text excerpts (one easy, one hard) 2: Choosing “Just Right” Books: The Goldilocks Principle (45 minutes) Book frenzy: Display lots of books for students to look at, ideally including some of the titles from the recommended reading lists for the NYS modules; consider brief teacher book talks of those titles related to the module. Students have time to browse the books. Make this fun! Each student selects a few titles and “test drives” them using the Goldilocks handout. Students make selections (encourage partner selections, but each student needs his/her own copy of the text) and start reading silently. Teacher confers, focusing on students who at first glance appear to have books at inappropriate levels. Books Goldilocks handout Suggested Lessons for Launching Independent Reading
independent_reading.docx