Bookmatch: Scaffolding Book Selection for Independent Reading.

March 03, 2022 Post a Comment

Contained reading is an authentic and individualised exercise that can support the explicit instruction undertaken during the whole group focus at the offset of a reading lesson and provide opportunities for reflection at the lesson closure.

When students read independently, they are mindful of the explicit lesson they have just participated in, and draw on those skills to assist them practise, read and understand text. Subsequently independent reading they are called on to share how those skills assisted their reading by giving an example or articulating their new knowledge or learning.

Independent reading is a practice which all students tin successfully undertake as it can be differentiated for every student. Texts selected are usually at an easy level, i.due east. 95 to 100% decoding accuracy charge per unit. For more than information, see: Running Records: What is a Running Record

Personal interest and literary texts also supplement independent reading fabric every bit reading for enjoyment and pleasance is highly engaging and has correlated links to reading accomplishment (Nodelman and Reimer, 2003; Thomson, Hillman and DeBortoli, 2013). For details, encounter: Literature: Overview and Evidence Base

Independent reading takes the identify of previous activity–based work centres that contained unrelated activities to go along students 'busy' whilst the teacher worked with individual or modest groups of students. Whilst these activities may have been 'fun', they often had no relation to the learning intention (Hattie, 2009, p.163).

Conversely, contained reading is a practice that tin exist directly related to the learning intention and success criteria and tin support the practice of new and reinforced strategies and knowledge.

Once contained reading time has been established, gradually introduce concurrent pocket-sized grouping/private student work. Discuss the role for students and for the teacher during this time so students know expectations. Display the expectations.

Independent reading and EAL/D learners

Independent reading in English and their home language helps EAL/D learners to build language and literacy skills in both languages (Schwinge, 2003). Strong habitation language literacy is a predictor of bookish success for EAL/D students (Cummins, et al, 2006; de Courcy, Yue and Furusawa, 2008).

Include dwelling house linguistic communication texts in students' contained reading boxes in the classroom, such as:

dwelling language realia
multilingual library books
books or stories translated past community members
books or stories written by EAL/D learners
versions of classroom texts summarised in home linguistic communication.

For advice on text selection for EAL/D learners, see: Literature

For advice on selecting texts in other languages, see: Languages and Multicultural Didactics Resource Centre (LMERC)

Whole class-mini lesson

In this video, the instructor explicitly scaffolds whole class learning on reading through a mini lesson. The learning intention and success criteria are stated and explained and students are guided to use their new learning during the contained reading stage of the lesson.

Implementing independent reading

For independent reading to be successful in your classroom, teach the practise and allow time for the practice to be embedded.

Starting time early in the year and exist consistent with the implementation so that all students know the expectations.

As it is a pivotal part of every reading lesson, information technology needs to be introduced explicitly.

Independent reading involves:

the teacher modelling what contained reading looks like. This means the instructor reading independently alongside students to model 'how to'
developing some class protocols or expectations and displaying them on ballast charts/bookmarks (e.g. stay in your seat, read quietly, get-go to read straight away, read from your book box, enjoy reading)
building up the time allotted for Independent reading. Start with v minutes. Continue a tape of sustained and engaged reading times whilst introducing the exercise. "Yesterday nosotros read for 5 minutes, today I want everyone to read for 6 minutes without interruption". Depending on the yr level, independent reading times will vary (eastward.g. Foundation classes-10 to 15 minutes, Years 5 and 6-xx to 30 minutes).
demonstrating to students after independent reading has concluded how they might show some prove that they were actively thinking and using the strategy outlined in the lesson learning intention as they read. Teachers can:

model how to use a Reading Response Volume to describe or write well-nigh their new learning notation something of interest on a post-it notation
stick post-it note to the relevant folio in the text where that learning occurred
consider a reading goal and set an example of how the use of that goal assisted successful reading.

This practice should only act every bit an adjunct to the priority of reading independently. The fourth dimension taken on this chore should simply take upwards to 10 minutes and should be completed independently.

Pupil's part

stay in your seat
first to read directly away
read quietly
read from your volume box
use the learning intention to assist me practice my reading
savor reading

Teacher's office

read with a group
read with a pupil
briefing with a student
teach students how to read
talk near a book with a educatee or a group of students
take a running record

The concluding function of the reading lesson provides time for students to prove and clear the thinking they have done when reading independently. Hither the learning intention and success criteria are revisited and students have the opportunity to clear their learning.

Articulated learning instance

(e.g. When I got to the word 'dale' on this page I did not know what it meant. I tried to remember of synonyms that would brand sense and would fit with the motion-picture show. I came up with 'mountain' first of all because of the movie. Afterwards, I checked with my iPad and found out it meant valley; the bit betwixt the hills. At present I can go back and reread it and understand what information technology means).

Students also requite the teacher feedback on whether they have achieved the success criteria. This information is useful for motivating students and allows the teacher to build on, modify or revise the learning intention in future lessons.

EAL/D students demand to read books with engaging content that they can understand. If the text is too hard (the student knows less than 95 per cent of the vocabulary and grammer) and then they will not be able to read the text independently. Older students will spend besides much time looking up the meaning of words in the lexicon which will detract from the reading (and enjoyment) of the text. It may be more than appropriate for EAL/D students to re-read a text they previously found challenging to build confidence and fluency. All the same, it is important to model specific strategies that EAL/D students may use in independent reading when they encounter unfamiliar vocabulary, phrases or sentence structures.

To support EAL/D learners to read independently:

teach and model how students tin infer the meaning of new words based on the context, reading alee, and other clues in the text
constitute a protocol where students record some unknown and/or interesting words to talk over with the teacher during a reading conference
decide with students how and when they should use dictionaries or other resources in independent reading. Teach the process for looking upwards words in an English or bilingual dictionary if advisable. Some options are:
- Earlier reading: students skim the text to identify new words. They check the meanings in a dictionary and note these down gear up for independent reading
- During reading: when students see a new word, they make an educated guess most the meaning
- After reading: students look upward a dictionary to confirm the accuracy of their inferences about new words they encountered during reading.
teach and model some responses to independent reading that do not rely heavily on linguistic communication, for example using drawing, storyboards, or graphic organisers
teach and model using dwelling languages to back up independent reading. By cartoon on their home languages, EAL/D students can retrieve more securely about their reading and make connections betwixt existing and new cognition. Some examples are:
- finding home language equivalents or translations for key ideas in the text
- summarising what they take read, orally or in writing
- talking to a same linguistic communication peer nigh what they learnt from reading.

The benefits of contained reading apply whether students are reading in English or in their home language (Scwhinge, 2003).

Practising independent reading at home, whether in their home language or English, helps students learn language and literacy skills. Parents tin can engage in their children'due south reading past:

listening to their children read in English even if the parent does non empathize English language. The child tin then interpret or gloss the text in the dwelling house language. Both parent and child can hash out the volume in their home language
telling stories to their child in their habitation language or English
keeping a collection of books at home, in the dwelling language and English. These could be from the local library or endemic past the family
translating English books to the home language for the home or classroom library if they have the skills to
reading books with their kid in the home language or English language, and talking almost the books
encouraging their child to read independently at habitation, and to discuss what they are reading.

To encourage parent engagement, see: Speak to your child in the language you know best

For bilingual resources, see: Languages and Multicultural Educational activity Resource Centre (LMERC)

Text selection

'Enriching the impress environments in classrooms has been shown to result in more reading' (Krashen, 2004, p. 58).

The pick of texts for independent reading can exist drawn from a large repertoire depending on a pupil'southward reading level and interest such equally:

For assistance, see: Recommended independent reading texts for educatee book boxes-Foundation to Year 6 (docx - 467.11kb)

Contained texts are ordinarily housed in student book boxes or volume numberless. Each educatee is responsible for their own book box, however, information technology is upward to the instructor to ensure that texts are inverse regularly to promote interest and appointment.

Theory to practise

When reading independently students are exposed to new words in meaningful contexts.

The benefits of independent reading are wide and well researched:

Stanovitch (1986) argues that reading is an important contributor to many language and cognitive skills, particularly vocabulary.
Knowledge of vocabulary straight correlates to higher levels of accomplishment (Fisher, Frey and Hattie, 2016) and contributes to comprehension (Konza, 2010).
Students who read daily for extended periods of time, encounter more new words, recycle known words and automatically recognise more loftier frequency words. De Courcy, Dooley, Jackson, Miller and Rushton (2012) argue that "students may need to meet a new discussion upward to xv times to acquire it as function of their expressive vocabulary" (p. 6).

For more details, see:Rationale and Theory to Practice

Fluency is some other important chemical element supported through contained reading. When readers reread familiar texts or texts where the decoding requirement is minimalised, greater attention can be placed on building meaning (Konza, 2016). Pupil book boxes or volume numberless should reflect this requirement.

Fluency continues to develop equally a reader engages with texts of expanding vocabulary and sophisticated concepts. Therefore, contained reading is a practice that continues to support readers throughout their learning.

As readers read texts fluently in independent reading, they:

demonstrate accurate decoding skills (letters, sounds, words)
maintain a steady rate for optimum understanding (e.yard. too ho-hum and the information volition exist forgotten, too fast and comprehension may non have time to develop)
develop prosody which supports comprehension (e.chiliad. expression, rhythm and phrasing).

For more than details, see: Fluency

Moreover, independent reading provides time for students to practise their reading goals. Students actually practise their reading goals by reading, not by action-based tasks. Goals are determined as a result of explicit feedback from the teacher to each of their students.

Through goal setting students tin "digest the language used by the teacher into their ain self-talk", which in turn contributes to their self-efficacy as learners (Fisher, Frey and Hattie, 2016, p. 101). Independent reading is a exercise which supports students to develop and practise those goals while reading texts that are like shooting fish in a barrel to decode, are familiar, or provide high levels of engagement.

Past participating in independent reading, students tin can

practise decoding and comprehension strategies
practise and reinforce vocabulary (new, known and loftier-frequency words)
practise reading for fluency (rate and prosody)
decide the author's purpose
think critically about texts
enjoy reading for extended periods of time.

References

Cummins, J., Bismilla, Five., Cohen, S., Giampapa, F., & Leoni, Fifty. (2006). Timelines and Lifelines: Rethinking Literacy Instruction in Multilingual Classrooms. Orbit, 36(1), 22–26.

De Courcy, Thou., Dooley, Thou., Jackson, R., Miller, J., Rushton, Thousand. (2012). Instruction EAL/D learners in Australian classrooms, PETAA Paper 183, Primary Teaching Association Australia.

De Courcy, M., Yue, H., & Furusawa, J. (2008). Children's Experiences of Multiple Script Literacy. In A. Mahboob & C. Lipovski (Eds.), Studies in applied linguistics and linguistic communication learning (pp. 244–270). Newcastle upon Tine: Cambridge Scholars Publishing.

Duke, N.K. and Pearson, P.D. (2002). Effective reading practices for developing comprehension, In A.E. Farstrup & S.J. Samuels (Eds.), What Research has to say about reading instruction (third Ed) (pp.205-242). Newark, DE: International Reading Association.

Fisher, D., Frey, N. and Hattie, J. (2016). Visible learning for Literacy: Implementing practices that work best to advance student learning. Thousand Oaks, California: Sage Publications.

Guthrie, J.T. & Wigfield, A. (2000) 'Engagement and Motivation in Reading'.  In Grand. 50. Kamil, P. Mosenthal, P. D. Pearson, & R. Barr (Eds.), Handbook of Reading Research. Lawrence Erlbaum Assembly: Mahwah, New Jersey.

Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to accomplishment. London and New York: Routledge

Konza, D. (August 2010). Understanding the Reading Process. Inquiry into Practice: Literacy is anybody'southward business, Government of South Commonwealth of australia: Literacy Secretariat

Konza, D. (2016). Understanding the reading process: The big six, In J. Scull and B. Raban (Eds.), Growing upwards literate: Australian literacy inquiry for exercise (pp.149 - 176). Hong Kong: Eleanor Curtain Publishing.

Krashen, South.D. (2004). The Power of Reading: Insights from the Research (2nd Ed.). Portsmouth, NH: Heinemann.

Nodelman, P. & Reimer, M. (2003). The pleasures of children'southward literature. Boston: Allyn & Bacon.

Schwinge, D. (2003). Enabling biliteracy: Using the continua of biliteracy to analyse curricular adaptations and elaborations. In N. H. Hornberger (Ed.), Continua of Biliteracy: An Ecological Framework for Educational Policy, Inquiry, and Do in Multilingual Settings (pp. 278–295). Clevedon: Multilingual Matter.

Stanovitch, K.E. (1986). The Matthew effects in reading: Some consequences for individual differences in the acquisition of literacy. Reading Research Quarterly: 21 (pp. 360-407).

Thomson, S., Hillman, K. & De Bortoli, L. (2013). A teacher's guide to PISA reading literacy. Camberwell, Vic: ACER.

manningthandrell.blogspot.com

Source: https://www.education.vic.gov.au/school/teachers/teachingresources/discipline/english/literacy/readingviewing/Pages/teachingpracindependent.aspx