Depending on the year level, independent reading times will vary (e.g.
657 0 obj <>/Filter/FlateDecode/ID[<6C6A7999DBEEB8408C4EFDF703287189><59537B2B13D45C49BE6F60CF38E5F064>]/Index[615 68]/Info 614 0 R/Length 168/Prev 242780/Root 616 0 R/Size 683/Type/XRef/W[1 3 1]>>stream Independent reading takes the place of previous activity–based work centres that contained unrelated activities to keep students ‘busy’ whilst the teacher worked with individual or small groups of students. Independent reading is a practice which all students can successfully undertake as it can be differentiated for every student. This tool is a guide and may not be accurate. endstream endobj startxref Strong home language literacy is a predictor of academic success for EAL/D students (Cummins, et al, 2006; de Courcy, Yue and Furusawa, 2008). ), Growing up literate: Australian literacy research for practice (pp.149 - 176). Students recieve a rubric based on these standards when we start our independent reading.
Guthrie, J.T.
listening to their children read in English even if the parent does not understand English. Whilst these activities may have been ‘fun’, they often had no relation to the learning intention (Hattie, 2009, p.163). Discuss the role for students and for the teacher during this time so students know expectations. Some examples are: finding home language equivalents or translations for key ideas in the text, summarising what they have read, orally or in writing. Krashen, S.D.
London and New York: Routledge, Konza, D. (August 2010). Thomson, S., Hillman, K. & De Bortoli, L. (2013). (2000) ‘Engagement and Motivation in Reading’. However, 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. Independent texts are usually housed in student book boxes or book bags. When we begin independent reading, students read in a relaxed setting for 20 minutes and see how much they typically read in that amount of time. The child can then translate or gloss the text in the home language. Newark, DE: International Reading Association. Samuels (Eds. This means the teacher reading independently alongside students to model ‘how to’, developing some class protocols or expectations and displaying them on anchor charts/bookmarks (e.g.
Exit tickets always align with the standards students have either been practicing all year, or are practicing in our current unit of study. Please enable scripts and reload this page.
The Power of Reading: Insights from the Research (2nd Ed.). Formative assessments, by definition, also help prepare my students for more formal measurements of their skills (called summative assessments). I use a reading record for each class period that I teach (I teach five and currently teach 90 students). Fluency continues to develop as a reader engages with texts of expanding vocabulary and sophisticated concepts.
Portsmouth, NH: Heinemann. I tried to think of synonyms that would make sense and would fit with the picture. When I'm entering students' grades at the end of the quarter, I refer to my reading record to help me determine effort grades. Lawrence Erlbaum Associates: Mahwah, New Jersey. Here the learning intention and success criteria are revisited and students have the opportunity to articulate their learning. Both parent and child can discuss the book in their home language, telling stories to their child in their home language or English, keeping a collection of books at home, in the home language and English. When I got to the word ‘dale’ on this page I did not know what it meant. We respectfully acknowledge the Traditional Owners of country throughout Victoria and pay respect to the ongoing living cultures of First Peoples. EAL/D students need to read books with engaging content that they can understand. The learning intention and success criteria are stated and explained and students are guided to use their new learning during the independent reading stage of the lesson.
Formative assessments are the measures of students practicing the skills I eventually require them to master. 278–295). %%EOF Keep a record of sustained and engaged reading times whilst introducing the practice. Parents can engage in their children’s reading by: To encourage parent engagement, see: (2016). Recommended independent reading texts for student book boxes-Foundation to Year 6 (docx - 467.11kb). For example, after our current round of independent reading, students will write book reviews or complete a book talk that measures reading standards RL 7.1, 7.2, 7.3, 7.6 and 7.10.
demonstrate accurate decoding skills (letters, sounds, words), maintain a steady rate for optimum understanding (e.g. They check the meanings in a dictionary and note these down ready for independent reading, During reading: when students encounter a new word, they make an educated guess about the meaning. Start early in the year and be consistent with the implementation so that all students know the expectations. decide with students how and when they should use dictionaries or other resources in independent reading. On reading days, after a brief mini lesson and activities (see my post about teaching the power of literature through songs, poetry, and independent reading), students complete an exit ticket that measures one or two specific standards. Once levels are identified, an instructor can use this information for instructional planning purposes. ��R���a����B[��6%)�hz��HE��EL��PΠ#(�I-�t #������$�F���Z94����� An essential part of our independent reading program is setting goals. Each student is responsible for their own book box, however, it is up to the teacher to ensure that texts are changed regularly to promote interest and engagement. demonstrating to students after independent reading has concluded how they might show some evidence that they were actively thinking and using the strategy outlined in the lesson learning intention as they read. They know that reading 100 pages a week equals mastery, a 5 on my 1-5 grade point scale. De Courcy, M., Yue, H., & Furusawa, J. demonstrating to students after independent reading has concluded how they might show some evidence that they were actively thinking and using the strategy outlined in the lesson learning intention as they read. enjoy reading for extended periods of time. For more details, see:Rationale and Theory to Practice. Teacher Copy: Assessment for Independent Reading Levels Levels L-Z (Fiction/Narrative) September, 2013 TCRWP Set 1 ―But it would take months to get enough money,‖ Joel sigh Level O Literal and Inferential Retelling or Summary Say, “Please retell or summarize what you just read.” Write notes regarding the student’s retelling or summary on the back of this page. Konza, D. (2016).
This assessment is designed for students reading Kindergarten through Grade 7; however, it can also be used with older students who may be struggling to learn to read at a certain level. Teaching EAL/D learners in Australian classrooms, PETAA Paper 183, Primary Teaching Association Australia. & Wigfield, A.
expression, rhythm and phrasing).
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