Plan for Independent reading
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School
University of Texas, Tyler *
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Course
6004
Subject
English
Date
Jan 9, 2024
Type
docx
Pages
4
Uploaded by MegaRhinoceros1095
Hayley Weakley
December 12, 2023
iTeach 6004 Assignment #4
Plan for Independent Reading
Grade Level: 3
My class day would start with independent reading each day, starting with reading for 10 minutes at a time and working our way up to 20 minutes of independent reading. This is expected to take 3-5 weeks, depending on classroom management. Before students get settled into their reading area, we will go over independent reading procedures for the first six weeks until students are familiar with expectations and can get right to reading automatically.
The independent reading expectations are as follows:
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Read the question(s) on the board before reading.
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Read your book quietly so your classmates can concentrate on their reading.
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You may use a whisper phone, but your voice cannot go above a whisper.
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No sharing with a friend or partner during reading time, that will be set aside
for later.
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When the timer goes off, take 10 minutes to write down your answers to the question(s) on the board about your book.
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After the question timer goes off, let’s meet on the floor and have discussion time.
To help with book selections, a visit to the school library and librarian to show the students around where the different types of books are. Asking the students different questions about what type of stories they may like can help provide some titles to the students. Each time a student completes reading a book, they will fill out a book review and these will be kept in a binder in the classroom for students to review when they are ready to pick out another book and may need a suggestion.
An example of the review would be: Title of the book and author:
Summarize the story:
Discuss what the characters are like:
Likes and Dislikes of the book
Is the book unique? Or does it remind you of another story? If so, which one?
What are the illustrations like?
What is your recommendation for this book?
Anything else you’d like to add?
While reading the book, students are encouraged to read the question(s) on the board before they begin reading so they are thinking about those questions while they are reading. They need to be prepared to retell what they have read and describe the illustrations, and the different plot structures (characters, setting, conflict, etc.).
Open-ended questions:
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Non-fiction:
o
What is the author’s purpose for writing this text?
o
Did you find anything confusing about this book? Describe what may have not been clear.
o
Do you already know about this topic? If so, write down what you already know. If not, write down what you want to know about this topic.
o
Can you think of a personal experience that relates to what you are reading?
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Fiction: o
Give me a summary of what you have read so far.
o
Predict what may happen next.
o
What is the setting for this story? Describe it.
o
What is your favorite part of the story and why?
o
Would you have ended the book differently? How so?
State Standards: ELA 3 (4) Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--fluency. The student reads grade-level text with fluency and comprehension. The student is expected to use appropriate fluency (rate, accuracy, and prosody) when reading grade-level text. ELA 3 (5) Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--self-sustained reading. The student reads grade-appropriate texts independently. The student is expected to self-select text and read independently for a sustained period of time. ELA 3 (6) Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop
and deepen comprehension of increasingly complex texts. The student is expected to: (A) establish purpose for reading assigned and self-selected texts; (B) generate questions about text before, during, and after reading to deepen understanding and gain information; (C) make and correct or confirm predictions using text features, characteristics of genre, and structures; (D) create mental images to deepen understanding;
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(E) make connections to personal experiences, ideas in other texts, and society; (F) make inferences and use evidence to support understanding; (G) evaluate details read to determine key ideas; (H) synthesize information to create new understanding; and (I) monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotating when understanding breaks down. Teacher interview #1: “
To make time for independent reading, I use it as a small group rotation. I also will set a timer twice a week and make everyone read to build
stamina. To avoid the pitfalls of losing time, I plan it out so that usually I'm working with kids who need extra help during that time.
I give the students a reading goal as well, this helps motivate them to read when finished with work and
at home.” – Mrs. Coker, Martins Mill Elementary
Teacher interview #2: “I teach through small groups/reading rotations. My response is similar to Lindsy's. I assign one of the rotations as independent
reading.
I have a goal this year for kids to read 30 books.. The 30 Book Challenge. This helps keep kids accountable at school and at home. When students are done with any assignments, they know
they need to get out a book and read. I believe that children need to pick books that interest them to truly
develop a love for reading. I don't necessarily
focus on grade-level books when they are independently
reading. We read together as a class for more grade level type text.” – Mrs. Hale, Martins Mill Elementary