Plan for Implementing Independent Reading

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iTeach texas *

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6004

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English

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Apr 3, 2024

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docx

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Plan for Implementing Independent Reading Procedure Lessons We will begin independent reading with a whole group lesson on book etiquette and proper individual reading behaviors. I will present an anchor chart to the students for reading expectations to the class that include: Get your mouth ready to read, look at the pictures, find chunks in words, find little words in big words, and ask does it: sound right, look right, make sense? We will discuss the proper volume levels, quiet individual reading, and low chatter during partner reading where students will take turns reading their story to one another and quietly discuss elements of the story with each other. These partners will be predetermined, with the flexibility to change when needed based on regular assessments of progress. A fellow Kinder teacher recommended including a discussion on the proper way to wait for a book that another student has, continuing to read current choices, and waiting patiently for the book until the other student returns it to the library. Make it clear to the students, and be consistent, that you will be walking around to hear them read, and share this very excitingly. Scaffolding for Stamina Students will start with a 5-minute reading block. A fellow teacher suggested waiting about 2 weeks and increasing the block by 5-minute increments, every two to three weeks until students have successfully reached a 25-minute reading block (15-minute independent, 10-minute partner). The ideal goal for this 25-minute block should be reached in 8-10 weeks. A fellow first-grade teacher shared her secret for a successful and encouraging reading block. She filled her class library at the beginning of the year with quality just under or at reading-level books, to boost student’s confidence in reading and peppered in above-level books each week. She stated that even the conversations in class became less about the competition of level and more about the interest in books and comprehension of books. Struggling Readers Struggling readers may benefit from several techniques such as helping the students select their book choice, taking great care to keep their interests in mind, offering support during reading, offering strategy instruction, and offering tools to help these struggling students focus. Offering students something as simple as a funny witch finger to use while they read or a wiggle chair was suggested by a fellow Kinder teacher. State Standards The following State Standard TEKS supports independent reading: ELA K 2.B.ii- using letter-sound relationships to decode, including VC, CVC, CCVC, and CVCC words ELA K 2. B.iv- identifying and reading at least 25 high-frequency words from a research-based list ELA K.5.A- identifying and reading at least 25 high-frequency words from a research-based list Open Ended Questions Fiction-

-If you could change the ending of this book, how would you change it? -If you could add a page to this story and continue writing it, would you say? -What would you say you like or dislike about this character? -How do you feel about this character/how does this character make you feel? Non-fiction -Tell me what this story makes you think about in your own life. How does it seem the same or different from an experience you have had before? -What is the author trying to tell us or teach us? -What else would you like to know about this topic? Several of these questions came directly from the fellow teachers that I questioned at our school.

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