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Quotes

Every child, every day

  • Every child reads something he or she chooses
  • Every child reads accurately
  • Every child reads something he or she understands
  • Every child writes about something personally meaningful
  • Every child talks with peers about reading and writing
  • Every child listens to a fluent adult read aloud

Richard L Allington, Rachael Gabriel

Kids need to read a lot

  • 65 minutes a day of reading places a child in the 98th percentile ranking in reading (It can be a combination of home and school reading).

Access to literature

  • Students in classrooms without literature collections do 50% less reading than do students  in classrooms with such collections

How do I know if a text is 'just right'?

8 Indicators of a 'Just Right' Text for a Student 

  • Comprehension is Possible Without Excessive Struggle
    The student can understand the text, even if there are a few challenging words or ideas. The difficulty should prompt thoughtful reading but not frustration.
  • 95%+ Accuracy in Reading
    The student can decode and read at least 95% of the words accurately. Slightly lower accuracy is acceptable if comprehension remains intact.
  • Interest and Engagement
    The text aligns with the student's interests, goals, or curiosity, motivating them to read and stay engaged.
  • Appropriate Vocabulary Challenge
    The text contains some new words that can be inferred from context or visual support, contributing to vocabulary growth without overwhelming the student.
  • Relevance to Student's Knowledge
    The text connects to the student's background knowledge or provides enough context for unfamiliar topics to be understood.
  • Manageable Text Complexity
    The author's style, genre, or layout (e.g., text density, visual aids) aligns with the student's reading level and familiarity with similar materials.
  • Supportive Fluency Development
    The text allows the student to read smoothly, with the right balance of challenge to improve phrasing, rate, and expression.
  • Aligned with Reading Goals
    The text supports the student's personal reading goals, such as developing comprehension strategies, fluency, or deepening understanding of a particular genre or series.
  • Bonus Guideline: Students should consistently ask themselves, "Do I understand what I'm reading?" If the answer is no, they may need to switch to a different text or seek support. 

8 key points for successful independent reading sessions 

  • Consistent and Sustained Practice Independent reading should occur regularly for sustained periods (ideally 30 minutes) to build reading stamina and improve outcomes. Beginning readers can start with shorter sessions.
  • Focused Reading Time Independent reading is for actual reading, not browsing or pretending to read. Assign separate times for book selection to maximize reading time.
  • Integrated with Explicit Teaching Schedule independent reading after explicit instruction during Read Aloud or Shared Reading to allow students to practice recently learned strategies or personal reading goals, aligning with the Gradual Release of Responsibility Model.
  • Access to Multiple Texts Encourage students to have a range of reading materials (e.g., novels, factual texts, poetry) readily available to suit their interests and moods, ensuring no time is wasted during reading sessions.
  • Self-Selection of 'Just-Right' Texts Teach students how to choose texts that match their reading level and interests. Mini-lessons on self-selection empower them to make informed choices and value independent reading as a meaningful activity.
  • Re-Reading for Fluency and Pleasure Support beginning readers and ESL students in re-reading familiar texts to improve fluency, expression, and phrasing. Re-reading for pleasure is equally valuable.
  • Encouraging Quiet Reflection and Sharing Foster a quiet reading atmosphere while allowing for occasional comments or thinking aloud to support comprehension. End sessions with sharing opportunities for recommendations, reflections, or insights, promoting peer engagement and forming book clubs.
  • Integration with Home Reading and Literacy Conferences Use classroom collections for take-home reading, teaching students to care for books and maintain accountability. Combine reading and writing conferences during the same week to deepen insights into student literacy development.

What key actions should I be taking as a teacher?

  • What should I be doing as a teacher?
    • Quick Check-Ins
      Begin by briefly checking in with a few students to ensure they are reading appropriate, "just-right" texts that align with their goals. Confirm they are settled and focused, and address immediate needs before starting in-depth conferences.
    • Focused Conferences
      Plan a specific focus for each conference, such as reading interests, habits, comprehension, fluency, or text selection. Stay on track but adapt if necessary to provide immediate, impactful guidance to the student.
    • On-the-Spot Guidance
      Provide real-time teaching and feedback to help students understand their reading strengths, areas for improvement, and actionable steps to achieve their goals.
    • Record Key Information
      Document essential insights from the conference, including the student's strengths, goals, and strategies for achieving them. Use this information for individual planning, group instruction, and overall class teaching.
    • Student Ownership of Goals
      Help students articulate their reading strengths, current focus, and next steps. Collaborate to set achievable goals, offering guidance as needed to ensure goals are meaningful and tied to specific strategies.
    • Planning and Assessment
      Use conference data to inform future instruction, plan flexible groupings, and determine frequency and focus for future meetings. Recording during the conference ensures clarity for both the teacher and the student, avoiding the need for additional time later.

What key actions should I be taking as student

  • What should I be doing as a student? 
    • Select and Prepare Texts in Advance
      Students should choose multiple "just-right" texts that align with their interests and goals before the session starts. This eliminates browsing time and ensures they can immediately engage in reading.
    • Focus Solely on Reading
      Use the designated time strictly for reading, not browsing or pretending. Independent Reading is about practicing and enjoying reading, not other activities.
    • Apply Recently Learned Strategies
      Practice strategies taught during Read Alouds, Shared Reading, or mini-lessons. Students should consciously apply these strategies to their independent reading to reinforce learning.
    • Work Toward Personal Reading Goals
      Students should refer to their reading goals and actively work on them during the session. This could include improving fluency, comprehension, or specific skills like decoding.
    • Reread Texts for Fluency or Pleasure
      Rereading familiar texts is encouraged, particularly for early or struggling readers, as it builds fluency, expression, and confidence.
    • Stay Focused and Self-Monitor
      Maintain concentration and self-regulate progress, ensuring the text is engaging and challenging yet manageable. Students should monitor their understanding and know when to seek help.
    • Share and Reflect on Reading
      Participate in post-session sharing to discuss insights, strategies used, or book recommendations. Sharing fosters a sense of community and encourages deeper engagement with texts.
    • Care for Texts and Plan for Continuity
      Handle books responsibly, both in school and at home, and maintain a system for continuing reading outside of class. Students should have a plan for what they will read next to sustain their reading habits.

Curriculum