Reading

Five Research-Based Principles for Fostering Independence in Literacy

Each research-based principle is centered around a successful component of early literacy instruction as documented by studies in the field of literacy.

1. Develop a Nurturing Environment

The community of the classroom extends beyond rules and routines. Young children develop a sense of themselves and a reader identify within the context of the classroom community. We want students to develop a positive identity and know that we celebrate taking risks to stretch thinking and become better readers. Reading development is always a work in progress. When this is a common understanding in the community, students can identify goals and celebrate their successes without fear of embarrassment.

2. Appreciate Choice

We all appreciate choice. We provide students with choices for texts, topics, strategy use, responses, inquiry projects, and discussion groups. We understand the importance of emerging readers having time to read texts at their independent levels, and we help students make sure to select at least a couple of books that will stretch their reading ability and thinking.

3. Offered Supported Independent Reading Time

Many researchers have documented the benefits of the use of supported independent reading for developing fluency and comprehension in reading. Studies have shown the number of minutes students spend reading at school is associated with gains in reading achievement and that teachers are influential in determining how much time students spend at school reading. Remember, reading is like playing soccer. Yes, you need instruction and support, but you have to play to get better. The more time students spend practicing with coaching, the better they will move toward conventional reading.

4. Create Opportunities for Talk and Interaction

Research has shown discussion and dialogic teaching support comprehension; as a result, multiple opportunities for talk and interaction related to reading should be created for developing readers. In order to do this, foster independence in ways of responding and talking about texts. Developing readers have various response types that include analytical, intertextual, personal, transparent, and performative responses. Students develop response repertoires so they can participate in meaningful discussions with peers. Discussion should engage students in higher-level thinking and help them clarify understanding, apply comprehension strategies, and communicate knowledge together. Discussion groups also allow teachers and students the opportunity to hear and value all children's voices.

5. Use Assessment to Guide Instruction

Assessment plays an essential role in informing instruction. Assessment that gives teachers immediate feedback on instructional needs improves the quality of classroom teaching. Assessment data allows teachers to make purposeful instructional choices, while gaining a deeper understanding of their students' literacy competencies. Assessment strategies include observing students, examining student responses, engaging with children during discussions, and conferring and coaching on a regular basis. It is recommended using assessments that provide immediate instructional feedback to guide you through the process of supporting independent readers.

Lindsey Moses, What are the rest of my kids doing?

Essential Components of Classroom Space

Designated Spaces

Designated space provides purpose. Every part of the classroom environment has a clear purpose and is easily accessible. The two most crucial factors in designing classroom spaces are purpose and access. There are important considerations for the broader design of the entire classroom, but also of specifically designated spaces like the library or meeting space. The spaces should be both specific and flexible. Students know what they are supposed to be doing in each space, but certain spaces can serve various purposes. Everything that students might need to use during the literacy block can be accessed without teacher support. Supplies like crayons, glue, scissors, pencils, erasers, and so on are in shared community baskets on each table. Giving students access to everything they need prevents time off-task and interruptions while we are conferring or meeting with small groups.

There should be designated space for:

Meeting Space: this space brings students together for mini-lessons and whole-class discussions. The meeting space is distinct but flexible; students may also use this space for independent reading or partner reading. During mini lessons, students know the collaborative anchor charts will be created on the chart paper and there will be a featured focus lesson that will require student contribution. Time here is brief so students don't need access to anything. They only need to bring their bodies (and books and journals, if needed).
Small Group Space: Typically a kidney bean table or small table is used for small-group instruction (guided reading or strategy grouping). Students sit around the table so they can make eye contact, particularly during discussion groups. Students bring their books, pencils, and journals. Students know the purpose is short, focused instruction with opportunity to apply reading strategies with coaching and support or to discuss books and thinking with peers. Note: There are times when we are conferring and not pulling small groups. When conferring, we go to wherever students are reading and working.
Reading Space: Readers should be allowed to read almost everywhere in the room. Create comfortable spaces for all readers. Students are more productive and independent when they are in comfortable spaces.
Classroom Library: The classroom library is the heart of reading independence. Libraries should be organized by author, genre, theme, and interest - not by levels. Classroom libraries should include a wide-range of reading options with multiple genres and serving a number of interests and cultures. They should be able to easily identify and access books from the library. Students need choice, quality books, a lot of time to read, and a large selection of books.
Wall Space: The wall space helps to define areas and provides support for readers. Anchor charts around the classroom support the use of recently introduced strategies.

Lindsey Moses, What are the rest of my kids doing?

Scheduling

Within a class schedule, there should be time for conferring and needs-based small groups or strategy groups. Instead of a set rotation, consider pulling groups based on their needs using assessment data (formative and summative; formal and informal). Be sure the schedule is flexible enough to adapt and change throughout the year. Also, in the beginning of the year, students may struggle with independence and may not be independently productive for long periods. Knowing this, it may be beneficial to break up independent stretches with whole-class discussion circles, check-ins, and additional mini-lessons.

When creating a rotation, do not include the teacher as part of the rotation. This allows for flexibility in providing targeted, small group instruction that meets the needs of all students. See the sample Reading schedules below.

ELAR Recommended Schedule (1).docx

Routines and Procedures

Equally important is the creation of routines and procedures. A consistent and predictable routine helps inform students what to expect, what is expected of them, and what is acceptable behavior. Also, students learn how to be responsible for their own learning community. If students are not aware of these expectations and do not understand how the classroom works, it will be difficult to create and monitor small groups.

Small Group Experiences

Once a structured classroom environment has been established, data has been collected for each student, and initial small groups have been formed, the next step is to begin working with each small group. While the content that is taught in each group is based on student needs, the structure and components of the lesson are consistent across all groups. Teachers make decisions about the pacing and duration of a lesson after meeting with each group. As the teacher begins to meet with multiple groups, it is important to establish a schedule and a rotation system to ensure that adequate time is provided for each group of students.

A small-group lesson looks much like a whole-group lesson. There is an objective that is taught by the teacher, time for students to practice, and an evaluation of how well the students applied the objective. This structure will vary based on time, content, and the needs of the students. The following components can be part of a small-group lesson: Strategy Instruction; Silent Reading Response Activities; Discussion and Sharing; and Assessment/Evaluation.

Reading Strategies (Metacognition)

Reading Response Opportunities

The choices are open ended because the response is a genuine interaction between reader and text. Each book elicits a different response or invokes a different emotion. Expecting the children to respond in the same way to different books sets them up to deliver low-level literal responses. Giving students more freedom and building upon their during-reading thinking allows them to go deeper and create meaningful and authentic responses to literature.

-Lindsey Moses, What are the rest of my kids doing?

Reading Responses

Response journals allow students freedom to express their important thinking rather than focus on supplying the correct answer or summary on a worksheet. Students can also document their thinking on sticky notes that can be placed in their journals. Reading response journals allow student to apply strategies, document important thinking, and prepare for discussion with input and choices for how they demonstrate learning. Written responses become part of their interactive opportunities with partners and small groups as well.

Inquiry Projects

Inquiry projects are a way to encourage deeper responses and engage students with reading informational texts. Inquiry includes using multiple sources, collecting information, putting information together in meaningful and aesthetically pleasing ways, and presenting and sharing the expertise. At the beginning of the year, begin work toward inquiry with an emphasis on comprehending informational text and documenting new learning. Once you feel comfortable with students' engagement of informational text, introduce small steps for independent, partner, and group inquiry. The goal is for students to eventually participate in completely self-directed inquiry projects.

Partner Reading

With partner reading, students work successfully with partners without direct support of the teacher. With partner reading, the focus is on two distinct opportunities for literacy-related partner experiences: coaching and talking. Expect noise, excitement, and challenges before students settle into comfortable, meaningful, and quieter interactions without their teacher. Like all aspects of fostering independence, it takes various stages of support and continuous revisiting to maintain and deepen students' experiences engaging with texts and other children.

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