Independent reading

Reading resources

Working together to ensure that every day, in every classroom, every student is learning and achieving.

Guided reading

Independent reading

Shared reading

What is independent reading?

Students:• read texts they have selected • apply reading strategies independently to make meaning

from the selected text.

Teachers: • teach students how to select appropriate reading materials

to read independently • provide opportunities for students to have regular time to

read independently.

The ultimate goal of independent reading is to create independent readers and thinkers.

(Fountas and Pinnell, 1996)

What is the purpose of independent reading?

Independent reading:• encourages students to engage in reading for

information and enjoyment and to explore a diverse range of topics and texts

• reinforces the importance of reading • assists students to develop as confident, competent

readers able to use a range of reading strategies • provides students with opportunities to experiment

with and evaluate methods of reading and learn from their experiences, with access to assistance from the teacher.

(Annandale et al, 2004)

Why use independent reading?

What do we want studentsto learn?• to read independently for

enjoyment• to apply reading strategies to

selected texts• to think critically about texts.

How well have students learned?Do students• self-select a range of familiar as well as

challenging texts?• demonstrate reading strategies to match

selected text type?• respond and reflect on texts chosen?

How will students demonstrate what they know and what they can do?What evidence of learning is needed?•teacher observation•responses through reading logs and reflection journals•engagement with independent reading.

What do we need to do to improve learning?• select a range of texts that

will enable students to practise reading strategies independently

• monitor and respond to students’ needs.

How will it be taught to maximise learning for each student?• allocate designated times• establish routines• provide a diverse range of text

types to cater for independent student needs and interests.

Dimensions of teaching and learning

Key things to consider

• Curriculum intent — Provide a diverse range of texts on a range of topics that will enable students to self-select texts and to practise reading strategies.

• Assessment — Observe students as they select, read and respond to texts. Look for reading behaviours and attitude.

• Sequencing teaching and learning — Engage students in the self-selection of texts, and provide opportunities for them to respond to their selection through reading logs or journals.

• Making judgments — Determine how effectively students self-select texts and how they demonstrate their understanding of reading strategies through their responses.

• Feedback — Reflect on evidence of learning and monitor, assess and record evidence of student progress.

Before implementing independent reading the teacher:

• plans focused lessons on book selection and reading strategies• establishes routines • allocates uninterrupted time for independent reading• ensures there is a diverse range of texts available for students.

During an independent reading lesson the student:

• selects appropriate texts with teacher guidance• keeps records of books read • reads independently and silently• reflects on reading• has the opportunity to make written or oral responses to reading.

Independent reading — steps in action

What does independent reading look like?

Independent reading vignette

Professional conversation (9:30)

Before• How will the teacher identify the reading interests and needs

of the students?• What texts will meet the range of interests as well as the

diverse learning needs of all students?

During• What can the teacher learn about students’ reading

behaviours and attitudes?• How will the teacher record observations?

After• What do the students need next?• What are the planning implications for the teacher?

Assessment

• How will you know if independent reading is a successful learning experience for students?

• What learning is evidenced by student responses to their selection of texts?

• How will this evidence inform future directions for groups or individuals?

• How will you give feedback to your students?

Feedback

Resources

• Annandale, K, Bindon, R, Handley, K, Johnston, A, Lockett, L and Lynch, P 2004, First Steps: Reading Resource Book (2nd edition). Pearson, Port Melbourne.

• Anstey, M and Bull, G 2004, The Literacy Labyrinth (2nd edition). Pearson, Port Melbourne.

• Literacy — the Key to Learning: Years 1 to 3 Teacher Professional Development Program Queensland Government Education Queensland (2007)

• http://www.australiancurriculum.edu.au/Home to access the Australian Curriculum• http://team.oneportal.deta.qld.gov.au/sites/bluewater/Document%20Library/Bluewater

%20Curriculum/Literacy/literate-futures.htm for the Literate futures project

• http://education.qld.gov.au/curriculum/index.html to access curriculum information and resources

• http://www.learningplace.com.au/deliver/content.asp?pid=46021 to access the Roadmap P -10

• http://www.qsa.qld.edu.au/574.html for Essential Learnings by KLA and juncture• http://www.qsa.qld.edu.au/9321.html for Years P to 9 literacy and numeracy

indicators