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TWO TYPES OF READING BLOCKS:

 

THE SELF-SELECTED READING BLOCK

"Time each day for reading aloud by the teacher and for student self-selected sustained reading is an integral part of every classroom. "
(Routman, 1996, p.48)

Children learn to read by seeing others read. Our aim as educators and the aim of an effective Language Arts Program is to produce independent readers. Thus, all children, even the the very young, need to be given daily opportunity to read independently and to select their own reading materials.

Independent or Self-Selected reading will only take place if students have a purpose or desire for reading. Teachers and parents need to spend time nurturing positive attitudes towards reading. Good books on their own will . not guarantee that students will read independently. They need to be "turned on" to reading which may mean that, as well as good literature, comics, joke books and other non-fiction books are used to stimulate their interest. Time must be allocated in the class for daily independent reading.

Rationale For The Self-Selected Reading Block

For the Teacher:

For the Student:

"The real motivation for reading must always be, found in reading itself f and the books, magazines, and stories that go with that. You can encourage this by being part of your child's reading and by modelling for her. These two acts are what create readers for life. "
(Kropp, 1993, p. 20)

Organizing the Self-Selected Reading Block

Kindergarten

Grades One, Two and Three

"To become a good reader, a person needs-instruction, practice on the important skills and needs to read! "
Cunningham and Allington, 1994, p.44)

Book Basket Organization

A casket of books should be organized for each group containing several selections per student. The books should represent a variety of reading levels and genres so that every student has a chance to choose something that he/she can read fluently. Reading material from the library, pattern books, informational books, class books, chart stories, children's magazines, newspapers, poetry, joke and riddle books could be included, as well as some of the books that have been used by all groups for Guided Reading.

The book basket should be rotated weekly until each group has had every basket. At this time replenish the baskets with new selections. This suggested basket organization is meant to limit distraction and promote on task behaviour. It must be understood that every student reads during this block.

Teacher-Student Reading Conferences

During this independent reading, the teacher is able to conference individually with approximately five students about the books they are reading. Establish a reading conference schedule which designates specific days for each student. Each student will now conference .vith the teacher for a few minutes to read and discuss a selection. It is a good idea for the students to prepare the selection to be read in advance. The teacher may also want to set a timer for this meeting. These These teacher-student reading conferences will allow time for one-to-one personal attention and are invaluable for on-going monitoring and evaluation of student's reading.

Assessment and Evaluation

Teachers can use a variety of assessment and evaluation strategies during reading conferences. Some suggestions are:.

Students can also record reading materials from tale book baskets using simple, ongoing reading logs or lists. A personal or group file folder can be used. Whichever record keeping method is selected, it should be quick and simple to use and not a chore. Remember that this is a time to complete lengthy reading journals or logs but rather a time for reading!

Sample Formats

CHILD'S NAME

DATE

BOOK

 

COMMENT

       
       
       

 

STUDENT READING LOG

STUDENT'S NAME:

Date

Title - Author

Genre

Comment

       
       

Rationale For The Guided Reading Block

For the Teacher:

For the Students:

"Learning to become literate ought to be as uncomplicatedand barrier free as possible. Once learned, the skills of literacy should be durable. "
(Cambourne, 1988, p.4)

Grades One, Two and Three

Before Guided reading:

During Guided reading:

After Guided reading:

Organizing The Guided Reading Block.

Kindergarten

I. Decide on the focus.

Shared reading lends itself to many possibilities:

  • having fun with language
  • enjoying a predictable story, chant, poem
  • introducing a new or familiar aaauthor or illustrator
  • introducing or developing a topic or theme
  • to introduce or explore a new genre
From observation of students, the teacher should also consider:
  • established reading behaviours
  • reading strategies that require practice, consolidation, demonstration and further development
2. Select an appropriate text that supports the focus.
The teacher should also consider:
  • interest and appeal
  • challenge
  • other skills reinforced or taught in context with the text
3. Set the Scene.

If a big book is selected, begin by talking about the cover: the title, author, illustrator, front and back cover illustrations and the probable theme. The introduction should be kept brief and lively. The purpose is to encourage the students to want to share the text.

4. Read the text.

At the first reading, the pace should be lively with few stops. Although participation and prediction should be encouraged, it should not be to the detriment of the storyline.

5. Reread the text.
During the rereading there should be opportunities for the students to:
  • participate in the reading
  • recall vocabulary, ideas, information
  • appreciate the author's or illustrator's style and viewpoint
  • observe and demonstrate reading strategies and language conventions
6. Respond to the text.
There are many ways students can respond to texts. These include: independent reading, discussion, writing, retelling, drama, role-play, music, movement, arts, crafts, listening to an audio cassette of the text etc.
7. Share the responses
Opportunities should be provided for students to share their responses in various ways and to various audiences.
"Reading is about getting meaning, and helping children understand how to get meaning is one of the major tasks of a classroom reading program "
(Cutting, 1989, .9)