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Independent Reading Compiled by Jody Sulser
ExLL Perspective Classroom Environment Materials needed Atmosphere Room arrangement
ExLL Perspective Purpose Increase student reading stamina Practice comprehension skills and strategies Enable students to manage and keep records of reading
ExLL Perspective Procedures Teacher Role Mini-lesson/Set purpose for reading Confer with students about their reading Keep records of reading behaviors Use observations to drive further instruction
ExLL Perspective Procedures Student Role Read continuously Reflect on reading and keep own records Confer with teacher Think about and write responses to their reading
Conferring With Readers
Purposes of Conferences Engage in meaningful interaction that supports the reader’s ability to process text with understanding and fluency Teach the reader, NOT the text Become a set of ears, a guide, a sounding board Help the student solve problems/apply fix-up strategies 					-Fountas and Pinnell, 2001
Topics for Conferences Breaking the Ice Sampling Oral Reading Encouraging Monitoring and Reflection Encouraging Connections Encouraging Critical Reading Extending Reading Interests Extending Fix-Up Strategies -Fountas and Pinnell, 2001
Anecdotal Records Anecdotal Records
Scheduling & Record Keeping Mark on your record sheet students you want to confer with in depth and those you want to check in with briefly Have a place where students can sign up if they want to request a conference Write down what you want to remember about the reader Make note of a need for class mini-lessons Keep short but pertinent notes to inform your teaching and assessment of a reader Fountas and Pinnell, 2001
Reflecting and Responding
Writing About Reading How to Respond Sketch or drawing Web Chart or List Letter Cartoon or Story Board Written Reflection or Summary Where to respond Reading Journal Reader’s Notebook Blog Book Email Literary Diary Story Scrapbook Sticky Notes
Independent Reading
Independent Reading
Independent Reading
Independent Reading

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Independent Reading

  • 2. ExLL Perspective Classroom Environment Materials needed Atmosphere Room arrangement
  • 3.
  • 4. ExLL Perspective Purpose Increase student reading stamina Practice comprehension skills and strategies Enable students to manage and keep records of reading
  • 5.
  • 6. ExLL Perspective Procedures Teacher Role Mini-lesson/Set purpose for reading Confer with students about their reading Keep records of reading behaviors Use observations to drive further instruction
  • 7.
  • 8. ExLL Perspective Procedures Student Role Read continuously Reflect on reading and keep own records Confer with teacher Think about and write responses to their reading
  • 9.
  • 11. Purposes of Conferences Engage in meaningful interaction that supports the reader’s ability to process text with understanding and fluency Teach the reader, NOT the text Become a set of ears, a guide, a sounding board Help the student solve problems/apply fix-up strategies -Fountas and Pinnell, 2001
  • 12. Topics for Conferences Breaking the Ice Sampling Oral Reading Encouraging Monitoring and Reflection Encouraging Connections Encouraging Critical Reading Extending Reading Interests Extending Fix-Up Strategies -Fountas and Pinnell, 2001
  • 13.
  • 15. Scheduling & Record Keeping Mark on your record sheet students you want to confer with in depth and those you want to check in with briefly Have a place where students can sign up if they want to request a conference Write down what you want to remember about the reader Make note of a need for class mini-lessons Keep short but pertinent notes to inform your teaching and assessment of a reader Fountas and Pinnell, 2001
  • 16.
  • 18. Writing About Reading How to Respond Sketch or drawing Web Chart or List Letter Cartoon or Story Board Written Reflection or Summary Where to respond Reading Journal Reader’s Notebook Blog Book Email Literary Diary Story Scrapbook Sticky Notes

Editor's Notes

  1. P. 117 Guiding Readers and Writers
  2. P. 117 Guiding Readers and Writers
  3. P. 117 Guiding Readers and Writers
  4. P. 138 Guiding Readers and Writers
  5. P. 140 Guiding Readers and Writers