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Engaging Students by Differentiating Independent Reading Michelle J. Kelley and Nicki Clausen-Grace You walk into the classroom and can immediately tell reading is important here. Bookcases are bursting with a wide variety of genres. A cozy reading area is tucked in the corner. Text is everywhere. On closer inspection you notice a bulletin board devoted to notable authors and another highlighting recommended book titles for intermediate students. Independent reading is announced, and a small cheer goes up. Moments later, students appear to be transported to another world. Some children are devouring informational text, while others are immersed in fictional works. None are rotating from the bathroom to the bookshelf in a bid to pass time. Would you like to know the secret to creating a room full of eager readers? Introduction Y ou have been reading about the role of whole group and small group reading instruction, including the importance of teaching skills and strategies to support comprehension. Instruction in reading comprehension, fluency, vocabulary, and word work are critical to developing competent readers. But these practices alone do not necessarily create avid readers. It also takes access to compelling books, a supportive classroom culture, and time. Making room for supported independent reading during the school day is critical if we want our students to be engaged readers. It allows us to assess whether students are using the skills and strategies we are teaching them during instruction. It also gives us the perfect opportunity to provide differentiation for each student. Far from being an extra activity when time allows, independent reading is a vital component of the literacy block in order to create competent, engaged, lifelong readers. In 2007 Trudel noted that a “sustained reading epidemic” (308) plagued our classrooms, indicating independent reading had all but disappeared from elementary classrooms, even though research supported its use. Unfortunately, for myriad reasons, this plague still exits a decade later. In fact, only “one third of children aged 6–17 (33 percent) say their class has a designated time during the school day to read a book of their choice independently, but only 17 percent do this every day or almost every school day” (Scholastic’s Kids and Family Reading Report 2015, 2). In this chapter we will explore the rationale, issues, and best practices for implementing independent reading. We will also introduce a model that supports a differentiated approach, allowing you to assess, guide, intervene, and support your students as they engage in choice reading. Engaging Students by Differentiating Independent Reading • Michelle J. Kelley and Nicki Clausen-Grace 141Independent Reading Defined Uninterrupted Sustained Silent Reading (USSR), Sustained Silent Reading (SSR), Drop Everything and Read (DEAR), or Daily Independent Reading Time (DIRT) are just a few of the acronyms used for in- school independent reading programs. Although they go by different names, they each involve setting aside time for students to read books of their choosing. Other common aspects might include the teacher reading along with students, students maintaining a reading log, and students completing a follow-up activity when they finish a book. Hunt (1984, 192) suggests that SSR is “the pinnacle of achievement with regard to teaching skillful reading.” Educators often cite the following reasons for in-school independent reading: to build students’ vocabulary, to provide practice time for reading skills taught during direct instruction, to enhance students’ reading achievement, to build students’ background knowledge, and to increase students’ desire to read. But is it really worth taking time out of the already jam-packed literacy block to have students read independently? What does the research say are the effects of independent reading on students? Why Independent Reading? The number of students ages 6–17 who report reading a book for fun has declined steadily over time, yet what has not diminished is the need to have students read often and read more. Research has demonstrated that students who read a lot have better vocabularies, read more fluently, write better, have greater grammatical command, and know more about social studies and science content (Krashen 2011). Additionally, there is a powerful link between the time students spend reading and their reading achievement (Cunningham and Stanovich 1997; Guthrie, Wigfield, Metsala, and Cox 1999; Schaffner, Schiefele, and Ulferts 2013). The more students read, the better readers they become. And according to Gambrell (2015), proficient reading has been linked to a more productive academic, civic, and social life. Engaged Readers and Motivation But being a competent reader does not equate to being an engaged reader. Engaged readers choose to read because they are motivated to do so, they enjoy it, and they are interested in it (Guthrie et al. 1996; Guthrie and Wigfield 2000), often losing themselves in a text (Rosenblatt 1978). Engaged readers are metacognitive, applying a variety of strategies to comprehend and gain conceptual knowledge (Guthrie et al. 1996; Guthrie and Wigfield 2000; Kelley and Clausen-Grace 2007). Engaged readers share books with their peers and are more likely to read independently as the result of these collaborations (Morrow, 1996). Jang, Conradi, McKenna, and Jones (2015, 240) refer to reading motivation “as what moves students to pick up a book (or a magazine or a device) and what moves students to persist in reading that text, even when it might be challenging or boring.” Guthrie and Wigfield (2000, 405) suggest that “engaged readers can overcome obstacles to achievement to become agents of their own reading growth” by fulfilling reading goals they have personally set. Because they believe they will have success, they are more than likely to engage in reading (Schunk and Zimmerman 1997). Obstacles to Independent Reading Time is often cited as the number one roadblock to employing independent reading in the classroom. Teachers are typically expected to use a variety of formats (whole group, small group, learning stations, partner work, and independent work) to teach all aspects of literacy. As you have read in the other chapters, teachers use these structures to deliver instruction in various skills, such as vocabulary, fluency, comprehension, word work, writing, and conventions. With all of that crammed into a 90–120 minute block, it’s easy to see why some teachers have trouble finding time for anything that isn’t mandated. When the benefits of independent reading are fully understood, it makes sense to allocate instructional time to this practice. And once you begin strategically 142 Comprehensive Literacy Basics: An Anthology by Capstone Professionalemploying it with students, it will soon become an indispensable part of the school day. With respect to providing time for independent reading, Kelly Gallagher cites another very real, related obstacle. He believes that “High-interest reading is being squeezed out in favor of more test preparation practice” (2009, 4). He describes this lack of reading for pleasure as “Readicide” (2009, 2). When teachers value independent reading enough to use it regularly, readers will be and are more motivated. In addition to a lack of time allocated to independent reading, students can be negatively influenced if they think teachers don’t value the practice. If students are asked to read while the teacher is working on grading or other tasks, they may view reading as busywork instead of a meaningful learning experience. While avid readers will engage in reading any chance they get, many others will use the time less productively. Effective teachers monitor and respond to children as they read and write, rather than assigning a worksheet or sitting at a desk correcting papers (DeVries 2004). Thus, the teacher must be similarly involved in the independent reading process. Another issue relates to struggling readers. Sadly, struggling readers, those who need the most extra time reading, actually spend the least amount of time engaged in reading for pleasure (Allington 2006; DeVries 2004). They are often pulled from independent reading for an intervention group or to complete unfinished work from earlier in the day. We want all students in our classroom to have the opportunity to read independently and to see themselves as capable, confident readers. Engagement is certainly the most critical factor to determine the effectiveness of any independent reading program. If students are not engaged, then independent reading is not critical (Bryan, Fawson, and Reutzel 2003). Fake reading, when students look like they are reading but are really just passing their eyes over the print without attending to meaning, is perhaps the biggest obstacle to overcome during independent reading (Kelley and Clausen-Grace 2007; Tovani 2002). This behavior can be seen in both struggling readers and high-achieving readers, such as when they select inappropriate texts to read. They do not know how to choose books based on their interests and abilities, or they may not have access to compelling texts they can read. And though book selection is often the culprit, there are also other issues. Another contributing factor to fake reading involves difficulty settling into reading. The reasons can range from physical to cognitive to motivational issues. Stamina can sometimes be the cause of this problem; students can’t focus for more than a few moments. Regardless of the cause, the result is these students rarely actually read. They may fidget, talk, gaze around the room, go from the bookcase to their seats and back, switch books, or never finish reading a single book (Kelley and Clausen-Grace 2006). Many of these students do not know how to engage in and enjoy a text, and some don’t even realize that they are supposed to. So what are some of the types of reading behaviors you might see in your classroom, and how can you help engage students during independent reading? This next section will provide tips in these areas. Types of Reading Behaviors We have developed a continuum of reading behaviors based on the readers we have worked with over the past 24 years (Kelley and Clausen-Grace 2008). They range in behavior type from the most disengaged to the most engaged. (See Figure 1 on p. 144.) By acknowledging and anticipating different types of reading behaviors, you are better prepared to validate students’ strengths and in turn differentiate instruction for them during independent reading. The goal is to move them along the continuum toward more engaged reading. Engaging Students by Differentiating Independent Reading • Michelle J. Kelley and Nicki Clausen-Grace 143FIGURE 1 CONTINUUM OF READING BEHAVIORS Adapted from Kelley and Clausen-Grace 2008, published with the International Reading Association Disengaged Reading Behaviors Fake Reading Students who display fake reading behaviors rarely ever read. They might appear to read by staring at the text and flipping the pages at the appropriate time, or they might be avoiders who do the everything- but-reading shuffle between the bookcase, desk, bathroom, and pencil sharpener. These students will say you do not have any books for them to read, even though they are faced with hundreds of options in your classroom library. Students who fake read need a strong purpose, structure, ongoing support, close monitoring, and accountability for their reading. Book selection is key for these readers. They need texts that they want to read. You can best support them through check-ins during reading and more frequent one-on-one reading conferences. These readers need your help and the help of classmates to nurture a love of reading. Consistently communicate that your goal is to help them find texts they love and don’t want to put down. Challenged Reading Students displaying challenged reading behaviors may have physical challenges (visual tracking, anxiety disorder, Attention Deficit Hyperactivity Disorder), cognitive limitations (learning disabilities, poor memory, language deficits), or social obstacles (dysfunctional home life, extreme poverty, learning English as a second language)—any of which make independent reading difficult or low on their priority list. They can only independently comprehend texts well below their grade level. Since they struggle with the act of reading, they must be carefully monitored. Reading a story for pleasure is often not enough to sustain interest. Some of these readers respond extremely well to structure, and some need an added purpose and extra support as they read. One great way to provide both is by teaching the sticky note strategy. Give your reader a stack of sticky notes and instructions to pause at the end of a section of text to reflect. Determine the length of text that is appropriate for the student to read before pausing. At the end of the section, have the student write a sentence, summarizing what has been read. He or she might add another sentence to predict, visualize, question, or connect with something on the page. If summarizing is difficult, tell the student to reread before going on. This keeps the student from getting too far without comprehending the text. Make sure to check in and read the student’s reflections as this provides validation for the student and is valuable insight for you. Also monitor to ensure the student isn’t spending way more time writing than E N G A G E D D I S E N G A G E D Bookworm Reading Stuck in a Genre (or Series) Reading I Can But Don’t Want To (Even Though I Enjoy It) Reading Does Non ction Count? Reading Compliant Reading Unrealistic or Wannabe Reading Challenged Reading Fake Reading 144 Comprehensive Literacy Basics: An Anthology by Capstone Professionalreading. Of course, just like those exhibiting fake reading behaviors, students with challenged reading behaviors need more frequent check-ins and help with book selection. Unrealistic or Wannabe Reading Readers displaying unrealistic or wannabe reading behaviors choose books that are far beyond their current ability. Thus, they are infamous book switchers, discarding one book for another inappropriate choice. Often they are able to read the words, but making meaning is so difficult that they easily get tired and are unable to sustain their efforts. Another common characteristic of this reading behavior is for students to provide you with continual updates on their reading, such as “I’m on chapter four now.” They view reading as finishing the book, rather than truly enjoying a book. Lessons on book selection followed by frequent, targeted conferences can help them find the right book and stick with it. Sometimes these students can be tenacious in their lack of desire to find an appropriate book. Give them a few moments of your time at the bookshelf each week, suggesting texts you think they will like. Connecting with a reading mentor in this way is very powerful for many readers, but especially students exhibiting unrealistic or wannabe reading traits. Compliant Reading Readers showing compliant reading behaviors read because it is required. Since they do not read for pleasure, they do not usually pick something they would be interested in reading. They may read the easiest or closest text around. There is no intentionality in their book selection; therefore, they have difficulty engaging. The good news is most of these readers can read. They benefit from careful book selection and monitoring, as well as a culture that supports an enthusiasm for reading. Partner these students with your avid readers to build the desire to read and tempt them with engaging book discussions. Make sure you and your students take time for book talks, both to model enthusiasm and to introduce a wide variety of titles. Also place these students front and center when you read aloud or talk enthusiastically about what you are reading. Engaged Reading Behaviors Does Nonfiction Count? Reading Students who have a preference for nonfiction may not view themselves as readers because they have difficulty focusing on narrative story lines. They might initially appear to show fake or disengaged reading behaviors if nonfiction is not valued in the classroom. Allowing them to read what they want to read and having a plethora of informational text in your classroom library will contribute to their view of themselves as readers. You can also affirm their choices by having them do quick book talks about the text they are reading. When you are working in whole group or guided reading groups on challenging nonfiction texts, tell the students that these children are expert nonfiction readers, and ask your experts to share their strategy use with others. I Can But Don’t Want To (Even Though I Enjoy It) Reading Some students lack the passion for reading even though they can choose a book that interests them and enjoy reading it. They might only read the required amount of time, therefore taking a long time to finish reading a book. When given the choice to read or do something else, something else always wins. You will most likely identify this behavior when you take the status of the class, which is when the title of the book and page number being read is recorded each time students read independently. This avoidance behavior can be changed with support during reading conferences. Encourage students to add reading minutes at home. Helping these students with book selection and having students share and discuss texts they are reading can also move them along the engaged reading continuum. Stuck in a Genre (or Series) Reading Many readers know what they like to read. They’ll devour a reading series, like Junie B. Jones, and are reluctant to try anything else. Readers who Engaging Students by Differentiating Independent Reading • Michelle J. Kelley and Nicki Clausen-Grace 145are stuck in a genre don’t see any reason to move beyond their comfort zone. Although sticking with one genre is a hallmark of some adult readers, we do not want our elementary students to limit their reading potential. You can help change this behavior during conferencing by suggesting texts based on their interests but in different genres. Having other students share what they are reading will also entice these children to broaden their reading horizons and become wide readers. Bookworm Reading Students who are bookworms may be addicted to books and opt to read rather than pay attention in class or work on homework. They read beyond what is expected. They read a variety of genres but do tend to have a preference. Having to log what they read or reflect on their reading may seem cumbersome to them because they would rather just keep reading. Providing a purpose in addition to pleasure will help move these readers to the next level. These readers serve as excellent reading role models who really help build enthusiasm for reading in your class. Therefore, capitalize on their excitement and voracity. After determining reading behaviors, create a classroom culture that positively enforces independent reading. Best Practices in Independent Reading When implementing independent reading, it is helpful to be aware of some common characteristics effective independent reading programs share (Pilgreen 2000). The most obvious is having an extensive classroom library, in terms of genre, level, and text types. Krashen (2011) found that the number of titles available to students was a significant predictor of reading comprehension improvement in SSR programs. Simply put, text matters. Access to appealing books is critical to successful independent reading. The texts we invest in need to be compelling enough for students to want to read. Therefore knowing what your students are interested in will help you match them to books. When students are allowed to read texts they are interested in, they make time to read. Ninety-one percent of children ages 6–17 say, “my favorite books are the ones that I have picked out myself” (Scholastic 2015, 56). Therefore, offering students choice is also an important characteristic. Teachers can manage this choice by placing parameters on book selection while offering relevant texts students would want to read. In addition to having a quality classroom library, a comfortable environment that promotes engagement is essential. The classroom should invite reading with nooks and crannies where students can get cozy with a good book. If practical, scatter rugs, reading lamps, and beanbag chairs to encourage students to relax and enjoy independent reading. Marinak, Molloy, Gambrell, and Mazzoni (2015) propose that promoting the value of reading necessitates more than just words but also requires action and intentionality, so offering time to read and being consistent with this time is integral to independent reading success. Providing encouragement/feedback by guiding book selection, commenting on reading progress, celebrating success, and facilitating self-assessment and goal-setting can help students understand the purpose of independent reading and the connection to your reading instruction. We also suggest independent reading be explicitly connected to the reading block and your teaching. A typical literacy block includes time for whole group lessons, small group lessons, station work, and independent work. The sample schedule in Figure 2 on the next page shows one possible suggestion for grades 2 and up. It includes 30 minutes for a whole group lesson, a 30-minute small group/literacy stations rotation, and 30 minutes for choice reading, including literature circles and R5 (Read, Relax, Reflect, Respond, and Rap)—the latter of which is our independent reading block and will be discussed later. The variety of reading block time allocations and configurations vary greatly from school to school, and this is just one suggestion for how to fit it all in. While it may be tempting to relegate 146 Comprehensive Literacy Basics: An Anthology by Capstone Professionalindependent reading to an independent activity while you work with small groups, this might be a mistake in some classrooms. The students who need the most support, and therefore need independent reading the most, would be left to fend for themselves. R5, or any independent reading structure, is ideally 25–30 minutes for primary students and 30–35 minutes for intermediate students and occurs at least three times per week. Incorporating social interaction through discussion with independent reading encourages engaged reading (Bryan, Fawson, and Reutzel 2003). In order to participate in discussions about what they have read, students must actively engage with each other (Almasi 1996). Discussion not only increases reading comprehension and motivation (Gambrell, Mazzoni, and Almasi 2000), it also contributes to their self-efficacy in reading (Hall 2012). A Model for Differentiating Independent Reading R 5 (Read, Relax, Reflect, Respond, and Rap) Once we decided that independent reading was an indispensable part of our literacy block, we tweaked it to eliminate some of the obstacles we referred to earlier in this chapter. In addition to thwarting the common issues related to independent reading, R5 was developed based on students’ needs, best practices research, and our collective teaching experiences. Our structured independent reading block includes aspects of SSR, Reader’s Workshop, and Self-Selected Reading, along with an added twist. (See Table 1 on p. 148.) R5 has a predictable structure and differentiates learning for students in two distinct ways, through process and content (Theroux 2004). Differentiation occurs within the structure of R5, as well as the conferences and conversations that occur during R5. R5 was designed to maximize student engagement and promote strategic reading for all readers (Kelley and Clausen-Grace 2006). There are three distinct phases in R5: Read and Relax, Reflect and Respond, and Rap. The time allotted for R5 is 30 minutes, but the time in each phase varies as students develop reading stamina. FIGURE 2 SAMPLE INTERMEDIATE LITERACY BLOCK SCHEDULE MondayTuesdayWednesdayThursdayFriday 9:45–10:15 am Whole Group Lesson 10:15–10:45 am Small Groups 10:15–10:45 am Literacy Stations word studyfluencycomputercomprehensionmake up 10:45–11:15 am Choice Reading R5literature circles R5literature circles R5 Specials (Music, PE, Art, Spanish, STEM) 12:00–12:20 pm Read Aloud Engaging Students by Differentiating Independent Reading • Michelle J. Kelley and Nicki Clausen-Grace 147R 5 Reading WorkshopSustained Silent ReadingSelf-Selected Reading Read and Relax: Students read a book of their choice in a comfortable spot in the classroom. Students actively read and employ reading strategies that have been taught during whole group instruction and those most necessary to comprehend the text being read. The teacher completes a Status of the Class and confers with one student about his or her reading goal(s). Mini-lesson: The teacher conducts a brief lesson. This lesson typically sets a purpose for that day’s reading. Independent Reading: Students read a book of their choice. The teacher does a Status of the Class, then reads while students are reading. The teacher may confer with students one-on-one or in a small group. Read: Students read a book of their choice while the teacher reads. Teacher Read-aloud: The teacher launches a lesson with a read-aloud from a wide range of literature. Reflect and Respond: Students reflect on what they have read and respond to prompts in a log. The teacher will use the students’ responses to scaffold the discussion they will have in Rap and to promote strategic thinking. The teacher circulates and observes while students complete the log. Record/Respond: Students record book titles read and may or may not complete a response for their reading. Record: Students record book titles read in a log. Read: Students read a book at their reading level, typically from a set of books identified in their reading range. The teacher may confer with several students individually or in small groups. Rap: Part 1 (in pairs): The teacher listens in as students share what they read that day with a partner. Students actively listen to each other, so they are able to share in Part 2. Part 2 (whole-class): The teacher facilitates oral pair- sharing and asks questions to help students identify the strategy(ies) discussed in each student’s share. Sharing: The teacher facilitates a whole-class or pair-sharing activity. The teacher may also recap the mini-lesson content, or students may share journal entries. Sharing: Students may or may not share what they have read with classmates. Sharing (Optional): Students share what they have read with peers. Table 1 A Comparison of Common Independent Reading Structures 148 Comprehensive Literacy Basics: An Anthology by Capstone ProfessionalRead and Relax During Read and Relax, students read self-selected books (often with guidance) in a comfortable spot in the classroom. For some students this might be under a desk, on a beanbag chair, or at their desks. While students settle in, the teacher notes what they are reading and the page number, or a “Status of the Class.” This is done each time. It allows the teacher to quickly monitor book selection (appropriate text level and interest) and progress with reading (Are they reading at an appropriate rate and/or switching books?). The teacher can provide some feedback or guidance while taking the status. For example, she may comment on a student who is reading a book at an unrealistic rate or suggest a mini-conference with a student who is reading a book far above his or her reading level. In addition, the teacher may identify a student for a more in-depth conference about a reading goal. The conference form (see Figure 3 on p. 150, Kelley and Clausen-Grace 2008) can help to guide these discussions, keep a record, and ensure important topics are hit when conferring. In addition, we have included a transcript of a conference between Nicki Clausen-Grace and a student (Figure 4 on p. 151) to show the type of conversation that occurs between the teacher and a student while conferring. Engaging Students by Differentiating Independent Reading • Michelle J. Kelley and Nicki Clausen-Grace 149Next >