| Goals/Benefits | Time/Structure | Sample Lessons | Routines | Texts | Assessment |
|---|---|---|---|---|---|
“Time to read is the heart of independent reading. All of our wonderful teaching will not matter if we do not protect time for students to read books of their choosing and apply what they have learned about reading in books that are just right for them. Protecting this time is critical. It should become the brushing-your-teeth-before-bed nonnegotiable of the school day.”
– Morgan, Denise N., Mraz, M., Padak, N.D., & Rasinski, T. (2009). Independent Reading: Practical Strategies for Grades K-2. New York: The Guilford Press
Finding the time for independent reading is always a challenge. In the first part of this section, the teachers explain the different ways they include a dedicated time daily for IR. The remaining parts will delve more deeply into each aspect of the structure: mini-lessons, conferring, and sharing.
How long do you spend in Independent Reading daily and how do you structure that time?
Do you pull guided reading groups during independent reading time? Why or why not?
How long do you spend in Independent Reading daily and how do you structure that time?
