R5: The Independent Reading Makeover Which Transformed Fake Readers into Engaged Readers

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R5 The Independent Reading Makeover Which
Transformed Fake Readers into Engaged Readers
Presented by Michelle Kelley,
Nicki Clausen-Grace, and Jeffrey Grace
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Todays Objectives

• Share results.
• Review research on independent reading.
• Address the obstacles to independent reading.
• Explore successful independent reading.
• Describe R5.
• Engage in R5.

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Our Original Action Research Questions, 2004

• Can ALL 3rd graders metacognate?
• How can we engage ALL readers?
• Fake Readers (disengaged)
• High Functioning

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How do we know it works?

• Pre and Post DRA 4-8
• Observations
• Response Logs
• Conference Forms
• Survey of Reading (end of year 2)
• Student Interviews

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Year One
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Year One
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Year Two

• Average gain over 6 month period was 1.6 levels
  on DRA 4-8.
• All students improved in engagement and
  comprehension.

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Why does independent reading matter?

• Brainstorm with your elbow partners why
  independent reading is important. Put each idea
  on a separate post-it note.
• Give One, Get One

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Independent Reading Research

• Link between time spent reading and reading
  achievement (Gardner, 2001 Gottfired, 1990
  Guthrie, Wigfield, Metsala, Cox, 1999).
• Positive relationship between wide reading and
  vocabulary acquisition (Anderson Nagy, 1992).
• Students who do not read in their free time often
  lose academic ground, even if they were not
  initially remedial (Mullis, Campbell Farstrup,
  1993).

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More IR Research

• Independent reading is an opportunity for
  assessment (Worthy, Broaddus Ivey, 2001).
• In-school free reading promotes reading
  comprehension (Krashen, 1988).
• Students involved in SSR programs have better
  attitudes toward reading and read more (Arthur,
  1995).

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But?

• The National Reading Panel (NRP, 2000)
• recommended that SSR be done at home
• and not at school because there was not
• enough evidence supporting the impact on
• fluency.
• Result Independent reading has been eliminated
  from many school days and left to be done at home.

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Scholastic Survey

• 40 of kids ages 5-8 read for fun every day.
• Only 20 of kids 9-11 read for fun every day.
• And this continues to drop. Most parents did not
  consider themselves a reader.
• http//www.scholastic.com/aboutscholastic/news/rea
  dingreport.htm

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• We are kidding ourselves to believe ALL of our
  students are going to read outside of school.
• So what can we do?

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How can we make independent reading more
effective?

• Brainstorm with an Elbow Partner-
• What are some possible obstacles to implementing
  Sustained Silent Reading or independent reading?
• Place on post-its.

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Some Obstacles to Implementation

• 1. Students read inappropriate material (too
  hard, too easy, stuck in genre).
• 2. Students do not read (eyes pass the page.
  Reading as decoding only. Lack strategies to
  self-monitor).
• Students lack purpose (lack of feedback/accountabi
  lity).
• Not always valued by teacher.

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Why do teachers have you read?

• So we can practice.
• For fluency.
• To get better.
• So they can check their e-mail.
• So they can correct tests.
• So they can do paper work.

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You dont have any books I like! said one fake
reader.
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Interest Inventory

• I used to not like reading, but now I do because
  Mrs. Grace picks me out good books to read. And
  usually I get more involved in it.

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Research on Successful SSR Programs

• Access
• Appeal
• Conducive environment
• Encouragement
• Staff training
• Non-accountability
• Follow-up activities
• Distributed time to read (Pilgreen, 2000)

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Purposes of R5

• Build motivation to read.
• Increase reading proficiency.
• Enhance metacognitive awareness.
• Improve active listening.
• Promote and support wide reading.
• Scaffold the use of comprehension strategies.
• (making connections, prediction, questioning,
  visualizing and summarizing)

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Metacognitive Strategies
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Show DVD

• Lets see it in action.

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How is R5 different from SSR?

• 1. The teacher does not read.
• 2. The teacher may support different book
  selection.
• Students must reflect and respond.
• Students share with a peer.
• Students are exposed to a variety of books.
• Students share strategy use.

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What do the kids think?

• R5 helps me as a reader because it helps me get
  into books. Before I came to fourth grade and
  learned R5, I wasnt into books. If you asked me
  something like, What is your favorite genre? or
  What is your favorite series? I wouldnt have
  been able to answer.

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More Student Quotes

• It helps me know what kind of books I like and
  what books I want to read because the whole class
  shares what books their reading.
• It helps me sharpen my strategies and gives me
  time to read. My partner made me want to read
  the Among the Hidden series.

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Now you try.

• Book Pass- page 7 handout

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Getting Started

• Identifying disengaged readers
• Checklist (page 8 handout)/building stamina
• Finding Good Books (pg. 9)
• School Library Journal/Curriculum Connections
• Reading Teacher
• State Book Award Programs
• Book talks (pp. 10-11)
• Scholastic

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• Fake readers have become engaged readers and
  engaged readers have become fanatics.

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Other Outcomes

• Development of
• Metacognitive Teaching Framework- 6 units of
  study, including mini-lessons and self-assessment
  and goal-setting sheets for each cognitive
  strategy
• Checklist for Disengaged Readers
• Beginning of the year conference form
• And more.
• IRA Book- publish date September 5, 2007
  (November Book Club Book)

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Acknowledgements
Pearson Learning Scholastic Book Fairs Curriculum
Connections, Reed Business