Classroom+Library+Resources+(Independent+Reading)

__**Environment Matters:**__
 * What is Monitored Independent Reading? **
 * Have attractive and accessible areas
 * Have areas large enough to hold multiple students at a time.
 * Encourage comfortable seating
 * Have a wide variety of texts, including nonfiction, poetry, and magazines.
 * Have books in students home languages
 * Feature books displayed open-faced on shelves
 * Rotate these displays throughout the year
 * Have a simple procedure for checking out books.
 * ==**[|5 TIPS FOR IMPROVING YOUR ENVIRONMENT]**==
 * ==[[image:Screen Shot 2014-11-11 at 7.49.05 PM.png width="237" height="304"]][[image:kckliteracycurriculum/DSCN1358.JPG width="237" height="308"]][[image:kckliteracycurriculum/Screen Shot 2014-11-11 at 7.49.16 PM.png width="223" height="305"]][[image:Screen Shot 2014-11-11 at 7.49.39 PM.png width="249" height="309"]]==
 * ==[[image:Screen Shot 2014-11-11 at 7.49.05 PM.png width="237" height="304"]][[image:kckliteracycurriculum/DSCN1358.JPG width="237" height="308"]][[image:kckliteracycurriculum/Screen Shot 2014-11-11 at 7.49.16 PM.png width="223" height="305"]][[image:Screen Shot 2014-11-11 at 7.49.39 PM.png width="249" height="309"]]==



In Monitored Independent reading, studen ts take responsibility for their reading. However, the teacher utilizes students reading text as a tool to practice and engage in literacy. Teachers monitor the progress of their students during Independent Reading.

** Guiding Principles ** :
 * 1) Allow students choice with their selection of books.
 * 2) Independent reading provides students time to apply the strategies for comprehension. It is a low risk opportunity for practicing strategies.
 * 3) Students need blocks of time to read their books.
 * 4) Providing students with blocks of time allows the teacher to hold small reading groups or individual conferences. During these conferences, the teacher can listen to students’ read and monitor their comprehension.

**Benefits of Monitored Independent Reading**
 * Increased Vocabulary Development
 * Increased Background Knowledge
 * Increased Fluency and Comprehension
 * Increased Interest in books
 * Increased Motivation to Read.

“Simply providing time for reading and creating positive attitudes among teachers and students were not enough.” (Fisher 2006) __**Eight Factors for MIRP Success** (__Fisher 2006) 1. ** Access **. Get reading materials into the hands of students. This is the responsibility of the teacher and the school. It is more than just telling students to read. 2. ** Appeal **. Student interests, variety and a range of materials are critical for students. (classroom appropriate) 3. ** Environment **. Physical comfort is important. Alternatives to traditional classroom environments and settings are encouraged. 4. ** Encouragement **. Modeling, discussing, and post-reading opportunities for sharing matter. 5. ** Professional Learning **. Rather than telling teachers to implement MIRP, answering organizational “how to” questions and providing strategies for MIRP help. 6. ** Accountability **. While students are not required to formalize their understanding of reading through essay and book reports, they are encouraged to provide evidence of reading such as discussion, journaling, conferring, etc. 7. ** Follow Through ** : Provide ways for students to “sustain: their excitement about books. Shared experiences are effective. 8. ** Time to Read: ** The time is sacred. Sleeping, homework, make up testing, etc. are not more important than this time.

**How to help students select books: (Routman 2003)**
 * Too Easy
 * Have you read it lots of times before?
 * Do you understand the story very well?
 * Do you know almost every word?
 * Can you read it smoothly?
 * Do you find it too easy or boring?
 * Just Right
 * Is the book new to you?
 * Do you understand a lot of the book?
 * Are there just a few words on a page you don’t know?
 * When you read, are some places smooth and some choppy?
 * Does the book make you think?
 * Too Hard
 * Are there more than five words on a page you don’t know?
 * Are you confused about what is happening in most of this book?
 * When you read, does it sound choppy?
 * Is everyone else busy and unable to help you?

__**WHAT IS THE DIFFERENCE BETWEEN SUSTAINED SILENT READING AND MONITORED INDEPENDENT READING**__
 * **SUSTAINED SILENT READING** || **MONITORED INDEPENDENT READING** ||
 * * Students choose any book to read
 * Daily time to read is 10 to 30 minutes
 * Optional Classroom libraries
 * Book may or may not be of interest and appropriate for student
 * No checking in by teacher
 * No Writing Involved
 * No teaching involved
 * No reading goals set || * Students choose any book to read
 * Daily time to read is 20 minutes or more
 * Excellent and varied classroom libraries
 * Students read interesting "just-right: books
 * Teacher monitors reading and comprehension
 * Students keep a running record
 * Teaching occurs during student conferences
 * Teacher and student set reading goals ||

__**Monitored Independent Reading Resources**:__ The MIRP Survival Guide: (Starting MIRP, Inventories, Reading Logs, Procedures, Questions for conferring, etc.)
 * For Teachers:**

[|The Teaching Channel: Lessons for Silent Reading]
 * Video Support: READING WORKSHOP**


 * For Students:**

[|Every Child Every Day] by Richard Allington [|Scholastic: Independent Reading Resources] [|Ways of Improving Independent Reading] Chapter on how to create a reading classroom:
 * If interested: Connections to Strategy Practice**
 * Websites and articles **