| Goals/Benefits | Time/Structure | Sample Lessons | Routines | Texts | Assessment |
|---|---|---|---|---|---|
Suggested Readings: Time/Structure Section
Articles from The Reading Teacher are accessible online with a subscription to the journal.
* denotes books that are referenced in Suggested Readings for several sections.
| “How Can You Find the Minutes?” pp. 3-7 and “How Much Time Did We Find?” (pp. 44-47) | *Miller, Debbie, & Moss, Barbara. (2013). No More Independent Reading Without Support. Portsmouth, NH: Heinemann. | Example of how one school found time for IR by examining how teachers spent their day and making appropriate changes. |
| From Chapter 2: Independent Reading in Schools (pp. 17-32) | *Morgan, Denise N., Mraz, Maryann, Padak, Nancy D., & Rasinski, Timothy. (2009). Independent Reading: Practical Strategies for Grades K-3. New York: The Guilford Press. | The authors discuss “The Elegance of a Predictable Structure,” explaining the roles of mini-lessons, conferring and sharing in IR. |
| Hudson, Alida K., & Williams, Joan A. (2015). Reading Every Single Day: A Journey to Authentic Reading. The Reading Teacher, 1 March, 2015. https://onlinelibrary.wiley.com/doi/10.1002/trtr.1349/full |
A second-grade teacher describes her process of developing IR in a Reading Workshop format in her classroom, and the positive impact on the children. | |
| From Chapter 4: Instruction During Independent Reading (pp. 111-126) | *Reading with Power and Passion: Resources to Support Independent Reading. https://www.weteachnyc.org/resources/collection/independent-reading/. Download “Independent Reading Collection” and the book will be included. |
Ideas for how IR fits into overall literacy instruction; Information about structuring a conference, FAQs about conferring. |
Independent Reading Module. https://readingrecovery.clemson.edu/home/k-2-literacy-resources/