Independent Reading, or Read to Self as a lot of people call it, is the first literacy station my students learn and it’s one of the most important routines I teach during the first weeks of school. Just like any classroom routine, it takes practice, structure, and time to reflect and improve. I run a modified version of literacy stations based on our site’s requirements, but one thing stays the same every day…every student participates in Independent Reading/Read to Self. Because it’s a daily routine, I make it a priority to teach it carefully during the first weeks of school.
🍎 (If you’re looking for fun back to school ideas, which includes our reading stamina progress, check out this post!)
I explicitly teach my students what independent reading should look like and sound like. I also teach students WHY we do this each day…to build their reading stamina and practice their skills AND to give me time to meet with groups, conference with students, or assess students.
📖 In this post, I’ll share how I introduce “Read to Self” in my 1st grade classroom!
💡 Step 1: Prepare Book Boxes
Before school starts, I load their book boxes with 8 books. I choose both fiction and nonfiction and I put books from Kindergarten level through about 2nd grade level. (Students will shop for their own books after our Library Grand Opening during the third week of school.)
👀 Step 2: Introduce the Three Ways to Read
We have already read 2-3 books in the morning on our first day, so we’ve discussed the different ways to “read”. Before we start our first try at independent reading, we talk about the three ways to read a book.
- Read the words (if you are able)
- Read the pictures (if you can’t read all the words yet)
- Retell the story (if you’ve heard the story before, retell it as you go page-by-page)
I have little 1/2 page posters for each one that I post upon the easel as a reminder for the first week or so. Once they’ve gotten into the swing of things, I post those little signs above our classroom library. I found a free set on TpT!
📝 Step 3: Create an Anchor Chart Together
We make a quick and simple chart that reminds students of the behaviors expected during this time. We review it before and after our session during those first few weeks of practice.
📚 Step 4: Optional Reading Mats
Each student has a reading mat in their book box. This is another great idea from LaNesha Tabb that I use every year! Students stack their books on the green dot in the order they want to read them. Then, they move them to the red dot when done! Such a nice, concrete way for them to practice organization and accountability. I use this as “optional” because I’m also ok with students rereading a favorite book or focusing on a longer text during our independent reading time.
📗 Step 5: Practice
Now, it’s time to practice! For the first few days, I place students around the room. They really prefer to sit and lay on the floor, so that’s where most are. If someone wants to sit at a table or desk, that’s fine, too. I use “seating choices” in my classroom, so students do not have an assigned seat. They always have choice of where to work (as long as they are using their time wisely 😊).
I have a handheld timer that I keep with me during the first few weeks of practice. I say “Ready, Set….Read!” and click the timer while they get started.
Eventually, they will be working/reading independently while I meet with groups, assess, etc., so they are not to talk to me or get up and come over to me or the timer will stop. I walk around or work at my teacher table so they will get used to me NOT being available at this time (except in case of emergency, of course!) I also have a lamp at my teacher table and when it’s on, that is their reminder that they should not interrupt me.
If a student gets off task, I stop the timer right away. We clean up our reading materials and gather at our meeting area. I don’t call out students by name, but I often name the off-task behavior that stopped the timer when we meet.
📊 Step 6: Graph Minutes and Reflect
At the meeting spot, we graph how many minutes we were able to read. They LOVE this part! We use our anchor chart to talk about what went well and what we can improve next time.
Then, we set a goal for the next day. If our stamina drops for a day or two, which happens every year, we simply call it a “dip.” We talk about what may have caused it and brainstorm ways to help us climb back out of the dip. Before long, we’re setting new stamina records again!
⌛ Spending time teaching independent reading at the beginning of the year creates smoother literacy stations for the rest of the school year. By modeling expectations, practicing together, and reflecting after every session, students learn exactly what successful independent reading looks like.
Happy Teaching!
Jennifer ~ Practical Primary Teacher 🍎🍏
🍎 You may also enjoy:
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