Sustained silent reading (SSR or USSR), DEAR (drop everything and read) or DIRT (daily independent reading time) programs have recently become casualties in many schools. The trend toward scripted lessons and the emphasis on teaching to standards (neither of which are inherently bad practices) have led some schools to see the time devoted to independent reading as time better spent.
Implementing and sustaining silent reading programs can be a lengthy process. There are many questions to be answered including:
· What are the goals for this program? How will we measure for success?
· Is the current supply of reading materials sufficient in number and appropriate for all students?
· Is there teacher buy-in for the program?
· Who will establish guidelines and how will these be enforced?
· Should this be a totally unstructured time? If not, what structures could support students reading?
Whether you’re just starting a program of if you have a program in need of an overhaul, these are important questions to consider.
One of the most challenging aspects of a SSR program is the question of how students choose books. Some teachers give choices much as you would find in literature circles. This structure provides a peer group for each student to work with to help clarify meaning. Some require students to choose books based on criteria such as lexile scores, reading level or Accelerated Reader point values. Others feel that students should have free rein to choose any book. There isn’t a right way to implement SSR. Base your decision on your students’ needs, abilities and interests.
If you decide to go with free choice, it’s important to help students know when it’s OK to abandon a book. One strategy that works particularly well for both younger readers and struggling readers is the five-finger method. After choosing a book, the reader turns to any page and lifts all the fingers of one hand into the air. Each time an unfamiliar word is encountered, one finger goes down. If all five fingers are down by the end of the page (modifications would be 2 pages, 5 pages, etc.), that book may be too difficult for independent reading and should be put back on the shelf. With older or more accomplished readers, you might have them pause at the end of the first five pages (or 10 pages or first chapter) and summarize their reading to a partner. If they cannot summarize what they’ve read, the book may be too difficult.
Choosing the right book is a lot like buttoning up a jacket. It's important to get off to a good start or the rest of the process can be difficult.
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Language Arts Blog by Theresa Hinkle 