The purpose of self-selected reading is to help students learn to enjoy reading and to develop reading habits and behaviors. Most students will need ongoing instruction and support as well as daily opportunities to develop and sustain interest in texts. As teachers, we must focus on helping students learn and practice self-selected reading behaviors. Reading materials for self selected reading should be easy and accessible enough for students to read on their own, or with minimal supports. It is important that many interesting texts are available, as well as various formats (e.g., print, electronic, print with audio). Classroom texts should represent different genres, including fiction and nonfiction. Texts can include trade books, magazines, poems, song lyrics, as well as teacher or student made texts (print and electronic). Students must have real choices about what they read, balanced by teacher guidance and encouragement to choose appropriate level texts and to continually broaden/ explore new kinds of texts. Emergent readers who do not yet solve new texts will benefit from re-reading familiar texts (including memorized or "pretend" reading). Emergent readers can also follow along with taped texts or view and listen to electronic texts.
The teacher's role during self-selected reading is to teach and support self-selected reading behaviors (e.g., how to choose a book, how to access electronic texts) and to support student interpretations/ responses to texts. This can occur during read aloud as well as individual student conferences. Some students may need opportunities to engage with several different books or book formats/routines during this time (e.g., look at a print book, then view and listen to a digital text on computer, then listen and share a book read by an adult or peer tutor). Other students may be able to sustain engagement with one text or one format for a longer time (e.g., 15-20 minutes).
Goals of self-selected reading include to:
[See Self Selected Reading Videos]
Read aloud (10 minutes): The teacher introduces and reads a new book/ article aloud. Through read aloud, we can support exposure to different genres, topics and formats of texts. Teachers can also model enthusiasm for and responses to texts-and invite and facilitate student connections and responses. Read aloud materials can include big books, picture books, longer chapter books, information texts, poems, charts, song lyrics, electronic books (with LCD projector)
Mini lesson (5 minutes): The teacher provides explicit instruction in one aspect of the self-selected reading routine (e.g., how to choose a book, how to return a book; how to use the listening center, how to view and listen to a talking "Powerpoint" book on the computer, how to read quietly).
Book talk (3-5 minutes): The teacher shows and gives a brief commentary or summary about two or three books (print or electronic) to encourage students to consider exploring these or these types of texts during self-selected reading.
Students choose text (1-2 minutes): Students choose a text (from classroom display or personal book basket of appropriate texts prepared by teacher)
Students read (and teachers confer with individual readers) (10-20 minutes): Students "read" one or more texts on their own. During this time, the teacher monitors, and meets with individual students for conferences-to talk about what the student is reading. This is an opportunity to support and invite student interpretations and responses to the texts they choose. It can also be a time to help the student "try out" another kind of text or to guide her/ him to other possible reading choices. (But it is important that students have choices about their reading.)
Response /share (2-5 minutes): This is an opportunity for students to learn and practice how to interact with others about texts they are reading. All students might be invited to think about what they read today. Some days, two or three students may share a fact or response from the book they are reading with the group (with teacher facilitation).
Students will need instruction, support and practice (time) to learn self-selected reading behaviors and routines. One recommendation is to teach and practice parts of the routine for short (and increasingly longer) periods of time at the beginning of the year. That is, to "phase in" aspects of the self-selected reading routine over weeks, building familiarity with, and expanding the routine. After several weeks or a month or two, as more students are able to engage independently with texts, some teachers then begin to work with individuals or groups of students for guided or shared reading instruction while others are reading self-selected materials.