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How do you monitor that students are doing a range of tasks? what happens if they are only doing visualising for example?

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How do you monitor that students are doing a range of tasks? what happens if they are only doing visualising for example?

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The purpose of Independent Reading is to focus on a particular strategy. For example, if we have been working summarising, the students would then summarise a text that is their personal choice. We tend to be explicit with our strategies, particularly on the first half o the year, so this fits in well.  As the Literacy Portal definition states  - ‘independent reading is an authentic and individualised practice that can support the explicit teaching undertaken during the whole group focus at the start of a reading lesson and provide opportunities for reflection at the lesson closure’
https://www.education.vic.gov.au/school/teachers/teachingresources/discipline/english/literacy/readingviewing/Pages/default.aspx

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Where do the books come from? Do you buy your own or elsewhere?

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Where do the books come from? Do you buy your own or elsewhere?

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We have built our library though our own resources, through our team budget and links to very handy people like Vanessa's husband who is a librarian.

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Those that are reluctant readers, are they completing the tasks after reading? Or is the bare minimum done? are the lower readers supported?

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Those that are reluctant readers, are they completing the tasks after reading? Or is the bare minimum done? are the lower readers supported?

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The students are guided by the success criteria of the session in terms of what they need to achieve. It is not often about how much they do, but we try to focus on what they are able to do. As we head towards conferencing, students will be supported by the teacher on a more individual level, but at the moment, students can access the teacher at all times.
In our sessions sometimes, the reading and task go hand in hand, sometimes the task is completed first, or it is completed post reading, dependning on the focus.

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What do you do with students that are choosing books that are too hard for them?

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What do you do with students that are choosing books that are too hard for them?

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This is through purposeful observation and teaching students how to choose 'Just Right' books.

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How long do their books need to be? (Pages etc.)

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How long do their books need to be? (Pages etc.)

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Books are their choice, and length is not an issue. We have sessions that run for approximately 50 minutes, and we use the CAFE strategies of staying in one spot and reading the whole time etc. They need enough texts to last for this period as some students naturally have multiple texts on the go.

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Do students need to finish a book that they start?

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Do students need to finish a book that they start?

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No. Depending on the focus, they will need to have read a sufficient amount to complete the task. We don't necessarily read whole texts at a time in guided reading, reciprocal or lit circles, independent reading is similar to this.

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Can we get the link for the Bastow video?

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Can we get the link for the Bastow video?

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https://www.youtube.com/watch?v=gokm9RUr4ME&list=PLZfxXrP2DwRU8H1WoVLTvMAGlYdbzu17H

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How do students choose what tasks they will complete each independent reading session?

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How do students choose what tasks they will complete each independent reading session?

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This is directed by the teacher. So it is usually one set task. We have been researching differentiation so we are starting to differentiate the process, by allowing students to present their understanding a way they suits them.

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Can we get a copy of the genres at a glance sheet?

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Can we get a copy of the genres at a glance sheet?

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This on on Google Drive

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How are goals set each week for the independent reading sessions?

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How are goals set each week for the independent reading sessions?

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Base on the goals in our unit overview which are developed for each group. We develop new overviews every 2-4 weeks as we focus on a new strategy or set of strategies.

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Has the students understanding of the reading strategies/comprehensions tasks improved so far? 

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Has the students understanding of the reading strategies/comprehensions tasks improved so far? 

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Through their language in being able to explain strategies they are using and why they are using it. Our mid year PAT data showed high growth and our students who are still being bench marked are now all nailing literal comprehension, it is inferring and evaluative that represents challenges for them.