Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--self-sustained reading. The student reads grade-appropriate texts independently.
English Language Arts and Reading.3.5
The student is expected to self-select text and read independently for a sustained period of time.
Knowledge and Skills Statement
Demonstrated Proficiency of ELA.3.5
Support students as they develop independent reading skills with opportunities for regular self-sustained reading. Monitor and note each student’s ability to read independently.
Important Notes:
- Refrain from interrupting students during self-sustained reading in order to focus on building stamina.
- Further support the building stamina for reading by redirecting students as needed.
- Encourage students to seek out increasingly challenging texts as they progress as independent readers.
Further Explanation
This SE focuses on students’ stamina as they read independently. Students need to be familiar with various types of texts and their features to select texts for specific purposes. Student readers apply reading strategies as they navigate challenging ideas or vocabulary as they progress through the text on their own for a sustained period. Students should remain engaged with the text without requiring assistance. As students engage with texts of increasing complexity, they must understand how to assess their own comprehension and, if necessary, how to use strategies to address and overcome specific challenges they have with understanding the text.
Supporting Information for ELA.3.5
Research
1. Scharlach, T. D. (2008). START comprehending: students and teachers actively reading text: the START framework can improve students' reading-comprehension achievement and instruction through the modeling and scaffolding of eight comprehension strategies during teacher read-aloud. The Reading Teacher, 62(1), 20+. Retrieved from https://link.galegroup.com/apps/doc/A185544333/PROF?u=tea&sid=PROF&xid=3a16e02a
Summary: This study included five third grade classrooms and examined classroom instruction designed to use scaffolded reading comprehension strategies. The study gave students the opportunity to select texts and emphasized the importance of self-selected texts for greater gains in reading comprehension.
2. Robertson, J. M. (2004). "The Dog Project": Implications for Instruction. Language and Literacy Spectrum, 14 (Spring), 84–92. Retrieved from https://eric.ed.gov/?q=self-sustained+reading&pr=on&ft=on&id=EJ1059553
Summary: Acknowledging that learning is context-specific and inherently social, the researcher's photo-essay documents a classroom implementation of "The Dog Project," showing this type of reading project fosters students sustained engagement with texts and their motivation to read and write.
3. Daniels, E., & Steres, M. (2011). Examining the effects of a school-wide reading culture on the engagement of middle school students. Research in Middle Level Education, 35(2), 1–13. Accessed online at https://files.eric.ed.gov/fulltext/EJ951779.pdf
Summary: In this study, middle school educational leadership identifies reading as a priority. Students were given choice over what they read and time to read on their own. Student engagement increased because reading was a school priority, but creating time and space to read was meaningless for students who didn't have easy access to books at home. In response, teachers amassed books and created a reading network for students. The results were increased student engagement and the belief, among students, that reading mattered.