English Language Arts and Reading.4.5

The student is expected to self-select text and read independently for a sustained period of time.

fluency and self-sustained reading TEKS talk image

Knowledge and Skills Statement

Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--self-sustained reading. The student reads grade-appropriate texts independently.

Have students select a text and read silently for an agreed-upon time. As students read, walk around and ask students questions about what they are reading to ensure they are on task and that they comprehend the text. Questions might include Tell me something interesting that happened in the book you are reading or What’s the most interesting part of the text so far? Note whether each student is able to read independently for the designated time. Have students use a log, timer, or graph to track sustained periods of time across multiple reading sessions.

Notes:
Designate checkpoints throughout the reading time and create incentives for students to continue reading. For example, every five minutes place a stamp, sticker, or check mark on the desk of those students who are engaged in reading.
 

Further Explanation

Students are expected to know how to choose an appropriate text that they can read without assistance. Students must have the ability to focus on and read this text independently for an agreed-upon period of time. Sustained reading builds stamina so that students are able to read for increasingly longer periods of time.

Grade-appropriate texts are texts the teacher determines the average student can read with little or no instructional support.
Reading independently using self-selected texts is an important part of developing students' reading proficiency over time. Students need to be familiar with various types of texts and their features to select texts for specific purposes. Student readers should have the skills and strategies necessary to navigate challenging ideas or vocabulary they encounter so they are able to progress through those texts on their own for a sustained period of time. Student readers should do so without feeling the need to disengage from the material because they are struggling with too many concepts and require a teacher's assistance.

Research

1. Carrison, C., & Ernst-Slavis, G. (2005). From silence to a whisper to active participation: Using literature circles with ELL students. Reading Horizons, Vol 46, Issue 2. Retrieved from https://scholarworks.wmich.edu/cgi/viewcontent.cgi?article=1137&context=reading_horizons

Summary: The article promotes the use of literature circles to support literacy, especially for English learners. Literature circles allow student to interact through sharing ideas, opinions, and personal responses to literature. Students become active participants and learn to manage their literature circle activities, negotiating the structure of their timelines. The study participants were a fourth-grade class in which 5 of the 24 students had varying levels of language acquisition. The use of literature circles led to decreased anxiety about reading and participation and increased reading accuracy and comprehension.

2. 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. Retrieved from 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.