Self Sustained Reading

Today I learned more about the Self-Selected Reading Block (SSR) in my new, used Four Blocks book. In the introduction the authors share that SSR ensures all students experience daily-read alouds and time for reading books of their choice and on their own level – which is an idea I really like. Too many kids do not have the opportunity or desire to read at home and we know that continued reading makes you a better reader.

The SSR is made up of four big components: (1) Teacher read aloud to begin the block, (2) Children reading independently books of their own choosing, (3) Teacher conferencing, and (4) Sharing or reader’s chair.

The first section is the read aloud, which we know is a huge part, or should be, a huge part of any classroom for modeling, developing language skills, serving as mentor texts, reviewing comprehension skills and strategies, building background knowledge, learning new information – and of course the list goes on. What I liked that the authors mentioned was the scary lack of non-fiction or informational books as part of read alouds. I think this stems from the root of what makes us want to be teachers. As a kid playing school, which were the books I modeled reading aloud? Fiction! And, of course, I had to read it just like my teacher and librarian did by holding the book so my “students” could see the pictures! As teachers I think we loved the classic stories and can’t wait to share them with our students, however, not only is the collection of quality children’s non-fiction growing, but students routinely show they love non-fiction! I really have to make a conscious effort to make sure I am pairing fiction and non-fiction texts in the classroom to meet all my students’ needs and interests.

The second and third sessions, which occur concurrently, are the student’s independent reading and teacher conferencing. In the book, the authors share that students may participate in SSR by reading from collections of texts or rotating through centers that have a clear reading focus (e.g., big book center, magazine center, author study center, etc.) This of course differs from say, the Daily Five where you include writing and word work as part of your literacy centers.

During this time students may select the texts they read. The goal of course is that they are selecting texts on their reading level and aligned to their interests. Maybe because I taught younger grades, but I found my students had a really hard time finding an appropriate book in a sea of choices. Eventually I divided my reading centers into two separate centers. When students were at the “Independent Reading” center, they would get their book box (cardboard magazine files I bought online) which contained all the books they had read over the past few weeks in guided reading and their reader’s notebook. They had complete choice about which books to read, but that way I knew that at least in that center the students were reading books at their independent level. Then I created a “Library” center where students could read in the library, which contained books sorted by theme, topic, genre, and select whatever book they wanted to read. This allowed students the free choice and opportunity that was important as well. Although it may not be the best strategy altogether, this way I was assured that students were getting exposure to books on their level and books they were interested in.

Since I was always pulling guided reading groups, I never really got to conference with my students during independent reading or library center. In Four Books, the authors suggest that your conferencing focus on the child and their reading development since this is one of the few 1-1 times you have with that child that day. The basic conference procedures includes having the child read a page or two to assess if the book is on the appropriate instructional level, asking a general question or two for background information (Why did you choose this book?, What might happen next?), asking deeper comprehension questions (such as about the author or a focus skill or strategy), and open ended questions to facilitate discussion (Do you like the book? Why or why not? What was your favorite part?)

The find session is the sharing session. Most kids love to talk anyway, but Four Blocks shared some ways to make it “extra” exciting such as letting kids talk into a microphone, pretending to be on TV, having a reading party, or reading to younger reading buddies.

I like the idea of the SSR, but I also like the idea of literacy centers and traditional guided reading. I think there are ways to combine the best of the best practices together into a comprehensive literacy framework that supports students’ reading development and love of reading. I think I need to start with adding two more hours to every school day though because otherwise I don’t think I can get it all in!