Spanish Language Arts and Reading.4.5

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

Artes del lenguaje y lectura en español.4.5

Se espera que el estudiante autoseleccione el texto y lea independientemente por un periodo de tiempo prolongado.

SLA 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.

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Pídales a los estudiantes que seleccionen un texto y que lean en silencio por un tiempo ya establecido. Mientras los estudiantes leen, camine alrededor y hágales preguntas acerca de lo que están leyendo para asegurarse de que están enfocados en la tarea y de que están entendiendo el texto. Las preguntas pueden incluir, Dime algo interesante que sucede en el libro que estás leyendo o ¿Cuál es la parte más interesante de lo que has leído hasta ahora? Cheque si cada estudiante es capaz de leer con independencia durante el tiempo asignado. Pídales a los estudiantes que usen un registro, un cronómetro o una gráfica para marcar periodos sostenidos de tiempo a lo largo de múltiples sesiones de lectura.

Nota:

Establezca marcas de verificación a lo largo del tiempo de lectura y cree incentivos para que los estudiantes sigan leyendo. Por ejemplo, cada cinco minutos coloque un sello, una calcomanía o una palomita (ü) en el escritorio de los estudiantes que están ocupados leyendo.


Further Explanation

Se espera que los estudiantes sepan cómo escoger un texto apropiado que puedan leer sin necesidad de ayuda. Los estudiantes deben tener la habilidad para concentrarse y leer el texto con independencia durante un periodo de tiempo establecido. La lectura sostenida aumenta la persistencia, de tal manera que los estudiantes pueden leer por periodos de tiempo cada vez más largos.

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.