Figure 5-1

Transition to Independent Reading

Instructional Procedures for Levels C and E (January-February) and D and F (March-May) in Grade 2
Read a Level C book (from the small-group book list in Table 4-2) following the regular

three-day repeated reading process with the group of students. (See Figure 3-1). Then select a Level E book (from the transition book list in Table 4-2) to be used with the transition procedures described below. Then go back to reading a Level C book (from the small-group book list in Table 4-2) following the basic three-day repeated reading format with the group. The next three-day cycle select a Level E book (from the transition book list in Table 4-2) to use with the transition procedures. Continue until all Level C and E books are completed. Grade 2 Levels D and F: Continue to alternate between Level D books using the three-day repeated reading process and Level F books using the transition process until all Level D books are gone. Then continue with Level F books for the remainder of the year.

When teachers use the books at EIR Levels E and F, the procedures change.
The teacher works with two students at a time. She may not get to all pairs of students in three days. The teacher does not first read the book to the children. The teacher has the children read the book coldand provides the support each child needs. Children can take turns reading. The writing component can be continued if time permits. After the children have read with the teacher, the trained coach listens to the children, one at a time. The trained coach reinforces the childrens efforts to sound out words and to use context to unlock meanings of unfamiliar words. Examples of independent activities for exemplar books for the other EIR children are provided on the lesson planner. Also, the other children can reread old stories or read new ones independently or with a partner.

2010 by Barbara M.Taylor from Catching Readers, Grade 2. Portsmouth,NH:Heinemann.

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