Zahiriddin muhammad bobur nomidagi andijon davlat universiteti ingliz tili grammatikasi kafedrasi

Recommended literature for reading:
1. David Bohlke, Dorothy E.Zemach (2013) Skillful 1. Reading and writing. Macmillan.
2. Louis Rogers and Jennifer Wilkin, Dorothy E.Zemach (2012) Skillful 2.Reading and writing. Macmillan.
3. Scarry, S., & Scarry, J. The Writer’s Workplace with Readings: Building College Writing Skills. Thomson Learning. Sixth Edition. 2010.
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LESSON 9. INDEPENDENT READING

Module:	READING III
Topic:	Independent reading
Time:	80 minutes
Aim: Material: Aids:	a) to introduce independent reading b) to let students practice independent reading Casey Malarcher. Reading for the Real World 1. Compass Publishers Charts, laptop with speakers, audio recordings, handouts, white board

​Handout 1. Independent reading
Independent reading is an authentic and individualised practice that can support the explicit teaching undertaken during the whole group focus at the start of a reading lesson and provide opportunities for reflection at the lesson closure. 
The selection of texts for independent reading can be drawn from a large repertoire depending on a student’s reading level and interest such as: 

• 
  guided reading texts 
  
• 
  Language Experience books 
  
• 
  class-made books
  
• 
  phonemic awareness rhymes and chants
  
• 
  high frequency words/alphabet cards 
  
• 
  picture story books 
  
• 
  non-fiction texts
  
• 
  Literature Circle texts
  
• 
  novels
  
• 
  library books
  
• 
  graphic novels
  
• 
  comics
  
• 
  magazines 
  
• 
  newspapers 
  
• 
  school newsletter.
  

Fluency is another important element supported through independent reading. When readers reread familiar texts or texts where the decoding requirement is minimalised, greater attention can be placed on building meaning (Konza, 2016). Student book boxes or book bags should reflect this requirement.
Moreover, independent reading provides time for students to practise their reading goals. Students actually practise their reading goals by reading, not by activity-based tasks. Goals are determined as a result of explicit feedback from the teacher to each of their students.
Through goal setting students can “assimilate the language used by the teacher into their own self-talk”, which in turn contributes to their self-efficacy as learners (Fisher, Frey and Hattie, 2016, p. 101). Independent reading is a practice which supports students to develop and practise those goals while reading texts that are easy to decode, are familiar, or provide high levels of engagement.