ISR integrated in regular, daily classroom instruction differs significantly from other silent reading practices, such as Sustained Silent Reading (SSR) and Drop Everything And Read (DEAR). Unlike SSR and DEAR, which requires teachers to model silent reading for students for an isolated block of time, ISR practices are integrated into regular, daily classroom instruction and require teachers to model and explicitly teach students how to read with a purpose and/or strategy, how to create meaning from texts, and how to talk about texts. Students apply what the teacher models or teaches while reading on their own in class, participating in text-based discussions, monitoring their own comprehension, and/or taking time to reflect on what was read.
ISR in regular, daily classroom instruction provides students with a natural opportunity to read assigned text(s) on their own. Teachers integrate ISR into their daily instruction by designing lessons focused on Reading Standard 10 and centered around complex texts. Teachers design lessons that provide students with direct instruction on how to read assigned class texts with a specific purpose and master the focus standard. The teacher uses a section of the text, or a similar text, to illustrate how to read the assigned text for students. Then, students are provided with the opportunity to read the assigned text independently while the teacher monitors their reading progress and provides further support and/or instruction, if needed.