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Supporting Independent Reading and Response, K-6
The man who does not read has no advantage over the man who cannot read.
—Mark Twain
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The man who does not read has no advantage over the man who cannot read.
—Mark Twain
For those of us who treasure memories of a childhood spent curled up with favorite books, it may be shocking to realize that reading is a chore for many of our students. In recent years, the increased class time spent on reading instruction geared toward measurable performance-—from tests to book reports—means fewer children have the opportunity to discover reading for pleasure, or to ...read more
About the Author(s)
Table of Contents
Foreword by David Booth
Acknowledgments
Part One: Making Time for Independent Reading
1. Establishing Independent Reading and Borrowing Routines
2. Independent Reading Throughout the Day
Part Two: Providing Resources
3. Establishing the Classroom Library
4. Nonbook Resources
5. Independent Reading and the Computer
Part Three: Providing Support
6. Whole-Class Mini-Lessons in Selecting Texts and Reading Widely
7. Establishing Individual Conferences to Support Children in Selecting Texts and Reading Wisely
8. The Question of Readability Levels
Part Four: Responses
9. Responses to Reading
10. Resources for Responding
Appendixes
Bibliography
Index