If we want our students to be readers, we have to let them read, writes principal and reading teacher Rita Platt. We have to give them time for the kind of reading that is guided by curiosity, joy, and love of story. Platt shows exactly how her school made this work.
Jennifer Serravallo’s new book on reading conferences is a must-have if you’re ready to up your teaching game during independent reading time, writes Rita Platt. Her organized approach and bonus online resources provide everything teachers need to have quality conferences.
Donalyn Miller and Colby Sharp’s “Game Changer! Book Access for All Kids” is a must-read, writes principal, NBCT and veteran school librarian Rita Platt. Its 10 short chapters are power-packed with research, stories and strategies for building a strong reading culture.
Donalyn Miller and Colby Sharp make the case for dedicated independent reading time and choice in books for all students in all schools – and they push back hard against narrow reading spectrums and the misuse of book leveling, writes 6th grade teacher Kevin Hodgson.
Jennifer Serravallo’s new book will help teachers become more cognizant of their students’ literacy needs and better prepared to meet those needs effectively. Reviewer and preservice coach Linda Biondi praises Serravallo’s student-centered approach to book leveling.
Larry Ferlazzo and Katie Sypnieski provide ELL students the chance to read high-interest books independently. Literary conversations help ELLs interact with the texts, creating a classroom culture of shared literacy. The co-authors share six creative activities.
Middle grade students crave role models and great stories. Author visits provide both in a very tangible way. Learn how media specialist & NBCT Christina Dorr arranges a steady stream of tween and young adult novelists through her school and read 10 tips for doing it yourself!
In Disrupting Thinking, Kylene Beers and Robert Probst argue that educators must help students become empowered readers who read out of personal desire, not just for school work. The authors’ well supported argument uses a “Book-Head-Heart” framework, says Kevin Hodgson.
In Who’s Doing the Work? Jan Burkins and Kim Yaris ask important questions about how literacy teachers should approach reading instruction for a new generation of students. Reviewer and former literacy coach Nancy Chodoroff has high praise for their insights.
ELA co-teaching team Rachel Wysocki Kent & Genevieve Federick share a successful independent reading strategy they designed around a challenging group goal (read 500 books) and a teen-friendly focus question: “What does it mean to be a young person in 2015?”
