Download Are They Really Reading? (Stenhouse in Practice Books) by Jodi Crum Marshall PDF

By Jodi Crum Marshall

All too usually the poorest readers examine that in the event that they hold quiet in the course of sustained silent studying (SSR), they're doing okay—no interpreting required. this can be very true in center institution the place classification sizes are huge and tutorial emphasis is on content material instead of interpreting. In Are They quite Reading?, Jodi Crum Marshall discusses how to define out in case your scholars are utilizing SSR time correctly and what to do approximately it if they don't seem to be. Her ebook describes the way to help middle-grade readers who desire it the main, whereas embracing a research-proven have to bring up self sufficient, self-selected interpreting time for students.

Jodi stocks classes and anecdotes from her lecture room and from her event as a studying expert imposing her version schoolwide. She expands the conventional suggestions of SSR to incorporate read-alouds, writing, and responsibility to scaffold suffering middle-grade scholars. strengthened by means of those extra helps, Jodi's scholars dramatically elevated their curiosity and talent in studying via a software they named aiding pupil Literacy (SSL).

Classroom lecturers will get pleasure from the transparent course on how and why to enforce an SSR application. directors will delight in the information for developing a schoolwide literacy block that considerably improves scholar motivation and learning.

Are They Really Reading? solutions the next vital questions:

  • Why should still I commence an SSR program?
  • How do I construct a school room library?
  • Where do i am getting investment for books and different materials?
  • How do I arrange the scholars for SSR?
  • How do I inspire scholars to read?
  • What is the function of the teacher?
  • How do I check SSR?

If you do not at present use a sustained silent studying software, this booklet might help you start heading in the right direction. in the event you fear that a few of your scholars usually are not relatively studying in the course of SSR or in an effort to improve your software, here's a roadmap that's instructionally sound and versatile sufficient to suit your scholars' needs.

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Additional resources for Are They Really Reading? (Stenhouse in Practice Books)

Sample text

They were not reading on grade level, though, and still needed practice reading silently, independently, and aloud. I wanted to find a way to incorporate all of those elements into a reading time that would be beneficial, enjoyable, and effective for us all. Since I had surveyed my classes extensively and held numerous group and individual discussions, I decided to try a combination of existing programs and came up with the following schedule: Monday and Wednesday: Sustained Silent Reading (SSR) Tuesday and Thursday: Sustained Silent Writing (SSW) Friday: Read-Aloud Day (RA) Now that I had the basics, I needed a name for this new reading time—and what program would be complete without yet another acronym as its title?

Stenhouse Publishers. All rights reserved. No reproduction without written permission from the publisher. Chapter Three: Building a Literate Classroom Environment was a good start, but I still wanted more. I knew I could not count on my students to bring their own books. They did not own any to bring! So, after asking your principal, using your own money, and searching the community, where else can you go to get books? School and Local Libraries My students did not have school or county library cards, and many of them did not even know where these libraries were.

Chapter Two: Using Classroom Conversations to Guide Change Sustained Silent Writing Writers write. We tell students: a writer is someone who writes a lot. We need to craft our daily schedules so young writers write on a regular basis. Ralph Fletcher, Craft Lessons I believe it is important to give my students time for uninterrupted, nonthreatening, nongraded writing. To help them become contributing literate members of our school and our society, I thought it was imperative to give them time to practice reading and writing.

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