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No More Independent Reading Without Support

ISBN-10: 0325049041
ISBN-13: 9780325049045
Edition: 2013
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Description: "What if there was a time when things slowed down? No rotations, activities, or worksheets-just you, your kids, and books. Would you take it?" -Debbie Miller and Barbara Moss We know children learn to read by reading. Is independent reading valuable  More...

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Book details

Copyright year: 2013
Publisher: Heinemann
Publication date: 9/12/2013
Binding: Paperback
Pages: 96
Size: 6.25" wide x 9.25" long x 0.25" tall
Weight: 0.528
Language: English

"What if there was a time when things slowed down? No rotations, activities, or worksheets-just you, your kids, and books. Would you take it?" -Debbie Miller and Barbara Moss We know children learn to read by reading. Is independent reading valuable enough to use precious classroom minutes on? Yes, writes Debbie Miller and Barbara Moss, but only if that time is purposeful. DEAR and SSR aren't enough. Research shows that independent reading must be accompanied by intentional instruction and conferring. Debbie and Barbara clear a path for you to take informed action that makes a big difference, with: a rationale for independent reading that's worth finding the time for research evidence on its effectiveness and instructional best practices a framework with 10 teaching tactics for starting and sustaining success. "When we set children loose day after day with no focus or support, it can lead to fake reading and disengagement," write Debbie and Barbara. "It's our job to equip children with the tools they need when we're not there." Read No More Independent Reading Without Support and find out how. About the Not This, But That Series No More Independent Reading Without Support is part of the Not This, But That series, edited by Nell K. Duke and Ellin Oliver Keene. It helps teachers examine common, ineffective classroom practices and replace them with practices supported by research and professional wisdom. In each book a practicing educator and an education researcher identify an ineffective practice; summarize what the research suggests about why; and detail research-based, proven practices to replace it and improve student learning.

DEBBIE S. MILLER is an award-winning author of a dozen children's books and seven natural history books for adults. Her books have received awards from the National Science Teachers Association, the Children's Book Council, the John Burroughs Association, the International Reading Association, and the American Library Association. She lives in San Francisco, CA.PATRICK J. ENDRES is one of the Alaska's most prominently published nature photographers. His work has appeared in National Wildlife, USA Today, Time, Sierra, Natural History, Audubon, The Washington Post, Newsweek, National Geographic Explorer, Outside, and numerous other publications and calendars. He lives in Fairbanks, AK.a

Introduction
Not This
Is There Enough Time? And Is Time Enough to Support Independent Reading?
Finding the Time
How Can You Find the Minutes?
What Benches Are You Guarding?
More Than Just DEAR or Sustained Silent Reading
Why Not? What Works?
Why Independent Reading Matters and the Best Practices to Support It
Does Independent Reading Influence Student Achievement?
If We Know Independent Reading Is Effective, Why Don't We Do It?
A New Reason for Independent Reading: The Common Core State Standards
What Practices Are Critical for Effective Independent Reading?
Students Need to Be Given Classroom Time to Read
Students Need to Be Able to Choose What They Read
Students Need Explicit Instruction About What, Why, and How Readers Read
Boost the Number of Texts Students Read
Students Need Access to Texts
Students Need Teacher Monitoring, Assessment, and Ongoing Support During Independent Reading
Students Need to Talk About What They Read
Why Independent Reading Matters Most for Striving Readers and English Learners
The Last Word: An Overview of Independent Reading Implementation by Teachers
But That
An Instructional Framework for Supporting Classroom Independent Reading
A Recommended Day in the Reading Block
How Much Time Did We Find?
Making the Most of Independent Reading
Provide Purpose: What, How, and Why Readers Read
Keep It Authentic: Do Readers Do This in the World?
Support Choice: Teach Students How to Choose Books
Provide Explicit Instruction About What, How, and Why Readers Read
Tactics Teachers Can Use to Keep Things Hopping During IR
Get books in their hands
Organize your books for easy access
Start with small chunks of classroom IR time
Monitor IR
Differentiate instruction and create accountability through conferring
Use a catch to refocus the group
Invite students to reflect on and share their learning
Use partner reading and book clubs to get students talking and reading independently
Assess students' progress as independent readers
Support independence through assessment choices
The Kind of Independent Readers We Want Our Students to Be
Afterword
References

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