Month: September 2015

Q & A on Independent Reading

In keeping with our independent reading series, we asked teachers from the districts where we work to share some of their ideas and responses to a few of the most asked questions about independent reading. Here’s what they said!

What are some ways you’ve found to inspire and motivate reluctant readers?

• iPads: Storia
• Raz-Kids
• Letting go of my “issues”—i.e. if Captain Underpants is what motivates them, so be it.
• Summer challenge rewards
• Let them read “easy” books, below their level, to […]

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Mind-LESS or Mind-FUL?

Hi Readers!

We are taking a short break from our independent reading series for a short meditation on mindfulness, since we all tend to feel a little crazy this time of year. Stay tuned for – Part 5: Independent Reading—The Foundation of Vocabulary Instruction from Dr. Krista Morrison.

by Dr. Yvette Nishikawa

With much more controversial matters of late hurtle-jumping to mainstream acceptance (equal marriage rights, the national healthcare initiative, and removal of the Confederate flag from government buildings) you might think the […]

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Part 4 – The Importance of Series Reading

Part IV of The Independent Reading Series
The Importance of Series Reading

Students need regular, daily exposure to texts they can read. The more they read with confidence, the more adept they become. I’ve often heard parents complain that their children are reading “fluffy” series books and that they wish they would read books of substance, or the classics. In actuality, these “fluffy” series books give students the practice they need to become more confident readers.

When I think of all of the […]

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Part 3 – Independent Means Independent—The Importance of Student Choice

Part III of The Independent Reading Series
Independent Means Independent — The Importance of Student Choice

In his article A Skill for Life, high school teacher Steve Gardiner explains that “We write learning objectives, create computerized reading programs, and schedule day-by-day instruction, but we often ignore the fact that human beings most frequently succeed at activities they enjoy.” He goes on to say, “We don’t need to spend a lot of money or design complicated programs to help students learn to enjoy […]

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