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Bibliographic Record Display

• Title:Trusting readers : powerful practices for independent reading / Jennifer Scoggin and Hannah Schneewind.
  
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• Author/Creator:Scoggin, Jennifer, author.
  
• Other Contributors/Collections:Schneewind, Hannah, author.
  
• Published/Created:Portsmouth, NH : Heinemann, [2021]
  

• Holdings

  Holdings Record Display

  • Location:EDUCATION LIBRARY stacksWhere is this?
    
  • Call Number: LB1573 .S338 2021
    
  • Number of Items:1
    
  • Status:Available
    

   
• Library of Congress Subjects:Reading (Elementary)
  Reading (Primary)
  Reading (Secondary)
  
• Description:xviii, 162 pages : color illustrations ; 24 cm
  
• Summary:Independent reading is the right of every student. It is an indispensable foundation for solid reading instruction yet, is too often viewed as a luxury. Overly prescriptive, culturally irrelevant curriculum does not provide spaces for students to develop a sense of agency as readers or for teachers to make decisions that reflect the needs of the students in front of them. When teachers trust themselves and trust their students to create reading experiences that matter, they positively impact student growth. Trusting Readers puts the independence back into independent reading-and bolsters that independence with collaboration. Jen and Hannah offer a clear definition of independent reading. Their vision of conferring supports teachers as they support young readers. They help teachers craft reading experiences for students that are centered around their engagement, instructional needs, and identities as readers. Trusting Readers is an essential and accessible guide that provides teachers with the inspiration, information, and tools needed to grow enthusiastic independent readers. Jen and Hannah outline practical steps for teachers to implement independent reading time or to enrich their current practice with multiple entry points whether you've been teaching one year or twenty. In addition, they provide a model for reading conferences that support tailored instructional choices and keep students at the center. In Part 1 of Trusting Readers, Jen and Hannah define independent reading as based on the principles of time, choice, talk, and teacher support. Each chapter keeps student independence and reading identity development at the forefront, while leading teachers through the process of setting up classroom routines that safeguard time and space for independent reading in any environment. Part 2 focuses on conferring during independent reading using The Cycle of Conferring, a framework that teachers can use to help students set meaningful reading goals that not only build their skills, but also support their growth into joyful, purposeful, engaged readers. Dig into Trusting Readers and consider new possibilities for vibrant independent reading to thrive in your classroom in visible and invisible ways. What is the best that could happen when you trust yourself, your students, and the power of independent reading?
  
• Notes:Includes bibliographical references (pages 157-162).
  
• ISBN:9780325120478
  0325120471
  
• Contents:Machine generated contents note: pt. One Trust Independent Reading
  What's Happening to Independent Reading?
  Independent Reading Redefined
  Role of Trust in Independent Reading
  Call to Action: Why the Urgency for Independent Reading Now?
  Moment for Reflection
  1. All Roads Lead to Independent Reading
  Crafting Instruction That Inspires Independent Reading
  Talk and Independent Reading
  Engagement and Independent Reading
  Trust Your Teaching
  2. Trust the Classroom
  How Inclusive Classroom Libraries Support Independent Reading
  How Book Choice Supports Independent Reading: Balancing Engagement and Accuracy
  How Classroom Routines Support Independent Reading
  How the Classroom Environment Supports Independent Reading
  Trust Your Classroom
  3. Trust the Data. Big and Small: Instructional Decision-Making
  Working in a Culture of Learning and Professional Reflection
  Big and Small Data Defined
  Small Data That Makes a Big Impact: Collecting Data on the Whole Child
  Putting Small Data Together: Learning the Story of the Whole Child
  Trust Your Data, Big and Small
  Give It a Go: Instructional Decision-Making
  pt. Two Trust Conferring
  Time + Choice + Talk + Teacher Support = Impactful Conferring
  Types of Feedback: Teacher to Student
  Types of Feedback: Student to Teacher
  Role of Trust in Conferring
  Overview of the Cycle of Conferring
  4. Trust Readers to Have a Story: The Discovery Conference
  Reading Identity Defined
  Discovery Conference: Uncovering a Student's Reading Identity
  Naming Students' Strengths
  Discovery Conference in Action: The Stories of Three Readers
  Reading Identity and Engagement
  How the Discovery Conference Impacts Independent Reading
  Give It a Go: Discovery Conferences
  5. Trust Readers to Take the Lead: The Intention Conference
  Reading Intentions
  Intention Conference: Following a Student's Lead
  Intention Conference in Action
  Reflecting on Student Intentions: Identifying Instructional Possibilities
  Independent Reading as Joyful Meaning Making
  Give It a Go: Intention Conferences
  6. Trust Readers to Do the Work: The Impact Conference
  Power of Questions
  Impact Conference: Teaching into Intentions
  Impact Conference in Action
  Trusting Feedback
  Crafting Effective Feedback
  Assessing Impact Through Student Contributions
  Implications for Independent Reading
  Give It a Go: Impact Conferences
  7. Trusting Time: You Can Do a Lot in 180 Days
  Prioritizing Independent Reading in Your Day
  Reading Inquiries to Boost Independent Reading
  Using Read-Alouds as Entry Points
  Cycle of Conferring Across the Year
  Complete Cycle of Conferring: Two Stories
  Off You Go: Final Thoughts.