Answers to Your Biggest Questions about Teaching Elementary Reading Five to Thrive 1st Edition by Christina Nosek 1071876945 9781071876947

1 HOW DO I BUILD AND MAINTAIN A READING COMMUNITY?

What Is My Own Identity as a Reader?

How Do I Get to Know My Students as Readers?

How Can I Support My Students in Building and Celebrating Their Identities as Readers?

How Can I Make Reading Relevant for My Students?

How Do I Start to Build and Maintain a Reading Community?

How Can I Set Up Conditions to Foster Authentic Student Talk and Collaboration?

How Do I Involve Families and Caregivers in Their Child’s Reading Life?

How Can I Continually Work to Make My Teaching Culturally and Linguistically Relevant?

2 HOW DO I STRUCTURE, ORGANIZE, AND PLAN MY READING INSTRUCTION?

What Are the Habits of Engaged and Joyful Readers?

What Are the Skills of Proficient Reading?

What Are Some Things to Keep in Mind About the Similarities and Differences in Fiction and Nonfiction Reading?

What Should a Reading-Centered Classroom Look and Sound Like?

How Do I Build and Organize a Classroom Library?

How Do I Support Students in Choosing Books?

How Will I Organize My Classroom Time to Ensure Students Are Reading Enough?

What Materials Will Students Need, and How Will They Be Stored?

How Do I Plan the Scope and Sequence of What to Teach for the Year?

How Will I Know What to Teach Next?

How Can I Plan to Support Students With Specialized Learning Plans?

How Can I Plan to Support All of the Different Needs of the Readers in My Class?

3 WHAT ARE THE KEY INSTRUCTIONAL PRINCIPLES TO KNOW AND USE?

What Are the Different Choices and Models I Have for Instruction?

What Are the Different Components of Balanced Literacy in Reading Instruction?

How Should I Balance Whole-Group Instruction With Small-Group and Individualized Instruction?

How Do I Deliver a Lesson to the Whole Class?

How Do I Make the Most of an Interactive Read Aloud?

How Do I Make the Most of Student Independent Reading Time?

What Are Some Different Structures for Small-Group Learning?

How Does a Reading Conference Go?

How Can I Incorporate Reading Throughout the Entire School Day?

What Are Some Special Considerations in the K–1 Classroom?

4 HOW DO I USE ASSESSMENT IN THE SERVICE OF STUDENTS?

What Is Formative Assessment in Reading Instruction?

How Do I Approach Assessment From an Asset-Based Perspective?

What Are Some Common Formative Assessment Methods?

How Do I Keep Track of My Students’ Different Strengths and Next Steps as Readers?

How Will I Know What to Assess?

How Will I Know When to Expect Mastery?

How Can I Assess if Students Are Understanding While I’m Teaching?

What Do I Do if I Feel a Student May Need Extra Support Outside of Classroom Time?

5 HOW DO I SHIFT AGENCY TO STUDENTS, ENGAGING AND EMPOWERING THEM AS READERS?

What Is Student Agency in Reading?

What Role Does Engagement Play in Agency?

What Are Different Ways I Can Provide Choice to Students?

What Are Some Ways I Can Encourage Student Feedback and Decision-Making?

What Are Some High-Impact Conditions and Activities That Promote Student Agency?

How Can I Support Students in Reflecting on Their Strengths and Next Steps as Readers?

What Are Some Ways I Can Support Students’ Authentic Response to Reading?

6 WHERE DO I GO FROM HERE?

Appendix

Appendix A. Grades K–1 Reading Interest Survey and Teacher Directions

Appendix B. Grades 2–3 Reading Interest Survey

Appendix C. Grades 4–5 Reading Interest Survey

Appendix D. Teacher Observation Survey

Appendix E. Online Sources for Learning About and Staying Informed on Children’s Literature

Appendix F. Common Questions and Concerns From Parents and Caregivers About Reading

Appendix G. Weekly Reading Instructional Plan

Appendix H: Class List With Checkboxes

Appendix I: Reading Three Goals Formative Assessment Form

Appendix J: Individual Student Assessment Form

References

Index