Building Classroom Reading Communities
Download Building Classroom Reading Communities PDF/ePub or read online books in Mobi eBooks. Click Download or Read Online button to get Building Classroom Reading Communities book now. This website allows unlimited access to, at the time of writing, more than 1.5 million titles, including hundreds of thousands of titles in various foreign languages.
Building Classroom Communities
Create a unified, caring classroom in which all students love to learn and feel a sense of belonging. Developed from the author’s experience, this resource helps you create an emotionally safe environment, teach empathy as a primary skill, and much more.
Building Classroom Reading Communities
This title presents a successful approach for motivating students as individual readers while encouraging peer-to-peer learning. By showing how to use retrospective miscue analysis (RMA) and socratic circles together, the authors help teachers create a sense of community in the classroom and promote achievement for every student.
Building Communities of Engaged Readers
Reading for pleasure urgently requires a higher profile to raise attainment and increase children’s engagement as self-motivated and socially interactive readers. Building Communities of Engaged Readers highlights the concept of ‘Reading Teachers’ who are not only knowledgeable about texts for children, but are aware of their own reading identities and prepared to share their enthusiasm and understanding of what being a reader means. Sharing the processes of reading with young readers is an innovative approach to developing new generations of readers. Examining the interplay between the ‘will and the skill’ to read, the book distinctively details a reading for pleasure pedagogy and demonstrates that reader engagement is strongly influenced by relationships between children, teachers, families and communities. Importantly it provides compelling evidence that reciprocal reading communities in school encompass: a shared concept of what it means to be a reader in the 21st century; considerable teacher and child knowledge of children’s literature and other texts; pedagogic practices which acknowledge and develop diverse reader identities; spontaneous ‘inside-text talk’ on the part of all members; a shift in the focus of control and new social spaces that encourage choice and children’s rights as readers. Written by experts in the literacy field and illustrated throughout with examples from the project schools, it is essential reading for all those concerned with improving young people’s enjoyment of and attainment in reading.