“Whole-class reading instruction has the power to harness the collective knowledge of the reading community that will foster independent readers and thinkers as they move through their literate lives.” What is the true purpose of whole-group reading instruction? Is it possible to teach standards and skills while also creating a community in which students are free to bring their whole selves into the work of reading? And how do we make this vision an everyday reality in our grades 3-6 classrooms? Elementary educators Lynsey Burkins and Franki Sibberson answer these questions and more in In Community With Readers: Transforming Reading Instruction with Read-Alouds and Minilessons. Burkins and Sibberson invite us into their classrooms as they redesign read-alouds and minilessons to support readers in whole-group reading instruction. Inside this book you’ll find: ● Ideas for co-creating a community aligned to standards and grounded in readers’ identity, independence, and agency ● A day-by-day look into what read-alouds and minilessons look like across a reading unit ● Practical and meaningful routines for helping students co-construct an understanding of the standards, the books they read, and one another’s ideas ● Planning and note-taking templates designed to center both the standards we teach and the ideas our students bring to these standards ● An illustrated step-by-step guide to the first eight weeks of whole-group reading instruction In this book, Burkins and Sibberson push back on the idea that whole-group reading instruction must be teacher-centered skill and drill, and instead offer us a way to create a truly meaningful whole-group reading community.

This nonfiction title walks readers through a changing neighborhood using eye-catching photos with a tight text-to-photo match. Pairs with the fiction title Grandpa's Photos.

"Joining a Community of Readers" offers a thematic approach to reading. High-interest readings on contemporary topics engage readers and help them build schema. The text maintains a constant focus on key skills while providing ample practice through pre-reading, active reading, and post-reading activities. Vocabulary skills, collaborative opportunities, and ESL help are also featured. For those interested in improving reading skills.

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.

Organized around high-interest contemporary themes, A Community of Readers: A Thematic Approach to Reading, Third Edition, presents college reading skills in the context of real-life issues relevant to students' communities-in the classroom, in the neighborhood, in the nation, and in the world. The authors use a unique pedagogical system called PRO (P-repare to Read, R-ead Actively and Reflect, and O-rganize to learn) that is introduced in the first chapter and then reinforced in every chapter opening and chapter review, giving students a concrete learning device to follow. Each chapter also introduces a key reading skill (main idea, vocabulary, inference); all readings in that chapter center on the same theme. This thematic organization helps students develop schema while improving their reading skills. The third edition emphasizes both the basic reading skills and higher level, critical reading skills: examining fact and opinion, understanding bias, and thinking critically.

textformat=02> Organized around high-interest contemporary themes, A Community of Readers, 2/e presents reading and study skills in the context of real-life issues. The authors use a unique pedagogical system called PRO (P-Prepare to Read, R-Read Actively and Reflect, and

This ex post facto study was used to compare community college transcripts of African American students who participated in a developmental reading course at a multi-campus, urban community college and those who declined to participate in the developmental reading program. The study examined 513 records to determine if participation in a developmental reading course in a community college improved achievement and persistence for African American college students. Results discuss the positive relationship of overall and third semester achievement to enrollment in a developmental reading course as shown in the student QPA. Neither enrollment in a developmental reading course nor reading level was related to persistence as measured by the number of semesters enrolled in college.