Table of Contents
Foreword Laura Robb vi
Acknowledgments viii
1 The Teacher on the Sidelines of Independent Reading 1
A Call to Change 2
Parting Ways with the Whole-Class Novel 3
Choice: A Critical Factor in Engagement 5
Texts That Spur Growth 6
How Not to Squander Independent Reading Time 6
Handing Over Responsibility to Students 7
Dovetailing Independent Reading in the Balanced Literacy Classroom 8
The Difference a Change Can Make 11
Questions for Reflection 12
2 Planning for Engagement: Coloring and Contouring Students' Expectations 13
Students' Prior Experiences 14
Shaping Students' Concept of Reader 15
Do All Readers Lug Heavy Tote Bags? Modeling the Behavior of a Reader 15
Windows on Their World: Reading Autobiographies 17
Inviting Students into the Reader's World 20
Book Talks: Plot Teaser Moments That Motivate 20
Daily Exchanges: Sustaining Engagement, Confirming Membership 22
Engaging Students Through Small-Group Sharing 23
The Difference Engagement Can Make 25
Questions for Reflection 26
3 Clever Matchmaking Between Students and Books 27
Building a Robust Classroom Library 28
Making the Classroom Library Accessible 30
Planning for Student Choice 35
Creating Excitement About Fiction 36
Launch a Shopping Spree for a Perfect Match 38
Book Talking Nonfiction 42
Book Shopping Record Sheets: Early in the Year Assessment Tools 44
The Benefit of Time Well Spent 49
Making Good Choices in the Library 49
Teaching a Readers Expectations for Books 50
Easing the Hunt for Books 51
Questions for Reflection 55
4 Direct Instruction and Routines in the Independent Reading Classroom 57
Teaching Through Minilessotis58
Breaking Down a Complex Task: Three Types of Knowledge 58
Anchoring the Lesson in Common Texts 59
Using Anchor Charts to Hold Shared Thinking 60
Anchor Charts in Action: Lesson on Inferences 61
Reading Responses That Link Instruction and Practice 64
Teaching the Routine of Supported independent Reading Time 65
The Difference Seamless Instruction Can Make 67
Questions for Reflection 67
5 Teaching Through Deskside Conferences 69
Deskside Conferences as Vehicles for Teaching 70
The Purpose and Structure of a Conference 71
Preparing for the Conference 72
Initiating the Conference 73
Focusing the Conference 74
Checking for Understanding 76
Keeping a Record of Deskside Conferences 76
The Difference a Conference Can Make 80
Questions for Reflection 82
6 Capturing the Attention of Our Disengaged Readers 83
Dealing with "Boring" Texts: The Abandonment Conference 84
Understanding What Keeps Readers Reading 86
Dealing with Distractions 88
Assessing the Comprehension of Disengaged Students 93
Using Questions to Engage Readers 96
Questioning the Author's Intent 100
Questions as a Response to Engage Readers 101
A Conference Focused on Questioning 102
Questions for Reflection 106
7 Differentiating Instruction Through Deskside Conferences 107
Today's Reality 108
Differentiating Instruction for Independent Readers 109
Delayed Readers 110
On-Level Readers 115
Gifted Readers 119
The Rewards of Supporting Independent Readers 121
Questions for Reflection 123
8 Teaching Comprehension in Fiction Texts 124
Redirecting Growing Readers 125
Story Structure: The Basis of Questions About Fiction 127
Detecting Point of View 137
Supporting Readers of Fiction 141
Questions for Reflection 142
9 Teaching Comprehension in Nonfiction Texts 143
Bridging to Informational Texts 144
Understanding the Purpose of Nonfiction Texts 145
The Power of Pictures 146
Reading Informational Texts 147
Nonfiction Conferences 148
The True Meaning of K-W-L 149
Expecting New Learning 151
Deepening Knowledge: The Basis of Questions About Nonfiction 152
Broadening the Vision of Reading 153
Questions for Reflection 153
10 Assessing Independent Readers 154
Reading Response 155
Assessing Reading Responses 158
Reading Log 161
Assessing Reading Logs 163
Final Thoughts: The Power of Change 164
Study Guide 165
References 177
