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Extra info for Are they really reading?: expanding SSR in the middle grades
The teacher models by also reading silently. 3. The entire class, school, or department participates. 4. No records or reports are kept. 5. Students select one piece of reading material to read for the entire daily allotted time. 6. A timer is set for uninterrupted reading time. (2001) Self-selected reading, most currently researched by Patricia Cunningham, Dorothy Hall, and Cheryl Sigmon in A Teacher’s Guide to the Four Blocks: A Multimethod, Multilevel Framework for Grades 1–3, is different in that it includes accountability on the part of the student and teacher.
To learn how to do this effectively, one must practice persistently. The coach can show the player the basic steps of shooting a free throw, but the player then has to practice, independently and often. I pointed out that reading and writing are no different. The students needed to practice constantly. After this reasonable example, they agreed to give SSW a try. ” I thought of the read aloud as being like candy—the kids loved it, but it seemed not so good for them—like time away from what we should have been doing.
Do the stories have meaning and relevance for your particular students? I once mistakenly recommended Where the Red Fern Grows to a small group of sixth-grade students in Florida. Although this is a fantastic story (and a real tearjerker for me) my students that year hated it. The entire time they were reading it, they were asking me questions such as, “Why does he have to walk all the way to the other town? Why doesn’t he hitchhike? What kind of dumb dog is a coonhound, anyway? People don’t hunt anymore, do they?