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I teach struggling primary students in a suburban area of Chicago. This year I have put an immense effort into building a rich, vibrant, and engaging reading environment. In an effort to get my students to read at home, I have created a classroom checkout system for students to bring home books. These books are "good fit" or "just right" for each student's reading level. Since my students are struggling readers, they read emergent and beginning level texts. I am realizing the deficits in my library with the new Common Core standards dictating 50% of texts to be read as informational vs. literary for primary students. Informational and non-fiction texts are so important because they are the texts of our adult world. In our day to day jobs we are reading informational texts. I desperately want to successfully prepare my students for the rest of their careers reading primarily informational texts.

About my class

I teach struggling primary students in a suburban area of Chicago. This year I have put an immense effort into building a rich, vibrant, and engaging reading environment. In an effort to get my students to read at home, I have created a classroom checkout system for students to bring home books. These books are "good fit" or "just right" for each student's reading level. Since my students are struggling readers, they read emergent and beginning level texts. I am realizing the deficits in my library with the new Common Core standards dictating 50% of texts to be read as informational vs. literary for primary students. Informational and non-fiction texts are so important because they are the texts of our adult world. In our day to day jobs we are reading informational texts. I desperately want to successfully prepare my students for the rest of their careers reading primarily informational texts.

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About my class

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