Books and Brains: Satisfying Interest, Rigor, and Foundational Reading Skills
My students need more books that will meet their needs. These books will expose my students to nonfiction and fiction, as well as help them to learn critically important sight words for beginning reader success.
Our school serves students with a range of abilities and disabilities, including intellectual disabilities, emotional disturbance, physically fragile, and specific learning disabilities.
Many of my students come from homes filled with economic hardship and trauma.
65% of our students are African American, 35% are Hispanic. We have the highest percentage of students with an Individualized education plan (IEP) in the district, and in my class alone I have 2 IEPs and 3 English Language Learners. Our classroom is humble and inviting, and contains little technology and manipulatives. I have English as a Second Language teachers and Special Education teachers visiting my room often.
Every classroom is in need of quality books that meet the expectations of the Common Core State Standards text complexity triangle as well as student need. The text complexity triangle forces teachers to provide their students with deeper, more meaningful informational and literary texts.
These books will provide my students with engaging texts for differentiated reading instruction as well as independent reading time.
Student choice is a powerful tool that can be used to motivate students to read more in the classroom. The more engaging texts the classroom library has, the more likely students will desire to pick up a book and read. The more students desire to read, the stronger their reading stamina will become, ultimately leading them to success as a reader and learner.
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