"What if there was a time when things slowed down? No rotations, activities, or worksheets-just you, your kids, and books. Would you take it?" -Debbie Miller and Barbara Moss We know children learn to read by reading. Is independent reading valuable enough to use precious classroom minutes on? Yes, writes Debbie Miller and Barbara Moss, but only if that time is purposeful. DEAR and SSR aren't enough. Research shows that independent reading must be accompanied by intentional instruction and conferring. Debbie and Barbara clear a path for you to take informed action that makes a big difference, with: <ul>
<li>a rationale for independent reading that's worth finding the time for</li> <li>research evidence on its effectiveness and instructional best practices</li> <li>a framework with 10 teaching tactics for starting and sustaining success.</li> </ul>
"When we set children loose day after day with no focus or support, it can lead to fake reading and disengagement," write Debbie and Barbara. "It's our job to equip children with the tools they need when we're not there." Read No More Independent Reading Without Support and find out how. About the Not This, But That Series No More Independent Reading Without Support is part of the Not This, But That series, edited by Nell K. Duke and Ellin Oliver Keene. It helps teachers examine common, ineffective classroom practices and replace them with practices supported by research and professional wisdom. In each book a practicing educator and an education researcher identify an ineffective practice; summarize what the research suggests about why; and detail research-based, proven practices to replace it and improve student learning. Read a sample chapter from No More Independent Reading Without Support.

No More Independent Reading Without Support (NOT THIS, BUT THAT)

Education & Teaching

Keene, Ellin Oliver

Miller, Debbie

Moss, Barbara

Duke, Nell K.

Schools & Teaching

Heinemann

No More Independent Reading Without Support (Print eBook Bundle)

Every Young Child a Reader: Using Marie Clay's Key Concepts for Classroom Instruction (Language and Literacy Series)

This resource will help K –2 teachers revitalize and restructure their classroom literacy instruction based on Marie Clay’s groundbreaking and transformative literacy processing theory. Clay’s theories have created literacy success for more than 2 million struggling first-grade readers in the United States and internationally through the Reading Recovery® program. This practical volume gives primary grade teachers specific suggestions for using these principles and includes rich, robust instructional examples to ensure that all children meet new and rigorous standards in all facets of literacy learning. Replete with explicit depictions of classroom practice, the book addresses the following critical aspects of K–2 literacy instruction:
<ul>
<li> Teaching foundational skills in brief skills lessons and as children learn strategic activity to read and write text.</li>
<li> Teaching for children’s fast progress in increasingly complex literacy tasks.</li>
<li> Understanding the role of complex, instructional, familiar, and easy texts in reading instruction.</li>
<li> Teaching for knowledge building, comprehension, and writing for narrative and informational text. </li>
</ul>
Reader-friendly chapters include:
<ul>
<li> Focus questions to target readers’ anticipation of topics discussed.</li>
<li> Illustrative examples of powerful teacher-student interaction.</li>
<li> Connections between Clay’s comprehensive theory of children’s literacy development, literacy standards, and children’s fast progress to literacy proficiency.</li>
</ul>

Reference

Gibson, Sharan A.

Words, Language & Grammar

Teachers' College Press

This resource will help K –2 teachers revitalize and restructure their classroom literacy instruction based on Marie Clay’s groundbreaking and transformative literacy processing theory. Clay’s theories have created literacy success for more than 2 million struggling first-grade readers in the United States and internationally through the Reading Recovery® program. This practical volume gives primary grade teachers specific suggestions for using these principles and includes rich, robust instructional examples to ensure that all children meet new and rigorous standards in all facets of literacy learning. Replete with explicit depictions of classroom practice, the book addresses the following critical aspects of K–2 literacy instruction:
<ul>
<li> Teaching foundational skills in brief skills lessons and as children learn strategic activity to read and write text.</li>
<li> Teaching for children’s fast progress in increasingly complex literacy tasks.</li>
<li> Understanding the role of complex, instructional, familiar, and easy texts in reading instruction.</li>
<li> Teaching for knowledge building, comprehension, and writing for narrative and informational text. </li>
</ul>
Reader-friendly chapters include:
<ul>
<li> Focus questions to target readers’ anticipation of topics discussed.</li>
<li> Illustrative examples of powerful teacher-student interaction.</li>
<li> Connections between Clay’s comprehensive theory of children’s literacy development, literacy standards, and children’s fast progress to literacy proficiency.</li>
</ul>

In a time when reading instruction is being marginalized and replaced with scripted reading programs, Creating Lifelong Readers Through Independent Reading gives concrete suggestions for creating independent reading programs that make a difference. In a hands-on, approachable style, authors Barbara Moss and Terrell Young show you how to effectively reestablish independent reading as a central focus in your K-6 classroom. A thorough, research-based discussion of the benefits of independent reading is combined with the following practical tools to help you fit it into a jam-packed classroom schedule: 
Tips for creating a sustainable, effective classroom library and maximizing the school library resources Helpful guidelines for teaching students to self-select appropriate reading materials Numerous suggestions for building effective independent reading time into your daily schedule even during content area instruction Lesson ideas for incorporating strategy instruction into independent reading time An extensive literature list, graphic organizers for the classroom, and reproducible handouts for parents
 Plus, insightful interviews with literacy leaders Richard Allington, Linda Gambrell, Tony Stead, Sharon Taberski, and Myra Zarnowski tie together key points about the importance of independent reading.
The International Reading Association is the world's premier organization of literacy professionals. Our titles promote reading by providing professional development to continuously advance the quality of literacy instruction and research.
 Research-based, classroom-tested, and peer-reviewed, IRA titles are among the highest quality tools that help literacy professionals do their jobs better. 
 Some of the many areas we publish in include: 
 -Comprehension -Response To Intervention/Struggling Readers -Early Literacy -Adolescent Literacy -Assessment -Literacy Coaching -Research And Policy

Creating Lifelong Readers Through Independent Reading

Young, Terrell A.

Intl Literacy Assn

Ever wonder about the best ways to help students learn the comprehension strategies of inferring, synthesizing, visualizing, questioning, and summarizing when they are reading informational texts? This collection contains 25 of the most important comprehension strategies that readers need as they learn from non-fiction texts, including textbooks, newspapers, magazines, and reference books.

25 Strategies for Guiding Readers through Informational Texts

ACADEMIC PROFESSIONAL DEVELOPMENT

In &amp; Out is a horse tale like no other. A sprawling narrative filled with romance, intrigue, and excitement, it also provides a clear-eyed and wholly realistic view of the equestrian world, offering the kind of authentic details about horses, riding techniques, and business practices that only an insider could provide. The adventures of Jericho Brandeis, full of passion, promise, and turmoil, will thrill all lovers of horses and of adventure and romance.

In & Out: Year One in the Jumping for Gold Series

Literature & Fiction

Action & Adventure

Caballito Books

The Common Core State Standards have put close reading in the spotlight as never before. While elementary school teachers are certainly willing to teach students to closely read both literary and informational text, many are wondering what, exactly, this involves. Is there a process to follow? How is close reading different from guided reading or other common literacy practices? How do you prepare students to have their ability to analyze complex texts measured by Common Core assessments? Is it even possible for students in grades K 5 to read to learn when they re only just learning to read? Literacy experts Diane Lapp, Barbara Moss, Maria Grant, and Kelly Johnson answer these questions and more as they explain how to teach young learners to be close readers and how to make close reading a habit of practice in the elementary classroom. Informed by the authors extensive field experience and enriched by dozens of real-life scenarios and downloadable tools and templates, this book explores Text complexity and how to determine if a particular text is a right for your learning purposes and your students. The process and purpose of close reading in the elementary grades, with an emphasis on its role in developing the 21st century thinking, speaking, and writing skills essential for academic communication and required by the Common Core How to plan, teach, and manage close reading sessions across the academic disciplines, including the kinds of questions to ask and the kinds of support to provide. How to assess close reading and help all students regardless of linguistic, cultural, or academic background connect deeply with what they read and derive meaning from a complex text. Equipping students with the tools and process of close reading sets them on the road to becoming analytical and critical thinkers and empowered and independent learners. In this comprehensive resource, you ll find everything you need to start their journey.

A Close Look at Close Reading: Teaching Students to Analyze Complex Texts, Grades K–5

Lapp, Diane

Grant, Maria

Johnson, Kelly

ASCD

The Common Core State Standards have put close reading in the spotlight as never before. While middle and high school teachers want and need students to connect with, analyze, and learn from both literary and informational texts, many are unsure how to foster the skills students must have in order to develop deep and nuanced understanding of complicated content. Is there a process to follow? How is close reading different from shared reading and other common literacy practices? How do you prepare students to have their ability to analyze complex texts measured by high-stakes assessments? And how do you fit close reading instruction and experiences into an already crowded curriculum? Literacy experts Barbara Moss, Diane Lapp, Maria Grant, and Kelly Johnson answer these questions and more as they explain how to teach middle and high school students to be close readers, how to make close reading a habit of practice across the content areas, and why doing so will build content knowledge. Informed by the authors extensive field experience and enriched by dozens of real-life scenarios and downloadable tools and templates, this book explores Text complexity and how to determine if a particular text is right for your learning purposes and your students. The process and purpose of close reading, with an emphasis on its role in developing the 21st century thinking, speaking, and writing skills essential for academic communication and college and career readiness. How to plan, teach, and manage close reading sessions across the academic disciplines, including the kinds of questions to ask, texts to use, and supports to provide. How to assess close reading and help all students regardless of linguistic, cultural, or academic background connect deeply with what they read and derive meaning from complex texts. Equipping students with the tools and process of close reading sets them on the road to becoming analytical and critical thinkers and empowered and independent learners. In this comprehensive resource, you ll find everything you need to start their journey.

A Close Look at Close Reading: Teaching Students to Analyze Complex Texts, Grades 6–12

Gaining the skills to critically read a wide variety of informational texts is more important than ever for today's K-12 students. This carefully crafted book offers 40 standards-based instructional activities that teachers can immediately put to use in the classroom. Clear rationales and step-by-step instructions are provided for implementing each strategy, together with helpful classroom examples and suggested texts for different grade levels. In a large-size format for easy photocopying, the book includes 44 reproducible worksheets. Purchasers get access to a Web page where they can download and print the reproducible materials. (Prior edition title: 35 Strategies for Guiding Readers through Informational Texts.) New to This Edition *Now features more strategies, including 16 that are completely new. *Explicit links throughout to the Common Core State Standards (CCSS) and other current standards. *Two additional strands of activities: Reading Closely and Discussion. *Numerous new and revised reproducible tools--all downloadable.

40 Strategies for Guiding Readers through Informational Texts

Loh-Hagan, Virginia

The Guilford Press

See the best price to sell, buy, or rent books by Moss, Barbara. BookScouter helps to compare book prices from 25+ online bookstores and 30+ buyback vendors with a single search.

Books by Moss, Barbara

See the best price to sell, buy, or rent books by Moss, Barbara. BookScouter helps to compare book prices from 25+ online bookstores and 30+ buyback vendors with a single search.

No More Independent Reading Without Support (NOT THIS, BUT THAT)

No More Independent Reading Without Support (Print eBook Bundle)

Every Young Child a Reader: Using Marie Clay's Key Concepts for Classroom Instruction (Language and Literacy Series)

Every Young Child a Reader: Using Marie Clay's Key Concepts for Classroom Instruction (Language and Literacy Series)

Creating Lifelong Readers Through Independent Reading

25 Strategies for Guiding Readers through Informational Texts

In & Out: Year One in the Jumping for Gold Series

A Close Look at Close Reading: Teaching Students to Analyze Complex Texts, Grades K–5

A Close Look at Close Reading: Teaching Students to Analyze Complex Texts, Grades 6–12

40 Strategies for Guiding Readers through Informational Texts