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Selecting the Right Book

Selecting the Right Book. Allington (2006, p. 62). One size fits all is “anti-scientific”. One size does not fit all. What Really Matters for Struggling Readers. Kids Need to Read a Lot Kids Need Books They Can Read Kids Need to Learn to Read Fluently

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Selecting the Right Book

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  1. Selecting the Right Book

  2. Allington (2006, p. 62) One size fits all is “anti-scientific” One size does not fit all.

  3. What Really Matters for Struggling Readers • Kids Need to Read a Lot • Kids Need Books They Can Read • Kids Need to Learn to Read Fluently • Kids Need to Develop Thoughtful Literacy • Recommended Reading: Allington, R. L. (2006). What really matters for struggling readers. Boston: Allyn & Bacon.

  4. So many books – so little time! • So how do you select the RIGHT BOOK for your UM Star? • Let’s think – what is our purpose?

  5. Start with Independent Reading Level

  6. What do we already know about levels of reading material for children? • Basal readers • Readability formulas Fry Raygor Dale-Chall Spache Flesch-Kincaid* • Text friendliness

  7. The Impact of Reading Recovery • Marie Clay • New Zealand • 24 levels of complexity • Irene Fountas and Gay Sue Pinnell (Guided Reading) – 26 levels A-Z

  8. Additional Leveling Systems • http://www.americanreading.com/leveling/alignment/

  9. More • American Book Company – colors • Lexile Levels (Degrees of Reading Power) – 200L-1300L • Fountas & Pinnell (Guided Reading) – A-Z • Developmental Reading Assessment (DRA) – 2-80

  10. Still Others • Rigby Reads: 1-1 thru 1-7; 2-1 thru 2-4; 3-1 thru 3-3; 4-1 thru 4-3; 5-1 thru 5-3 • Accelerated Reader (Advantage Learning Systems) – STAR Reading Assessment – matches students to over 22,000 tradebooks

  11. Calm Down and Use Your Own Ideas Based on: • Student interest • Your interests • Observations while reading • Whatever leveling data you have • Talking with your fellow tutors

  12. Scholastic Teacher Book Wizard http://bookwizard.scholastic.com/tbw/homePage.do

  13. The Three-finger Rule

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