Term
|
Definition
| Students’ selecting their own material to read for their own purposes. These purposes may include pleasure, information, insight—whatever motivates those who love reading to pick up a book. |
|
|
Term
|
Definition
| Michael Pressley and his colleagues looked at effective teachers they reached the conclusion that about two-thirds of a child’s day should be spent reading and writing real texts. This means that students should be reading somewhere between 30 to 40 minutes a day, with some of this time reserved for independent reading instead of guided reading. |
|
|
Term
|
Definition
| Response is crucial to the construction of the literary experience. |
|
|
Term
|
Definition
| Are groups of students who come together to discuss a text they have all chosen to read. Before meeting in the discussion group, students read silently and develop responses they plan to share with their group. The response format is typically structured so that each student takes on a specific role during the discussion. |
|
|
Term
| Book Club and Book Club Plus |
|
Definition
| Are both the result of a collaborative effort involving university-based and school-based educators |
|
|
Term
|
Definition
| Stresses the importance of the teacher’s demonstrating and endorsing the value of reading by discussing books that he has read and what reading means to him, teaching strategies that will help students become independent readers, giving students time to read, responding to students’ responses to what they read, and giving students opportunities to share their responses to what they read with others. |
|
|
