# data[].attributes.body
I feel the power of the read aloud is important for this. Having a variety of different books at different levels, but for mentor texts, I often will do a read aloud to help those students.

# data[].attributes.body
... you begin to see profiles of readers and categories of challenges...

# data[].attributes.body
"Difficulty of the task must be controlled enough that the learner can be successful. This is nowhere more important than for students who struggle" (21).

# data[].attributes.body
I always find it challenging to steer lower/ reluctant readers away from the giant, popular tomes towards something more in their ZPD. How do you best deal with this?

# data[].attributes.body
The biggest skill people are missing aka our students is the ability to communicate both written and oral.

# data[].attributes.headline
The key element in Vygotsky's theory of learning is that "all higher functions originate as actual relationships between individuals".

# data[].attributes.subject
The key element in Vygotsky's theory of learning is that "all higher functions originate as actual relationships between individuals".

# data[].attributes.body
Since even as adults we avoid reading texts where we can't read with 99.5% accuracy (21), and children are no different. How do we help these already reluctant readers when the books in our classrooms may be too advanced? Or even the stories we read as practice in class is too difficult to comprehend?

# data[].attributes.body
Feedback, peer discussions, and opportunities to reason will elevate our readers' thinking and reading skills.

# data[].attributes.body
---> "Teaching reading is teaching thinking" (25)
---> "Talking and writing both provide concrete, visible ways for learners to do the thinking work that later becomes internalized and invisible" (25).

# data[].attributes.headline
Best way to move students up levels of text complexity?

# data[].attributes.subject
Best way to move students up levels of text complexity?

# data[].attributes.headline
How much time do you give students to read in class?

# data[].attributes.subject
How much time do you give students to read in class?

# data[].attributes.headline
pg 27-28 talks about involving students in the assessment - how do we get students to engage HONESTLY with assessing their reading?

# data[].attributes.subject
pg 27-28 talks about involving students in the assessment - how do we get students to engage HONESTLY with assessing their reading?

# data[].attributes.body
That research shows that students should be given time to read and that the one study that people use was not a comprehensive study

# data[].attributes.headline
When you teach reading, you are teaching a skill;--like driving a car.  And when anyone teaches a skill, the learner needs to be doing the thing.  p19

# data[].attributes.subject
When you teach reading, you are teaching a skill;--like driving a car.  And when anyone teaches a skill, the learner needs to be doing the thing.  p19

# data[].attributes.body
Yes! Also stamina is critically important skill that reading for 20 minutes a day develops, and nothing can replace that time of actual reading.

# data[].attributes.body
Given time to read throughout the day

# data[].attributes.body
Students need time to read... It's not a waste of instructional time. There needs to be a balance between explicit instruction, reading practice and assessment.

# data[].attributes.body
"You don't learn to drive by taking a car apart and studying every tiny screw and cog that goes into making the car. You need to practice driving." Wiggins

# data[].attributes.headline
"Most kids by this age read nonfiction two levels below the level they read fiction" (p. 22).  I hope this is a consideration in the new Social Studies adoption.

# data[].attributes.subject
"Most kids by this age read nonfiction two levels below the level they read fiction" (p. 22).  I hope this is a consideration in the new Social Studies adoption.

# data[].attributes.headline
"meta-analysis of 180 intervention students showed that for learning-disabled students, one of the three conditions that alIow for achievement is that the difficulty level of the task must be controlled enough that the learner can be successful" --Made me think about the Sped kids in my non-ELA kids who just can't seem to get through the reading handouts.  I wish there was a way to get these at a more appropriate level for them (without rewriting every one). I feel like there are a lot of options in my ELA class, but not in this one. 

# data[].attributes.subject
"meta-analysis of 180 intervention students showed that for learning-disabled students, one of the three conditions that alIow for achievement is that the difficulty level of the task must be controlled enough that the learner can be successful" --Made me think about the Sped kids in my non-ELA kids who just can't seem to get through the reading handouts.  I wish there was a way to get these at a more appropriate level for them (without rewriting every one). I feel like there are a lot of options in my ELA class, but not in this one. 

# data[].attributes.body
"No one ever asks the coach why his players are practicing on the field, and no one asks the music teacher why students are playing instruments during practice times"

# data[].attributes.body
The fact that students experience and read non-fiction texts sparingly in the curriculum...especially during elementary (4 mins a day).