Nearly all students from low‑income households
Data about students' economic need comes from the National Center for Education Statistics, via our partners at MDR Education.
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Having this wide variety of leveled chapter books in my classroom library will allow my students to access reading at their independent levels and allow me to run guided reading groups at their instructional levels. During these reading groups students will be introduced to narrative structure, reading comprehension skills, and literary elements and devices.
At our school we are promoting comprehension at instructional reading levels and having students answer text dependent questions that require citing evidence and providing reasoning. In order to accomplish this successfully, I need quality chapter books at different levels to provide for my wide range of readers.
Through teacher modeling, students will also learn the skills needed to participate "book talk" run by the student. After reading an assigned chapter independently, students will gather together with a focus question that needs to be discussed. After the discussion students will be asked to write a response to the focus question using evidence and reasoning.
About my class
Having this wide variety of leveled chapter books in my classroom library will allow my students to access reading at their independent levels and allow me to run guided reading groups at their instructional levels. During these reading groups students will be introduced to narrative structure, reading comprehension skills, and literary elements and devices.
At our school we are promoting comprehension at instructional reading levels and having students answer text dependent questions that require citing evidence and providing reasoning. In order to accomplish this successfully, I need quality chapter books at different levels to provide for my wide range of readers.
Through teacher modeling, students will also learn the skills needed to participate "book talk" run by the student. After reading an assigned chapter independently, students will gather together with a focus question that needs to be discussed. After the discussion students will be asked to write a response to the focus question using evidence and reasoning.