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Mrs. Russey's Classroom

  • Lewis Lemon Elementary School
  • Rockford, IL
  • 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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Reading aloud to students of all ages is a vital part of any good reading program. It's enjoyable, stimulates interest, imagination and language, and exposes students to the joys of reading. I recently purchased a teacher created reading resource, as a supplement to my district's current reading program, that focuses on reading comprehension, vocabulary, and grammar skills, and I need the recommended books to go along with the program. Reading aloud from the best of children’s literature should be a daily part of every classroom program at all levels. Listening to a story told or read aloud well is a captivating experience. With these new books, I will be able to offer my students more opportunities to hear stories that they will remember and want to read themselves, in the future. If we are to empower students as readers of all the texts in their world, we must ensure they have ample opportunity to listen to and reflect upon the broadest possible range of text types. — Linda Hoyt, Author of the Interactive Read-Alouds: Linking Standards, Fluency, and Comprehension series (Heinemann)

About my class

Reading aloud to students of all ages is a vital part of any good reading program. It's enjoyable, stimulates interest, imagination and language, and exposes students to the joys of reading. I recently purchased a teacher created reading resource, as a supplement to my district's current reading program, that focuses on reading comprehension, vocabulary, and grammar skills, and I need the recommended books to go along with the program. Reading aloud from the best of children’s literature should be a daily part of every classroom program at all levels. Listening to a story told or read aloud well is a captivating experience. With these new books, I will be able to offer my students more opportunities to hear stories that they will remember and want to read themselves, in the future. If we are to empower students as readers of all the texts in their world, we must ensure they have ample opportunity to listen to and reflect upon the broadest possible range of text types. — Linda Hoyt, Author of the Interactive Read-Alouds: Linking Standards, Fluency, and Comprehension series (Heinemann)

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