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Is “Just Right” Still Just Right?: Helping Children Select Appropriate Books

Clare Landrigan and Tammy Mulligan consider how the incredibly useful and widely accepted “just right” term can sometimes limit how students think about book selection and their identities as readers. This essay includes sample lessons to help expand the ways young readers think about and discuss their reading preferences.

Wide Open Spaces: Learning from “Not-Just-Right” Books

When is it okay for a child to read a "not-just-right" book, especially one with themes that might be a bit sophisticated or of questionable taste? Andrea Smith confronts this issue as a parent, and thinks through what it might mean for her teaching.

Just-Right Poetry and Individualizing Instruction

Shari Frost describes how a sixth-grade teacher provides a range of poetry options to meet the needs of all students.

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Helping Young Readers Become Independent: The “Next-Read” Stack and Peer Groups

Franki Sibberson explains how "next-read" stack conferences work in her grades 3-4 classroom.

Book Choice Conference in Kindergarten

Mandy Robek has a book choice conference with Drew. This is the first installment in her kindergarten conferring series.
 

Building Stamina and Book Choice Skills

Franki Sibberson continues a discussion with a small group of students who often abandon books. This is the second installment in a two-part video series.

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