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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.

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.

Helping Students Find Their Own Mentor Texts

Franki Sibberson helps her students learn how to evaluation and discover their own mentor texts in her grades 3 and 4 literacy workshops.

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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.

Second-Grade Team Meeting: Helping Students Choose Books Independently

In this five-minute excerpt from a second-grade team meeting, Principal Karen Szymusiak sits in on a discussion of the challenges of helping young readers learn to pick appropriate books independently.

Supporting Thoughtful Book Choice

In this video filmed in the spring, Franki Sibberson helps her 3rd and 4th grade students think through what books they might select for independent reading.

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