A5: I wonder about how to do this with 2nd graders. You could have them list things that are important like accepting everyone. I think they are old enough to understand the importance of representation. Then allow them to find examples of this in books. #qesreadstextsandreaders
A4: I like the idea of using these examples with students. They would be able to see what types of answers we are looking for and why. I find kids are usually pretty receptive to seeing real-life examples. It helps me visualize appropriate expectations. #qesreadstextsandreaders
A3: I bookmarked these pages because I knew they'd be useful. I believe it's a quick way to understand if the student can understand and convey key information about the book. I plan to have these pages with me during conferences. #qesreadstextsandreaders
A2: I know when I read aloud series books all my kids wanted to read them on their own too. Even the ones who they were was technically too difficult for, but they were so excited and interested in them. #qesreadstextsandreaders
A2: If students have a lot of background knowledge about a subject they may be able to enjoy higher level books. They may also be able to do this when reading with clubs. Each situation is unique. #qesreadstextsandreaders
A1: A1: I made a lot of notes concerning engagement. It's true that before the other goals can be met students have to be engaged. I would start by making sure students are engaged and if they aren't engaged to figure out the cause. #qesreadstextsandreaders