In this study, we explore a more inclusive operationalization of an academic-language proficiency construct, core academic-language skills (CALS). Dig into Trusting Readers and consider new possibilities for vibrant independent reading to thrive in your classroom in visible and invisible ways.Despite a long-standing awareness of academic language as a pedagogically relevant research area, the construct of academic-language proficiency, understood as a more comprehensive set of skills than just academic vocabulary, has remained vaguely specified.
Part 2 focuses on conferring during independent reading using The Cycle of Conferring, a framework that teachers can use to help students set meaningful reading goals that not only build their skills, but also support their growth into joyful, purposeful, engaged readers. Each chapter keeps student independence and reading identity development at the forefront, while leading teachers through the process of setting up classroom routines that safeguard time and space for independent reading in any environment. In Part 1 of Trusting Readers, Jen and Hannah define independent reading as based on the principles of time, choice, talk, and teacher support. In addition, they provide a model for reading conferences that support tailored instructional choices and keep students at the center.
Jen and Hannah outline practical steps for teachers to implement independent reading time or to enrich their current practice with multiple entry points whether you've been teaching one year or twenty. Trusting Readers is an essential and accessible guide that provides teachers with the inspiration, information, and tools needed to grow enthusiastic independent readers. They help teachers craft reading experiences for students that are centered around their engagement, instructional needs, and identities as readers. Their vision of conferring supports teachers as they support young readers. Jen and Hannah offer a clear definition of independent reading. Trusting Readers puts the independence back into independent reading-and bolsters that independence with collaboration. When teachers trust themselves and trust their students to create reading experiences that matter, they positively impact student growth.
Overly prescriptive, culturally irrelevant curriculum does not provide spaces for students to develop a sense of agency as readers or for teachers to make decisions that reflect the needs of the students in front of them. It is an indispensable foundation for solid reading instruction yet, is too often viewed as a luxury. Independent reading is the right of every student.
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