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Still Learning to Read: Teaching Students in Grades 3-6
The saying goes that "children learn to read in grades K–2, and read to learn in grades 3 and up." However, teachers in grades 3 through 6 are discovering this conventional wisdom is wrong—their students have to deal with an increasingly sophisticated range of texts that require additional reading skills. Upper elementary teachers face the difficult task of trying to offer appropriate reading instruction just as many of their students have their first experiences with textbooks, high stakes exams, and complex reading in new genres.
In Still Learning to Read, Franki Sibberson and Karen Szymusiak provide guidance on how to devote more time to reading instruction, without neglecting the content demands of the curriculum. Because they work daily with students, the authors share a teacher's perspective on building reading instruction into the packed school day, and matching instruction and texts to the specific needs of older readers. The book presents many sample lessons, descriptions of classroom routines, and stories taken from the heart of the authors' reading workshops. Teachers will be inspired and reassured that reading in the upper elementary grades can be purposeful, thoughtful, and effective. Included are:
Planning forms for whole class, small group and individual instruction;
Assessment and conference strategies;
Detailed descriptions of how to use readers' notebooks flexibly;
Sample lessons for specific skills instruction;
Annotated bibliographies of children's books to use in lesson design;
Activities to extend and deepen read aloud and whole group conversations;
Tips for designing lessons using nonfiction texts and student magazines;
Ways to organize the classroom and library to promote student independence;
Alternatives to levels for matching students, books and skills instruction.
Are students in grades 3–6 still learning to read? You bet! And teachers who are still learning how to balance reading instruction with the other instructional priorities at this level will find a wealth of helpful ideas in this book.
In Still Learning to Read, Franki Sibberson and Karen Szymusiak provide guidance on how to devote more time to reading instruction, without neglecting the content demands of the curriculum. Because they work daily with students, the authors share a teacher's perspective on building reading instruction into the packed school day, and matching instruction and texts to the specific needs of older readers. The book presents many sample lessons, descriptions of classroom routines, and stories taken from the heart of the authors' reading workshops. Teachers will be inspired and reassured that reading in the upper elementary grades can be purposeful, thoughtful, and effective. Included are:
Planning forms for whole class, small group and individual instruction;
Assessment and conference strategies;
Detailed descriptions of how to use readers' notebooks flexibly;
Sample lessons for specific skills instruction;
Annotated bibliographies of children's books to use in lesson design;
Activities to extend and deepen read aloud and whole group conversations;
Tips for designing lessons using nonfiction texts and student magazines;
Ways to organize the classroom and library to promote student independence;
Alternatives to levels for matching students, books and skills instruction.
Are students in grades 3–6 still learning to read? You bet! And teachers who are still learning how to balance reading instruction with the other instructional priorities at this level will find a wealth of helpful ideas in this book.
168 pages, Paperback
First published January 1, 2003
8 people are currently reading
91 people want to read
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Displaying 1 - 15 of 15 reviews
August 9, 2008
I have to say that I was a little taken aback when I started this. That is, when my boss handed this to me a while back before school was out for this summer, I was lead to believe that its focus – or purpose, for that matter – was on students who were still stuck learning how to read. You know, as if they were having difficulties that left them behind wallowing in the dust of their peers more rapid acceleration. Boy, was I wrong. But that turned out to be a good thing.
Having just recently completed their earlier work, Beyond Leveled Books: Supporting Transitional Readers Grades 3-5, I was reminded that all intermediate students – no matter how accomplished -- are still learning to read. They can decode, sure. (Or most, at any rate.) But the challenges and needs for growth come from the cognitive demand when narratives and texts become more complex – in content, vocabulary, or developmental-appropriateness.
The bulk of this book centers on developing a sustaining classroom in which students are reading books – not dull basal readers -- year-round. It starts with a well-stocked and organized classroom library, thoughtful instruction centered on thinking strategies, conversations (both oral and in writing) about what we’re reading, developing stamina to tackle harder texts over time, supporting thinking using text evidence, and creating young readers who have tastes and preferences that will sustain them for life.
None of these are exactly revolutionary ideas in education, but Szymusiak & Sibberson’s well-outlined plan makes this book a must-read for any reading teacher to review before the school doors open in the fall.
Having just recently completed their earlier work, Beyond Leveled Books: Supporting Transitional Readers Grades 3-5, I was reminded that all intermediate students – no matter how accomplished -- are still learning to read. They can decode, sure. (Or most, at any rate.) But the challenges and needs for growth come from the cognitive demand when narratives and texts become more complex – in content, vocabulary, or developmental-appropriateness.
The bulk of this book centers on developing a sustaining classroom in which students are reading books – not dull basal readers -- year-round. It starts with a well-stocked and organized classroom library, thoughtful instruction centered on thinking strategies, conversations (both oral and in writing) about what we’re reading, developing stamina to tackle harder texts over time, supporting thinking using text evidence, and creating young readers who have tastes and preferences that will sustain them for life.
None of these are exactly revolutionary ideas in education, but Szymusiak & Sibberson’s well-outlined plan makes this book a must-read for any reading teacher to review before the school doors open in the fall.
August 22, 2015
For the past four years, since discovering it, Still Learning to Read has been my touchstone text for setting up my reader's workshop structures each year. I am particularly grateful for two pieces: the lists of mentor text titles and the specificity around reader's notebooks. Thanks to Still Learning to Read, I have returned to the practice of keeping my own reader's notebook. Not only has it been an engaging model for my students, it has also been an indispensable source of authentic topics for focus lessons. Stepping up the quality of my own reflections on reading has helped me guide readers more effectively in the classroom.
August 13, 2016
Loved it. Can't believe I missed the first edition, but this upcoming second edition was outstanding. So excited and motivated to start the new year! Will be sharing this with my staff!
May 31, 2011
Great quick read. My big take aways are that I need to remember my fourth graders have only been reading for a few years and they still have plenty to learn about the art of reading. I loved the idea of having readers from the community come in and talk about their lives as readers. Looking forward to trying that next year.
August 12, 2016
Great book. Filled with ideas and lesson that you can use in your classroom. I was so thankful that the lessons and ideas presented will meet my districts standards but still allow kids to read.
June 15, 2016
This is one of the best books I've read related to some of the more advanced skills that my students use AND logical ways to create a reading friendly classroom. I particularly loved the line about getting over the notion that all students must be in a group just to be in a group.
October 7, 2018
So many great ideas and full of information on how to teach reading in intermediate grades. However, there are so many great ideas - it's a bit overwhelming as their are so many different things the author does to teach reading in her classroom.
Currently reading
September 9, 2009This book has been ordered for the 2009-10 school year for our work in Reader's Workshop.
February 24, 2017
New thinking on intermediate reading acquisition. Excellent resources and graphics that will assist many teachers.
Want to read
June 17, 2011one more reread
December 9, 2011
This book was really helpful at the beginning of the school year to reinvigorate my LA program. It's a slightly different approach than I've taken before and it jump-started reading in my room!
April 29, 2015
Lots of good lessons to scaffold comprehension for kids. Especially liked the lessons on providing evidence from text to support thinking.
December 28, 2016
Very good! Inspired to improve my literature block!
February 21, 2017
An excellent resource for all elementary teachers. Practical advice with specific examples. A great addition to any professional book collection.
March 13, 2018
Reread this new version of this important book. Fresh thinking of integrating tech, aligning read aloud, planning across the year. A book you’ll revisit.
Displaying 1 - 15 of 15 reviews