Towards a Better Independent Reading Program by Christine McCartney
It had honestly never occurred to me.
“You mean they actually stare blankly at a page in a book and periodically flip the page to stare at another? They would do that. . .even with a self-selected text? They actually prefer that to reading?. . .”
The questions kept coming (and still do) when I think back to that sunny June afternoon when my co-teacher, Evelyn Pine, dropped those two words on me: faking reading.
It was the first year of our Independent Reading Program and I was just about ready to congratulate us on a job well done. How had this escaped me? We immediately took the blame upon ourselves. Were we not doing enough to hold the students accountable? Were we not modeling enough? What had we done wrong?
It wasn’t for lack of preparation. We had done all the background reading, but that wasn’t making…
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