Reading Better, Reading Smarter
Deborah Appleman and Michael Graves combine the theory and research behind the Scaffolded Reading Experience (SRE) to create this very practical guide showing preservice and inservice teachers how to use this flexible approach to ensuring that each and every student can read, learn from, and enjoy each and every text he or she reads.
By considering the text, their students, and the purpose of the lesson, teachers will be able create appropriate scaffolding for each reading experience their students face.
Reading Better, Reading Smarter
Deborah Appleman and Michael Graves combine the theory and research behind the Scaffolded Reading Experience (SRE) to create this very practical guide showing preservice and inservice teachers how to use this flexible approach to ensuring that each and every student can read, learn from, and enjoy each and every text he or she reads.
By considering the text, their students, and the purpose of the lesson, teachers will be able create appropriate scaffolding for each reading experience their students face.
Book Details
- Paperback: 144 pages
- Publisher: Heinemann (November 7, 2011)
- Language: English
- ISBN-10: 0325042403
- ISBN-13: 978-0325042404
I was prompted to purchase Reading Better, Reading Smarter by the recent attention that the Common Core Standards are getting in our district and by the even greater attention that seems inevitable in the future. I'm really glad I did. It is clear that all of my students are going to be faced with more difficult texts in the future and that some of my students will be faced with much more difficult texts. The SRE approach described in this book gives me the tools to meet that challenge. It's not that I was unaware of many of the activities that can make up an SRE. As a seasoned teacher, I certainly was aware of many of them. But I wasn't aware of all of them. And I haven't seem them put together in a way that makes so clear the linkages between pre-, during- and post-reading activities, on the one hand, and my students, the texts they are reading, and what I want them to glean from the texts, on the other. Nor have I as often as I will need to in the future considered and used differentiated SREs, different combinations of pre-, during-, and post-reading activities for students of varying ability who are reading the same text. Working with the ideas in this book is going to enrich my teaching, and more importantly it is going to improve my students' learning.