MARC details
| 000 -LEADER |
|---|
| fixed length control field |
03959cam a2200337 i 4500 |
| 001 - CONTROL NUMBER |
|---|
| control field |
21921933 |
| 005 - DATE AND TIME OF LATEST TRANSACTION |
|---|
| control field |
20240118144652.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
|---|
| fixed length control field |
210302s2021 nhua b 000 0 eng d |
| 010 ## - LIBRARY OF CONGRESS CONTROL NUMBER |
|---|
| LC control number |
2021934230 |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
|---|
| International Standard Book Number |
0325120471 |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
|---|
| International Standard Book Number |
9780325120478 |
| 035 ## - SYSTEM CONTROL NUMBER |
|---|
| System control number |
(OCoLC)on1252414846 |
| 040 ## - CATALOGING SOURCE |
|---|
| Original cataloging agency |
YDX |
| Language of cataloging |
eng |
| Transcribing agency |
YDX |
| Description conventions |
rda |
| Modifying agency |
TXI |
| -- |
OCLCO |
| -- |
OCLCF |
| -- |
HUA |
| -- |
BDX |
| -- |
UNL |
| -- |
OCLCO |
| -- |
CNTAB |
| -- |
DLC |
| -- |
MiTN |
| 042 ## - AUTHENTICATION CODE |
|---|
| Authentication code |
lccopycat |
| 050 00 - LIBRARY OF CONGRESS CALL NUMBER |
|---|
| Classification number |
LB1573 |
| Item number |
.S338 2021 |
| 082 04 - DEWEY DECIMAL CLASSIFICATION NUMBER |
|---|
| Classification number |
372.4 |
| Edition number |
23 |
| 100 1# - MAIN ENTRY--PERSONAL NAME |
|---|
| Personal name |
Scoggin, Jennifer, |
| 245 10 - TITLE STATEMENT |
|---|
| Title |
Trusting readers : |
| Remainder of title |
powerful practices for independent reading / |
| Statement of responsibility, etc. |
Jennifer Scoggin and Hannah Schneewind. |
| 264 #1 - PRODUCTION, PUBLICATION, DISTRIBUTION, MANUFACTURE, AND COPYRIGHT NOTICE |
|---|
| Place of production, publication, distribution, manufacture |
Portsmouth, NH : |
| Name of producer, publisher, distributor, manufacturer |
Heinemann, |
| Date of production, publication, distribution, manufacture, or copyright notice |
[2021] |
| 300 ## - PHYSICAL DESCRIPTION |
|---|
| Extent |
xviii, 162 pages : |
| Other physical details |
color illustrations ; |
| Dimensions |
24 cm |
| 336 ## - CONTENT TYPE |
|---|
| Content type term |
text |
| Content type code |
txt |
| Source |
rdacontent |
| 337 ## - MEDIA TYPE |
|---|
| Media type term |
unmediated |
| Media type code |
n |
| Source |
rdamedia |
| 338 ## - CARRIER TYPE |
|---|
| Carrier type term |
volume |
| Carrier type code |
nc |
| Source |
rdacarrier |
| 504 ## - BIBLIOGRAPHY, ETC. NOTE |
|---|
| Bibliography, etc. note |
Includes bibliographical references (pages 157-162). |
| 505 0# - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Online resource contents -- Acknowledgments -- Introduction -- PART ONE: Trust independent reading -- 1 All roads lead to independent reading -- 2 Trust the classroom -- 3 Trust the data, big and small: instructional decision-making -- PART TWO: Trust conferring -- 4 Trust readers to have a story: the discovery conference -- 5 Trust readers to take the lead: the intention conference -- 6 Trust readers to do the work: the impact conference -- 7 Trusting time: you can do a lot in 180 days. |
| 520 ## - SUMMARY, ETC. |
|---|
| Summary, etc. |
Independent reading is the right of every student. It is an indispensable foundation for solid reading instruction yet, is too often viewed as a luxury. 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. When teachers trust themselves and trust their students to create reading experiences that matter, they positively impact student growth. Trusting Readers puts the independence back into independent reading-and bolsters that independence with collaboration. Jen and Hannah offer a clear definition of independent reading. Their vision of conferring supports teachers as they support young readers. They help teachers craft reading experiences for students that are centered around their engagement, instructional needs, and identities as readers. Trusting Readers is an essential and accessible guide that provides teachers with the inspiration, information, and tools needed to grow enthusiastic independent readers. 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. In addition, they provide a model for reading conferences that support tailored instructional choices and keep students at the center. In Part 1 of Trusting Readers, Jen and Hannah define independent reading as based on the principles of time, choice, talk, and teacher support. 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. 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. Dig into Trusting Readers and consider new possibilities for vibrant independent reading to thrive in your classroom in visible and invisible ways. What is the best that could happen when you trust yourself, your students, and the power of independent reading? |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Reading (Elementary) |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Reading (Primary) |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Reading (Secondary) |
| 700 1# - ADDED ENTRY--PERSONAL NAME |
|---|
| Personal name |
Schneewind, Hannah, |