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VALUING THE PROCESS OF SELF-SELECTION WITHIN INDEPENDENT READING $100.00
Authors:  Linda Wedwick and Jessica Wutz
Abstract:
This chapter addresses the necessity of having a daily independent reading time in which the teacher values the reader's ability to make a decision, and the reader values the opportunity to make a decision. Discovering one's preferences as a reader takes explicit instruction about self-selection strategies, as well as lots of modeling and practice. BOOKMATCH (Wedwick and Wutz, 2008) is one example of a way to model self-selection. This question-driven method allows students to define themselves as a reader by focusing on specific criteria for consideration. With consistent, daily practice, readers will increase the amount of time they spend reading, develop and improve their ability to select a just right book, and gain a better understanding of when to choose a new book or abandon a book. Whether you are a teacher of first graders or eighth graders, we are asking you to make the decision to value this time just as you value other components of your daily curriculum such as math and spelling. As teachers of readers, we must make daily decisions about our instruction regarding what to teach and how to teach it effectively. Beyond the important decisions of what and how, as teachers we need to know why we choose to teach that specific skill, strategy and/or concept. And so, we are faced with the same instructional questions for all our readers: What is it that we value most? What is essential for our readers in 2010 and beyond?
Through the work of Allington, Morrow, Atwell, Calkins, and our own research (Wutz and Wedwick, 2005; Wedwick and Wutz, 2006, 2008, 2009), we know that there is value in providing independent reading for all students. We value daily classroom time that builds the lifelong habit of voluntary readingóreading for pleasure. We value giving students choice in what they read. We value the explicit teaching of self-selection for independent reading. We know that a purposeful independent reading time is valued by both teachers and students when time spent reading, modeling, practice, and accountability are the underlying principles. These four main principles are necessary for success. 


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VALUING THE PROCESS OF SELF-SELECTION WITHIN INDEPENDENT READING