I'm excited you wrote here. All of your questions are concerns I have encountered personally as well, so I am just going to tell you what seems to have worked in our classroom.
1) For the flip-through casual reader concern. Conference time is where you hit this head on through math. I've even pulled out the calculator before. So, without looking/asking how many pages they have read for the week, I might start like this, "Well, Bob, last time we conferenced you were on page X. So, let's see. You are reading about a page a minute and 30 minutes at home...30 minutes at school, I am guessing you are on about page X right?" If they are not, you simply tell them that's what you expect in class and you know they are capable. You'd rather be reading in class vs. filling out worksheets, right? That's what you have to push. The boring alternatives and the math.
You could also look at the Sisters reading stamina chart for motivation of reading. I used this two years ago to get RW started and motivate kids to read for longer periods of time.
2) Slow readers. Either the book is just too hard (Allington states that there is not a fluency problem in kids, the book is usually just too hard) OR you might recommend they listen to a book on CD. Confidence went up for my self-proclaimed slow reader. A few even have their own personal CD player and check the book/CDs out at the library.
3) Multi-book readers. I have had two that come to mind that were EXCELLENT multi-book readers. Just excellent. But for most I recommend one at school and one at home, if multi-book reading is an interest. I push the concept of reading stamina and being able to dig deeper with one book at a time. This also helps with reading reflection letters and conference talks.
4) Conferences. RW takes about 4-5 minutes and WR takes about the same. I usually combine them together which makes it much easier (usually 8 minutes/student). I start my conferences during RW for both reading and writing and complete my 5th conference by the end of WW. I complete small guided reading groups and reading partnerships during a 3rd literacy block. Talk about a real-challenge getting it all in, right?
And Victoria, it's usually challenging in the beginning so hang in there. It sounds/looks like you are doing a fantastic job!!!! I have enjoyed reading your posts. :)
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