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Franki Sibberson currently teaches third graders in Dublin, Ohio. She has worked in elementary schools for over twenty-five years as a classroom teacher, a Reading Support Teacher, a curriculum support teacher and a school librarian. Franki is the coauthor with Karen Szymusiak of many books and videos on teaching reading in the intermediate grades. Franki’s books include Digital Reading: What’s Essential in Grades 3-8 (NCTE), Beyond Leveled Books, 2nd Edition (Stenhouse), Still Learning to Read, 2nd Edition (Stenhouse), Day-to-Day Assessment in the Reading Workshop (Scholastic), and The Joy of Planning (Choice Literacy).
Franki learns the most about learning and literacy from her students. She is committed to an authentic Reading Workshop and has more recently been interested in how literacy is impacted by digital tools. The changing definition of literacy has been important to Franki’s recent thinking as she works to give students authentic experiences as readers.
Throughout most of Franki’s career, she has focused on the unique needs of readers in grades three through eight. She believes that students need authentic experiences as readers and that intentional classroom design and thoughtful planning are critical for these readers to become lifelong readers.
Franki believes that teachers are lifelong learners. She blogs regularly atA Year of Reading(readingyear.blogspot.com) and she is also a regular contributor to Choice Literacy. Writing is the best way Franki knows to better understand the complexities of learning and teaching.
Because she believes strongly in the power of community, she has always been a member of many professional organizations. Literacy organizations such as NCTE, OCTELA, and The Literacy Connection have been important in Franki’s professional life. She was recently elected vice president of the National Council of Teachers of English (NCTE) and will begin her term in November of 2016.
Franki has taught in the Dublin City Schools for her entire career. Her husband, Scott, has also spent his career in Dublin City Schools. Franki and Scott have two daughters, Alexa and Ana.
Authors Franki Sibberson and Karen Szymusiak are back with an updated version of Still Learning to Read: Teaching Students in Grades 3-6, 2nd Edition. In the years since the first edition, prevalence of testing and Common Core State Standards have redefined requirements and what is expected of both teachers and students.
This new edition focuses on the needs of students in grades 3-6 in for the following areas: reading workshops, read-alouds, classroom design, digital tools, fiction and nonfiction, and close reading. The authors examine current trends in literacy and introduce a new section on intentional instructional planning, as well as a new chapter on scaffolding for reading nonfiction. Expanded examples of lessons and routines to promote deeper thinking about learning are also included.
In Still Learning to Read, you’ll also find online videos that provide insight into classrooms. Students make book choices, work in small groups, and discuss their reading notebooks. Finally, updated and expanded book lists, recommendations for digital tools, lesson cycles, and sections for school leaders round out this foundational resource.
Franki Sibberson, Karen Szymusiak, and Lisa Koch:::100076
Beyond Leveled Books 2nd Edition
In Beyond Leveled Books, Second Edition, Franki Sibberson, Karen Szymusiak, and Lisa Koch provide even more resources to help teachers understand and meet the needs of transitional readers. The key topic of series books has been revised and enlarged, with charts outlining new series with the challenges they pose and supports readers need. New lessons have been added, and most chapters now include a related article from a literacy expert. Some of the contributors include Kathy Collins, Larry Swartz, and Mary Lee Hahn.
Leveled books are an indispensable tool for teaching children to read, especially for emergent readers, but the authors of Beyond Leveled Booksare sounding the alarm about the overuse and misuse of leveling and the way it restricts teacher autonomy and undermines student choice and reading engagement. The authors lay out a blueprint for using leveled books effectively within a student-centered and differentiated approach that is designed to motivate all readers, particularly transitional ones.
Teaching Transitional Readers: Beyond Leveled Booksis packed with resources to help teachers understand and meet the needs of transitional readers, including examples of classroom instruction, sample mini-lessons, strategies for small-group instruction, assessment techniques, and articles by literacy experts
Resources for K-5 Classrooms: The book explores the uses and limitations of leveled texts in primary reading instruction, including ideas for how to organize your classroom library and a list of great books and series to use alongside leveled text in supporting new readers
Gateway to Independent Reading: The authors provide explicit tools for helping students consolidate their skills and reading strategies, to read widely and deeply, to increase their vocabulary, and build critical thinking
Making Reading Fun: Teach students to experience joy from reading through deeper comprehension and application
Beyond Leveled Books is an essential resource for K-5 teachers looking to help all readers, including budding readers, struggling readers, transitional readers, and readers who have plateaued.
Mathematizing Children’s Literature
Sparking Connections, Joy, and Wonder Through Read-Alouds and Discussion