ABSTRACT
One result of the shift to Common Core State Standards is that teachers across disciplines are fi nally realizing the need to be prepared to increase the rigor of literacy requirements and supports in their classrooms. However, many may not know exactly where to begin. Some teachers use round-robin reading, and others report they usually do most of the reading aloud, rather than asking students to tackle their texts. Some assign the reading to be done independently and then wonder why discussions are only led by a certain few students while the majority of the class opts not to respond at all. If these experiences paint a pained picture of reading in some content-area classrooms, just imagine what the writing assignments look like!
